Classroom Management

          In my opinion, classroom management is an intellectual skill that is based on knowledge about action and situation relationships in the classrooms. Why? Because when the teacher teaches in the classroom, they should know how to manage the classroom well, how make their students achieve the goals from the learning, how to make a grouping, etc. So that is why, classroom management is one of a weapon that important for the teachers. In order to be an effective educator, the teacher should have quality classroom management skills. This classroom knowledge enables a teacher to recognize and interpret what is happening in an exceptionally complex environment. These knowledge structures developed through direct instruction in prepositional knowledge about classrooms.

When I conducted SEP in SMA Bellarminus Jakarta, in the first time I taught X2-Class, it was out of control. I mean because I was a newbie there, so they were noisy. Fortunately, it happened only 15 minutes in the first of teaching and learning process, so further they were calmer and obedient. Why they were calmer and obedient? Because I gave them a various activities that their teacher never has gave to them, so they felt so excited. So, these is one of example about how to manage my classroom in order that my students involved actively in all my activities.

               

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This is my true experience about classroom management. I felt that I had been success to manage my students when I did school experience program. The school gave a chance to teach social class in two weeks during this program. It was very excited for me because in my mind social class was very crowded and naughty. In addition on this, I thought there would be so many students who did not want to enroll my course. I would be so poor, if I imagined about it. However, I had to be optimistic and I should face my anxiety. I made some planning to teach that social class by making the timeline. It was my way to deal with conflict that I would face at that time. First, I planned to observe the students when they were studying in the class. Second, I interviewed some students to get the information about their interest by doing personal approach to them. Third, I came to the master teacher to find out their achievement. Forth, I designed the activity to teach English for them that was suitable and meaningful.

Those planning were released by some action that I have done. I met my master teacher whom I called Mr. Willy to ask permission for doing observation, when he taught English in the social class which I would teach. Fortunately, he allowed me to do it and I took the advantages to make notes about some issue which would influence my teaching and learning activity in that social class. Consequently, I knew the students respond toward English and their appreciation to the Mr. Willy’s teaching method. So, I could analyzed and understand about what students’ want in English learning. I knew the distracters or troublemakers in that class, but they could lead the other students to do something that they supposed to be done. In addition, I observed the room size and the sitting arrangement. Then, I though those aspects would help me at that time.

I have gotten the data based on the observation, but it was not truly enough. Consequently, I interviewed some students to conform whether my data analysis during observation was true or not. I did it by using personal approach technique. That is one of techniques to establish relationship between me as a teacher and the students. I did it in informal situation that was like conversation in canteen during lunch time and it also did in other places in outside the classroom. By doing the interview session, I got some extra information about the students’ interest. It would recommend me to provide the appropriate method and technique to teach them.

Observation and interview have been done and then I had to meet with my master teacher to know about the students’ achievement. It was important because I could know about their level in learning for each particular topic in English subject. In addition, it would be help me when I divided the students into group for some activities. There would be balance proportion in a group between the low level students and high level students.

Three aspects had been fulfilled and then I came up to the action plan to teach English for the students. I decided and wrote down the objectives and indicators for teaching English in my class. I prepared an appropriate method and technique. I found out the authentic material that would be interesting for them. I provided the aims to support the teaching and learning in the classroom. I constructed assessment tools which were synchronic with the objective that my students should be achieved.

Planning has already fixed and I would execute it. I came to the class and grabbed their attention by doing a warming up activity. It was called “Who am I? game. The purpose of that game is to introduce students’ name one by one, so I could remember their name and it could limit the distance between me and the students. Name could be a media to make an intimacy and a friendship. I knew their name, so it made me easy to communicate with them rather than I only called them “students”, “guys”, “kids”, etc. Next activity, I divide them into some groups by using color of blue, red, yellow, and green. I did it by pointing one by one of the students to make a balance proportion between low students and high students. I used cluster style for the seating arrangement. Next, students worked to do assessment in a group neatly. I was very happy because they followed the English teaching and learning activity. They could be managed because I had observed about the complexity in the classroom which was especially about publicness or I called trouble maker for this case. It made me to try to find the troublemakers who could distract teaching and learning in the classroom. Finally, I solve it and they respect to me. Finally, I finished my teaching in that class, before I closed the session; I gave them feedback and appreciate their work.

That is the most good management class that I have had during school experience program. I hope that I can manage my future class as well.

The Most Effective Classroom Management

         Classroom Management is all about how the teacher create and manage good classroom climate and environment in order to succeed the teaching and learning process and motivate students to be active during the process. I might reflect to my teaching experiences during School Experience Program (SEP). I remember that I got some obstacles in order to do classroom management. They were students’ discipline, classroom size, seat arrangement and etc.

