Classroom Management Practices of Grade 3 Teachers and Perceived Learning Behaviors of Learners in Luna I District

This study examined the classroom management practices of Grade 3 teachers and the perceived learning behaviors of Grade 3 learners in selected public elementary schools in Luna I District. Guided by the Positive Behavioral Interventions and Supports (PBIS) framework, the study described teachers' classroom management practices, learners' perceived learning behaviors, challenges encountered, teachers' realizations, and recommendations for improving classroom management. A descriptive quantitative research design using the survey method was employed. The respondents consisted of ten (10) Grade 3 teachers, who were selected through total enumeration (universal sampling). Data were collected using a structured and validated questionnaire and analyzed using frequency count, percentage distribution, and weighted mean. The findings revealed that teachers demonstrated a very high level of classroom management practices, particularly in the use of positive reinforcement, active learner behavior management, organization of instructional activities, and consistent enforcement of discipline. Teachers also perceived learners to exhibit very high levels of positive learning behaviors, particularly in classroom participation and attentiveness. Although challenges in classroom management were moderately experienced, teachers emphasized the importance of effective classroom management in promoting learner discipline, engagement, and positive behavior. They likewise recommended smaller class sizes, greater use of positive discipline strategies, and stronger enforcement of classroom rules. The findings provide practical implications for teachers, school administrators, and education leaders by highlighting the value of strengthening classroom management practices through professional development, supportive school policies, and evidence-based behavioral interventions to enhance learner engagement and classroom effectiveness.