CLASSROOM

MANAGEMENT

Mobit W. Atmojo
Bekasi, October 18, 2014
Listen, comprehend, and think of what the
complexities beyond the“KITARO” music are!
Key “broad field” of
Classroom Management

Managing Student Motivation

Managing Students’ Contraint

Managing Teachers’ Role

Is teaching art or science?
 Classroom Management: encompasses
an abundance of factor ranging from how
you physically arrange the classroom
to teaching style to one of my favorite
notion. (Brown:14)

 The simplest principle of classroom

management for learning is the classroom
itself.
The Fundamental of Classroom
Management
Classroom Sight, Sound, Comfort
Seating Arrangement
Whiteboard
Equipment

Your Voice Verbal:

Voice Projection, Not loud blooming voice
Clearly by all student, Farthest student can hear
Clearly articulate, Keep Natural

Your Body Nonverbal:

Let your body posture exhibit as air of confidence
Facial and hand are beneficial for clearing the unclear
Eye contact, don’t burry in your note and plan
Do not plant your feet firmly in one place
Follow the conventional rules, dress appropriately
Which one is the best
seat arrangement
at language learning,
particularly at English
Course, e.g. at New Concept?

A B
What are your roles as a teacher?

 Authority Figure  Conductor

 Lecturer
 Leader
 Checker
 Knower
 Monitor
 Director
 Informer
 Manager
 Facilitator
 Counselor  Entertainer
 Guide  Psychologist
 Friend  Presenter
 Confidante  Assistant
 Parent  Actor/ Performer
 Motivator
What should teacher do?
Teacher should be able to manage
 the time
 the behavior
 the material
 the strategy
 the teaching performance
 the relationships
 the self’s and students’ motivation
Do you plan your lesson?
 How important is it?
 Imagine you teach without
lesson planning!
 Campare teaching with to
without lesson planning
Knowing the Lesson Plan
 Lesson plan:
Knowing the goal (overall purpose), Knowing
the objective, Material, Time allocation,
Procedure-Evaluation
 Be effective in instruction
 Face behavior or lesson
 Be ready with technological devises
 Preventing burnout
Generic componen of a lesson plan
Lesson Role of Role of
Plan Teacher Student
Perspective Ask what student have learned in Tell what they’ve learnt
(Openning) previous lesson Respond to preview
Preview new lesson
Stimulation Prepare students for new activity Relate activity to their lives
Presents attention grabber Respond to attention grabber
Instruction/ Present activity Do activity
participation Check for understanding Show understanding
Encourage involvement Interact with other
Closure Ask what students have learnt Tell what they’ve learnt
Preview future lesson Give input on future lesson
Follow-Up Presents other activities to Do new activities
reinfoce some concept Interact with other
Presents opportunuties for
interaction
Shrum & Glison (1994)
 Example of time management
No Steps Steps Activities Time
1 Perspective Praying Praying together led by students. 2
2 Perspective Greeting Teacher greet student in variety. 3
3 Perspective Apperception They are talking about attendance, 5
signing, the passes, answering urgent
student question.
4 Instruction Conveying Teachers teach based on the lesson plan. 15
material
5 Instruction Drilling + Teachers practice the teaching 25
Practicing procedures.
6 Closure Evaluation Teacher preview and evaluate students 8
by oral,written or games.
7 Follow-up Closing and Teachers close the class. 2
Praying
Note: No 1 and 2 can be vise versa
Avoid teaching at the first minutes of the class
Preparing for special events
 Effective teacher learns to anticipate the
ramification of every situation
 Teacher always has a plan
- Having rules together
- Student can declare the rules together
- At the beginning and the end of
the lesson
Some example of classroom rules
Unplanned teaching
 The physical  Uncontrolled
space discussion
 The physical self  Treated by some
 Lesson has begun issues
 The warm-up has  Theme discussed
gone well out of mind
 Good direction  Students are all
 Student are clear alert
about
Or even
 Students digress and throw off the plan for the
day.
 Or, you digress and throw off the plan for the day.
 An unexpected and pertinent question come up
 Student is disruptive in the class
 You ask a question and you don't know the
answer
 There is enough time

We realize that the lesson should be changed.

So, what do we best to do, then?
We Need
 Stayingcalm
POISE
 Assessing the situation quickly
 Making a midstream change in your
plan
 Allowing the lesson
 To move on
Teaching some under circumstances
 Teaching the large class (multi-level class)
 Ideally language classes have no more than a
dozen of students (one level)
 Provide diversity
 Students interaction
 Students’ opportunity to
participate and to get individual
attention
 Student will get unexpected time
and chance to self exposure
Problem of large class
 Ability across student varies widely
 Individual teacher-student attention is minimized
 Student opportunity to speak are lessened
 Teacher feedback on student works is limited

TO OVERCOME :
 Get student feels important by learning name and using
them
 Get student to do as much interactive works as possible
 Optimize the use of pair work and small group to give
student chance to perform their English
 Don’t collect the written work from student at the same time
 Our Roles as Teacher
 Authority  Conductor
Figure  Checker Teacher should
 Leader  Monitor know well
 Informer on:
 Knower
 Director  Facilitator
 Manager
 Entertainer  Yourself
 Psychologist  Your limitation
 Counselor
 Presenter
 Guide  Your strength
 Assistant
 Friend  Your likes and
 Actor/
 Confidante Performer dislikes
 Parent
 Lecturer
 Teaching style
TEACHING 1 2 3 4 5 6 TEACHING
STYLE STYLE
SHY GREGORIOUS
FORMAL INFORMAL
RESERVED OPEN
UNDERSTAND DRAMATIC
RATIONAL EMOTIONAL
STEADY VARIATY OF
MOOD
SERIOUS HOMUROUS
RESTRICTIVE PERMISSIVE

Where is your position?

How to Manage Multilevel Class?

Time Pre Intro 1 B3 E2

09.00-09.05 Teacher Teacher Teacher Directed

Directed Directed
09.05-09.20 Teacher Desk work Group work
Directed
09.20-09.35 Desk work Group work Teacher Directed
09.35-09.50 Group work Teacher Desk work
Directed
09.50-10.00 Teacher Teacher Teacher Directed
directed directed
What kind of teacher are you?
That’s Why, As Teacher We should be
 Sailing across
the sea to get
the
knowledge of
teaching!
 Flying to find
the best ways
of teaching!
 Dying to take
the golden
idea of
teaching!
 Trying to be
the best for
ourselves and
our student!
References:
 Brown, HD. 1994. “Teaching by Principles, An
Interactive Approach to Language Pedagogy”. New
Jersey
 Marzano, Robert J. 2005. “A Handbook for
Classroom Management that Works”. ASCD.
Alexandria Virginia USA
 Wright, Tony. 2005. “Classroom Management in
Language Education”. Palgrave Macmillan
 Nicolic ,Vesna and Cabaj, Hanna. 1999. “Am I
Teaching Well”
 Richard Jack. 2002. Methodology in Language
Teaching An Anthology of Current Practice, United
Kingdom. Cambridge University Press
 Mini Quizzes
1. What is class management?
2. How important is classroom management
in your teaching?
3. What is teacher responsibility on class
management?
4. How do you implement the lesson plan in
the class?
5. How do you motivate your students?
6. How do you determine your role in the
classroom?