A Comparative Study of Classroom Management Between Male and Female

Professors: A Gendered-Based Analysis

Alapan, Regine J.
Bartolo, Rodfil L.
Gamad, Jenilyn
Mabansag, Lebianne Joyce M.

Philippine Women’s University-School, of Arts and Sciences

1743 Taft Ave, Manila, Philippines

Abstract

Keywords

I. Introduction

A basic component of being an effective teacher is having depth knowledge

in one’s content area, yet, that alone is not enough preparation for teaching.
Teacher must be proficient in three characteristics; namely, possess positive
expectations for students’ success, good in classroom management, and enough
idea on how to create and design lessons for mastery (Wong & Wong, 2005).
As cited by Borden (2013) from the book of Marzono (2003) it is probably
not exaggeration to say that classroom management has been a primary concern of
teachers ever since there have been teachers in the classroom. And also good
classroom management is the most fundamental factor in student learning used by
teachers and must be executed within a school’s parameters for appropriate action
(Adams, 2016). As defined by the Education Glossary “classroom management
refers to the wide variety of skills and techniques that teachers use to keep students
organized, orderly, focused, attentive, on task, and academically productive during
a class. When classroom-management strategies are executed effectively, teachers
minimize the behaviours that impede learning for both individual students and
groups of students, while maximizing the behaviours that facilitate or enhance
learning”.
 However, classroom management is widely viewed by most educators as the
most important problem that teachers face (Jackson, 2005). And some researchers
ranked it as the second greatest problem facing schools. In order to deal with the
possible already existing and forthcoming CM problems, teachers from all over the
world are employing a number of strategies.
Moreover, not only novice teachers are experiencing this kind of matter.
Even teachers’ with twenty five (25) years experienced can still face classroom
management.

II. Review of Related Literature

Classroom management is an efficient and well-organize instructional

materials that establish learning environments, where teachers, students and
others have clear communication, considerate, and dedicated to learn (Senter
& Charles. 2002). Classroom management was thought to be a measure of
rewards and penalties for students’ behaviour. Much of the penalties and
rewards, classroom management is defined to be the teachers’ initiative for
making an established, sustains an orderly and caring environment that
fosters social and emotional growth importantly, the students’ academic
learning. (Weinstein & Novodvorsky, 2015)

As stated by the Lourdusamy (2005), the teachers play an important

role in managing the different aspects in the classroom and classroom
management can be viewed in three levels. First, the teacher has to manage
the teaching and learning activities in the classroom to portray dear learning
duties, implement and organize the activities for it help him/her to evaluate
the learning outcomes and to be aware if there’s improvement needed.
Secondly, the teacher has to manage students’ behaviour somit will direct
students energies in learning process and progression. And lastly, the teacher
has to manage both physical and psychosocial classroom environment to
create a positive and pleasant work atmosphere in the classroom.

Classroom management is one of the most challenging aspects of

teaching for new and sometimes experienced teachers. New teachers fear
students will not respect them, and for experienced teachers establishing
management is a primary goal in the first few weeks of the year (Good &
Brophy, 2008). Researchers describe classroom management as a complex
issue in which many external and internal factors are interwoven. For
example, Martin, Yin, and Baldwin (2005) believed that classroom
management is a broad umbrella term, which describes the teachers’ efforts
to oversee classroom activities, such as learning, social interaction, and
student behaviour. Classroom management problem is one of the central
causes of burnout and job dissatisfaction for most of teachers. According to
Landau (2009), the status of classroom management has been looked down
because classroom management is not included in most of teacher
preparation courses. Advice to teachers about classroom management was
based on untested theory of “what works best for me” and little was
supported by solid evidence (Good & Brophy, 2008). Most teachers have
their own approach of classroom management acquired through their
teaching experience or their own school years as learners. Teachers should
find the approach that best fits into their context, learners, and style of
teaching. A framework offered by Evertson and Weinstein (2006) has been
one of the most frequently used frameworks in classroom management
studies. Evertson and Weinstein organized classroom management strategies
into six distinct approaches, namely: external control of behaviour, internal
control, classroom ecology, discourse, curriculum, and interpersonal
relationships.

