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    QUESTIONNAIRE Edited (Final)

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    Mokong Makalinog
    The document discusses the challenges of elementary teachers in implementing classroom management at As-Salihein Integrated School Foundation. It begins by having teachers self-assess their classroom management across several areas, including instruction, discipline, relationships, physical environment, time, and routines. It then identifies challenges teachers commonly face, such as students' disruptive behavior, lack of interest or motivation in subjects, inability to understand lessons, time constraints that make it difficult to meet individual student needs, and pressure from parents. The purpose seems to be to gather baseline data from teachers on their classroom management and challenges to inform the development of an intervention plan.

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    QUESTIONNAIRE Edited (Final)

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    Mokong Makalinog
    5 views4 pages
    The document discusses the challenges of elementary teachers in implementing classroom management at As-Salihein Integrated School Foundation. It begins by having teachers self-assess their classroom management across several areas, including instruction, discipline, relationships, physical environment, time, and routines. It then identifies challenges teachers commonly face, such as students' disruptive behavior, lack of interest or motivation in subjects, inability to understand lessons, time constraints that make it difficult to meet individual student needs, and pressure from parents. The purpose seems to be to gather baseline data from teachers on their classroom management and challenges to inform the development of an intervention plan.

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    QUESTIONNAIRE edited (final)

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    The document discusses the challenges of elementary teachers in implementing classroom management at As-Salihein Integrated School Foundation. It begins by having teachers self-assess their classroom management across several areas, including instruction, discipline, relationships, physical environment, time, and routines. It then identifies challenges teachers commonly face, such as students' disruptive behavior, lack of interest or motivation in subjects, inability to understand lessons, time constraints that make it difficult to meet individual student needs, and pressure from parents. The purpose seems to be to gather baseline data from teachers on their classroom management and challenges to inform the development of an intervention plan.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    5 views4 pages

    QUESTIONNAIRE Edited (Final)

    Uploaded by

    Mokong Makalinog
    The document discusses the challenges of elementary teachers in implementing classroom management at As-Salihein Integrated School Foundation. It begins by having teachers self-assess their classroom management across several areas, including instruction, discipline, relationships, physical environment, time, and routines. It then identifies challenges teachers commonly face, such as students' disruptive behavior, lack of interest or motivation in subjects, inability to understand lessons, time constraints that make it difficult to meet individual student needs, and pressure from parents. The purpose seems to be to gather baseline data from teachers on their classroom management and challenges to inform the development of an intervention plan.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    CHALLENGES OF ELEMENTARY TEACHERS IN IMPLEMENTING

    CLASSROOM MANAGEMNT IN AS-SALIHEIN INTEGRATED


    SCHOOL FOUNDATION: A BASIS FOR AN
    INTERVENTION PLAN

    Part I: CLASSROOM MANAGEMENT


    Direction: Kindly, put a check mark (/) on the corresponding number that describes your
    classroom management in the class.
    Legends:
    4 – Always 3 – Often 2 – Sometimes 1 – Never

    MANAGEMENT OF INSTRUCTION 4 3 2 1
    1. Maintain smoothness of instruction and avoid
    jarring breaks within the activity flow.
    2. Manage transition from one activity to another,
    from subject or from lesson to recess and give
    clear signals.
    3. Maintain a group focus during a seatwork by
    circulating to see how they are doing.
    4. Develop witness and be aware of student’s
    behavior all time.
    5. Develop overlapping skills and be prepared for all
    scenarios in the classroom.

    MANAGEMENT OF DISCIPLINE 4 3 2 1
    1. Start the year right with a clear, specific plan for
    introducing the student to classroom rules.
    2. Set few class rules foe the students to follow.
    3. Create an atmosphere where there is respect to
    one another.
    4. Prevent serious behavior problem and remove the
    causes of misbehavior.
    5. Formally develop the desired behavior by
    teaching (not telling) the behavior.

