This journal is about classroom management. Classroom management is important in teaching learning process.

1. Learning Journal
English for Young Learners
Presentation 1
Classroom Management
1. Seating Arrangements
2. Classroom Atmosphere
By
ANGGIE AYUNINGTYAS

2. ORGANIZATION
A. Topic
The topic in the presentation whose presented by group 1 is Classroom
Management. The background of taking this theme to present in this meeting is
because of young learners characteristics. Below will be explain some characteristics
of young learners that should be know by the teacher.
1. The characteristics of young learners (under 7 years old)
• They are able to talk about what they are doing
• They are able to tell you about what they have done or heard
• They are able to plan activities
• They can argue for something and tell you the reason
• They are able to use logical reasoning
• They are able to use their vivid imaginations.
• They are able to understand direct human interaction.
• They are able to use a wide range of intonation in their L1
2. Other characterictics of young learners
• They know that the world is governed by rules
• They understand situations more quickly than the language used
• They learn better through actions
• They are very logical, what comes first happened first
• They have a very short attention span
• They are sometimes not able to distinct what is fact and what is fiction
• They love playing and working alone but in the company of others
• They hardly ever admit that they don’t know something
• They cannot decide what to learn
• They learn best from playing
• They are enthusiastic and positive about learning
3. Characteristics of young learners (10 to 12 years old)
By the age of ten, children are mature children with an adult side and a childish
side. By the age, their characteristics will probably far different from the previous
age groups.
• Their basic concepts are formed. They can understand words.
• They can distinguish between facts and fictions.
• They ask a lot of questions
• They understand meaning through spoken word as well as
demonstration or actions
• They can plan and organize how best to learn

3. • They have definite and clear view of what they like and they don’t like
doing.
• They have a developed sense of fairness and start to question the
teachers’ decisions.
• They are able to work with and learn from others.
• They understand abstracts
• They understand symbols (beginning with words)
• They can generalize and systematize
B. Sub Topic
Related with the characteristics of young learners above, it is appropriated to
make classroom management as the teaching methods to teach young learners.
Classroom management is defined as the methods and strategies an educator uses to
maintain a classroom environment that is conductive to student success and
learning. Classroom management is a term used by teachers to describe the process
of ensuring that classroom lesson run smoothly despite disruptive behavior by
students.
Classroom management consists of classrooms atmosphere and seating
arrangements. They will be explain below:
1. Classroom Athmosphere
A good classroom atmosphere is one that creates a feeling of positivity and it
motivates the students to become successful in everything they do. It should be
able to build a psychological framework for every activity that takes place in the
classroom. The good classroom is characterized by a relaxed atmosphere, by
evidences of wholesome and purposeful activities, by displays of children’s work
and the best use of available facilities. The type of classroom environment that a
teacher creates and encourages can either increase or decrease a student’s ability
to learn and feel comfortable as a member of the class. The classroom
environment should do as much to faster cooperation and acceptance as the
teaching methods that the teacher uses. A classroom should be as welcoming as
possible, the teacher should begin the lesson by greeting wth smiles and eye
contact. The teacher also has to encourage the students with positive feedback
whenever possible. It can be rewards, praise, or punishment. Unfortunately the
feedback isn’t always good for the students, it is common to assume that rewards,
praise, or punishment have a positive effect on children. It seems natural that if
we give prizes or colorful picture or praise or punishment, children will be
encouraged to try hard and behave better, but in other side those can have
serious negative long term effects.
1. Problems with rewards
a. Rewards weaken interest
If we stop giving rewards for an activity or for good behavior, the children
often lose interest or stop the good behavior, and when we are not there the

4. children may be less likely to be motivated to do the activity by themselves
or behave well.
b. Rewads weaken activity learning
When children are given rewards for doing some work, their focus is
narrower. They are less likely to remember peripheral things that are not
directly connected with the rewards.
c. Rewards are shallow
Sometimes we reward a child who gets the right answer without trying, but
give no reward to a child who tries very hard but gets the wrong answer.
Anyway if a child performs badly or does not try, it may have nothing to do
eith what is going on in our class. The cause could be something very
different such as a problem at home, tiredness, the children’s relationship
with other’s teacher, or their self esteem. Failing to get reward can easily
increase the children’s anxiety and exaggerate these problems.
d. Rewards are divisive
If some children get rewards or high grades and others do not, the
“successful” student may become more successful and the student who fail,
may fail even more.
2. Problems with praise
a. Praise leads to less risk taking
Children who are praised a lot tend to avoid situation that lead to failure,
they often want to continue to be praised, and dislike being criticized.
b. Praise increases dependency
Whenever we praise, we may increase the children’s desire to please us.
They may focus on our reaction to how they perform on a task, rather than
on the task itself. Instead of developing confidence in themselves, they may
become dpeendent on our reaction.
c. Praise increase insecurity
Telling a child how good she is can increase pressure on her to live up to our
assessment of her. Her fear of not being able to do this can easily make her
insecure.
d. Praise can weaken children’s ability to communicate
Praising a child a lot, like correcting her a lot, can make her very self
concious. Instead of just performing, she may be watching what she is doing
to see whether it is correct or not.
e. Praise divides the class
As with rewards, there are some children who get more praise than others
and it makes who do not get much praise may come to see themselves as
failing when compared to those who gets much praise.
3. Problem with punishment

