MANAGING OF STUDENTS BEHAVIOUR

VARIETY IN ELT
The assignment is being compiled as group assignment of Linguistic in English Language Teaching Theory

Lecturer : Dr. Muhammad Dalimunthe, M.Hum

Compiled by
1. RABI’ATUN ADAWIYAH : 0333213002
2. DEBY ARIFSYAH PUTRA : 0333213011

MAGISTER TADRIS’ ENGLISH PROGRAM

FACULTY OF TARBIYAH AND
TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY
GRADUATE PROGRAM
NORTH SUMATERA
2021
 PREFACE

First of all, thanks to Allah SWT because of the help of Allah, writers have finished writing
the paper entitled “Managing of Students Behavior Variety in English Language Teaching” right in
the calculated time. The purpose in writing this paper is to fulfill the assignment that given by Sir
Dr. Muhammad Dalimunthe, M.Hum as lecturer in Language in English Language Teaching major. 
In arranging this paper, the writer truly get lots challenges and obstructions but with help of
many individuals, those obstructions could passed. Writers also realized there are still many
mistakes in process of writing this paper.
Because of that, the writers say thank you to all individuals who helps in the process of
writing this paper. Hopefully Allah replies all helps and bless you all. The writers realized that this
paper still imperfect in arrangement and the content.  Then the writers hope the criticism from the
readers can help the writer in perfecting the next paper. Hopefully, this paper can helps the readers
to gain more knowledge about Language in English Language Teaching major.

Writers
 LIST OF THE TABLE

PREFACE...........................................................................................................2
LIST OF TABLE................................................................................................3

CHAPTER I INTRODUCTION.........................................................................4
A. The Background of Study...................................................................................4
B. The Problem of Study.........................................................................................4
C. The Purpose of Study..........................................................................................4

CHAPTER II DISCUSSION..............................................................................5
A. Students Learning Problems...............................................................................5
B. Students Behavior Management Strategies ........................................................5
C. Effort to Face the Diversity of Student Characteristics......................................9

CHAPTER III CONCLUSION AND SUGGESTION ......................................15

A. Conclusion..........................................................................................................15
B. Suggestion...........................................................................................................15

REFERENCES....................................................................................................16
 CHAPTER I
INTRODUCTION

A. The Background of Study

Behavior problems in a classroom increase the stress levels for both the teacher and pupils,
disrupt the flow of lessons and conflict with both learning objectives and the processes of learning.
They also change the classroom dynamic as the focus of attention shifts from the academic tasks at
hand to the distractions provided by disruptive behaviors. Typically, one or two pupils are
identifiable as ‘problems’, sometimes they act in ways that compound management difficulties by
inciting each other and, possibly, others in the class into disruptive activities. The usual response to
problematic behavior is to identify the children involved as ‘the problem’, to focus on them as a
source of ‘trouble’ and to devise strategies specifically to deal with their inappropriate behavior.

Although most of the students do what you ask them to do, there’s often one student who has a
hard time behaving appropriately. Whether the individual is launching spitballs at classmates or
hiding your whiteboard erasers, this student’s seemingly unrelenting passion to find newer, more
innovative ways to cause chaos has you at your wits’ end. Instead of sticking to your lesson plan,
you spend a lot of time and energy trying to get everyone back on track. It’s exhausting, and it puts
the learning environment at risk.

A number of factors can lead to poor student behavior. Students who have problems at home or
whose parents are going through a divorce, for example, may be experiencing depression or stress.
Childhood stress can lead to mood swings, declines in attentiveness, and impulsive behavior, all of
which can be disruptive to the classroom. Students who lack self-esteem may misbehave in an effort
to resist participating in an activity that could lead to failure. For instance, if students think they’ll
perform poorly on a test, they may go out of their way to avoid the test altogether.

Physiological factors, including being hungry, tired, or sick, may also lead to disruptive
classroom behavior. In this case, children may be inattentive, cranky, or otherwise difficult, which
may cause problems with their teachers or classmates. Students with mental health challenges, such
as anxiety disorder, may also act out in the classroom. They may throw tantrums, avoid certain
activities, or melt down in response to the slightest criticism. Educators need to be mindful of this
because students’ behavior in school may not be consistent with their behavior at home. This is
especially important in the event a teacher finds it necessary to schedule a call with a student’s
parent or guardian.

Disruptive student behavior isn’t limited to the physical classroom setting. Those who teach in
an online environment may find that students who consider the subject matter too difficult become
unmotivated, which can lead them to turn in assignments late or incomplete. Furthermore, students
who aren’t emotionally invested in the course because they’re uninterested in the subject matter may
fail to complete their coursework altogether. Disruptive behavior in the classroom can stem from a
variety of causes, but teachers have several potential solutions and tactics for managing student
behavior.

