CARLO C. MELENDRES, MAT-VE, MAED Principal I, Author TEACHING PRACTICES AND CLASSROOM MANAGEMENT STYLES: BASIS FOR SCHOOL-BASED POLICY FORMULATION AND IMPROVEMENT DIRECTIONS CARLO C. MELENDRES, MAT-VE, MAED Principal I, Author FRANCES JOY M. PALETE Co-Author School Research Coordinator, Presenter 11/20/2018 PAG-ON, SARAVIA!

INTRODUCTION Effective learning requires certain elements – quality teaching and quality learning environment. K to 12 BEP implementation requires and integrative and interaction classroom in which the learners create their learning. Teachers are facilitators of learning and must provide, design and use technologies for effective learning to happen. However, effective teaching and learning would not easily happen when effective classroom management is out of place. Learners have to be guided and properly attuned to the teaching-learning activities through effective classroom management. 11/20/2018 PAG-ON, SARAVIA!

LITERATURE REVIEW Teaching styles and classroom management are two essential elements for quality education. Teaching styles must be engaging and supportive (Webster, McNeish & Scott, 2012) of the learners’ needs while classroom management prevents the occurrence, if not the elimination, of untoward behaviors that will disrupt teaching-learning processes and activities. Misbehaviors, if not controlled or prevented, will cost 16 days of lost teaching and learning (NASUWT, 2009) to the disadvantage of the learners. Disruptive behaviors causes stress and burn out to teachers such that good classroom organization is needed (Smith & Smith, 2006). 11/20/2018 PAG-ON, SARAVIA!

STATEMENT OF PURPOSE The study sought to explore the teaching practices and management styles of teachers during SY 2014-2015. It aims to: - Determine the extent of classroom teaching practices - Determine the extent of management styles - Formulate School-Based policies and improvement directions for Saravia National High School 11/20/2018 PAG-ON, SARAVIA!

CONCEPTUAL FRAMEWORK QUALITY EDUCATION   QUALITY EDUCATION CLASSROOM MANAGEMENT STYLES POLICY FORMULATION AND ENHANCEMENTS TOWARDS IMPROVED DIRECTIONS TEACHING PRACTICES 11/20/2018 PAG-ON, SARAVIA!

METHODOLOGY The study used descriptive-quantitative method of research using survey. It was conducted at SNHS. The respondents were all the 26 teachers and randomly selected learners. The survey tool was developed by the researcher based on the readings made. Content, language and face validation were made. The researcher was the ones who gathered the data. Frequency count, weighted mean, and percentage were used to treat and analyze the data gathered. 11/20/2018 PAG-ON, SARAVIA!

SUMMARY OF RESULTS & DISCUSSIONS Extent of Classroom Teaching Practices - For the Learner-Respondents, Teaching and Learning was rated the highest at 3.71, described as High Level, interpreted as “most of the times” the practice is done. The same aspect of the study was also rated by the Teacher-Respondents at 4.04, described as High Level, interpreted as “most of the times” the practice is done. - Under this section of the study that was rated lowest, the integration of ICT in the teaching and learning was valued by both respondents at 3.08 and 2.73, described as Moderate Level, interpreted as “oftentimes” the practice is done. 11/20/2018 PAG-ON, SARAVIA!

SUMMARY OF RESULTS & DISCUSSIONS Extent of Classroom Management Styles - For the Learner and Teacher-Respondents, Motivation of Learners was rated as High Level at 3.79 and 3.95, interpreted as “most of the times” the practice is performed. - For item that was rated lowest by the Learner-Respondents, Classroom Routines / Rules was rated at 3.53 mean value, with a description of High Level to indicate that the practice is done “most of the times.” - For the Teacher-Respondents, Classroom Discipline was valued at 3.20, described as Moderate Level, interpreted as “oftentimes” the practice is done. 11/20/2018 PAG-ON, SARAVIA!

CONCLUSION Based on the foregoing results of the study, the researcher concluded that the teaching practices and classroom management styles of the teachers in SNHS are considered High Level, interpreted as “most of the times” performed with some aspects that need to be improved. 11/20/2018 PAG-ON, SARAVIA!

RECOMMENDATIONS Based on the conclusion, the researcher recommends School-Based Policy and Improvement Directions be formulated and implemented. 11/20/2018 PAG-ON, SARAVIA!

SCHOOL-BASED POLICIES AND IMPROVEMENT DIRECTIONS FOR SNHS 1. Utilization of all types of multimedia be used to the maximum to enhance teaching and learning 2. Assure readability and re-usability of visual aids 3. Internet connection be utilized for student research and exploration 4. Team observation be used as an avenue for learning from each other 5. Compliance of classrooms to CFSS Principles 6. Classroom routines and rules must adhere to Child-Friendly principles 7. Discipline must be imposed and parents’ conference strengthened. 11/20/2018

SCHOOL-BASED POLICIES AND IMPROVEMENT DIRECTIONS FOR SNHS 1. Training-Workshop for Teachers on the Use of ICT and other media for Effective and Enhanced Teaching and Learning 2. Training-Workshop for Teachers on Effective Visual Aids and Preparations 3. Implementation of School-Based Competition on Child-Friendly School System Compliant Classrooms 4. Printing and display of The Rights and responsibilities of the Child, Child-Friendly Guidelines / Principles 5. Training of Teachers on Classroom Management and Disciplines 6. Training of Teachers on Conflict Management 11/20/2018

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