TOPIC 1: PRIMARY SCHOOL CLASSROOM MANAGEMENT *Concept of Classroom Management   An effective classroom management contributes to higher academic achievement

Classroom management as the organization and teacher control over behaviour (Richard, 1990)

Effective classroom management will help achieve the following goals:         encourage appropriate student behavior forming a positive learning environment Interpersonal relationships between teachers and pupils use the time allocated for optimal learning increase student participation in the teaching and learning reduce discipline problems Effective management of routine pupils learn to control and manage themselves

An orderly classroom depends on the teacher skills to prevent problems from occurring rather than solve the problems that have occurred. it requires a skilled teacher and capable of solving the various problems that have occurred. The main factor in managing an effective classroom management are:    careful planning teachers need to manage and control the execution of their plans reflection to determine the strengths and weaknesses of teaching and learning that has been implemented

The knowledge about the needs of students          Abraham Maslow's hierarchy of needs (aesthetic, knowledge, self-perfection, selfesteem, love, safety and physiological) <- from above downwards physiology and psychology of academic knowledge: understand the objectives of teaching participate actively in the learning process interact positively with peers learning related with students' daily lives and interests time to complete assignments or interact experience success timely feedback and realistic

Classroom Management 1. 2. 3. 4. 5. plan manage control reflection teacher-student relationship

*The characteristic of effective teachers in classroom management is that teachers are able to:     effectively manage a classroom creating an environment to students interested in anything they have learned and always do their best use teaching and learning time efficiently

*Three aspects of effective teachers: 1. personal qualities 2. teaching and learning competency 3. disposition and moral practice Effective teachers (warm, friendly, caring, calm, witty, creative, spontaneous, flexible etc.) teachers who are not effective (quick-tempered, not optimistic, pessimistic, autocratic, no effort, hardcore) Competency in T&L that need to be fostered by effective teachers are as follows: 1. The content of the subjects: -Covers more than facts, common terms and concepts. Example: The effective teacher will try to acquire knowledge and skills of how to take the idea and create a docking between the idea, thinking skills and argument, the pattern of changes contained in a single discipline, and the ability to move ideas from one discipline to another discipline. 2. Teaching strategies -Along with the use of a constructivist approach in the process of P & P Example: The effective teacher will give emphasis to the collaboration between students in their efforts to study and understand Themselves. -Along with the use of constructivist approaches in process R & D Example: Teachers will emphasize effective collaboration between students in their pursuit of knowledge, and understand themselves. 3. Goal setting and planning skills teaching. The teacher will provide effective adequate time and effort in ensuring the implementation of the teaching is in line with the planning and AIMS achieved. At the same time, he will make a reflection to get feedback and improve teaching in order to get better, pulling in next time.

The abilitity to create a learning environment which is conducive to forming joint regulation pupils. and dealing with student behavior problems. Classroom management skills It is one aspect of an effective teacher. and others. The teacher who practice the principles of effective speaking together and not to the students. have assertive communication style nature than aggressive.  Technology skills Effective teachers should master the technological skills in line with current developments in science and technology and thus integrate technology in teaching and learning process in the classroom as well as the diversification of multi-media as a tool support. More effective teachers also keep criticism to a minimum. administrators. and the latter strive to improve children communication skills through training. parents. .  Communication skills Include verbal and non-verbal. manipulative or passive. practice and so on.  Motivational skills An effective teacher must have specific strategies to foster self-motivation of its students through the education provided opportunities and educational experiences provided in accordance with the interests and goals and abilities. monitor classroom activities.

The physical environment  order and physical design in the classroom  resources and learning materials  living / learning corner  space on the wall  lighting. Conducive learning environment Where students are able to engage. participate and concentrate on learning 1.TOPIC 2: ROLE OF TEACHER IN CLASSROOM MANAGEMENT Introduction Teacher played a guiding role. coordinator or facilitator. Psychosocial environment  comfortable and friendly atmosphere  free from the threat of physical danger  feeling accepted  sensitive and responsive to individual differences  a stimulating learning environment  establish open communication and encourages the sharing of ideas  encourage cooperative learning  equal opportunities for all pupils 3. ventilation and furniture  hygiene 2. Classroom rules and routines (is being informed of acceptable behavior in the classroom performance)  sentence must be simple and clear rules  means preferably formed rules and agreed to by the students in the classroom and will be more effective if the teacher with the students formulate  limit the number of rules  fair rules and to assist the learning process  in accordance with school rules and do not conflict with .

