CLASSROOM MANAGEMENT

I
nthepr
ocessofl
ear
ning,t
hel
ear
ningpr
ocesscan’tbesepar
atedf
rom
t
eachi
ng i
nthecl
assr
oom,t
othecont
inui
tyofl
ear
ning ef
fect
iveandef
fi
cienti
n
achi
evi
ng t
he l
ear
ning obj
ect
ivest
o be achi
eved,t
he t
eachermustmast
ert
he
l
ear
ning t
opi
cs butal
so mustbe abl
eto manage t
he cl
ass wel
l
.Cl
ass
room
managementi
sanef
for
tmadet
oor
gani
zet
hel
i
fet
eacherst
art
scl
assofcur
ri
cul
um
pl
anni
ng,s
etup pr
ocedur
es and l
ear
ning r
esour
ces,envi
ronmentset
ti
ngs t
o
maxi
mizeef
fi
ciency,moni
tor
ingst
udentpr
ogr
ess,andt
oant
ici
pat
ethepr
obl
ems
t
hatar
ise.Her
ear
esomepr
obl
emst
hatar
isei
nthemanagementcl
ass:

1
.Seat
ingAr
rangement
The seat
ing ar
rangementi
sone oft
he ef
for
tsi
n pr
ocessi
ng cl
ass.
Ther
ear
eavar
iet
yofst
ylesi
ntheseat
ingar
rangement
.Incompat
ibi
l
it
yst
yle
sel
ect
ion of seat
ing ar
rangement
s can somet
imes i
nhi
bit l
ear
ner
under
standi
ngoft
hel
ear
ningmat
eri
al.Then,whati
scausi
ngpr
obl
emsi
nthe
seat
ingar
rangementl
ear
ner
s.Amongt
hesepr
obl
emsoneofwhi
chi
s:
 Teacher
sin pr
act
ice i
s of
ten t
aughtwi
that
radi
ti
onalst
yle
seat
ing ar
rangement
s made f
rom t
ime t
o t
ime, wi
th t
he
ar
rangementoft
hel
ear
ner
ssi
tinpai
rsi
nasi
ngl
etabl
eandchai
r.
These f
ormat
ionsl
i
ned seat
ing ext
endst
othe r
ear
.Lack of
cr
eat
ivi
ty and i
nnovat
ion i
n managi
ng a cl
assr
oom t
eacher
,
maki
ngt
hepr
ocesst
edi
ouscl
assr
oom l
ear
ningf
orl
ear
ner
s.Thi
s
r
esul
ted i
nlow oppor
tuni
tyl
ear
ner
stoi
nter
actact
ivel
yint
he
l
ear
ningpr
ocess.Thet
eacher
'sr
olet
endst
obedomi
nants
othat
t
hepar
ti
cipat
ionoft
hel
ear
neri
nthel
ear
ningpr
ocessar
emuch
mor
eli
kel
ylessi
nter
est
edi
nthel
ear
ningpr
ocess
.
Regar
dingt
heabovepr
obl
ems,var
iousr
emedi
eshavet
obesought
andcar
ri
edoutsot
hatt
hequal
i
tyoft
hel
ear
ningpr
ocesscanbemai
ntai
ned
andeveni
mpr
oved.AsanEngl
i
sht
eacherwhohasar
oleasacont
rol
l
er,one
sol
vi
ng t
hese pr
obl
emsi
sthe managementcl
asswi
th var
iat
ionsi
n st
yle
seat
ing ar
rangement
.Var
iat
ions st
yle seat
ing ar
rangementi
s a way of
 pr
epar
ing l
ear
ner
sbencht
hatser
vesasani
nit
ialst
rat
egyt
oregul
atet
he
behavi
orofl
ear
ner
sasdesi
red.Theset
ti
ngi
sdonewi
thavar
iet
yofdi
ff
erent
st
ylesi
n each l
esson.Cl
assesar
e managed byvar
iat
ionsi
n st
yle seat
ing
ar
rangementmakes t
he l
ear
ner
s wer
e keptbusy wi
th an act
ive and
chal
l
engi
ngt
ask,per
for
m act
ivi
ti
eswhi
chmakel
ear
ner
sbemot
ivat
edt
olear
n.
Whencompar
edt
othet
radi
ti
onalst
yleofseat
ingar
rangement
s,ofvar
iat
ions
i
nst
yleseat
ingar
rangementmor
eint
erest
ingandenj
oyabl
efort
hel
ear
ner
s.
Sever
alvar
iat
ionsofst
yleseat
ingar
rangementwhi
chmaybeappl
i
cabl
eis
t
hest
yleoff
acet
oface(
facet
ofacest
yle)
,chevr
onst
yle(
chevr
onst
yle)
,the
st
yleoft
hegr
oup(
clust
erst
yle)
,andaconf
erencest
yle(
conf
erencest
yle)
.

