Title: Classroom Space, Comfort, and Interaction: Challenges Encountered by Pre-Service Teachers in Facilitating Learning
Authors: Bernadette S. Binayao
Volume: 9
Issue: 3
Pages: 10-14
Publication Date: 2025/03/28
Abstract:
This study explored the challenges encountered by pre-service teachers in facilitating learning due to classroom space, comfort, and interaction constraints in public elementary schools. Utilizing Moustakas' (1994) phenomenological research design, the study examined how overcrowding, poor ventilation, and limited teacher mobility affect student engagement, instructional delivery, and classroom management. Findings reveal that restricted movement and congested seating arrangements hinder student-teacher interactions, forcing pre-service teachers to modify their teaching strategies to accommodate environmental limitations. Additionally, poor air circulation contributes to student discomfort, restlessness, and reduced focus, further impacting learning outcomes. In response, pre-service teachers employ adaptive instructional techniques, including cooperative learning, differentiated instruction, and structured classroom management strategies, to optimize student engagement despite spatial constraints. The study underscores the need for improved classroom infrastructure, flexible seating arrangements, and institutional support to create a more conducive learning environment. It also highlights the importance of training pre-service teachers in adaptive instructional approaches to equip them with the skills necessary to manage varied classroom conditions effectively. Recommendations include policy interventions to regulate class sizes, infrastructural improvements, and further research on sustainable classroom management strategies in overcrowded educational settings.