Effective assessment has two features:   validity . Efficient assessment can enhance student motivation and learning. b. Two Processes   Measurement .the extent to which the tool is used to measure meets the objective or measure things that should be measured reliability .Management of classroom assessment a.use a tool to collect quantitative or information value individual achievement.before and during teaching. lack of motivation and behavior problems possible Test preparation and examination process          the frequency of test in one term or semester the date of the test and examination drafting questions test each test length of time test or examination must be fair and should be formed based on the knowledge or skills that have been taught test questions should include the level of thinking than level of knowledge discuss with teachers of other subjects students informed about the test (initial preparation) familiarize students with the format of the test or examination Administration of the test or examination (steps)      provide a comfortable environment allow students in early to class and take their seats students should be ready 10 minutes earlier.the process of making decisions based on the result of the measurement. Two forms of assessment   Formative . aims to track the progress of students and the extent to which instructional objectives achieved Summative . c. 10 minutes is used to give orders or rules record students' attendance during tests / exams administrative examination and testing has an impact on students' attitudes . e. Students are motivated to give attention and do more if they know to be evaluated.refers to the consistency of the test or the extent to which the same test can give the same results if administered several times in different time. creating dissatisfaction.implemented end of the semester or term to obtain the achievement of students and aimed to giving grades and certificates d. ASSESSMENT . Inefficient assessment can discourage students to learn.

Information Resources Management Students a. parents must fill STUDENT INFORMATION FORM it is intended to help school-related student affairs management. school record card of primary school pupils 001R    classroom teachers record book book report student attendance book .      information of parent / guardian liability of parent / guardian student information aid received information student Personal data storage pupils b.

student to jointly achieve the objectives of p & p teachers need to constantly monitor the students and sensitive to the difficulties that they teachers need to understand the problems faced by students Effective communication will improve student performance respectful and sensitive teachers and students but at the same time firm and set certain limits to be respected by pupils create a democratic atmosphere in the classroom teachers and students together to share responsibility in the classroom The importance of building a relationship teacher .Students        Effective communication necessary between the teacher .student a.TOPIC 3: ROLE OF TEACHER IN CLASSROOM MANAGEMENT Introduction   student teacher relationships influence the development of students' learning and performance positive relationship between the teacher . for teachers     raise teacher motivation and morale pupils more easily controlled favorable impact on teaching improve the image of the teacher b.students can enhance effective communication between the two sides Relationship Building Teachers . for pupils     students more interested in learning students to cooperate more with the teacher improving student academic achievement students more motivated to learn The factors that influence the relationship between teacher .student    appearance and body language teacher show a good example learning environment in the classroom .

pupil       remember the names of students and pupils call their name inculcate patriotism class / classroom distribute responsibility set realistic expectations show concern enter kecindanan element in communication Caring cultural practices i.     respectful authentic emotional integrity concerns promote emotional integrity among students a culture of caring strategies apply the elements concerned build a sense of togetherness and belonging in the classroom respect teacher is committed to building a culture of caring among students Classroom dynamics Dynamics of the classroom is when a peer group can propel its members act in accordance with the same goals. iii.can be identified by the study sosiometri study sosiometri . v. divided into:    group dynamics . iv. teachers see friendship patterns / groups in the classroom spread .Strategies to build positive relationships teacher .characteristic or behavior that followed the dynamics of the group members and have an influence on other group members The factors that shape the dynamics of the group    gender religion / race socioeconomic status Teacher's role in the dynamics of the group      identify the dynamics of the form attention to those who exit use the power transmission mentoring groups forming the desired characteristics teacher as head of the classroom dynamics .

