MANAGEMENT IN CLASSROOM: WHAT WORKS, WHAT DOESN’T IN ELEMENTARY EDUCATION

WILMA A. MORING

Abstract


This study explored how elementary teachers experience and implement Classroom Management and how such practices influence students’ behavior and learning. It aimed to understand teachers’ lived experiences, the perceived impacts of classroom structure, and their recommendations for improving management practices in elementary education. The study utilized a qualitative narrative research design to explore the real-life experiences of educators in handling classroom challenges and applying management strategies. A total of 17 teacher participants from different schools in the Municipality of Makilala were selected through purposive sampling. Ten teachers participated in in-depth interviews, while seven teachers joined a focus group discussion to collectively reflect on common classroom management experiences. Findings revealed that teachers value structured routines in organizing classroom processes, yet they also face challenges in maintaining consistency and balancing structure with flexibility to address diverse learner needs. Teachers observed that clear expectations and predictable routines enhanced student participation, improved behavior, and created a sense of stability and security in the learning environment, eventually leading students to internalize classroom norms. Participants further emphasized the importance of professional support, flexible routines, and student involvement in establishing classroom procedures. This study recommended strengthening teacher training, promoting collaborative support systems, and encouraging student participation in developing classroom routines to improve classroom management practices.

Keywords


Education, classroom management, structured routines, teacher experiences, qualitative research, Municipality of Makilala, Philippines

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i3.301

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