Erica Vane R. Balcanao-Buco, Vida V. Gunnawa, Mathew Jun P. Mariani
This study aims to provide the best practices of center of excellence professors in managing behavior in large classes. The study specifically explored and investigated the effectiveness of teaching strategies that alleviate the negative impact of large classes in classroom management; thus, university students were also invited to partake in the study. The study involved twelve teachers/key informants from Department of Civil Engineering, Department of Information Technology, Department of Agricultural Engineering and Department of Computer Programming. There were three key informants in each department.
All key informants are from Kalinga State University, Tabuk City, Philippines. Secondary key informants involved twelve students; one student in each of the classes of the teacher informants. This qualitative research utilized a non-random purposive sampling technique from a total of twelve key informants. Data was gathered thru an audio recorded interactive interview with questions encompassing large class size, classroom behavior, and effective classroom management. Consistent and regular behaviour monitoring, Organized lesson delivery, Effective class organization and communication (COE) is seen in both teachers’ classroom management strategies of student classroom behavior and student motivation. Despite the adverse effects of large class size, these center of excellence professors chose to employ the most effective classroom management strategies to alleviate student behavioral challenges in a classroom for optimal learning and efficient teaching.
Keywords: classroom management, classroom management strategies, teaching strategies