Classroom Management

1. CLASSROOM
MANAGEMENT
Bekasi, October 18, 2014
Mobit W.Atmojo

2. Listen, comprehend, and think of whatthe
complexitiesbeyondthe“KITARO”musicare!

3. Key “broad field” of
Classroom Management
Managing Student Motivation
Managing Students’ Contraint
Managing Teachers’ Role

4. 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.

5. The Fundamental of Classroom
Management
Your Body
Classroom
YourVoice
Sight, Sound, Comfort
Seating Arrangement
Whiteboard
Equipment
Verbal:
Voice Projection, Not loud blooming voice
Clearly by all student, Farthest student can hear
Clearly articulate, Keep Natural
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

6. Which one is the best
seat arrangement
at language learning,
particularly at English
Course, e.g. at New Concept?
A B

7. What are your roles as a teacher?
 Authority Figure
 Leader
 Knower
 Director
 Manager
 Counselor
 Guide
 Friend
 Confidante
 Parent
 Conductor
 Lecturer
 Checker
 Monitor
 Informer
 Facilitator
 Entertainer
 Psychologist
 Presenter
 Assistant
 Actor/ Performer
 Motivator

8. 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

9. Do you plan your lesson?
How important is it?
Imagine you teach without
lesson planning!
Campare teaching with to
without lesson planning

10. 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

11. Generic componen of a lesson plan
Lesson
Plan
Role of
Teacher
Role of
Student
Perspective
(Openning)
Ask what student have learned in
previous lesson
Preview new lesson
Tell what they’ve learnt
Respond to preview
Stimulation Prepare students for new activity
Presents attention grabber
Relate activity to their lives
Respond to attention grabber
Instruction/
participation
Present activity
Check for understanding
Encourage involvement
Do activity
Show understanding
Interact with other
Closure Ask what students have learnt
Preview future lesson
Tell what they’ve learnt
Give input on future lesson
Follow-Up Presents other activities to
reinfoce some concept
Presents opportunuties for
interaction
Do new activities
Interact with other
Shrum & Glison (1994)

12. Example of time management
No Steps Steps Activities Time
1 Perspective Praying Prayingtogetherledbystudents. 2
2 Perspective Greeting Teachergreetstudentinvariety. 3
3 Perspective Apperception Theyaretalkingaboutattendance,
signing,thepasses,answeringurgent
studentquestion.
5
4 Instruction Conveying
material
Teachersteachbasedonthelessonplan. 15
5 Instruction Drilling +
Practicing
Teacherspracticetheteaching
procedures.
25
6 Closure Evaluation Teacherpreviewandevaluatestudents
byoral,writtenorgames.
8
7 Follow-up Closing and
Praying
Teachersclosetheclass. 2
Note: No 1 and 2 can be vise versa
Avoid teaching at the first minutes of the class

13. 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

14. Some example of classroom rules

15. Unplanned teaching
 The physical
space
 The physical self
 Lesson has begun
 The warm-up has
gone well
 Good direction
 Student are clear
about
 Uncontrolled
discussion
 Treated by some
issues
 Theme discussed
out of mind
 Students are all
alert

16. 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?

17. We Need
 Staying calm
 Assessing the situation quickly
 Making a midstream change in your
plan
 Allowing the lesson
 To move on
POISE

18. 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

19. 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

20. Our Roles asTeacher
 Authority
Figure
 Leader
 Knower
 Director
 Manager
 Counselor
 Guide
 Friend
 Confidante
 Parent
 Lecturer
Teacher should
know well
on:
 Yourself
 Your limitation
 Your strength
 Your likes and
dislikes
 Conductor
 Checker
 Monitor
 Informer
 Facilitator
 Entertainer
 Psychologist
 Presenter
 Assistant
 Actor/
Performer

21. Teaching style
TEACHING
STYLE
1 2 3 4 5 6 TEACHING
STYLE
SHY GREGORIOUS
FORMAL INFORMAL
RESERVED OPEN
UNDERSTAND DRAMATIC
RATIONAL EMOTIONAL
STEADY VARIATY OF
MOOD
SERIOUS HOMUROUS
RESTRICTIVE PERMISSIVE
Where is your position?

22. How to Manage Multilevel Class?
Time Pre Intro 1 B 3 E 2
09.00-09.05 Teacher
Directed
Teacher
Directed
Teacher Directed
09.05-09.20 Teacher
Directed
Desk work Group work
09.20-09.35 Desk work Group work Teacher Directed
09.35-09.50 Group work Teacher
Directed
Desk work
09.50-10.00 Teacher
directed
Teacher
directed
Teacher Directed

23. What kind of teacher are you?

24. 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!

25. References:
 Brown, HD. 1994.“Teaching by Principles,An
Interactive Approach to Language Pedagogy”. New
Jersey
 Marzano, Robert J. 2005.“A Handbook for
Classroom Management thatWorks”.ASCD.
AlexandriaVirginia USA
 Wright,Tony. 2005.“Classroom Management in
Language Education”. Palgrave Macmillan
 Nicolic ,Vesna and Cabaj, Hanna. 1999.“Am I
TeachingWell”
 Richard Jack. 2002. Methodology in Language
Teaching An Anthology of Current Practice, United
Kingdom. Cambridge University Press

26. 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?