Analysis of classroom management techniques of special education teachers: Implications for an in-service training program

• Main Author: Lai, I-Wen (Annie)
• Format: text
• Language: English
• Published: Animo Repository 2002
• Subjects: Special education teachers > Training of; Classroom management; Classroom environment; Teaching; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/2948
• Institution: De La Salle University

This study analyzes the classroom management techniques of special education teachers of four selected schools in the Division of City Schools, Manila, namely: M. Hizon Elementary School, P. Gomez Elementary School, Sta. Ana Elementary School, P. Burgos Elementary School, and Philippine National School for the Blind located in Pasay City.It utilized the researcher-devised questionnaire and structured interview. The descriptive method was employed in analyzing the classroom management techniques of special education teachers, and in assessing and identifying the classroom management techniques' strengths and weaknesses. The researcher devised a questionnaire which consisted of two parts, namely: Part I-Personal Profile and Part II Classroom Management techniques. Interviews were conducted to randomly selected respondents to clarify their responses.Results of the study show that special education teachers employ varied classroom management techniques when setting-up the physical environment, establishing routine activities, setting boundaries/rules, maintaining good discipline, and sustaining the level of attention. Special education teachers teaching the mentally retarded, hearing impaired, and visually impaired have common classroom management techniques. Likewise, special education teachers teaching the mentally retarded, hearing impaired, and visually impaired differ in the kind of equipment and teaching aids used, space provisions, and utilization and type of instructional materials used.