CHAPTER I

INTRODUCTION

1.1 BACKGROUND OF STUDY

Classroom management is simply the techniques teachers use to maintain control in the
classroom. Educators employ a variety of strategies and techniques to ensure that students are
organized, on task, well-behaved, and productive during the school day. The purpose of
implementing classroom management strategies is to enhance prosocial behavior and increase
student academic engagement (Emmer & Sabornie, 2015; Everston & Weinstein, 2006). The
objectives of classroom management are for students to gain behavioral, social and academic
success in a structured environment that caters to tolerance, exemplary behavior and learning.
Effective classroom management means implementing strategies that create a safe, fair and rule-
based learning environment for children to flourish in. Prompting and assisting students to
understand the procedures and expectations of the teacher and classroom through positive
reinforcement, high expectations and discipline instills independence and enhances student
growth. A lack of effective classroom management can cause chaos and stress, which can create
an unsatisfactory learning environment for students and an unsatisfactory work environment for
the teacher. So, that’s why a teacher is required not only skilled in the mastery of the material,
but most of the teachers are also required to be skilled in encouraging their students to learn. To
encourage students to learn, a teacher must have a good classroom management plan. This study
was made to analyze whether the classroom management used by teacher can help and attract
student to learn and achieve the learning objective properly and effectively.

1.2. PROBLEM OF STUDY

Based on the explanation in background of study, the problem that will be resolve in this
paper is: How the implementation of classroom management in Class IX D in SMP Imelda
Medan
1.3. THE SCOPE OF STUDY
The scope of study in this research is the classroom management used by teacher to
students from class IX D in SMP Imelda Medan

1. 4. THE OBJECTIVE OF STUDY

The objective that of this paper is to describe the implementation of classroom management
in Class IX D in SMP Imelda Medan

1.5. THE SIGNIFICANCE OF STUDY

The significance of this study to writers is to expand the knowledge about the implementation
of classroom management in classroom. This study also gives writers the new experience about
the classroom environment directly. This paper also can be a references for teachers and other
researcher about the implementation of classroom management in classroom.
 CHAPTER II
REVIEW OF LITERATURE

I. Classroom Management

1. What is classroom management?

Classroom management refers to the wide variety of skills and techniques that teacher
use to ensure that their classroom run smoothly, without disruptive behavior from students.
According to Ben Johnson, it boils down to having a structured learning environment with clear
rules that promote learning as well as consequences that diminish or eliminate behaviors that get
in the way of learning. According to Ade Rukmana (2009:103) said that the successful of the
students in learning was influenced by the teaching and learning strategy that had done by the
teacher, because of that the teacher was forced to understand about the philosophical of teaching
and learning itself. J.M. Cooper in Mudasir (2011: 2-3) said that classroom management is the
whole of teachers’ activity to improve the positive behavior of students and to reduce the
negative behavior of students this is related to the behavioral modification of the students, the
student’s success in learning is largely determined by the learning strategies conducted by the
teacher. Teachers are required to understand the basic components in conducting learning
activities in the classroom. One of indicators a professional teacher has is the ability to manage
the classroom. So, from the definition of classroom management before, it can be said that
classroom management is necessary to having an learning environment that’s free of disruption
for students to help them achieve the learning objective.
Good classroom management is a vital component of ensuring students reach their full
academic potential. When teacher can effectively control the direction and behavior of a
classroom, students are likely to achieve improved academic results. This makes an effective
classroom management essential for teachers and students alike. High quality classroom
management lets teacher control their classroom takes while preventing students causing
disruption to their peers and setting back their potential to learn.
2. Five key areas of classroom management
Garret (2014:3) stated that classroom management as a process consisting of the
following five key areas as follow :

a. Physical design of the classroom.

