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
Your Body
Classroom
Your Voice
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
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
Leader
Knower
Director
Manager
Counselor
Guide
Friend
Confidante
Parent
Conductor
Lecturer
Checker
Monitor
Informer
Facilitator
Entertainer
Psychologist
Presenter
Assistant
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
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)
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,
signing, the passes, answering urgent
student question.
5
4 Instruction Conveying
material
Teachers teach based on the lesson plan. 15
5 Instruction Drilling +
Practicing
Teachers practice the teaching
procedures.
25
6 Closure Evaluation Teacher preview and evaluate students
by oral, written or games.
8
7 Follow-up Closing and
Praying
Teachers close the class. 2
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
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
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
Staying calm
Assessing the situation quickly
Making a midstream change in your
plan
Allowing the lesson
To move on
POISE
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
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
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?
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
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