2.Ti
meConst
rai
nt
Ti
me managementi
nthecl
assr
oom i
sacompl
exand di
ff
icul
ttask
event
houghi
tlooksqui
tesi
mpl
eandpr
act
ical
.Ther
ear
esomet
hingst
hat
causemanagementcl
asst
imebecomesconst
rai
ned,oneofwhi
chi
s:
 Of
tent
het
eacherconsi
der
sthatt
het
imeavai
l
abl
eisnotenough
t
oappl
ythei
deast
aughti
nthecl
assr
oom aswel
lasf
ort
hei
r
pr
ofessi
onal
devel
opmenti
mpr
ovedi
tsown.Thet
imeal
l
ott
edf
or
t
eachi
ngt
heEngl
i
shl
anguageonl
ytwohour
sforeachmeet
ing,
exact
ly45mi
nut
esi
neachmeet
ing,whi
l
etheyexpectt
hei
deal
t
ime t
oteach t
he Engl
i
sh l
anguage i
s 90 mi
nut
es f
oreach
meet
ing.I
naddi
ti
on,of
tenpl
annedt
odoi
nthecl
assr
oom ski
l
ls
such as pl
ayi
ng games i
nthe cl
assr
oom,butdue t
oti
me
const
rai
ntsul
ti
mat
elynotf
ulf
il
l
ed.
Then,how i
sthebestsol
uti
ont
ofi
xthesepr
obl
ems
?Her
eisasol
uti
on
t
hatcanbeappl
i
edbyat
eacher
:
 Pr
event
ing t
o come l
atet
o cl
ass and compl
etel
ear
ning as
qui
ckl
yaspossi
ble.
 Maxi
mizi
ng i
nst
ruct
ional t
ime by managi
ng at
tent
ion and
mai
ntai
ningf
ocusl
ear
ner
stost
aymot
ivat
edt
ofol
l
owl
essons.
 Lear
ningpr
ocessi
naccor
dancewi
tht
hepr
ocedur
est
hathave
 beenpl
annedi
nthel
essonpl
an.
 Usi
ng al
loft
he t
ime pr
ovi
ded wel
lwi
tht
he cr
eat
ive and
i
nnovat
ivet
eachi
ng.

