Authors :
Bon Eric M. Unabia
Volume/Issue :
Volume 10 - 2025, Issue 8 - August
Google Scholar :
https://tinyurl.com/y5kz59sh
Scribd :
https://tinyurl.com/4xjnk637
DOI :
https://doi.org/10.38124/ijisrt/25aug107
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Note : Google Scholar may take 30 to 40 days to display the article.
Abstract :
In a recent study, researchers explored how secondary school teachers in Lupon West District, Davao Oriental,
harness the power of positive reinforcement to manage classroom behavior. They engaged with ten teachers—six through
detailed interviews and four in group discussions—to gather personal insights into their day-to-day experiences. The findings
revealed some compelling themes. For one, many teachers noted that using positive reinforcement really energizes their
classrooms, igniting motivation and engagement among students. It creates a vibrant learning environment where students
feel excited to participate. Another significant takeaway was how these strategies foster strong relationships between teachers
and students, building a foundation of trust and respect that enriches the classroom experience. However, the journey wasn’t
without its hurdles; teachers mentioned challenges in applying these reinforcement strategies consistently and ensuring
fairness among students. To tackle these challenges, teachers came together for support. They formed peer networks,
participated in professional development workshops, and created clear guidelines and structured behavior management
systems. This collaborative approach allowed them to share ideas and strategies, making it easier to navigate the complexities
of classroom management. The study offers meaningful insights for school leaders and educational stakeholders. It
underlines the need for teachers to consistently apply reinforcement strategies and adopt learner-centered approaches to
keep students engaged. Importantly, it also highlights how positive reinforcement can uplift teachers’ morale and boost their
confidence, ultimately benefiting the entire classroom atmosphere. In conclusion, the findings suggest that nurturing a
supportive teaching environment, providing ongoing professional development, and establishing well-organized behavior
management systems can significantly enhance classroom discipline and improve teaching effectiveness. It’s a reminder of
the importance of equipping teachers with the necessary tools, support, and strategies to cultivate positive, respectful, and
productive learning environments for their students.
Keywords :
Positive Reinforcement, Classroom Behavior, Teacher Experiences, Secondary School Teachers, Qualitative- Phenomenology, Davao Oriental Division, Philippines.
References :
- Brophy, J. (2006). History of research on classroom management. In C. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management (pp. 17-43). Routledge.
- Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. *Psychological Bulletin*, 125(6), 627-668.
- Emmer, E. T., & Evertson, C. M. (2013). *Classroom management for middle and high school teachers*. Pearson Higher Ed.
- Skinner, B. F. (1953). *Science and human behavior*. Free Press.
- Wentzel, K. R. (2003). Motivating students to behave in socially competent ways. In D. M. McInerney & S. Van Etten (Eds.), *Research on sociocultural influences on motivation and learning* (Vol. 4, pp. 151-185). Information Age Publishing.
In a recent study, researchers explored how secondary school teachers in Lupon West District, Davao Oriental,
harness the power of positive reinforcement to manage classroom behavior. They engaged with ten teachers—six through
detailed interviews and four in group discussions—to gather personal insights into their day-to-day experiences. The findings
revealed some compelling themes. For one, many teachers noted that using positive reinforcement really energizes their
classrooms, igniting motivation and engagement among students. It creates a vibrant learning environment where students
feel excited to participate. Another significant takeaway was how these strategies foster strong relationships between teachers
and students, building a foundation of trust and respect that enriches the classroom experience. However, the journey wasn’t
without its hurdles; teachers mentioned challenges in applying these reinforcement strategies consistently and ensuring
fairness among students. To tackle these challenges, teachers came together for support. They formed peer networks,
participated in professional development workshops, and created clear guidelines and structured behavior management
systems. This collaborative approach allowed them to share ideas and strategies, making it easier to navigate the complexities
of classroom management. The study offers meaningful insights for school leaders and educational stakeholders. It
underlines the need for teachers to consistently apply reinforcement strategies and adopt learner-centered approaches to
keep students engaged. Importantly, it also highlights how positive reinforcement can uplift teachers’ morale and boost their
confidence, ultimately benefiting the entire classroom atmosphere. In conclusion, the findings suggest that nurturing a
supportive teaching environment, providing ongoing professional development, and establishing well-organized behavior
management systems can significantly enhance classroom discipline and improve teaching effectiveness. It’s a reminder of
the importance of equipping teachers with the necessary tools, support, and strategies to cultivate positive, respectful, and
productive learning environments for their students.
Keywords :
Positive Reinforcement, Classroom Behavior, Teacher Experiences, Secondary School Teachers, Qualitative- Phenomenology, Davao Oriental Division, Philippines.
