Republic of the Philippines

College of Education

Commission on Higher Education

Bulacan State University

Pulilan Extension

PROBLEMS ENCOUNTERED BY TEACHER

IN KINDERGARTEN CLASSROOM
(Directed Study in PSE)

By

De Jesus, Laiza May A.

Santos, Riza Mae B.

Cruz, Jhona Lita P.

Tayao, Aina Kristine V.

Alonzo, Allison C.

S.Y. 2016-2017

Mr. Joel Faustino

Professor
 Problems Encountered by Teacher in

Managing the Kindergarten Classroom

INTRODUCTION

Traditionally, teachers are encouraged to believe that the learning environment must be
orderly and quiet. For some principals, a quite classroom means effective teaching. With the
growing movement toward learning, however, more teachers are using activities in which
students take an active role. Sharing ideas and information with various activities occurring at
the same time can make for noisy classrooms. But it would be a mistake to conclude that in such
classrooms students are not learning (Carr et.al.1998).

The concept “classroom order” point to the learner’s behavior discipline according to the
followed systems and rules which facilitate the process of classroom interaction towards
achieving the planned goals (Marei and Mustafa 2009). Teachers do not generally want to give
control to their students. They are instructed that the mark of a good teacher is the teacher who
controls the class (Taylor 1987).

Kindergarten is a time for children to expand their love of learning, their general
knowledge, their ability to get along with others, and their interest in reaching out to the world.
While kindergarten marks an important transition from preschool to the primary grades, it is
important that children still get to be children—getting kindergarteners ready for elementary
school does not mean substituting academics for play time, forcing children to master first grade
"skills" or relying on standardized tests to assess children's success. Developmentally appropriate
kindergarten classrooms encourage the growth of children's self-esteem, their cultural identities,
and their independence and individual strengths. Kindergarten children will continue to develop
control of their own behavior through the guidance and support of warm, caring adults. At this
stage, children are already eager to learn and possess an innate curiosity. Teachers with a strong
background in early childhood education and child development can best provide for children
what they need to grow physically, emotionally, and intellectually (NAEYC). Classroom
management is that set of teaching behavior by which the teacher establishes and maintains
conditions that enable students to learn efficiently and effectively inside the classroom.
Classroom management is the key to teaching everything in any grade, and it is extra important
in kindergarten where we often find children that have never had any school experiences before.
Obviously, Kindergarten and preschool teachers must teach children all classroom
expectations from the very beginning - from lining up, to sitting up and listening. So if you teach
kindergarten or preschool, remind yourself daily how important it is to be patient,and don't get
frustrated if progress is slow. The less time your students have been in school before, the longer
it will take.
Children are not all doing the same thing at the same time, that’s why it is important to
give them a proper guidance by parents. As children, growing fast the guardians also look
forward to school, it serve as a first foot-step in his journey to become literate.
We all know that “education is the most powerful key to become successful in life”, that
message wants to deliver on our minds that in school people discover their skills, talents and
abilities. So, it much better that even at the younger age of children we must have to teach a good
manner by his teacher.

There was a time that we cannot predict the problems that may occur in a classroom. It is
not possible because little children’s may not force themselves to stay and quiet in one place.
This paper basically argues about handling of Kindergarten Classroom with a use of proper
management for common problems that may encounter especially, the preschool. The purpose of
this study is specifically encouraging mankind to learn the perfect timing for everything.
Especially, at this point, Kindergarten is the foundation of every student. It aims to know how
the teachers handle the situations when those problems occurred, especially during class. To the
benefits of the professional teachers and undergraduate students to have a weapon when they are
already in the field of managing classroom, this must be the advantage for them to have a better
idea and guide on how to manage a situation in the Kindergarten Classroom. There’s some
situation that we didn’t know that it will be happen, so that, teachers may tend to be ready and
plan appropriate, to prevent those situation occurs, and it was a big help for every teachers to
peruse this paper to have them a background idea and prior knowledge when they are in the field
of teaching.
 Related Literature

There are several behavioral patterns practiced by the pupils within the classroom
environment, some of it positive behavior and some negative behavior. A teacher must know
how to deal with those some problems that may occur, it is not just necessary for the teacher to
manage their own classroom, but because it is the foundation of a good learning process of the
pupils. The starting point for successful behavior management and, dealing with the problems of
classroom management efficiently and with professionalism, depends on ability of the teacher to
judge that the behavior carries out into the classroom can be described as a problem and must be
dealt with through a number of criteria which teacher can be determined.