As stated by Keene (2008), each student learns best using strategies

and objectives that reflect his experiences, abilities, aptitudes and interest.
Similarly, there is no standard teaching method. The various teaching
methods overlap in definition and application; none being mutually
exclusive although researchers often delineate several teaching strategies.
Demonstration technique is one of the many teaching learning style under
the investigative or activity based. It is a method, which is capable of
improving learning through its diversity effect activity. It has the
prerequisite characteristics for individualized instruction and therefore has
high potential for making teaching-learning process challenging and
rewarding. There is radical departure from the direct teaching model in
which the teacher engages student to learn.

According to Weinstein and Novodvorsky (2015), there were guiding

principles of classroom management. (a) a successful classroom
management encrypts a personal responsibility and self-discipline. (b) if
teachers are able to engage a positive student-teacher relationship,
implement measures of instructions, and use of good preventive
management strategies, disorders in the classroom can be avoided. (c) the
 needs for order in the classroom should not be used as an intervention for
making meaningful instructions. (d) In able to teach student(s) that possess
diverse racial, ethnic, language and social class backgrounds, teachers are
required to have the knowledge, skills, and predispositions or should be a
culturally responsive classroom managers. (e) to be an effective classroom
manager, it requires social-emotional competence, hard work and classroom
experience.

A classroom manager under the authoritative approach is believed to

be both permissive and authoritarian but less of the approaches'
characteristics. Authoritative classroom managers are said to be warm
demanders, as they build a classroom environment that gives students the
love and care they deserve and the initiative of pushing their students for
aiming and achieving the best of performance in their academic
performance. (Novodvorsky & Weinstein 2015).

The importance of classroom management practices

As mention by Emmer, E. T., Evertson, C. M. and Anderson L.M. (2005),
educators have long assumed that what happens in a classroom during the early
days of the year. They said that the believe is part of the folklore of teaching,
observed, gave considerable coverage to initial activities, reported case studies of
three fourth, grade teachers and also observed first-year junior high school teachers
and teachers.
Classroom management is important primary in achieving optional
learning. Current teaching practices are more student-oriented where in due course
the students will get the most out of the teaching are learning process. This is
accomplished by creating a positive learning environment for the students.
Students learn best when they are comfortable with their surroundings especially
through the building of strong student-teacher relationship. In an article by
Marzano & Marzano (2008).

III. Statement of the Problem

This study aimed to compare the classroom management techniques employed by
male and female undergraduate professors. It specifically sought to answer the
following questions:

1. What is the profile of the respondents in terms of:

a. Age
b. Sex
c. Civil status

2. What are the similarities and differences of classroom management

practices between the male and female public school teachers in
terms of:
a. Classroom climate
b. Classroom layout
c. Teacher-student interactions
d. Delivering instructions

3. Based on the comparative study, what aspects can be benchmarked by

the male from the female teacher, vice versa?

IV. Methodology
V. Review and Discussion
VI. Conclusion and Recommendations

VII. References
 Charles , C. (2015). Building classroom discipline (8th ed.) . N.Y. : Person
education
Daniels, D. & Carkson, P. (2010). A developmental approach to educating young
children. . K. : Sage.

Ermer, E.T., Evertson, C.M. and Anderson, L.M. (2005, May). Effective classroom
management the beginning of the school year. Retrieved from www.
journals. uchicago. edu
Lourdusamy, A. (2005).Classroom management: Facilitating teaching and
learning. Singapore: iPrentice Hall Pearson Educ. Asia.
Marzano, R.J. & Marzano, J. S. (2008, September). Classroom management that
works. Retrieved from www. ascd.org.
Novodvorsky, I. & Weinstein C.S. (2015). Middle and secondary classroom
management. New Jersey: Mc-Graw Hill Publisher.

Senter, G.W., & Charles, C.M.(2002).Elementary classroom management(3rd

ed.).Boston: Longman Publishers.
Charles , C. (2015). Building classroom discipline (8th ed.) . N.Y. : Person
education

VIII. Appendices (Questionnaire)

IX. About the Author