In creating an effective learning, there are several problems that is appeared. Firstly, the
teacher still does not choose the most effective instructional strategies. The teacher only uses the
traditional strategy in teaching English. The teacher should make list of all of the instructions that
is appropriate with the students. Secondly, the teacher does not design the classroom curriculum
well. A teacher does not plan the learning activity well. Actually, an effective teacher is a teacher
that always designs and plans the curriculum well. Thirdly, the teacher is not able to make the
learning environment be safe and comfortable. Students normally would not want to learn in a very
chaotic environment. The learning environment should provide pleasant and supportive.

In addition, to make an effective English learning the teacher should pay attention to the
role as a classroom manager.

B. The Problem of Study

The problem of the study is:
How is the English teacher managing of students behavior variety in ELT?

C. The Purpose of Study

The purpose of the study is:
Based on the formulation of the problem above, the purpose of the writer is to describe the
classroom management of students behavior variety applied in teaching English.
 CHAPTER II
DISCUSSION

A. Students Learning Problems

Learning problems that can arise before learning activities can relate to the characteristics
of students, both with regard to interests, skills, and experiences. During the learning process,
learning problems are often related to attitudes towards learning, motivation, concentration,
processing learning messages, storing messages, digging back messages that have been stored,
and showing learning outcomes. After learning, learning problems are possible related to the
application of achievements or skills that have been obtained through the previous learning
process.
Factors that influence from within include:
1. Physical disturbances
Lack of functioning of the sense organs, speech apparatus, sensory disturbances, body
defects, chronic diseases.
2. Mental imbalance
There is a mental function disorder, such as showing a lack of mental ability, the level of
intelligence tends to decrease.
3. Learning motivation
Students who have learning motivation will appear through their sincerity to be involved in
the learning process, among others, through active asking questions, expressing opinions,
etc.
4. Learning concentration Difficulty concentrating is an indicator of learning problems faced by
students, because it will be an obstacle in achieving the expected learning outcomes. Because
of this, the teacher is strongly required to be patient in accompanying him.
5. Self-confidence is one of the psychological conditions of a person that affects physical and
mental activity in the learning process. Self-confidence generally arises when a person will
 do or be involved in a certain activity where his mind is directed to achieve the desired
result.
6. Learning habits are the learning behavior of a person that has been embedded in a relatively
long time so that it gives a characteristic in the learning activities he does. To be able to
understand learning difficulties, teachers or parents should understand well the meaning of
learning difficulties themselves.
Each individual has its own uniqueness and is clearly different from the others.
Different cultures, ethnicities, social classes, and regional languages at home. Some have
disabilities and some are gifted or talented in one or more areas.

B. Students Behavior Management Strategies

As students, students are the main subjects involved in the learning process. Because
of the state of nature, in the learning process there are several things that are special. There
are students who are fast in learning, some are slow, some are creative and some are
classified as failures. However, learning activities in the classroom have a fixed goal, which
is to help obtain behavioral changes for each student in order to obtain an optimal level of
development and be able to adapt to their environment.

In the teaching and learning process in the classroom, it is the hope of every teacher
so that students can achieve the best learning outcomes. Many teachers are currently only
able to carry out their duties as a teacher but cannot become an educator for their students.
Therefore, many students show that they cannot achieve learning outcomes as expected even
though the teacher has tried their best. Teachers are potential human resources for the
development of student creativity in various aspects. A teacher has an obligation to form
students to achieve their respective vigilance, this is one of the characteristics of the success
of the educator's goals which is influenced by several factors.

Teacher participation in student services is at the top, meaning that every teacher
must understand the function of student services. The location of the teacher's active
participation in the service of students is reflected in the activities of the educational process
that take place during the educational activity. Strategies to manage or change behavior in
schools can involve school-wide, classroom based or individual child-focused interventions:
the focus of this paper is on classroom-based interventions derived from Applied Behavior
Analysis (ABA), which involves the application of the principles of operant conditioning
(Skinner, 1953) to socially relevant human behaviors (Baer, Wolf & Risley, 1968). Over the
past 44 years the application of ABA to classroom behavior management has demonstrated
the efficacy of a wide variety of interventions which involve the use of both antecedent and
contingency management strategies which can be used by classroom teachers to create
positive and functional learning environments which minimize disruptive behaviors and
reward engagement and achievement. Several of these effective strategies are outlined
below.

