CLASSROOM MANAGEMENT
by:
Pradika Adi Surya
Rapita Asmara
Ratih Woro Utami
Rhizki Amelia
Rizalatul Khasanah
A. Big or Small Classroom
Ideally, language classes should have no more than a dozen
people or so. They should be large enough to provide diversity and student
interaction and small enough to give students plenty of opportunity to
participate and to get individual attention. Large classes present some
problems, for example individual teacher-student attention is minimized. To
solve this problem, you can divide them into several groups.
Each groups get material from the teacher, they must work
together to solve the problem, after that they must presentation to all of
group or you can give students a renge of extra-class work, from a minimum that
all students must do to challenging tasks for students with higher proficiency.
Small classroom is more effective than big classroom because it is more
efficient when the teacher explain the material to the students.
Individual teacher-student attention is maximized, it is
make student more active and confident. Another advantages is teacher’s
feedback on students’ written work is unlimited. Teacher can know the degree of
abillity each student based on their written work.
B. Students Seat
You may have had the experience of walking into a classroom
and finding the movable desks all lined up in columns (not rows) that are
perpendicular to the front wall of the room.
If your classroom has moveable desk – chairs, consider
patterns of semi – circles, u- shapes, concentric circles, or if your class
size is small enough one circle so that
students aren’t all squarely facing the teacher. If the room has tables with
two to four students at each, try to come up with configurations that make
interaction among studets most feasible. Give some thought to how students will
do small group and pair work with little chaos as possible. Normally students
will soon fall into a comfortable pattern of self – selection in where they
sit.
Using circle seat position to make dissccusion for big or
small group, especially this position can be used for speaking class. Using
U-Seat if the teacher as a centre of study, or maybe one of the student as
centre person. Than using desk and chair for reading, writing, grammar class.
Next using two line chair to have
conversation lesson. The last using semi circle if any quizst or teacher as
centre point.
C. Board Position and Chalkboard use
Board position as well as good placed in the centre in front
of class, so all of the student can see the material that teacher write down in
the board. Chalkboard is one of your greatest allies. It gives students added
visual input along with auditory. It allows you to ilustrate with words or
pictures and raphs and charts, so the student can write the material that
teacher explained in their book for their material study in their home.
D. Good Interaction
Before class is begun make sure that :
a. room has handout
b. The equipments fits comfortable in the classroom
c. Everyone can see and hear the visual or auditory stimulus
d. You leave enough time before and after class to get the
equipment and return it to its proper place
e. The machine actually works
f. You know how to operate it
g. There is an extra light bulb or battery or whatever else
you will need if a routine replacement is in order.
After everything is clear, as a teacher we also have some
criteria like :
a. Your voice need to
be heard by all the students in the classroom.
b. You have to good pronounciation.
c. Articulate clearly
d. Keep natural flow to your language as possible.
Your voice isn’t the only production mode available to you
in the classroom. Nonverbal messages are very powerfull. In language classes,
especially where students may not have all skills they need to dheciper verbal
language, their attantion is drawn to nonverbal communication. Here some points
:
a. Let your body posture exhibit an air of confidant
b. Your face should reflect optimism, brightness, and warmth
c. Use facial and hand gestures to enhance meanings of words
and sentences that might otherwise be unclear
d. Make frequent eye contact with all students in the class
e. Do not burry your self in your notes and plans
f. Do not plant your feet firmly in one place for the whole
hour
g. Move around the classroom but not to distraction
h. Follow the conventional rules of proxemics (distance) and
kinesthetics (touching) that apply for the culture of your students
i. Dress appropriately considering the expectations of your
students and the culture in which you are teaching
E. Classroom Management in Action
In the preceding section we have to looked at the role of
teacher talk and teacher student interaction in the management of learning.
About the question, possitive or negative feedback, and also about monitoring
student. In this section we see how the ideas and insights set out in the
preceding section have been realised at the level of classroom action.
a. Classroom extract (teacher question) pertanyaan dari guru
Sequence 1 : The
students working with six pictures which show the following road accident. The
teacher say “can you put the picture number one, two, and others, than ask the
student about the accident that happened in the pictures.
Sequence 2 : the students and the teacher are sitting in a
circle, the students sitting next to the teacher. The teacher ask some
questions. “have you been in an accident ?” (student answers “NO” other answers
“I’M LUCKY”) and another questions.
That activities can increase students interaction, the
students can respons about what teacher question in many variation.
b. Classroom extract (extemporisation) tanpa persiapan
The teacher show many pictures that related with the
statment.
For example : statment “the people who having breakfast”
Teacher ask “which one of the picture that related with the
statment”
Next students answer spontantly. But in this activity
sometimes teacher can not correct about students pronnounciation, student
comunicative grammars
c. Classroom extract (digressions) penyimpanan
Talking about what students have done over the weekend, the
students tell about ther activities weekend. That activity can increase student
memory and also about students speech.
d. Classroom extract (teacher speech modifications)
modifikasi bahasan materi dari guru
The teacher talking to the student about road accident and
safety.
For example what should we used if we ride motorcycle
“helmet”, “body protector” this activity can increase students vocabbulary
knowlwdge.
e. Classroom extract (elicitation) mendapatkan
The students seeking some additional clarification.
For example : the teacher give the issue, and than the
student try to looking for the problem solving.
In the classroom management in action as a teacher we can
prepare about student sits, student desk, media, kind of material, students
role. So that it can make students comfortable, enjoyable, cheer up and feeling
excited to the teacher material, and from the students answers we can know
about students understanding about the material that teacher delivered.
F. Problem Solving if any excellent or inability students
The way to solving the problem if any excellent or inability
students in the classroom is divide it
into smaller groups by dividing the children who has less intelligent and
clever intelligent in a group, so that many group consist of clever and less
intelligent students. Using that way can increase all of the students to have
same ability knowledge. Another way instruct the less intelligent student to
have a seat position in front of the other students.
G. Interactional Material
The clasroom maybe construted to include any equipment you
maybe using. If you are using electrical equipment (say, an overhead projector
or a video player), make sure that
a. The room has outles
b. The equipments fits comfortable in the classroom
c. Everyone can see (and or hear) the visual or auditory
stimulus
d. You leave enough time before and after class to get the
equipment and return it to its proper place
e. The machine actually works
f. You know how to operate it
g. There is an extra light bulb or battery or whatever else
you will need if a routine replacement is in order.