Physical design of the classroom stands for the design and of students’ classroom
environment and the stuff on it. According to teacher educator Walter Doyle (2006), one of the
main factors determining how much time teachers spend organizing and directing students and
dealing with inappropriate and disruptive behavior is the physical arrangement of the classroom.
Decisions about how to arrange the furniture, set up work areas or centers, store everyday
classroom supplies and materials, and decorate the classroom are just some examples of the tasks
related to the physical design of the classroom, which contribute to a teacher’s ability to establish
an environment conducive to social-emotional and academic learning. The physical design lies in
how the classroom is laid out, where the students’ desks are, where the teacher’s desk is, where
learning centers and materials are located, where heavily used items such as the pencil
sharpeners are, and so on.
b. Rules and routines.
Classroom rules, though, are generally about overall conduct, whereas routines are much
more specific to certain tasks and usually provide some direction about how these tasks should
be accomplished, rather than seeking to prevent a particular type of behavior. They are both
essential components of an effective classroom management plan and go a long way with respect
to developing an environment conducive to learning. In addition to rules, routines are essential
for the overall fluidity of the classroom. They show students how to carry out common tasks in
an efficient, orderly manner. Without routines, tasks that should be accomplished almost
seamlessly throughout the day will take more time to accomplish, thereby reducing the amount
of time available for instruction. Most classrooms have many different needed routines, and it is
critical for teachers to work out what these will be (Emmer & Gerwels, 2006). Most routines fall
into three broad categories: movement routines, lesson running routines, and general procedures.
Teachers establish class rules and routines (such as handing back papers and taking attendance)
to keep the class activities running smoothly with as little disruption and loss of time as possible.
c. Relationships.
The relationship in classroom management can be seen from the communication between teacher
and students and among students in the classroom. Research supports the idea that the quality of
relationships that exist within a classroom setting has a direct impact on a teacher’s ability to
develop an environment conducive to learning (Newman, 2000; Pianta, 2006). Effective
classroom managers develop caring, supportive relationships with students and parents and
promote supportive relations among
students.
d. Engaging and motivating instruction.
The fourth component of classroom management is engaging instruction, which involves
using instructional techniques that increase students’ motivation and interest in learning. It is
imperative that teachers understand that there is a 4 reciprocal relationship between engaging,
motivating instruction and effective classroom management. This means that, on the one hand,
the more engaging the instruction is, the fewer behavioral issues will arise, because students are
actively engaged, interested, and motivated in the lesson (Savage & Savage, 2010; Weinstein &
Romano, 2014). On the other hand, there are some issues of classroom management that must be
attended to so that a teacher can implement an engaging and motivating lesson. Effective
managers develop instruction that engages learners, and they carefully plan their instruction so
that each learning activity is well organized and runs smoothly.
e. Discipline.
Discipline is the required action by a teacher toward a student (or group of students), after the
student’s behavior disrupts the ongoing educational activity or breaks a preestablished rule
created by the teacher, the school administration or the general society. Discipline, guiding
children's behavior, or setting limits are all concerned with helping children learn how to take
care of themselves, other people, and the world around them. Discipline revolves around teacher
actions focused on preventing and responding to students’ misbehavior. Discipline does not only
mean punishment, nor does it only mean the actions that teachers take after misbehavior occurs.
Discipline also includes teacher actions that prevent misbehavior.
II. Classroom Management Plan
A classroom management plan is the foundation to the educational system. A strong
classroom management plan will result in an effective and engaged learning environment. A
classroom management plan is a necessity that every teacher must adhere to. The purpose of
classroom management plan is to hold students accountable for misbehavior. To set up the
classroom management plan, teachers must consider the five keys are of classroom management.
a. Physical design of the classroom.
This point consist of what type of atmosphere are you trying to create in your classroom? What
type of furniture or equipment is necessary to accomplish this goal? How will you decorate your
classroom? What will you display on the bulletin boards? How will you arrange students’ desks
and why? Where will you locate your teacher’s
desk and why? How will you ensure that the physical design of the classroom is culturally
responsive?

b. Rules and routines.

Explain your plan for developing the classroom rules. Will they be student or teacher generated
or a combination of the two? Why? What process will you use to develop and teach the rules to
your students? Review the list of all the areas for which you need classroom routines. Develop a
routine for each of these key areas. Also, develop a priority list indicating the order of
importance in which you plan to teach and demonstrate these routines.

c. Relationships.
Describe several strategies that you plan to use to develop caring relationships between you and
your students. In addition, think about how you are going to develop a sense of community
among your students.

d. Engaging and motivating instruction.

This point consist of How do you plan to motivate and engage your students? What are
some examples of relevant academic content that you plan to incorporate into your lessons?
What areas, topics, or subjects do you think will be more challenging with respect to motivating
your students? What type of system will you use to record work and provide feedback about
student progress?

e. Discipline.
Explain your plan for dealing with misbehavior in your classroom. Be sure to distinguish
between minor and more serious misbehavior. Are you going to use a hierarchy of
consequences? Will you incorporate the concept of logical
consequences? Why or why not? Will you use a behavior modification plan if necessary? While
these questions and points of reflection do not provide an exhaustive list, they do provide a very
good start in order to develop a plan that will help you create an effective learning environment.

References

Marnoah, Sri. (2017). “The Analysis of Classroom Management in Teaching English”, Journal
of Humanities and Social Science, Volume 22, Issue 1, Ver 3, 72-78

Garret,Tracey. 2014. Effective Classroom Management : The Essential. New York : Teachers
College Press

Mudianingrum, RA. (2019). “An Analysis of Teachers’ Classroom Management in Teaching

English”, Journal of English Education Studies, 1-11.

We Are Teachers, (2018, February 12). What is Classroom Management. Accessed in 17

October 2019, from https://www.weareteachers.com/what-is-classroom-management/