c. using the principles of reinforcement using external elements to enhance the desired behavior b. praise. comic released so that the students again showed the desired behavior.TOPIC 4: MANAGEMENT OF CLASSROOM DISCIPLINE Introduction Knowledge of the discipline of management models and methods of implementation may be used as a guide by teachers in the classroom effectively manage Concept Of Classroom Discipline Discipline is a set of rules that apply to students to control and get the desired behavior Discipline Management Model      Behaviour Modification (Skinner) Assertive Discipline (Canter) Logical Consequences (Dreikurs) Group Management (Kounin) Reality Therapy (Glasser) A. Behaviour Modification Model (BF Skinner) a. periodic reinforcement Advantages and disadvantages of this model     fast results but did not last long better meet the needs of essentric motivation depends on the element of remuneration in the long term this can lead to motive student change student are more excited about getting rewards than knowledge . there are two types of reinforcement   positive-reward reinforcement. merit dsbg (increase desired student behavior) negative reinforcement-magazines. different reinforcement with fines d.

showing the power and do not tolerate  teacher who are not assertive: a passive approach.  There are three types of teacher  aggressive teachers: more autocratic nature. pay attention and try to interact with students .  assertive teacher: clear with management goals.B. students' rights to learn in a conducive classroom environment and the rights of teachers to teach without interruption. at the same time. Assertive Discipline Model (Canter)   based reinforcement of desired behavior and acceptance of students as a result of the behavior shown Canter emphasizes on the rights of teachers and students in classroom management. the regulatory authorities need to ensure smooth classroom activities classroom management should be done in assertiveness (confident and assertive). provide appropriate reinforcement for desired behavior. consistent swordfish and misleading. assertive teachers care and be fair to all students Explanatory measures classroom management plan  explanation regulation  how to implement regulations  Check for student understanding  inform about benefits  a description of corrective actions  means that corrective action is  Check for student understanding Way to impose corrective action on students  acting calmly  consistent  provide reinforcement for desired behavior  give students the opportunity to express themselves  reprimand directly to primary pupils  individual asks for a more adult students Problematic students  must be dealt with prudently  most difficult to deal with but need the most attention  student teachers need to gain their trust. confident and decisive in setting the rules.

students should be taught to understand the rules in the classroom students need to be trained for self-regulation on the management of classroom discipline.C. Logical Consequences Model (Dreikurs)     emphasizes the importance of trust and responsibility of the teacher to give the students together to maintain discipline in the classroom. teachers need to identify the causes of misconduct. pupils and teachers together to share the responsibility in the management of classroom discipline that democracy should be applied Problematic behavior stems from the following motives:  get attention  challenging power  revenge  exhibit lack Effective means of communication to deal with teacher misconduct  communicate positive things  grumpy increase student  identify student weaknesses  learn from mistakes  believe the ability of the student  work  proud of the achievement of students  optimistic  encourage and motivate .

choices made by individuals based on their basic needs c. decisive and serious teachers should monitor the classroom at all times smoothness and implementation activities necessary for good classroom management.D. through reality therapy. behavioral problems in the classroom as a result of the students are bored or dissatisfied with the expectations of the teacher in the classroom. wave effects will be more effective if the teacher makes the action with clear. d. to reflect on what is being done and make plans tent. which repeat the things that are not necessary and do fragmentation fragmentation occurs when the teacher broke the small units that can be carried out while the subject as a whole momentum of good teaching will help students to be prepared to engage in activities of p & p momentum refers to a situation in which the teacher starts teaching smoothly make the transition between teaching and learning activities in an efficient and made the cover of today's lesson concludes with effective      E. according to Glasser. basic needs     love have the power and control freedom fun e. model of reality therapy is a counseling technique to help individuals explore desires themselves. teachers can:     help students identify consequences of behavior shown reality check result or selected by students submit implementation plans to help students manage behavior act as mentors students . teachers should avoid descriptions that flick. the primary basis for this model is that each behavior shown by the individual based on the choices made b. an impending environmental causes students fail to meet their basic needs at school. Group Management (Kounin)    emphasis on careful monitoring and supervision of teachers in classroom management teachers should be capable to regulate and supervise the activities of more than one classroom at a time. Reality Therapy (Glasser) a. teachers' ability to do two actions at one time called the overlap wave effect (ripple effect) the effect of reprimand or action of the teacher to a pupil who is guilty of misconduct. ang their real needs in the future f.

