Abstract
This study aimed to explore the experiences of teachers and students regarding the implementation of the barewall classroom policy and identify the challenges and coping mechanisms involved. A qualitative research approach using a phenomenological method, specifically comparative analysis, was employed. The participants comprised ten bona fide high school teachers and ten bona fide high school students from Sagayen National High School. Findings revealed that both teachers and students had to adapt to the changes brought by the policy. The barewall classroom policy was found to enhance students’ focus, although students relying on visual stimulation had difficulty adapting. Based on their experiences, the participants highlighted the necessity of embracing changes, removing classroom decorations, and carefully considering classroom design. They emphasized the importance of community involvement, technology integration, clear communication, and creating a conducive learning space. The study participants stressed the value of cooperation, maintaining classroom cleanliness, and better concentration. They noted benefits for students, teachers’ personality development, and the positive impact of the barewall policy on the teaching-learning process. The study reflects on elicitation techniques, suggesting future operationalization. The research underscores the need for flexibility and understanding in implementing the barewall classroom policy, highlighting its benefits and challenges.
