Building Proactive Behavioral Management Strategies for Positive Student Response Among Araling Panlipunan In-Service and Pre-Service Teachers: A Collaboration

This Classroom-Based Action Research examined the proactive behavioral management strategies of Araling Panlipunan in-service and pre-service teachers and how these produce positive student responses. It sought to answer: (1) what strategies do both groups use in managing student behavior; (2) how do students respond when these strategies are applied; and (3) what proactive behavioral management strategies can collaboration produce. Using Kounin's Instructional Management Theory and a Collaborative Action Research design with a phenomenological qualitative approach, data were gathered through
interviews, focus group discussions, participants’ classroom observations, and a Likert-scale questionnaire with 39 Grade 10 students in a selected school in Laguna. In-service teachers prefer structural strategies like clear rules, proximity control, and constructive feedback. In contrast, pre-service teachers opt to employ dynamic techniques including non-verbal cues, attention signals, and authority-building. Their collaboration produced five proactivestrategies: Relational Foundations, Consistency and Routines, Instructional Engagement, Positive Reinforcement, and Balanced Firmness and Sternness. Student feedback strongly validated these, with Likert responses under Strongly Agree and qualitative data reflecting internalized discipline, self-regulation, and increased engagement. The study concludes that teacher collaboration yields evidence-based strategies that shift classroom management from reactive punishment toward proactive, relational behavioral management.