teaching beginning motivate students.avoid bad habits instead of adopting habits that can maintain good relations messages to convey a message to the students the desire and erection build relationships with student teachers classroom rules avoid using external controls such as punitive.g. student-centered discussion and provide opportunities for students to understand and explore the taught The quality of teaching      quiet classroom environment conducive teachers should be more of a mentor is not a director assignments p & p to the students on the daily life provide an incentive for students to give their best provide opportunities for pupils to evaluate their own work and improve The guiding teacher will:       understand student providing teaching and learning activities fun discuss with students encouraging pupils to explore p & p provide effective teaching aids demonstrate the best methods to get the learning outcomes Build quality classroom           habits . direct or threaten students when there is a problem knowledge competency quality evaluation understand and use . reality therapy to help students recognize the reality of life in meeting the needs know that they were in accordance with regulations. Quality curriculum   will improve the quality of education curriculum begins with effective planning.

eating and sleeping in class leave the classroom without permission late in class not bring an exercise book / text show rudeness to teachers bullying loitering. screaming in the corridor Neatness problems themselves     do not wear badges. disturbing friends. including rules & routines peer instruction command assignments yourself The type of discipline problems       fight hit steal threaten friend / teacher neatness themselves skipping class Discipline problems that are disruptive        do not pay attention.control discipline shall not be construed as punishment.compliance . negative punishment and teach children things they should not do recommend a school in Malaysia to emphasize the concept of discipline means discipline and prevent behavior problems from occurring in the classroom so that teaching and learning can be implemented smoothly Kind of discipline in the classroom     Teachers' instructions.TOPIC 5: DISCIPLINARY PROBLEMS (MISBEHAVIOUR) IN THE CLASSROOM. signs nama. bercaap. discipline can be described as . .stoking long nails hair color long hair boys . Types Of Discipline Problems Definition discipline   AND PROBLEMATIC BEHAVIOR   discipline related to one's behavior.

Problematic BEHAVIOR IN THE CLASSROOM                 less attention hyperactive Reserved sensitive apathy (do not care the instructions of the teacher) delays and nonchalant attitude talkative interfere friends bullying lie cheating creating chaos in the classroom impolite steal damage to property irritability and aggression Reasons/Causes For Problems Caused Discipline And Conduct Problem     pupils teacher school background of pupils Teacher's role in reducing discipline problems and delinquent behavior in the classroom          plan use a variety of methods and techniques confident interested and concerned about the students role model fair clear communication provide guidance and feedback calm in dealing with problems in the classroom .

teacher acts as a guide b. remove or change the behavior of the rhythm p & p Discipline management cycle     plan prepare a management plan. structure the organization and the approach to be used implement and manage monitoring and reflection Action Roles And Operating Current Teacher Classroom Discipline Problems a. when the teacher is not able to address and resolve the problem could be referred to a school counselor or school discipline committee c.TOPIC 6: MANAGEMENT OF DISCIPLINARY PROBLEMS IN THE CLASSROOM Concept Of Classroom Management Discipline Problems   any form must mendisiplinakan students toward the goal to bring students the offenses committed in the classroom can fundamentally be handled through nonverbal reprimand. recommendations for addressing discipline:       do not panic and do not act recklessly avoid challenging pupils review the way teaching do not handle discipline problems beyond the control of private discuss with other teachers who are more skilled follow school disciplinary culture Obstacles To Classroom Management Discipline Problems      parental relationship peer influence classroom environment the development of problem pupils unexpected misconduct Coping Intervention In Discipline    Pastoral Care Guidance And Counseling Behavior Modification Techniques .

B. Counseling is a process in which the teacher counselors help students understand the real person c.A. behavior management and emotional support for students. ethical guidance        respect for students and no element of discrimination confidentiality of student responsible f. objective guidance and counseling:       identify potential students build self-management skills problem-solving skills behavior management develop pupils self-assessment d. social. mentoring is a process designed by teachers to help pupils learn and become aware of their abilities and weaknesses and help students adapt to the environment. Pastoral Care   It is a form of guidance given by the teacher to look after the welfare of his students. religious and moral education. coaching skills give attention active listening skills empathy skills . counseling principles:        for all students volunteer students need to be guided students are responsible for their own development guidance is the prevention use of basic counseling skills comprehensive assistance open e. design guidance covers vast areas and issues such as health. b. Guidance and counseling a.

