Family Structure: A Perspective of Classroom Advisers

Abstract

This study explored the perspectives of classroom teachers on their students' behavior and family structures. Using qualitative phenomenological approach, I purposively engaged in the in-depth interview 14 class advisers of Antonio O. Floirendo Elementary School II. The data which I had recorded during the interview were transcribed, clustered according to themes, presented in matrices, and discussed in response to the objectives of investigation. The results revealed that as to the perspectives of the classroom advisers on the family structure of their students which they perceive to have impacted or affected their classroom behavior, both nuclear and non-nuclear family structures have some positive and negative effects on their students’ classroom behavior. As to the coping mechanism to address the negative effects of family structures on their students’ classroom behaviors, the advisers have used some systems such as, building relationships and communication, establishing classroom rules, encouraging positive behavior and positive classroom climate, and flexibility. As regards the educational management, I have seen from the perspectives of the advisers the vitality of parental involvement, open communication, provision of sense of belongingness, conduct of regular conferences on peer mentoring programs or counseling services to students, parents/ guardians and teachers, provision of resources and support for disadvantaged students and their families through partnership with school communities and local government units.