The study of Hamdallah (2005) aimed to recognized problems in classroom management

and their causes and recognized student behavioral problems, which hinder learning process in
UNRWA schools in Jordan in the school year 2004-2005. The results of the study show that the
extent to which teachers faced general problems as low. Major general problems which face
teachers of the first three classes were: to maintain students attention and involvement in learning
process, the ability of the teacher to pervent the stop unwanted behavior, and the cooperation of
teachers and school administration to develop a number of school rules which control pupils'
behaviors in the classroom the school and to find the physical environment which is suitable for
learning to take place, and developing positive relationship between teachers and school
administration. The most important reasons which take part in the occurrence of problem from
the teachers' point of view are: the large numbers of pupils in the classroom, the effect of
economic and social circumstances of pupils on pursuing their school work, and tje large number
of family members and its negative effect on the ability of parents to bring up their child.

Hararsh and Kawaldh's (2009) study aimed to identify patterns of control implemented
by the classroom teachers in order to maintain discipline in the classroom i Al-Mafraq District of
Education. The study sample consisted of 210, teachers and researcher used questionnaire
consisted of 35 items to collect data. The results indicated that patterns of classroom settings
were arranged as follows: proactive type style, insulting, and authoritarian.
 Burrhus Friedrich Skinner (1904-1990) behaviorism is the theoretical viewpoint proposed
by B.F Skinner, that behavior is shaped by environment forces and not by internal forces,
specifically in response to reward and punishment.

Kindergarten readiness, no single factor determines whether a child is ready to start

school. Many school still use these dates to determine who is ready for school, but research
shows that your child's chronological age isn't the best way to decide whether he has what it
takes to be successful kindergarten. Kindergarten "readiness" is the real issue, and a problem of a
preschool teachers in managing the classroom.

Edward Thorndike (1898) the law of readiness was intended to account for the
motivational aspects of learning and was tightly coupled to the languange of the science of
neurology. It was defined in terms of conduction unit, which term Thorndike (1914a) used to
refer to "the neuron, neurons, synapse, synapses, part of a neuron, part of synapse, parts of
neurons or parts of synapses-whatever makes up the path which is ready for conductio". In its
most concise form, the law of rediness was stated as follows, "for a conduction unit ready to
conduct to do so is satisfying, and for it not so is annoying". The law of readiness is illustrated
through one intuitive example given by Thorndike.

When a child sees an attractive object at a distance, his neuron may be said to
prophetically prepare for the whole series of fixating it with the eyes, running toward it, seeing it
within reach, grasping, feeling it in his hand, and curiously manipulating it.

Priyanka Dhondi (2015) stated that law of readiness speaks about learner's enthusiasm. It is an
accepted truth that learning happens only when there is a will to learn. Generally, an individual
learns more effectively and with one more indulgence only when he is ready to learn.

Being tardy to class can cause a major disruption for all students in the class and
negatively impact the academic progress of the student who is tardy. When a student is tardy, he
enters the classroom after instruction has begun, and the attention is drawn away from the
teacher to the door when the student enters the class. Instruction is halted momentarily while the
student finds his desk, settles in and the teacher catches the student up to the current point in the
lesson. Additionally, information that was missed as a result of being tardy is not always
completely conveyed in the catch-up period.
 PURPOSE

The purpose of this study is aimed to investigate the problems encountered by teachers in
managing the kindergarten classroom, and to proposed solutions, the new teachers will have
sources or ideas about the common problems in their profession, the teachers will have guides so
that they can prepare for these problems that anticipated occurring anytime. The general problem
of this study is; how the teachers handle the situation when those common problems occurred,
especially during class? The study also seeks answer these questions. What are the problems
encountered by teacher in managing the kindergarten classroom? Why do we need to study this
research topic? What is the reason and who will benefit this study? What are the proposed
solutions that address the problems encountered by teacher in managing the kindergarten
classroom? What should be a good kindergarten classroom?