provide opportunities for students to manage assessment. system structured behavior modification   behavior contract system token system c. using the principles of reinforcement     behavior is influenced by the result behavior can be formed. edified or undermined act based on the behavior that is rewarded will be repeated while not rewarded disposed positive reinforcement (reward) is more effective than fines b.C. Behavior modification techniques a. change if necessary . maintained. self-management intervention plan student behavior        set student behavior give awareness to students realistic goals discuss the consequences Self management system architecture teachers monitor.

learning disabilities  difficulty reading  trouble writing  counting problems  communication problems 3. autistic (autism) 7. effective classroom management. hyperactivity (ADHD and ADD) 9. rules and procedures as well as effective instruction b. modify activities and exercises in the classroom in order to take into account the needs and abilities of students who are at different levels of concepts of the class f. disgrafia 6. physical disability  cerebral palsy  musculor dystrophy  spina bifida  seizures (epilepsy) b. sensory impairment problems a. emotional and behavioral problems Aspects that should be considered are: a. dyslexia 4. hearing problems d. assess the ability of a student required skills d. structuring the learning environment in order to stimulate students . knowledge and skills of a variety of instructional strategies to meet students' different keprluan c. diskalkulia 5. student behavior. mental retardation 2. set appropriate learning objectives and realistic e. routines. communication problems   language problems speech problems 3. which includes the physical aspects of classroom management. vision problems c.TOPIC 7: CLASSROOM MANAGEMENT OF AN INCLUSIVE CLASSROOM Categories Of Children With Special Needs 1. late development 8. gifted or talented 10.

build a good relationship and partnership with parents.g. have high expectations of students' abilities to succeed k. appreciate the differences among individuals j.  classroom management with special needs students need teachers who can form a sense of community among students embrace diversity and build an environment that will pay attention and respond to individual needs. emphasized the importance of peer respect i. . other teachers and special education teachers in order to understand the best way to help and meet the needs of students. using strategies such as peer coaching and cooperative learning to promote collaboration between students in the classroom h.

routines and classroom rules    classroom routine regulation result d. emotional and social     Cooperation   require understanding between the two sides. abilities and personality. objectives p & p. time management b. performance expectations. teachers should consider these factors to create an environment and effective classroom management noteworthy class arrangement. Self management Positive classroom environment a. the lawn mower noise and so on. learning opportunities c. examples of weak students put together clever but if mistaken student planning a clever students will bully the weak pupils lot of things that happen outside of the pipeline. b. space for activities and space for learning materials . fun and motivated to learn c. conducive and productive three elements to consider: a.TOPIC 8: PLANNING AN EFFECTIVE CLASSROOM MANAGEMENT Pattern Of Effective Classroom Management  pupils have differences in terms of goals. taking into account various angles conducive learning environment should take into account elements such as physical. teachers need strong planning. collaboration between teachers and students will strengthen the relationship between the two collaboration elements can be applied when selecting teaching aids. learning space planning   learning planning is the planning of physical space in the classroom learning space including private space for students. building contracts and travel behavior classroom The goal of classroom management   The main goal of classroom management is to maintain a positive classroom environment. students feel relaxed. positive classroom environment can be achieved when students through the learning process well. therefore. LCD model is damaged.

teachers to plan and coordinate activities effectively  Effective communication Features Of Effective Classroom           democratic atmosphere in the classroom teachers need to take responsibility as an educator and facilitator raise environment of mutual trust and mutual respect teacher must believe every student has the ability to achieve success teacher should show a good example and role model to follow make the classroom a fun and safe place for students teachers to show their love and passion for teaching and educating students individual-based learning has a togetherness semnagat practice effective communication in the classroom Steps Of Preparation Of Classroom Management Plan That Works a. students and teachers continue to monitor the activities occurring simultaneously b. three steps in plans    plan layout practice Process of building a plan for classroom management      teaching component prevention component correction component component support components of the physical environment Implement a management plan on the first day of school mutual agreement . set the learning environment is to develop and maintain a learning environment and maintain a learning environment of the classroom so that effectively occur c. specify the type of community is to nurture and educate students to behave muird to contribute to a conducive learning environment d. students should be aware of the teacher constantly monitor their c. two main things that need to be considered by the teacher in planning learning environments and communities is desired student b.Maintaining effective environments for learning   encourage student participation preventive measures a.

Sign up to vote on this title
UsefulNot useful