3.Hi
ghNoi
seLevel
s
Thenoi
seofacl
asscer
tai
nlydi
sruptt
hel
ear
ningpr
ocess
,itcr
eat
es
di
ff
icul
ti
es f
or l
ear
ner
sto r
ecei
ve t
he i
nfor
mat
ion. Lear
ning i
n noi
sy
ci
rcumst
anceswi
l
lbedi
ff
icul
tforl
ear
ner
stof
ocusonl
ear
ning.Sowhatar
eat
i
ssuei
nahi
ghnoi
sel
evel
:
 Per
hapst
he l
ocat
ion oft
he schooli
sdense r
egi
on causi
ng
noi
set
hatcandi
stur
btheconcent
rat
ionofst
udent
sdur
ingt
he
l
ear
ningpr
ocesst
akespl
ace.Causesofnoi
sesour
cesamong
ot
her
scamef
rom t
het
raf
fi
cnoi
se,t
henoi
seofl
oudspeaker
sin
r
esi
dent
ialar
eas,noi
se due t
othe act
ivi
ti
es oft
he school
gr
ounds,andnoi
seasar
esul
toft
henoi
sysoundoft
hel
ear
ner
.
Abovet
hesour
ceoft
hepr
obl
emsf
oundt
hathi
ghnoi
sel
evelsoi
t
needsasol
uti
ont
odealwi
tht
henoi
se.Thei
nit
ialst
ept
oaddr
esst
henoi
seat
t
he sour
ce by ar
rangi
ng such a way t
hatt
he sound sour
ce emi
tsound
i
ntensi
tyatami
nimum,i
ncl
udet
hef
oll
owi
ng:
 Pl
ant
ingt
rees
,useaf
encewi
thvi
nes,changecl
assf
unct
ion.
 Teacher
scanuseasi
l
encert
hati
sef
fect
ive,andmi
nimi
zest
he
sound(
thecr
owd)gener
atedl
ear
nerconduci
vef
ort
hesakeof
l
ear
ningpr
ogr
essed.

4.Per
sonal
i
tycl
ashes
I
nthepr
ocessofl
ear
ning,t
het
eacheri
snotenought
oconveyt
he
subj
ectmat
teral
one.I
nor
dert
oachi
evel
ear
ningobj
ect
iveswi
thopt
imum
r
esul
ts,t
het
eacherneedst
oknow t
hechar
act
eri
sti
csoft
hel
ear
ner
.Aswe
know,eachl
ear
neri
suni
quet
hatnot
wol
ear
ner
sexactsameki
ndofnat
ure,
char
act
er,andot
her
s.Eachl
ear
neri
sdi
ff
erentf
rom eachot
her
.Di
ff
erences
wer
efoundi
nthepsychi
cchar
act
er,per
sonal
i
ty,andi
tspr
oper
ti
es.These
 i
ndi
vi
dualdi
ff
erencesseen i
nthe wayand l
ear
ning out
comesofl
ear
ner
s
t
hemsel
ves.Di
ff
erencesl
ear
ner
sneedf
orspeci
alhandl
i
ngoft
het
eacherasa
gui
dei
nor
dert
oat
tempti
mpr
ovementofl
ear
ningout
comesi
nlear
ning.Her
e
i
tisasol
uti
ont
hatcanbeappl
i
edbyt
eacher
s:
 The t
eacher
'sr
ole i
sindi
spensabl
e i
n under
standi
ng any
di
ff
erence.Var
iat
ionsl
ear
ner
scanbei
mpr
ovedi
nsever
always,
i
ncl
udi
ngt
heuseofmet
hodsorst
rat
egi
esvar
iedt
eachi
ngand
l
ear
ningsot
hatdi
ff
erencescanbeover
comel
ear
ningabi
l
it
y.I
n
addi
ti
on,t
heuseofmedi
awi
l
lhel
pover
comet
hedi
ff
erencesi
n
t
hewayl
ear
ner
slear
n.
 Gr
oupi
ngl
ear
ner
sneedt
obedonet
ocopewi
tht
hevar
iat
ionof
l
ear
ner
sint
he l
ear
ning pr
ocess.Gr
oupi
ng i
n quest
ion i
sthe
uni
on ofsever
all
ear
ner
swho have t
he same char
act
erand
nat
uref
orapar
ti
cul
arpur
pose.Thesi
mil
ari
tyi
nquest
ioni
sa
si
mil
ari
tybas
edont
hepr
oxi
mit
yofi
nter
est
,int
erest
s,andt
alent
s.