            Based on my experience, I prefer to manage classroom alone instead of with my friends. It means that I enjoyed teaching individual than pairs. It’s because of sometimes I found students were confused which directions that they should follow (too much different directions of teachers). I also could know my students better and guide them all. However, I think I have my most effective classroom management during my SEP.

            It was when I taught in SMA Santa Theresia. The students were very discipline, smart and cooperative. So that’s why I could manage the classroom very well. Then, in my opinion, I prefer the class became noisy and messy instead of silent and arranged. I really enjoyed my all of my teaching experiences.

Classroom Management

                Classroom management is a set of strategy for teacher to organize teaching. It can focus on maintaining students, time allocation for teaching, material for learning, space for teaching and planning. This classroom management is supposed to enhance students’ behaviour towards learning. As every teacher has different educational background, personality and attiude so that the classroom management that being settled is not the same.

            What is the importance of classroom management? Check this out:

• Building good relationship among students and teacher or students towards students
•  Creating good climate for students during learning
• Making students have sense of belonging as participant in the classroom
• Assuring students for safety during learning

Student’s involvement on teaching is the indicator of success classroom management. As if students are active and grasping the material which has been delivered, the learning process can be consider as successful. Creating group work can be a creative ways to maintain time and students outcomes. For example, teacher asks students to discuss in group as communicative skill.

Teaching and learning process are not always going well. There might conflict comes, whether it is among students or student-teacher. Therefore, immediate action such as communicating respecfully, expressing care, being fair and sensitive for what is going on in the classroom. Being caring teacher can be started from remembering students’ name, giving praise effectively, build possitive belief on students’ ability.

My Best Classroom Management

                I have taught in School Experience program three times. The first is teaching assistant, second is team teaching and the last one is individual teaching. I have got many new experiences especially in classroom management during teaching in different school when School Experience Program. There were a lot of problem in class that I had to face during teaching like controlled the students while grouping, tried to get students’ attention again and again and there was so tiring and sometimes I felt little bit frustrated.

                Among all of my teaching experiences during school experience program, the best class especially in classroom management was the tenth grade in SMAN 61 Jakarta. The class consisted of not until 40 students but more than 20 students. I forgot about the right total of the students. The students were little bit active to make a noise but still in controlled. The students were also easy to control while grouping. I can say it because I also have an experience in teaching about the difficulty of grouping the students.

                I think the reason why the classroom management was success in that class because of students’ behavior too. They were active but still interested to pay attention to the teacher also to involve in activities in class.

Effective Classroom Management

What do you think about a ship without a compass? Will it go to its destination? Even if it is possible,  it will take a lot of time or even the ship will get lost. That’s actually what will happen with a class that have a teacher with no classroom management skill, have a goal but go through and try to reach it in a hard way.

I think that analogy can describe how important a classroom management skill for a teacher is. There are several things that we have to put it in our concern in classroom management, Such as sitting arrangement, positive classroom climate, teacher-student and student-student relationship and etc.

If I reflect at my teaching experience in SEP, I feel that implementing an effective classroom management is not an easy thing to do in the classroom, Especially the one that we haven’t really know yet. Some students there are easy to manage while the other is not. Since there is my first time I teach them, and they know that I am only a college student in the fifth semester, and then it is getting harder to manage them.

Actually the most important thing that comes up in my mind based on my experience in SEP is the relationship between teacher and student. Because once we can build up a good relationship and teach them what we are expecting them to do and also find out how they want us to teach them it can create a situation where student respect us as a teacher and they also feel that their teacher is there for guiding them to reach the goals. 

Classroom Management

What we have learned from previous meeting of MMSEL course was about Classroom Management. Classroom management is how teacher can manage the class as well as theirs in order to achieve successful learning. It is important to teaching learning process. If the class well managed then students will easy to achieve the material that delivered.

Reflect on my last school experience, I did not know whether my class was well-managed or not. When I taught, I have delivered some activities that were opening, main activities and closing. In the opening session, I did some activities such as introduction, took roll call, etc. Then I gave them prior knowledge about procedural text by asking about ‘how to make something’ and watching video procedural text about ‘how to make salad’ to grape students’ attention. In this session students looked very enthusiast followed the activities.

Furthermore, the next activities are brief explanation about procedure text, creating text, and presentation. Creating procedural text has done in group. In this session I saw that students had high motivation to do the task. It was looked from their result of discussion in creating procedure text by drawing and presentation. However, during group work there were some students who only busy with their self. They did other activities such as gossiping, played mobile phone or even sleeping.

After that, in the end of the class I reviewed about the material that has learned and then I end the class. Well, I did not know whether it well-manage or not. In clearly, I felt satisfied of what I have done because students’ have understood about the material. Moreover, there was something that made me felt unsatisfied that I could not handle students who did not follow the activities well.