Authors : J. Mark Alvin V. Canceran

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/mu29kary

Scribd : https://tinyurl.com/4r6kex6j

DOI : https://doi.org/10.38124/ijisrt/25oct959

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Abstract : This study explored the strategies employed by elementary school teachers in addressing the needs of diverse learners. The participants’ narratives revealed both the instructional approaches and the challenges encountered in managing diversity within the classroom setting. Eight (8) elementary grade teachers from a public school in Marilog B District, Division of Davao City, participated in the study. Data were collected through a phenomenological approach using in-depth interviews conducted via virtual conferences and limited face-to-face sessions, all in compliance with established health protocols. Through thematic analysis, two primary strategies emerged: peer learning and project-based learning. Meanwhile, the challenges faced by teachers were categorized into two major themes: bullying and lack of student motivation. From these findings, the study proposed key insights such as the need to strengthen school-based anti-bullying initiatives and to foster positive reinforcement practices within classrooms. The results emphasized that learner diversity, shaped by varying family backgrounds, values, and personalities, often leads to issues such as bullying, interpersonal conflicts, and demotivation, which complicate classroom management and discipline. Overall, this study sought to provide meaningful insights into teachers’ strategies for managing diverse learners, contributing to the enhancement of effective and inclusive instructional practices that promote quality education.

Keywords : Teaching, Diverse, Learners, Strategies, Teachers, Elementary, School.

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