1. Teachers plan classroom curriculum to facilitate student to use English.

To make the English classroom run effectively, before the lesson start, the
teacher should make a good planning. This plan can facilitate students to use English in
learning process. There are several steps that should teachers do in designing curriculum.
a. The teacher decides the aims of the learning. The aims should be suitable with
the content of the course. The aim of English teaching is to understand the
English Material given.
b. The teacher makes the Learning outcomes. Learning outcomes in English
Learning are what students will get if they follow the curriculum successfully.
For example, the students should pass an examination or test to check their result
of English study.
c. The teacher creates a lesson plan.
d. The teacher decide the learning and teaching methods used. The method that is
used should be suitable, fun, safe, and comfortable for the students. The teacher
should prepare the media that is suitable with the methods.
e. The teacher does the assessment of student’s work. Learning occurs most
effectively when a student receives feedback, i.e. when they receive information
on what they have (and have not) already learned. The process by which this
information is generated is assessment.

2. Making wise choices about the most effective instructional strategies.

Teachers have the ideal opportunity to monitor students’ academic progress as
well as vary their instructional strategies to suit the needs of all students. After selecting
the learning objectives and assessments for the course, we need to think about the
various instructional activities that will be used to engage students with the material and
enable them to meet the objectives. There are several instructional activities strategies
that can be chosen by the teacher.

a. The English teacher should make a good relationship between teacher and students.
Normally, when the students have a good relationship with the teacher, the students
will feel happy, enthusiastic, energetic, optimistic, and realistic in learning activity.
b. In English learning process, a teacher can choose discussion strategy in classroom. In
discussion strategy, the teacher should arrange the questions material or the problem
that should be solved. Discussion can be directed to formulate the solution of the
issues discussed. In addition, the discussion can also be done to find new things,
whether it be new problems, challenges, weaknesses, potential, etc. Firstly, the
teacher makes the students into several groups’ discussion. After that, the teacher
gives the question or the problem to be solved. Then, after the students have finished
discussing, the teacher and the students discuss what the results are. Each group
should present their discussion result through the group’s leader. In the last of
discussion, the teacher collects their result and makes a conclusion of their result. In
addition, teachers also need to give rewards to a group that is capable of undergoing a
process of discussion well and active. This reward will be the motivation of other
groups that in the future also better in live group discussions.
c. The next strategy that can be used by a teacher is writing. In this strategy, the teacher
asks the students to write. For example, a short descriptive text. Before asking the
students to write, firstly, the teacher gives a descriptive text. Then they discuss the
text. After that the teacher gives the students a picture and asks the students to write a
descriptive text about the picture. In the last, the teacher collects the student’ writing
and then evaluate it.
d. Prior knowledge activation. What students know already is a great tool for helping
them learn something new. This strategy helps the students to feel confident in
delivering their opinion about the lesson.
 Teacher has to choose wisely the most effective instructional strategy to make the
class runs effectively. The teacher is able to combine two or more instructional strategies
when needed. The strategy that is chosen depends on junior high school students’ ability
or condition.

3. Classroom strategies

If the study by Johansen, Little and Akin-Little (2011) cited above accurately
represents teacher awareness that poor classroom management is an important factor
associated with disruptive behavior, then it would follow that interventions which target
teaching skills and classroom behavior management have the potential to produce
significant impacts on disruptive behavior. According to the Elton Report (1989, cited in
the Office for Standards in Education, Children’s Services and Skills 2005, section 65,
p.15), it was estimated that in the United Kingdom 80 percent of disruptive behavior was
attributable “to poor classroom organization, planning and teaching”. According to the
report, British teachers stated behaviors such as talking out-of-turn, and other forms of
persistent low-level disruption as the most frequent and stress-inducing because of their
constantly disruptive effect on both classroom activities and the teaching-learning
process. Important factors identified related to teacher confidence and competence, their
ability to engage children in the curriculum and for teachers to have good group
management skills so that the class focus was on appropriate behavior.
Effective teaching and positively functioning classrooms with low levels of
disruptive behavior require planning and consistency. Factors which have been found to
contribute to these outcomes identified in a literature review by Kern and Clemens (2007)
are:

 Clear, simple rules and expectations which are consistently and fairly applied.
 Predictability of events and activities through establishing routines, information, cues
and signals about forthcoming transitions and changes, as well as for content,
duration, and consequences for activities.
 Frequent use of praise, both verbal and non-verbal. Teacher praise has demonstrated
effects on both those earning it and those nearby. Verbal praise should be specific and
 descriptive. Teachers should try to provide a child with at least four praise statements
for every reprimand.
 Because disruptive behavior is often associated with learning deficits, task difficulty
needs to be monitored. All students need to have the required entry skills and ability
to successfully engage in assigned activities. Participation and learning can only
follow successful access to the curriculum and encouragement to sustain activity.
 Opportunities to respond and participate in the classroom activities, to use the
materials and to respond to requests must be inclusive of all children in the class.

Strategies to increase the engagement of all students include having everyone

write answers to some teacher questions rather than just seeking one correct response.

