Matakuliah
Tahun
: E1122 - Psikologi Pendidikan
: 2010
Managing The Classroom
Pertemuan 13
Being A Good Communicator
Three aspects of communication are :
• Speaking skills
• Listening skills
• Nonverbal communication
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Speaking skills
• Speaking with the class and students
The most important things to keep in mind is to clearly
communicate information
• “You” and “I” message
– You message; undesirable messages in which
speakers appear to judge people and place them in
a defensive position
– I message; desirable message that reflect the
speaker’s true feeling better than judgmental ‘you’
message
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Speaking skills
• Being assertive / assertive style
A way of dealing with conflict in which express their
feelings, ask for what they want, say ‘no’ to things they
don’t wont.
• Barriers to effective verbal communication
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Critizing
Name-calling and labelling
Advising
Ordering
Threatening
Moralizing
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Giving an effective speech
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Connect with the audience
State your purpose
Effectively deliver the speech
Follow appropriate conventions
Effectively organize the speech
Include evidence that supports and develops your ideas
Use media effectively
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Listening Skills
• Active Listening; A listening style that gives full attention
to the speaker and notes both the intellectual and
emotional content of the message
• Strategies for developing active listening skills
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Pay careful attention to the person who is talking
Paraphrase
Synthesize themes and pattern
Give feedback in a competent manner
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Nonverbal Communication
• Facial expression and eye communication;
– People ‘s faces disclose emotions and telegrah what really
matters to them
• Touch
– Touch can be powerful form of communication
• Space
– Each of us has a personal space that at times we don’t want
other to invade
• Silence
– We often act as if there is something wrong with anyone who
remains silent for more than a second or two after something is
said to them
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Dealing With Problem Behaviors
• Management Strategies
• Dealing with Aggression
• Classroom and school-Based Program
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Management Strategies
• Minor Interventions
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Use nonverbal cues
Keep the activity moving
Move closer to students
Redirect the behavior
Provide needed instruction
Directly and assertively tell the student to stop
Give the student a choice
• Moderate Interventions
– Withhold a privilege or a desired activity
– Isolate or remove students
– Impose a penalty
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Management Strategies
• Using other resources
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Peer mediation
Parent-teacher conference
Enlist the help of the principal or counselor
Find a mentor
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Dealing with Aggression
Fighting
• Let the fighters have a cooling-off period so that they
will calm down. Then meet with the fighters and get
their points of view on what precipitated the fight
• Question witnesses if necessary
• Have a conference with the fighter, emphasizing the
inappropriate of fighting, the important of taking each
other’s perspective, and the important of cooperation
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Dealing with Aggression
Bullying
• Get older peers to serve as monitor for bullying and intervene when
they see it taking place
• Develop school-wide rules and sanctions against bullying and post
them throughout the school
• Form friendship group for adolescents who are regularly bullied by
peers
• Be aware that bullying often occurs outside the classroom
• If you observe bullying, report it to school authority
• Incorporate the message of the antibullying program into places of
worship
• Encourage parents to reinforce their children’s positive behavior
• Identify bullies and victims early and use social skills training to
improve their behavior
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Dealing with Aggression
Defiance or Hostility toward the teacher
• Try to defuse the event by keeping it private and handling
the student individually, if possible
• If accurs during the lesson; try to depersonalize it and say
that you will deal with it in a few minutes to avoid a power
struggle. At an appropriate later time, meet with the
student and spell out any consequence the misbehavior
might merit.
• If the student completely uncooperative,in which case you
should send another student to the office for help, in most
instances, though,if you stay calm and don’t get into a
power struggle with the student, the student will calm
down, and you can talk with the student about the problem
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Classroom and school-Based Program
• Social competence enhancing programs
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The improving social awareness-social problem solving project
The social competence program for young adolescents
The three C’s of school and classroom management
Support for managing learning centered classroom; the
classroom organization and management program (COMP)
– Skills for life
– Good Behavior Game
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