Introduction to Classroom Management Pertemuan 1 s.d 2 Matakuliah: G0454/Class Management & Education Media Tahun: 2006

2 Introduction to Classroom Management covers : What Classroom Management is Options, Decisions and Actions Classroom Management Strategies

3 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

4 CLASSROOM MANAGEMENT TEACHER’S MOST IMPORTANT JOB : Create the conditions in which learning can take place

5 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.

6 Organizational skills and techniques are grouped into CLASSROOM MANAGEMENT

7 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.

8 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.

9 Classroom decisions and actions are determined by the teacher’s own : Attitudes, Intentions, Beliefs, Values.

10 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.

11 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.

12 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.

13 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.

14 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.

15 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.

16 (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.

17 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.

18 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

19 (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.