Discipline problems are listed as the major concern for most new teachers. What can
teachers expect and how can they effectively handle discipline problems? Classroom
management combined with an effective discipline plan is the key. This step-by-step look at
classroom discipline will help you see some important steps in dealing with discipline problems
that may arise in classroom.

Successful Classroom Discipline

1. Begin each class period with a positive attitude and high expectations. If you expect your
students to misbehave or you approach them negatively, you will get misbehavior. This is an
often overlooked aspect of classroom management.
2. Come to class prepared with lessons for day. In fact, over plan with your lessons. Make sure
to have all your materials and methods ready to go. Reducing down time will help maintain
discipline in your classroom.
3. Work on making transitions between parts of lessons smooth. In other words, as you move
from whole group discussion to independent work, try to minimize the disruption to the
class.
4. Watch your students as they come into class. Look for signs of possible problems before
class even begins. For example, if you notice a heated discussion for problem before class
starts, try to deal with the problem then. Allow the students a few moments to talk with you
 or with each other before you start your lesson to try and work things out. Separate them if
necessary and try to gain agreement that during your class period at least they will drop
whatever issue they have.
5. If a student become verbally confrontational with you, remain calm and remove them from
the situation as quickly as possible. Do not get into yelling matches with your students.
There will always be a winner and loser which set up a struggle that could continue
throughout the year. Further, do not bring the rest of the class into the situation by involving
them in the discipline or the writing of the referral. More on dealing with confrontational
students in your classroom.
6. If a student becomes physical, remember the safety of the other students is paramount.
Remain as calm as possible; your demeanor can sometimes diffuse the situation. You should
have a plan for dealing with violence that you discussed with students early in the year.

Teachers may have to face a lot of distractions in classroom daily. They may have to deal
with uninterested students or they may suffer from burden in absence of parents support. But
good teachers always remain committed to their profession and try solving these problems. The
most common problems encountered by teachers in managing the kindergarten classroom:

 Young students often show an ignoring and neglecting behavior as they do not know
the importance of education. Such uninterested and unmotivated students cause
frustration in teachers and are a real challenge. Teachers can overcome this problem
by understanding what their students are interested in. Teachers can then help their
students achieving their goals by encouraging them.

 Technology has become an essential part of education so classrooms today are

equipped with computers. Computers are provided to students to get help and
knowledge online and make assignments. But some students start misusing
computers for personal purposes. The best way to overcome this problem is to
monitor students strictly while working in computer lab.

Some Classroom Problems Encountered by Teacher

1. Students become overly dependent on the teacher.

Many times,students will automatically look to the teacher for correct answers instead of trying
themselves. If the teacher obliges them with the answer each time, it can become a detrimental
problem. Instead,focus on giving positive encouragement. This will help to make students more
comfortable and more willing to answer(even if incorrectly).

2. Student is defiant, rowdy, or distracting of others.

This will happen,no matter what, in every classroom. If the entire class is acting up, it may be the
fault of the teacher,i.e. boring material or poor classroom management. If it is one particular
student, you should react swiftly to show dominance. In order to resolve problem the issue, a
teacher must be strict and institute discipline if needed.If it continues to happen, further
disciplinary action through the school's director could be pursued.

3. Personalities clash.

Not everyone in classroom will become the best of friends. If drama arises between certain
students, the easiest solution is to separate them from one another. If the tension
persists,switching a student to another classroom may be your only option.

