CLASSROOM MANAGEMENT

SUMMARY

BY:

PUTU JASMIN ANGGADARI JUNAEDI

0202820

ENGLISH EDUCATION
DEPARTMENT STKIP AGAMA HINDU
SINGARAJA 2023
 CHAPTER I
INTRODUCTION

1.1. Background

Classroom management involves teachers who oversee the teaching and

learning activities within a classroom. In the context of education, classroom
management can also be interpreted as an effort to effectively manage the classroom.
Management entails the processes of planning, organizing, leading, and controlling
that teachers undertake to achieve predetermined goals. The actions of classroom
management are carried out by teachers with the aim of creating conditions that allow
the teaching and learning process to proceed in accordance with the established
objectives.

Classroom management is one component of educational management. The

term "management" initially gained popularity in the business or commercial world.
In the context of education, it is more commonly known as "administration." Thus,
within the context and content of educational institutions, the term "school
administration" is widely used. Educational administration and classroom
administration are two complementary elements, particularly in teaching and learning
activities.

In the context of education, management is an activity aimed at creating and

maintaining optimal conditions in the teaching and learning process, which is
overseen by teachers. Sudirman et al. (1991:310-311) classify management into two
categories:
(1) Classroom in a narrow sense, which refers to a physical space enclosed by four
walls where a group of students gather for the teaching and learning process. In the
traditional sense, it has a static nature as it merely involves grouping students based
on their chronological age. (2) Classroom in a broader sense refers to a small
community that is part of the school community and is organized as a dynamic unit to
facilitate various creative teaching and learning activities in order to achieve a goal.

Classroom management is a skill that every teacher must possess in carrying

out their professional duties, such as making decisions, understanding, diagnosing,
and taking action to improve the classroom environment. Aspects that need to be
considered in classroom management include the nature of the class, motivating
forces within the class, class situations, selection actions, and creativity.

Classroom management is a conscious effort to organize and ensure that the

teaching and learning process proceeds systematically. This conscious effort involves
preparing for learning, setting up teaching aids and materials, arranging the learning
environment, creating conducive situations and conditions for the learning process,
and managing time effectively, so that the learning process runs smoothly and the
curriculum objectives are achieved.
1.2. Problem Identification
1. Teacher Roles in Classroom Management
2. Approaches in Classroom Management
3. Student Grouping
4. Classroom Management Complexity
5. Monitoring
6. Feedback
7. Classroom Atmosphere
8. Discipline
9. Seating Arrangement
10. Dynamic Class
 CHAPTER II
DISCUSSION

2.1. Teacher Roles in Classroom Management

The role of a teacher in classroom management is crucial for creating a productive and
conducive learning environment. Here are some key roles that teachers play in classroom
management:
1. Teacher as a Motivator Increase student interest and motivation by stimulating
and encouraging them.
2. Teacher as a Planner Teacher properly plans about the lesson and considers all of
its components. Teachers may also choose appropriate materials and prepare the
lesson accordingly.
3. Teacher as a Classroom Manager Primarily focuses on planning, organizing
processes and resources, and setting up the environment to optimum efficiency,
keeping track of progress, and foreseeing any issues.
4. Teacher as an Evaluator The teacher collects information on both the extent to
which pupils succeed in accomplishing the set goals and the success of the
teacher in carrying out the devised program.
5. Teacher as a Facilitator Provide assistance and counsel when required, creating
an environment in the classroom where students can reach their full potential.
6. Teacher as a Parents Look after the students at school, convey moral lessons,
offer teaching guidelines, and develop students' personalities.
By fulfilling these roles, teachers create a well-managed classroom where
students can thrive academically, socially, and emotionally, leading to enhanced
learning outcomes and overall student success.

