Matakuliah
Tahun
: G0454/Class Management & Education Media
: 2006
Introduction to Classroom
Management
Pertemuan 1 s.d 2
Introduction to Classroom Management covers :
•
What Classroom Management is
•
Options, Decisions and Actions
•
Classroom Management Strategies
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What to learn in Classroom Management :
• Strategies
• Approaches
• Classroom problems
Example topics :
• The role of the Teacher
• Getting to know a new class,
• Seating arrangement,
• Giving instruction,
• Gestures,
• Starting and finishing the lesson, etc
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CLASSROOM MANAGEMENT
TEACHER’S MOST IMPORTANT JOB :
Create the conditions in which learning
can take place
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An important part of the key is to do with :
 teacher’s attitude,
 Intentions,
 personality,
 her relationships with the learners.
AND
 Certain organizational skills and techniques.
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Organizational skills and techniques
are grouped into
CLASSROOM MANAGEMENT
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Classroom management involves :
decisions and actions
ACTIONS :
What is done in the classroom
DECISIONS :
•
•
•
•
Whether to do this actions,
When to do them,
How to do them,
Who will do them, etc.
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The essential basic skills
for Classroom management :
• To recognize options available to you
• To make appropriate decisions between
these options,
• To turn them into effective and efficient
actions.
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Classroom decisions and actions are
determined by the teacher’s own :
• Attitudes,
• Intentions,
• Beliefs,
• Values.
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For example :
Decision : A teacher may ask a student to
write on the board.
Intention : to involve Ss more in the routine
duties of the class.
Belief
: that trusting his Ss more and
sharing some responsibility with
them is a useful way of increasing
their involvement in the learning
process.
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CLASSROOM MANAGEMENT STRATEGIES
There are recurring situations that demand your management :
 The beginning of the school year
 Classroom interruptions
 Transitions
 Crises
 Student behaviour problems
Each situation requires you to use some advance work information:
About your students, the context, and your curriculum.
From there, use strategies to stay focused on teaching and to manage
beyond discipline.
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BEGINNING OF THE SCHOOL YEAR
Studies of effective teachers show that management is well established
in the first few weeks of school. Here are some advice :
1.
Establishing rules and procedures
To be effective, follow these steps :
(1). teach the rules and procedures with explanations,
modeling and discussions;
(2). Practice the rules and procedures with students;
(3). Provide feedback to students about whether they are
following the rules correctly or incorrectly.
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
Observing Students
(1). By doing this, teachers are able to see work habits, social
interactions, learning preferences and signs of attitudes toward
curriculum and school.
(2). Observations can be done during the first months of
school, during independent work activities, small group
projects, and whole class discussion, or in different learning
situations.
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3.
Begin an Enthusiastic Teacher
(1). Spend the month before school resting, eating well,
exercising, and relaxing.
(2). Start the school year with lots of energy, both for planning
and teaching.
(3). Students are impressed and influenced by high-energy
teaching. They have high expectations as well as high energy
and enthusiasm.
(4). If you can communicate that you care about them and
about your curriculum, that you are ready to teach with energy
and enthusiasm, they will be positive, too.
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4.
Interruptions
Interruptions are regular occurrences in classrooms. Ideally, a time can
be set aside each day for announcements and messages, so that you
are interrupted only for emergencies.
(1). Prioritizing Interruptions
Start by categorizing your time for interruptions with advancework
questions :
 What times of day will interruptions seriously interfere with instruction ?
 What times of day will interruptions cause minimal interference with
instruction ?
 What times of day are you free to respond to messages, questions,
and requests ?
 Do you need to stop teaching each time a visitor comes to the door, a
message arrives, or someone has a questions ?
From there, identify high-priority or emergency-type interruptions and
low-priority or non emergency-type interruptions that you can anticipate.
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(2). Responding to Interruptions
Once you identify your instructional times that should not be
interrupted and categorize anticipated interruptions, you have
some options.
You can request that messages be held for a later time, or
assign students to greet and take messages, etc. Such
procedures communicate an important message – that
teaching and learning are too important to be interrupted.
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5. Classroom Crises
Classroom life is subject to a wide variety of crises at any time. What
is important, even if a certain crisis never happens, is that you are
ready for it.
(1). Anticipating Potential Crises
Fire and fire drill, earthquakes, bomb scares and alerts, serious
injury, power failure, kidnapping of student, broken glass,
student illness, etc.
(2). Preparing for Crises
Our best advice is to prepare. Most schools have specific
procedures for some crises, so your first step is to be informed.
From there, predict a list of possibilities and develop a
response plan for each.
Crises will feel different when they have been anticipated, discussed,
and rehearsed. They can also be excellent learning opportunities, so
about how to involve students in your plans. Students gain security
information and practice.
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6.
Student Behaviour Problem
(1). Identifying Student Behaviour Problems
The important question is : Does the behaviour interfere with
teaching and learning ? The answer is yes when behaviour ruins
the classroom climate with tension or blocks your teaching with
noises or movement.
(2). The usual causes of behaviour problems :
a. Teacher – student value conflict
b. Physical, mental and social status of students
c. Lack of teacher preparation
d. Negative influence of home and community
e. Teacher inexperience in coping with problems
f. Differences between teachers’ expectations and students’
responses
g. Lack of communication or miscommunication in classroom
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(3). Developing Responses to Student Behaviour Problems
Distinguish between minor and major problems:
• Minor problems are one-time occurrences, irritations or distractions.
• Major problems are recurring interferences that bring with them
tension and other problems.
For minor problems, you need to responses that do not interfere with
your teaching and that are quick and easy to use :
 Signals
 Eye contact
 Proximity
For major problems, you will need a more comprehensive approach.
Start with the students. Talk in private about the behaviour and
possible causes.
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