4. Students are bored, inattentive, or unmotivated.

Many times, it is the teacher's fault that class is boring. Fortunately, with proper planning, this
problem can be solved. Choose a juicy theme to the lessons; one that the students can relate to
and one you know they will enjoy. This will automatically give them some motivation and
interest. Get to know your pupils and identify their interests and needs, then design your course
accordingly.

5. Strong student dominance.

As a teacher, you will encounter learners with different capabilities and language skills. While it
is good to have some students who excel in the classroom,it is important that they don't take
away from others. If certain students begin to constantly "steal the show", take care. Focus on
calling on weaker students in the class to answer questions. Encourage, but gently deflect some
answers from the strong students and give production time to other not-so-strong members of the
class.
6. Students are unprepared.

The last thing you want as a teacher is for learners to drop out simply because they felt lost
and/or unprepared. Concetrate on a more shared learning experience. Make sure students are all
on the same page before moving onto a topic by concept checking multiple times, and
ecouraging individual participation.

7. Tardiness.

Even in hard time arriving places on time. But the truth is, tardiness is not only rude, it can be
distracting and disruptive to other students. If tardiness becomes a problem for members of your
class, make sure they are disciplined. Set rules about tardiness and penalties for breaking them.

Some Solutions to the Classroom Management Problems encountered by teacher

Solution to your classroom problems
1. Kid’s that won’t pay attention
Isn’t it annoying when you have students who just can’t seem to listen? They can’t seem
to follow directions or pay attention.
Solution:
 Change your teaching method or lesson plan. If they are not paying attention,
there is usually a reason why and that is because something you’re doing stinks.
It’s not necessarily what, but maybe how you are doing to it.
 Ask them questions about what you have just said, get them involved, have them
participate in an exercise or activity.
2. Kids that are talking when they shouldn’t be
Isn’t frustrating when you have students who keep talking when you’re talking? Or
maybe they’re just talking about whatever they feel like and it’s totally unrelated to your
lesson.
Solution:
 Does your lesson plan stink? If so change it if not.
 Change their seating. Separate the students who are talking.
3. Classes are out of control
 Do you feel that your classes are out of your control? And whatever you do it just doesn’t
seem to work?
Solution:
 You probably need to improve the quality of your lessons. Make them more
interesting, fun and educational.
 You need some rules in place. You also need to have a system and some
consequences for when rules are broken.
4. Students who won’t talk
Have you ever had students who just won’t talk? And their only answer is silence?
Solution:
 Use pair work. Pair them up with someone else. They will feel less pressure.
 Start a sentence and have them finish it.
 Try role playing or a dialogue from a story. Then they will be pretending to be
someone else.
 Ask them to record themselves in private.
5. Students who use inappropriate language
Have you ever had students who use disrespectful language in class? They swear at their
friends or in the worst case scenario at you.
Solution:
 You need rules in place and you need to issue a consequence when this happens.
6. Teaching large classes
Have you been thrown into large classes of 20,30,40 or more students? Do you find it
difficult to control them?
Solution:
 Use groups and pair work
 Have one half of the class ask and the other answer.
 Use worksheets.
7. Students who are bored
Do you have students who are yawning or who are having difficult time staying awake?
Solution:
  Usually that means they are not interested in what you are doing. It could also be
how you are doing it. Add more activities and games to your classes.
 Choose topics that they are interested in.
8. Stress
Are you dreading going to work every day?
Solution:
 Try to have more fun. Joke, play and make your classes more active.
9. Students who are speaking their native language
Do you have students that just won’t stop speaking in their native language?
Solution:
 You need to make it a rule that they cannot speak their native language unless
they ask.
 You need a system in place and to issue consequences when they break the rule
Ten Signs of a Good Kindergarten Classroom
1. Children playing and working with materials or other children. They are not aimlessly
wandering or forced to sit quietly for extended periods of time.
2. Children have access to various activities throughout the day, such as block building, pretend
play, picture books, paints and other art materials, and table toys such as legos, peg boards, and
puzzles. Children are not all doing the same thing at the same time.
3. Teachers work with individual children, small groups, and whole groups at different times
during the day. They do not spend time with only the entire group.
4. The classroom is decorated with children's original artwork, their own writing with invented
spelling, and dictated stories.
5. Children learn numbers and the alphabet in the context of their everyday experiences.
Exploring the natural world of plants and animals, cooking, taking attendance, and serving snack
are all meaningful activities to children.
6. Children work on projects and have long periods of time (at least one hour) to play and
explore. Filling out worksheets should not be their primary activity.
7. Children have an opportunity to play outside every day the weather permits. This time is never
sacrificed for more instructional time.
8. Teachers read books throughout the day, not just at group story time.
9. Curriculum is adapted for those who are ahead as well as those who need additional help.
Because children differ in experiences and background, they do not learn things at the same time
and in the same way.
10. Children and their parents look forward to school. Parents feel safe sending their children to
kindergarten. The children are happy, they are not crying or regularly sick.
Why do we need to study this research topic?