5. a. Punishment is counterproductive
Children who are punished are more likely tobe disruptive, and are more
likely to behave badly when adults are not there.
b. Punishment undermines self-esteem
Punishment can make children develop a negative image of themselves. If
they are punished, they must be bad, so they see themselves as bad, and then
really do become bad.
c. Punishment only appears to work
Punishment lead to an increase in bad behavior, leading to an apparent need
for more punishment, they may become heroes to some of the other children,
and so get even more attention.
d. Punishment focuses attention on a minority of children
Most children need attention, and some need a lot of attention. Behaving
badly is one of the best way to get our attention
e. Physical punishment teaches violence is acceptable
All punishment sends a message to the children that “might is right”, but
physical punishment goes even further. It teaches children that violence is
an acceptable way of showing anger.
2. Seating arrangements
Classroom arrangement is one of the key decisions that teachers need to
make when they begin a new teaching year. A few of the items that need to be
decided include where to place the teacher desk, how to place the student desks,
and whether or not to use seating charts. The physical environment of a
classroom plays a part in the ownership students feel about their school and
more specifically their class. The classroom environment should do as much to
foster cooperation and acceptance as the instructional method the teacher uses.
Children are sensitive to the atmosphere created in the classroom.
Sometimes you may not be able to change how the desks are arranged in
your classroom, and sometimes you may have to make one arrangement which
you can’t change. These are three ways of arranging the desks in an ordinary
classroom:

6. With arrangement A, you can teach the whole class easily, and you can have group
work for some of the time, with the class working in groups of four. It is good for
pupils to sit in groups, even they are doing individual or class work.
Arrangements B works for individual and whole class work and you can easily do
pairwork if half turn their backs to the teacher, or it half the pupils move their chairs
over to their naighbour’s desk.
Arrangement C works in the same way as arrangement B, but is more
flexible and leaves you with space in the middle of the classroom. If your pupils are
sitting in groups as in arrangement A, you will find that although they are working

7. as four individuals, they often develop a group identity. This type of arrangement
makes it easier to see when pupils are ready to cooperate with other pupils, and we
sould recommend some sort of regular grouping.
If cooperation and communication are to be part of the process of learning a
language as well as part of the process of growing up, then the sooner the pupils
learn simple, meaningful expression in English, the easier it will be. For example,
few children of five will admit that they don’t know the answer to a question. So,
teaching them phrases like, “I’m sorry”, I don’t know, or I don’t understand” helps
their development, their language, and their ability to communicate meaningfully in
the classroom and elsewhere.
B. Questions and Answers
Questions 1 :
Based on what reason to set the seating arrangement?
Response:
The seating arrangement apply based on the situation on the classroom, it is
necessary to apply if the students’ start feel bored with the classroom atmosphere.
The seating arrangement can help students’ in doing activities individually or in
group.
Question 2:
What is positive effect from rewards?
Response:
Question 3:
What is positive way of group working?
Response:
C. Interesting Points during the Presentation
During the presentation I fond numbers of interesting points concerning about the
topic, classroom management and how it is important for the student in teaching
and learning process. The following are the points I doscovered during the
presentation:
1. I find out that the classroom atmosphere is very important to stimulate the
students mood, if the teacher is friendly they will be relax and happy, and it can
make them easier to receive the lesson. Others interesting points is such kind of
reward, praise and punishment not just give positive effect but also give negative
effect, so we must consider those things when we teach the students.
2. I find out that the seating arrangement is also important in the teaching and
learning process, because when the teacher can implement the most suitable

8. seating arrangement for the students, they will be enjoy the lesson, and the good
atmosphere will be created then.
D. Self Reflection
• The presentation of group 1 is running well enough, they can presented the
material in good way but I hope the presenter will be slower in explaining the
materials. I mean slower in speed of speaking, many of students can’t
understand what was the speaker said.
• I’ve learnt some knowledge today, I able to understand that classroom
atmosphere is really important to build good condition in classroom, and it can
makes the students relax and happy. When the students relax and happy, the
teaching and learning process will be run well. The seating arrangement is also
important to apply because it is influence the teaching and learning process, but
I think it is need to make rolling desk. For example, if student A on Desk 1 for
the first week, then the second week he should move to the desk 2. Something
like that, so all of the students can enjoy the different situation in different desk
or different desk mate.
E. Summary
Classroom management covers classroom atmosphere and seating
arrangement. They are closed related to the students’ achievement in teaching and
learning process. Good atmosphere will make the students relax and happy, it will
make them easier in achieving the lesson from the teacher. A classroom should be as
welcoming as possible, the teacher should begin the lesson by greeting wth smiles
and eye contact. The teacher also has to encourage the students with positive
feedback whenever possible. It can be rewards, praise, or punishment. Unfortunately
the feedback isn’t always good for the students, it is common to assume that
rewards, praise, or punishment have a positive effect on children. It seems natural
that if we give prizes or colorful picture or praise or punishment, children will be
encouraged to try hard and behave better, but in other side those can have serious
negative long term effects. Seating arrangement also can help the students in doing
activities, the suitable seating arrangement will make the students comfort, they will
not be bored in the classroom condition and they will be easier accepting what the
teacher taught.

9. F. Journal Rubric
Learning Journal Rubric
English for Young Learners
No Criteria Max.
Points
Points
I Identity Me Peer Lecturer
1 Name 5
2 Date 5
3 Concepts being presented 5
II Organization
4 The journal is complete and well-
organized
10
III Content
5 Cover numbers of concepts relevant the
topic
10
6 Cover the materials related to the topic 5
7 Relevant questions and responses related
to the topic
10
8 Features some important points related to
the topic.
10
9 Summarize the topic in brief 10
10 Indicate students reflection toward the
topic learnt.
10
11 Describe students’ personal view and
understanding toward the learnt topic
10
12 Give brief overview of students’ effort to
understand the topic learnt.
10
Maximum Score 100
Rubric is adopted from Indrawati, SE (2003)