 Seating arrangements: For older students (10 years and above) seating in rows works
better than group seating.
 Effective instructions and commands need to be preceded by getting the pupils’
attention, and then presented clearly one at a time as “do’s”, in a firm (not angry)
voice, with time to comply and praise for compliance. Precise, specific, direct and
paced (one-at-time) instructions delivered in a calm and quiet voice, followed by
praise for compliance have been found most effective.
 Sequencing of activities, so that easy and brief tasks are interspersed with longer and
more demanding ones, enhances engagement and learning as well as reducing
disruption. Preceding difficult activities with a few simple ones has been found to
enhance transition to a new activity as has scheduling active learning after breaks
before moving on to more passive activities so that children have time to adapt to
quieter routines.
 Pace of instruction is best if it is brisk. This can be achieved by increasing the rate of
instruction or decreasing the pauses between student response and the presentation of
the next task. Increased pace needs to be managed so that students do not lose
opportunities to respond and access reinforcement.
 Choice and access to preferred activities increases engagement and reduces problem
behavior. Using children’s own special interests as the basis for activities can
significantly increase engagement.
While these elements may each present as common knowledge to teachers,
the consistent and skilled application of them as a systematically used package of
 effective teaching strategies is what increases the probability of enhanced learning
and reduced problematic behavior. To assist teachers with particular management
problems it is sometimes necessary to implement specific interventions.

C. Efforts to Face the Diversity of Student Characteristics

Every child is born unique. While in class, you may notice that every child who, even
though they are from the same age group, is different. Both in terms of appearance, interest,
level of intelligence, attitude to their temperament. This difference is something natural and
natural. So, what should be the attitude of the teacher in dealing with the different characters
of these students?
1. Choosing the Right Learning Method
Reading-only learning methods may not be suitable for children who rely on audio
skills. On the other hand, not all children can grasp the material with just an explanation.
By knowing what kind of characters are in the class, you can combine various learning
methods for one material so that all children can understand it.
2. Treating Students Fairly
Not all children have the same ability in one subject. One of the teacher's attitudes in
dealing with these differences in character is to treat all students equally. Regardless of
their ability to accept the material being taught.
3. Giving the Right Motivation
You may find students who do not have the language skills as great as the others.
This is where you as a teacher play a role in providing the right motivation. Instead of
considering his lack of ability as a weakness, try to find his other strengths. After that,
encourage him to develop his potential. That way, students will not feel less valuable
than their other friends.
4. Interact Appropriately
A good understanding of children's individual differences is the key to establishing
good communication with students. Student A may be more enthusiastic if criticized but
B uses criticism as a whip to make it better. One of the teacher's attitudes to dealing with
the different character of students is to convey what you think in a way that is good for
interaction and does not hurt the children's hearts.
 In addition to the four points above, one of the teacher's attitudes towards these
different student characters is to create a conducive learning climate. For that, you need
interesting learning media.

CHAPTER III
CONCLUSION & SUGGESTION
A. Conclusion

In the learning process, students are unique individuals so that there are several
characteristics, such as fast in learning, slow in learning, creative, failing, underachieving,
and so on. All of this happened because of the unique background of each student. However,
learning activities in schools have a fixed goal, which is to help students obtain behavioral
changes. Symptoms of learning difficulties appear in various behaviors and originate from
internal factors (from self-learning) and external factors (outside students).

Teachers as educators must be able to know the characteristics of students before

teachers carry out teaching and learning activities. This is important because there are many
unique things that differ from one student to another. The teacher at this time is expected not
only as a teacher who only provides learning material in the classroom, but the teacher must
become an educator who is likened to a lantern whose light shines in the dark.

B. Suggestion
The experience of success and failure in the learning process is individual. For
example, in an exam, there are students who feel successful if they get a score of six, but
there are other students who feel that getting a score of six is a failure in learning. The
reaction to this failure depends on the level of desire or level of aspirations of students
regarding their learning achievement. Therefore, the teacher as a person who plays an
important role in the classroom must be able to handle various student behaviors in the
classroom, so that learning in the classroom goes according to plan.
 REFRENCESS

Barbetta, P. M., Norona, K. L., & Bicard, D. F. (2005). Classroom behavior management: A dozen
common mistakes and what to do instead. Preventing School Failure, 49 (3), 11-19.

Circle Speak. (2002). Making a difference: Restorative practices in the educational setting. Class:
A Journal for School Communities, 1 (1), 9.

Evertson, C., & Harris, A. (1992). Synthesis of research: What we know about managing
classrooms. Educational Leadership, 49, 74-78.

Jones, V. (1991). Experienced teachers assessment of classroom management skills presented in a

summer course. Journal of Instructional Psychology, 18, 103-109.

Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational
Leadership, 61(1), 6-13.