As future teachers, we need to identify the problems of teachers in managing

kindergarten because we can be prepared for it and also to prevent it from coming but if this
circumstance will still occur, we are ready to face it then solve it with our constructed solutions.
We researchers may also help others by conducting this research as their reference to give them
ideas so that they can create possible solutions to it.

By this research, we will know if what problems that teachers are experiencing and why
these problems occurs most of the time. We can inform everyone not only the teachers but also
the parents of the students. As we all now, not all the time teachers are the one who causes the
problems, indeed the students. It is important that the parents will have knowledge about these
problems so they can help the teachers to find solutions to it, and most when their child is
involved.

What are the reasons and who will benefit to this study?

Teachers do a lot of things to make his class has in a good condition to provide enough
knowledge that needs of his young learners. Teachers do a continuous reading, and studying to
have more information about handling their students in the classroom, to input their knowledge
and experiences inside the classroom. Managing a kindergarten classroom is significant to learn
for every teacher, to have a better result of integrating knowledge to the leaners. A teachers was
the foundation of students, the one who first teach a good attitude, and basic concepts of every
subject, so that it’s essential to give attention of teachers to know what are those problems that
may encounter in the classroom and how will become ready to prevent those problem.

If teachers might not read, study, and didn’t give an attention for the betterment of his
classroom, the classroom management that will provide would not be as good as they wanted to
be. The one who will benefit for this study is the new teachers, traditional teachers, and
undergraduate students, to have them additional background information, easily to solve
problems, ready in every situation before the problem occurs, to understand those attitude of the
learners, and to provide a good quality education for students.

Reference:

http://educationgy.org/web/index.php/teachers/tips-for-teaching/item/1755-roles-of-students-in-
classroom-management#gsc.tab=0

http://blog.commlabindia.com/elearning-design/using-thorndike-laws-of-learning-in-elearning

https://www.babycenter.com/0_kindergarten-readiness-is-your-child-ready-for-school_67232.bc

https://principlesoflearning.wordpress.com/dissertation/chapter-3-literature-review-2/the-
behavioral-perspective/connectionism-edward-l-thorndike-%E2%80%93-1898/

Introduction to Preschool Education compiled by Remelie R. Robles, MAEd, page 35.

https://adamtheteacher.wordpress.com/2012/02/26/problems-faced-by-teachers-in-classroom/

http://www.sedl.org/pubs/reading100/RF-NB-2006-Winter.pdf

https://owlcation.com/academia/Teaching-ESL-10-Common-Classroom-Problems-and-Solutions

https://etd.lib.metu.edu.tr/upload/12612162/index.pdf

The-Kindergarten-Classroom.pdf

http://krepublishers.com/02-Journals/IJES/IJES-03-0-000-11-Web/IJES-03-1-000-11-Abst-
PDF/IJES-3-1-037-11-041-Al-Amarat-M-S/IJES-3-1-037-11-041-Al-Amarat-M-S-Tt.pdf