PEACEABLE CLASSROOM MANAGEMENT
JOBERT M. ASUNCION
Background of the Study
The key instrument towards attaining peace education in the classroom is the teacher. A teacher is at the center of providing quality education as well as peaceable classroom for all Filipino children. Quality and peace education should be inseparably practiced in schools.
The International Commission on Education for the Twenty-first Century advocates four pillars of education which are: 1) Learning to know; 2) Learning to do; 3) Learning to live together; and 3) Learning to be (Vega, 2009). The first pillar “concerned less with the acquisition of structured knowledge but more with the mastery of learning tools” (Vega, p. 14). The second pillar entails the acquisition of competence. This will enable people to deal with various life situations. The third pillar of education implies understanding, acceptance, and appreciation of interdependence. The fourth pillar refers to the all-around development of each individual. All the physical, intellectual, emotional and ethical dimensions of the complete person are developed in this pillar of education.
Crucial in the attainment of the goals of the four pillars of education is peace in the classroom. More often, teachers neglect to infuse the practical unity and peace in the learning process because the focus is the mastery of academic content. Teachers emphasize heavily on the impartation of knowledge. They neglect that a genuine and lasting culture of peace is built on the exercise of the pillars of education. This scenario results to an imbalanced person who is more academician and less practical. Lesser practicality in life can be dangerous because it entails inconsideration, ungratefulness, disagreement, and disunity. The world is full of conflict and violence. This conflict and violence is also present in the contemporary educational institution, particularly in the classroom. Undeniably within the locality, incident of violence in both private and public schools happens.
It is for this reason that the researcher contemplates to find out the peaceable classroom practiced by the teachers in selected schools.
Statement of the Problem
This study will aim to determine the peaceable classroom as practiced by teachers and students of Saint Dominc High School (SDHS). The respondents are all the current teachers of SDHS and 20 students from Grade VII to fourth year who are enrolled during the school year 2012-2013.
Specifically, this study will seek to answer the following questions: 1. What is the profile of the teacher and student-respondents with respect to: a. Age;
c. Civil status;
d. Degree obtained;
e. Length of service;
f. Year level
2. What is the level of peaceable classroom as practiced by the teacher-respondents in selected schools? 3. Is there a significant relationship between the level of peaceable classroom as practiced by the teacher-respondents in selected schools and each of the following: a. Age
c. Civil status
d. Degree obtained
e. Length of service?
The research hypothesis will be tested at 0.05 level of significance which states that there is no significant relationship between the level of peaceable classroom as practiced by the teacher-respondents and each of the following: Age; gender; civil status; degree obtained; and length of service. Scope and Delimitation
The main thrust of this paper is to determine the level of peaceable classroom as practiced by the teachers in selected schools during the summer of 2011. The teacher-respondents will be the U.C.U. graduate students who are enrolled in Methods of Research class offered in Master of Arts in Education. The profiles of the teacher-respondents will be categorized in terms of personal attributes which include age, gender, and civil status. The professional traits will include the...