5.Di
ff
erentPr
ofi
ciencyLevel
s
I
nthe cl
assr
oom,we of
ten f
ind l
ear
ner
swi
th di
ff
erentpr
ofi
ciency.
Ther
eisa l
evelofbegi
nni
ng,i
nter
medi
ate,and advanced.Somet
imes
causi
ng gapsi
nthe l
ear
ning pr
ocessand di
ff
erentpr
obl
ems
.Bel
ow i
sa
descr
ipt
ionoft
hepr
obl
em:
 Lear
ner
swho have ahi
gh pr
ofi
ciencyl
evelhast
he abi
l
it
yto
mor
equi
ckl
yrecei
vel
essonscompar
edwi
thl
ear
ner
swhohave
l
ow pr
ofi
ciencyl
evel
s.I
flear
ner
sofdi
ff
erentpr
ofi
ciencyl
evel
s
i
nto one,t
her
e wi
l
lbe an i
mbal
ance i
nthe r
ecei
ve l
ear
ning
mat
eri
als.For
m ofi
nequal
i
tyi
s a qui
ck l
ear
nermast
ert
he
l
ear
ningmat
eri
alt
hatl
ear
ner
shavet
owai
tlessqui
ckl
ymast
er
t
hel
ear
ningmat
eri
alt
ost
udent
smast
ert
hel
ear
ningmat
eri
al
.
Hencet
heneedf
orasol
uti
ont
oreducet
hegapsi
nthesei
ssues,t
he
f
oll
owi
ngi
sasol
uti
ont
hatcanbecar
ri
edbyanEngl
i
sht
eacher
:
 Di
ff
erentpr
ofi
ciencyofl
ear
ner
srequi
rei
tsownser
vicesi
nan
 ef
for
ttoadj
ustt
het
eachi
ngpr
ogr
am,wi
thadi
ff
erentt
reat
ment
t
othel
ear
neri
nthel
ear
ningpr
ocessi
sexpect
edt
olear
ner
sfeel
comf
ort
abl
ewi
thi
trecei
vessot
hatl
ear
ningcanbeexpect
edt
o
af
fectt
hel
ear
ningout
comesofl
ear
ner
s.
 Howt
oser
vet
hedi
ff
erenceofl
ear
ner
swi
thski
l
lleveli
sdi
ff
erent
i
stheaddi
ti
onal
progr
ams,speci
alcl
assesf
orl
ear
ner
sint
ell
i
gent
,
cl
assr
oom r
emedi
alf
orl
ear
ner
sthatar
esl
ow,gr
oupi
ngi
nfor
mal
(
smal
lgr
oupswi
thi
nacl
ass)
,di
ff
erent
iat
ionofassi
gnment
,and
gi
vi
ngt
het
askt
hati
sfl
exi
ble,syst
em t
utor
ial
,i
ndi
vi
dual
gui
dance
andmodi
fi
cat
ionoft
eachi
ngmet
hods
.

6.Cl
assSi
ze
Cl
assr
oom set
ti
ng al
l
owst
eacher
sshoul
d movef
reel
yto assi
stand
moni
tort
hebehavi
orofst
udent
s.I
nacl
assr
oom set
ti
ng,t
het
hingst
hatneed
t
o be consi
der
ed one oft
hem i
sthe si
ze oft
he cl
ass.However
,ina
cl
assr
oom set
ti
ngt
eacher
sof
tenpl
aguedwi
thcl
asssi
zeandt
henumberof
st
udent
swhot
aket
hecl
ass
.Fol
l
owi
ngi
sadescr
ipt
ionoft
hepr
obl
em:
 Si
ze cl
ass became one of t
he i
mpor
tant component
sin
cl
assr
oom management
.The cl
asssi
ze becomesa pr
obl
em
whent
henumberofl
ear
ner
sar
enoti
dealr
angebet
weenf
ort
y
t
ofor
ty-
fivel
ear
ner
sinonecl
ass.Thi
spr
obl
em i
sof
tencal
l
ed
t
he pr
obl
em ofEngl
i
sh l
anguage cl
asses ar
etoo l
arge.I
n
addi
ti
on,i
fthecl
asssi
zei
snotext
ensi
vei
twi
l
lbedi
ff
icul
tfor
t
eacher
sto manage t
he cl
assr
oom i
nter
ms ofvar
iet
y st
yle
seat
ingar
rangement
.Thi
scanr
esul
tint
hecour
seofl
ear
ning
becomesi
nef
fect
ive.
Onewayt
hatcanbet
akent
oover
comet
hesepr
obl
emsar
e:
 I
nmanagi
ngacl
assr
oom,i
tshoul
dideal
l
yconsi
stofacl
assof
30 l
ear
ner
s,wi
tht
hisnumberseemst
o beabl
eto maket
he
cl
assr
oom at
mospher
e becomesdesi
rabl
e even wi
th mi
nimal
cl
asssi
ze.
  Wi
th cl
asssi
zeswer
e notext
ensi
ve,t
he t
eachercan di
vi
de
sever
algr
oupswher
elear
ner
swhohaveEngl
i
shl
anguageski
l
ls
mor
ethan ot
her
scoul
d be i
nvol
ved i
n hel
ping t
he cour
se of
l
ear
ningact
ivi
ti
esi
ncl
ass.Thi
smet
hodcanbeusedt
oant
ici
pat
e
t
hecl
asssi
zei
snotext
ensi
vesot
hatst
udent
scankeepmovi
ng
onandl
ear
ningpr
ocessescanbecont
rol
l
ed.

7.Monol
i
ngual
Class
es
Shoul
dthemot
hert
onguei
nthecl
assr
oom TEFLal
l
owed.Thei
ssueof
whet
hert
ouset
hemot
hert
ongue(
L1)i
nEngl
i
shcl
ass(
L2)i
sver
ycompl
ex.I
n
hi
sbookTeachi
ngMonol
i
ngualCl
asses(
1993)
,At
kinsont
alkedabout"
the
useofL1car
efulandl
i
mit
ed"t
ohel
pst
udent
sgett
hemaxi
mum benef
itf
rom
act
ivi
ti
esi
not
hert
hingswi
l
lbedonei
nthet
argetl
anguage.Mot
hert
ongue
maybeusef
uli
nacl
assofi
tspr
ocedur
alst
ages
,forexampl
e:
 Coupl
esandgr
oupswor
kingset
 Sor
ti
ngoutact
ivi
ti
est
hatobvi
ousl
ydi
dnotwor
k
 checkf
orunder
standi
ng
Out
sidet
hemanager
ialf
unct
ionsoft
hisL1
,At
kinsonal
sosuggest
ed
t
heuseofL1t
otr
ansl
ati
onasat
eachi
ngt
echni
que.Per
hapsoneoft
hemai
n
r
easonsi
stheuseofpr
ocedur
alL1i
stheneedt
okeept
hel
essoni
snot
sl
owi
ngorbecauset
hingscan’tbedoneanyot
herway.I
ngener
al,i
tcanbe
sai
dthatmostoft
he st
udent
s(especi
all
ythose i
nthe i
nter
medi
ate and
advancedl
evel
s)seemedskept
icalaboutt
heuseofL1i
ncl
ass.However
,the
bi
l
ingualt
eachercanf
aci
l
it
atest
udentpr
ogr
essbyusi
ngt
hemot
hert
ongue
asacl
assr
esour
ce.
REFERENCES

1
.Ar
if
ani
,Yudhi
.201
7.Lear
ningSt
rat
egi
esofEngl
i
shasaFor
eignLanguage.
Gr
esi
k:UMGPr
ess

2.Gar
ret
,Tr
eacey.201
4.Ef
fect
iveCl
assr
oom ManagementTheEssent
ial
s.
NewYor
k:Teacher
sCol
l
egePr
ess

3.At
kinson,Davi
d.Teachi
ngMonol
i
ngual
Classes.Longman

4.STRATEGY I
N THE LEARNI
NG PROCESS MANAGEMENT CLASS,BY:
HASANABUAGUSR,I
NSTI
TUTEOFI
SLAM Nur
ulJadi
dPai
tonPr
obol
i
nggo

5.Theunt
oldst
ory:CLASSROOM MANAGEMENTPROBLEMS AND THEI
R
I
nfl
uenceONSTUDENT-
TEACHERS'
TEACHI
NG,BY:YenniROZI
MELA,I
SELT
-
4201
6