Analysis of Challenges in Differentiated and Non-Differentiated Classroom Management in Elementary Schools

Abstract

Differentiated instruction is an educational approach designed to address the diverse learning needs of students. However, its implementation continues to face various challenges, particularly in schools with limited resources. This study aims to compare the challenges faced by teachers in managing classrooms that implement differentiated instruction and those that do not. The study employed a qualitative approach using a comparative method. Data were collected through in-depth interviews with two elementary school teachers who had experience teaching in different instructional contexts. The findings indicate that teachers implementing differentiated instruction face challenges in designing learning strategies that accommodate students' needs, developing fair assessment methods, fostering inclusive classroom interactions, and obtaining continuous support through professional training and adequate school facilities. Meanwhile, teachers who have not implemented differentiated instruction encounter challenges related to students' low learning focus, significant differences in academic abilities, limited instructional media, and the need to independently adapt teaching methods in heterogeneous classrooms. Both groups of teachers share similar challenges in managing diverse student characteristics, maintaining students' learning motivation, and creating effective learning environments. The study concludes that the successful implementation of instruction is influenced by teachers' competencies, school support, the availability of educational resources, and continuous professional development.