    MANAGEMENT OF RELATIONSHIP 4 3 2 1
    1. Maintain positive climate characteristics which
    allow students to choose a variety of activities to
    achieve common goals.
    2. Develop sense of interdependence, common
    bonds, define group expectations and relationship
    qualities that enhance wholesome emotional
    climate.
    3. Develop communication characteristics that
    promote wholesome classroom relationship like
    positive constructive conversation aimed and
    understanding on other’s point of view.
    4. Render different forms of assistance by providing
    class meeting or students to have an opportunity
    to examine the ideas and feelings that influence
    value judgement.
    5. Maintain good relationship between students.

    MANAGEMENT OF PHYSICAL ENVIRONMENT 4 3 2 1


    1. Organize supplies and materials for activities that
    occur frequently in most readily available
    accessible place, and must be governed by the
    simplest procedure.
    2. Avoid classroom interruption during class
    program.
    3. Bulletin board and wall spaces are used to display
    student work and complement current class
    activities.
    4. Arrange the physical setting and maximize
    visibility and accessibility.
    5. Set explicit procedures for getting materials from
    and returning them to designated classroom
    location.

    MANAGEMENT OF TIME 4 3 2 1
    1. Organize supplies and materials for activities that
    occur frequently in most readily available
    accessible place, and must be governed by the
    simplest procedure.
    2. Start teaching at the beginning of the period and
    end on time.
    3. Establish routine procedure
    4. Minimize time spent on discipline and prevent
    interruptions.
    5. Teach a lessons that are interesting, engaging, and
    relevant to student’s interest.
    MANAGEMENT OF ROUTINE 4 3 2 1
    1. Teach pupils to learn how to form various
    groupings and return to standard arrangement
    with minimum confusion.
    2. Do not use the few minutes of the class session to
    collect materials when students are potentially
    most alert to instruction.
    3. ‘overlapping’ technique is used for collection and
    distribution of materials.
    4. Prepare for transition by planning distinct types
    and sequence of teacher-pupil activity.

    Part II: CHALLENGES ENCOUNTERED

    Direction: Kindly, put a check mark (/) on the corresponding number that describes the
    challenges you encountered in implementing classroom management.
    Legends:
    4 – Highly Challenging 3 – Moderately Challenging
    2 – Less Challenging 1- Not Challenging at all

    STUDENTS BEHAVIOR 4 3 2 1
    1. The students did not follow the rules inside the
    classroom.
    2. Students make noise all the time.
    3. Students interrupt teacher during discussion.
    4. Students did not listen while the teacher
    discusses.
    5. Students are more likely not engaged in
    performance activities.

    SUBJECT MATTER 4 3 2 1
    1. The students are lack of interest in the subject.
    2. Students frequently lack of study motivation.
    3. Students are more likely fascinating in terms of
    their homework.
    4. They cannot understand the lesson even discussed
    multiple times.
    5. The students did not understand the lesson even if
    it is discussed in different ways.
    ASSESSMENT OF LEARNING 4 3 2 1
    1. They did not attain the given time during class
    activities.
    2. They did not finish the activity at a time and yet
    pass it unfinished.
    3. The students did not do the other activities.
    4. The student tends to disturb his or her classmates
    while making activity.
    5. They are hard to understand the given instruction
    even if you give them guidance to assist them.

    TEACHING STRATEGY 4 3 2 1
    1. Understand their different learning styles.
    2. Being pressured by the parents.
    3. The students have no interest in the lesson.
    4. The students misbehave while the teacher is
    discussing.
    5. The students have no interest in doing their
    works.

    TIME CONSTRAINTS 4 3 2 1
    1. The activities given to them even the easiest are
    more likely time consuming.
    2. Giving the students the easiest instructions are
    also time consuming.
    3. Did not met the individual needs and learning
    styles.
    4. The students go to school unprepared.
    5. The time given to discuss the lesson is not
    enough.

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