Fostering Learner&rsquo;s Positive Behavior and Classroom Management

Loriemagne  Millado,

Fostering Learner’s Positive Behavior and Classroom Management

Abstract:

This research aimed to foster the positive behavior among learners and Classroom management in selected schools of Valencia City, Bukidnon, during the School Year 2024-2025. Furthermore, this study followed a descriptivecorrelation methodology. The findings demonstrated that the level of classroom management in terms of work atmosphere, student learning engagement, and instruction monitoring remained consistent. Furthermore, the extent of encouraging positive behavior among learners in terms of class regulation, class performance, and model behavior, as always. The findings also revealed a significant relationship between the level of classroom management in terms of work environment, pupil learning engagement, instructional supervision, and the extent to which positive behavior is cultivated in terms of class regulation, class performance, and model behavior. These findings imply that instructors should continue to use best practices for maintaining a well-organized work environment, generating engaging learning experiences, and providing comprehensive instructional supervision. Regular professional development, peer collaboration, and feedback methods should be promoted to help teachers improve their strategies. Additionally, educators should continue to enforce class rules, recognize student accomplishments, and demonstrate good behavior. Schools should provide ongoing training in effective behavior control tactics and foster a supportive learning environment. Furthermore, teamwork among teachers, parents, and school officials is critical in maintaining consistent behavioral expectations and ensuring that students develop strong values and social skills that contribute to their overall growth and success. Schools should offer ongoing professional development programs to help educators improve the skills needed for classroom management. Furthermore, encouraging collaboration among instructors, students, and parents can promote positive conduct and create a better learning environment.

References:

Barrett,et.al., (2018). The inventory of teacher-student relationships: Factor structure, reliability, and validity among African American youth in low-income urban schools. The Journal of Early Adolescence. 201831(4):493–525
Blanch, A., (2020). Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.
Bolkan, (2019). An integrative approach to burnout in secondary school teachers: Examining the role of student disruptive behavior and disciplinary issues. International Journal of Psychology and Psychological Therapy. 2018
Carbonilla, (2016). Students’ perception of the use of technology in the classroom at higher education institutions in the Philippines. Asian Journal of Education and e-Learning, p. 4
Carduk, S., (2020). Classroom Management Training, Teaching Experience and Gender: Do These Variables Impact Teachers’ Attitudes and Beliefs toward Classroom Management Style?
Cho, et al., (2020). A systematic review of past and future technology in classroom management and school discipline. Teaching and Teacher Education. 2020 Doi: 10.1016/j.tate.2020.103037.
Gettinger, (2012). Classroom Strategies to Enhance Academic Engaged Time. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_31
Kraft,et.al. (2018). Classroom management that works: Research-based strategies for every teacher. ASCD; 2018
Kurtz, T, (2020). A Biological Brain in a Cultural Classroom: Applying Biological Research to Classroom Management.
Lim, (2019). A Study on Teacher Candidates’ Competencies in Classroom Management
Murray, (2018). Classroom Management Importance. The Journal of Early Adolescence. 201831(4):493–525
Mustafa, (2022). Effective Classroom Management in English as a Foreign Language Classroom. PAROLE: Journal of Linguistics and Education 12:1, pages 91–102.
Obliopas, (2018). Classroom Management Strategies Implementation, Usefulness, and Issues. 17. 40–52.
Rostami, (2022). Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools. Educ Res Policy Prac 20, 107–124 (2021). https://doi.org/10.1007/s10671-020-09270-w.
Zhang, S., (2021). Teacher Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior