CHAPTER I

PRELIMINARY

A. Background
Class management is one of the important skills that teachers must master. Class
management is different from managing learning. Learning management places more emphasis
on planning, implementing, evaluating and following up on learning. Whereas classroom
management is more related to efforts to create and maintain optimal conditions for the
occurrence of the learning process (coaching, stopping students' behavior that distorts class
attention, giving rewards, completing assignments by students in a timely manner, and
establishing productive group norms ), includes student and facility arrangements.
Class management is needed because from day to day even from time to time the behavior and
actions of students are always changing. Today students can study well and calmly, but
tomorrow is not certain. Yesterday healthy competition occurred in the group, otherwise in the
future it might be unfair competition. Classes are always dynamic in the form of behavior,
actions, attitudes, mental, and emotional students. For this reason, a teacher is needed who can
manage the class so that optimal classroom conditions for learning are created.
On the basis of the above description, the researcher concludes that the function of class
management is very basic because class management will really manage the classroom
atmosphere to the best possible so that students become comfortable and happy during the
teaching and learning process. In classroom management requires the skills of a teacher in
finding solutions to overcome problems in the classroom so that learning can run effectively and
efficiently, in other words it takes a teacher who is able to innovate by using approaches in
classroom management.

B. Problem Formulation
The formulation of the problem in accordance with the discussion is as follows:
1. How is the teacher's innovation in developing interpersonal relationships during learning?
C. Purpose of Writing
The general purpose of this study is to describe the innovation of classroom
management in the form of:
teacher innovation in developing interpersonal relationships during learning,

D. Writing Advantages
This writing is expected to be used as an additional insight into the innovations in
classroom management that have been carried out by school teachers.
 CHAPTER II
LITERATURE REVIEW

A. Understanding Problematic Behavior

Children who behave outside normal behavior are called children who have deviant
behavior (child deviant behavior). Deviant child behavior has a relationship with the child's
adaptation to his environment. This problematic or distorted child behavior arises because of the
adjustment that children must make to the demands and conditions of the new environment.
Means that the greater the demands and changes the greater the adjustment problem faced by the
child. Deviant behavior is a problem that must be a concern of the teacher, not merely the
behavior is destructive or disrupts the learning process, but rather a form of aggressive or passive
behavior that can cause difficulties in working with friends, which is behavior that can lead to
children's learning problems and it includes problematic behavior

B. The Purpose of Managing Problematic Behavior

In dealing with problematic behavior, there are several types of objectives that must be
considered. It must assess the short-term and long-term effects of any management strategy to be
chosen. In the short term, the desired result is that the inappropriate behavior is stopped and the
student continues or starts the appropriate behavior. In the long run it is important to prevent this
problem from recurring. At the same time be careful of potential negative side effects and take
steps to minimize them. In addition, also consider the effects on individual students or students
who cause these problems as well as the effects on minimizing them. In addition, also consider
the effects on individual students or students who cause these problems as well as the effects on
the whole class.

C. Examples of Problematic Behavior

The forms or types of deviant behavior include:
a. Rationalization
Rationalization in daily life is usually called "giving a reason". Giving the reason in
question is to provide an explanation of the behavior carried out by individuals and the
explanation is usually quite logical and rational but basically what is explained is not a real cause
because with the explanation the individual actually intends to hide the background of his
behavior
b. Hostile Attitude
individuals who consider other individuals as enemies / rivals. This hostility appears in
aggressive behavior, attacking, disturbing, competing and threatening the environment.
c. Punish yourself
Self-punishing behavior occurs because the individual feels anxious that others will not
like him if he criticizes others. Such people have a strong need to be recognized and liked
d. Refression / emphasis
Refression is shown in the form of hiding and suppressing the true cause beyond the
limits of consciousness. Individuals try to forget the things that cause their life suffering.
e. Conformity
This behavior is shown in the form of saving oneself from feeling depressed or guilty
towards meeting the expectations of others. The purpose of children to do this so that they avoid
feelings of anxiety.
f. Cynical
This behavior arises from the powerlessness of individuals to act or talk in groups. This
helplessness makes him worry and tends to avoid the judgment of others. Meanwhile, according
to Carolyin and Edmund there are several types of problematic behavior, namely:
a. Not a problem
Student activities that show expressions that do not cause problems for others or in
learning, such as daydreaming alone or lack of communication with others. But this is not good
for the student considering the concentration will be disturbed and the intensity of absorption of
the material is also lacking. It becomes an important role of the teacher responsively to find out
the actual condition of students, find out the causes and provide further treatment to restore the
conditions that should be.
b. Into a small problem
In this category students exhibit behaviors that cause minor problems such as violating
class rules but do not cause disturbances. But it can be said to cause chaos in learning when
problematic behavior occurs repeatedly. For example, students leave the bench without
permission, do assignments that are not related to the material being taught, or even eat in class.
This kind of student behavior is a small disruption in learning because only a small number of
students do that behavior. However, teacher's attention is needed to provide responses and
harmonize the circumstances that should be for optimal learning.
c. Big problem but limited in scope and effect
Activities carried out by students who have this problematic behavior show
disturbances during learning even though it is limited to individual activities and only a few
students. For example chatting with friends, not wanting to do assignments, or more extreme
these students act vandalism like hitting other students.
d. Make the problem bigger or spread
In this condition makes learning disrupted because of problems that usually occur but
spread from individuals who behave problematic, contagious or invite other students to do the
same so that learning becomes disrupted. For example, students who invite to talk to other
students to continue even though they have been warned by the teacher during the lesson, shout
out inappropriate or irrelevant comments, or even refuse to cooperate with the teacher.
D. Problem Behavior Management Strategies
a. Teacher's attention
Sometimes students misbehave because they want to get the attention of their teacher.
Solution: Give attention to students who do the task or behave properly, whereas if behaving
otherwise ignore or do not pay attention to students who do the deed. If by ignoring the student is
still not (less) successful, then do a "time-out" (having students stand in a corner of the class or
in the principal's office).
b. Peers' attention
Encouragement / support or motivation from peers can make students deviate. Do these
students do not be ignored / allowed because it will be able to influence other students.
There are at least two ways to deal with students who behave because of the support of their
peers, namely by moving the position / seat of the student from the others, while the second is by
implementing a "group contigencies" strategy by offering or giving rewards / rewards. which can
be used by the whole class based on students' attitudes or behavior desired by the teacher. If a
student just makes a mistake then the whole class effect will not get the prize. For example, all
students will get an additional 5 minute break if no student makes mistakes in class.
c. Avoiding unpleasant situations
Students who feel bored, tired, tired in class can encourage them to behave in deviant
ways. How to overcome this problem include improving learning strategies in the classroom, for
example by using a method of joint learning (cooperative learning) that makes students actively
involved, directly, and dynamically in learning. Also use awards and / or light prizes for example
by giving praise to students who do / respond to assignments well. However, this method is less
effective if it is applied to students who achieve low-achieving student levels, in this case the
teacher needs to provide special guidance.
Class management expert Carolyn Evertson and her colleague in a book Educational Psychology
by John. W. Santrock (2007), differentiates between minor and moderation interventions in
dealing with problem behavior.

1. MINOR INTERVESION
Some problems only require minor or minor interventions. Problems that often arise usually
interfere with learning activities in the classroom. For example, students may make a fuss by
themselves, leaving their seats without permission, joking alone, or eating sweets in class.
Effective strategies include
a. Use non-verbal cues
Establish eye contact with students. Then give a gesture by placing your index finger on your
lips, shaking your head, or using your hand gesture to stop the behavior.
b. Continue learning activities
Usually there is a pause in the transition of activities in teaching and learning activities, where
the pause students do nothing. In this situation, students might leave their seats, talk, joke around
and start making noise. A good strategy is not to correct their actions but immediately carry out
the next new activity.
c. Approaching student
When students begin to deviate. You just approach him, then usually he will be silent.
d. Direct the behavior
If students neglect the assignment we are instructing, remind them of the obligation. You can
say, "All right, remember, all children must solve this math problem."
e. Give the required instructions
Sometimes students make small mistakes when they don't understand how to do a task. To
overcome this you must monitor students and give instructions if needed.
f. Have students stop in a firm, direct tone
Establish eye boxes with students, be assertive, and have students stop their actions. Make a
statement, be brief and monitor the situation until the students comply. This strategy can be done
by combining strategies directing student behavior.
g. Give students a choice
Give students responsibility by choosing two choices, acting right or accepting negative
consequences. Tell students what the right course of action is and what the consequences are for
violating it.

2. MODERATE INTERVENTION
Some wrong behaviors require stronger interventions than those just described in the minor
interventions above, for example, when students abuse their activities, interrupt, withdraw from
class, disrupt learning, or interfere with other students' work. Here are the strategies that can be
done:
a. Don't give the privileges or activities they want
If you allow students to walk around the class or do assignments with other students and they
abuse their privileges or interfere with their friends' work, then you can revoke their privileges.
b. Make behavioral agreements
Make an agreement that can be agreed upon by all students. This agreement must reflect input
from both parties, namely the teacher and students. If a problem arises and the student remains
stubborn, the teacher can refer to the collective agreement that has been made.
c. Separate or expel students from class
If a student jokes and ignores the warning, you can separate him from the students around him or
expel him from the class.
d. Impose penalties or sanctions
Using penalties should not do violence, but can be done by giving the task of working on the
problem or writing additional pages.
 CHAPTER III
DISCUSSION

A. Case Identification
The author conducts research using the interview method and analyzes data, especially
in class VIII E at SMP Negeri 3 Sangatta Utara. Seen a teacher who is sad, and upset, because in
the class, the students do not pay attention to what he is conveying and are boring. In fact, they
are even busy chatting alone, and some are more like to look out of the classroom. Even though
the teacher felt that he had maximized the delivery of material, he had taught loudly, the writing
on the board was clearly visible on the board. But they still do other things outside the learning
process activities, therefore the teacher is very tired and feels drained of energy because he has
spent all his strength to explain the subject matter to his students.

B. Solution
After collecting data through observation and interviews. Here we can see some of the
problems experienced by teachers, namely in the process of delivering material. The clues here
are boring and loud. Tips for seeing that the method used by the teacher needs to be improved,
because what he is doing is not getting feedback from his students, they are more interested in
talking, looking at other places, and maybe sleeping.
The solution can be done through changes in learning methods, for example through discussion.
Each student forms a group of 2-3 children and is brought to a problem that needs to be
discussed and they must be actively involved in the learning process. So they can concentrate on
what is being discussed and have the motivation to be able to solve the problem so that the
discussion is more cool.
Other solutions can be done by teachers by delivering theories through existing media
technology such as computers and LCDs, teachers can use them for presentations by using
drawing objects that attract attention or displaying educational videos that are able to attract
students' attention and foster motivation that learning is important for them. their attention and
interest in learning are lacking because the teaching methods used are inappropriate and the
teacher's creativity in teaching is lacking even minimal.
 CHAPTER IV
COVER

A. Conclusion
Based on the results of research many internal factors that cause learning difficulties
are lacking, and lack of attention or concentration, especially when learning takes place. While
external factors include factors of the school environment, and peers. The school environment in
the form of teaching methods and the media used by teachers is less varied and the lack of
functioning of the teacher's role in guiding students who have learning difficulties is one of the
contributing factors. And peers who like to talk or play while learning.
Teacher innovation in developing good interpersonal relationships in the form of
individual and group approaches based on effective, compassionate and familial communication.
If this is applied by all teachers who teach, it will give birth to a high sense of togetherness
between students and teachers as well as between students who are one with the other, so that it
will be a supporting factor for the smooth learning.
 REFERENCES

Arikunto, Suharsimi. 1992. Classroom and Student Management. Jakarta: CV. Rajawali
Muliani. 2017. Basic Concept of Class Management.
http://planning.blogspot.com/2011/10/chapter-i-conceps-manage-
Class.html (downloaded May 15, 2017)
 TABLE OF CONTENTS
FOREWORD

TABLE OF CONTENTS

CHAPTER I INTRODUCTION
A. Background of the Problem 1
B. Problem Formulation 1
C. Writing Purpose 2
D. Writing Benefits 2

CHAPTER II LITERATURE REVIEW

A. Definition of Problematic Behavior 3
B. Objectives for the Management of Problematic Behavior 3
C. Examples of problematic behavior 3
D. Problem Behavior Management Strategies 5

CHAPTER III DISCUSSION

A. Identification of Problems 9
B. Solution 9

CHAPTER IV CLOSING
A. Conclusion 11
 FOREWORD

Thank God, we say to the Most Giving Favors physical and spiritual health, that is Allah SWT,
because with His Favors we can complete the paper assignments with the subject "TEACHER
INTERVENTION". This paper is structured to fulfill the assignment of Class Management
courses.
The author realizes that this paper still has shortcomings and errors. Therefore, the author hopes
that the reader can provide criticisms and suggestions that help for the perfection of this paper in
the future.
We also hope that the papers we compile are useful for us and friends who read them. Amen

Palabuhanratu, December 2019

Composer
 PAPER
TEACHER INTERVENTION
Submitted To Fulfill One Of The Tasks Of Classroom Management Courses
Supporting Lecturer :Hermanto, M.Pd

Arranged By :
ABDUL QODIR
FETTY FATMASARI
MELSI TRIANI
SUTIASIH

SEMESTER 5

PROGRAM ENGLISH LANGUAGE

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

STKIP BINA MUTIARA SUKABUMI
2019