2.2. Approaches in Classroom Management

Traditionally, teachers believed that a teacher-centered approach, where the teacher
has full control while students passively listen, was the most effective in learning.
However, this approach hinders student participation and interaction, leading to learning
and performance issues. Students' right to lead and collaborate is neglected, resulting in
boredom and chaos. This approach fails to address students' needs and interests, and
some teachers misuse it for power. Instead, teachers should act as facilitators,
considering students' feelings, providing support, and employing various teaching
methods. The student-centered approach, which promotes critical thinking and
communication skills, allows students to choose their engagement, making it more
effective. Teachers should inspire and adapt to be better educators and guardians. The
influence of a good teacher lasts and brings hope to students.
Contemporary approaches to classroom management incorporate innovative strategies
and theories to create a positive and engaging learning environment. These approaches
include Responsive Classroom, Cooperative Learning, Differentiated Instruction, Flipped
Classroom, Restorative Practices, Personalized Learning, Growth Mindset, and
Culturally Responsive Teaching. These approaches prioritize student engagement, social-
emotional development, and individualized instruction. By implementing these
approaches, teachers
 can create inclusive classrooms where students feel empowered and motivated to learn,
leading to optimized learning outcomes.

2.3.Student Grouping
Student grouping is the process of dividing students into small groups based on
various criteria. The purpose of student grouping is to organize interaction and
collaboration among students in the context of learning. Teacher can group students in
different ways, like pair work, group work, grouping student on their own or whole class
teaching. There are advantages and disadvantages for student grouping. The advantages
is create an engaging atmosphere, the teacher ecplain and instructs as a controller, whole
class is working under theacher authority and make study feel secure. The disadvantages
is not very effective if teacher wants to encourage individual contribution and
discussions and favor the group rather than the individual. Teacher can group students in
different ways, like pair work, group work, grouping student on their own or whole class
teaching. There are advantages and disadvantages for student grouping. There are the
type of student grouping :
1. Pair work:
advantages:
 Creates learner independence
 The teacher has time to work with all the pairs
 Shy learner will have a chance to
talk disadvantages :
 pair work is frequently very noisy.
 Sometimes students talk about something else.
 Some students prefer to relate with the teacher rather than with other
learners who have the same linguistic level.
2. Random grouping:
Random student grouping involves combining students with different levels of
ability, backgrounds, and learning styles with some method like pick a card or
throw a dice.

advantages:
 Encourages cooperation and mutual assistance among students with
diverse backgrounds.
 Broadens students' perspectives and insights by incorporating various
thoughts and experiences into the group.
 Helps develop social skills and teamwork abilities.

Disadvantages:
 It may be challenging for teachers to provide individualized support to
each student with different needs.
 The learning process may require more time due to significant differences
in abilities within the group.

3. Student on their own:

 Student on their own-based student grouping involves separating students based on
their interests in specific topics or projects.
Its advantages are:
 Teachers can respond to individual students
 Students can work at their own speed
 It allows them thingking time

Its disadvantages are:

 It takes more times interacting with individual student than with the whole
group
 Sense of belonging and cooperation are not encouraged

2.4. Classroom Management Complexity

Classroom management complexity refers to the challenges involved in effectively
managing a classroom. Factors contributing to this complexity include student diversity,
behavior management, engagement and motivation, time management, classroom
environment, technology integration, and parent and community involvement. Teachers
must navigate these complexities by continuously developing their skills in planning,
organization, communication, relationship-building, flexibility, and reflection. By
addressing these challenges, teachers can create an optimal learning environment that
fosters student growth and success.

2.5. Monitoring
Monitoring in classroom management refers to the ongoing observation and
assessment of student behavior, progress, and engagement to ensure a productive
learning environment. It involves systematically observing students, collecting data, and
using that information to make informed decisions and adjustments to instruction and
classroom management strategies.
The purpose of monitoring in classroom management involves tracking student
progress, maintaining classroom order, assessing engagement and participation, providing
timely feedback, and evaluating instructional effectiveness. By regularly monitoring
academic and behavioral performance, teachers can tailor instruction to meet individual
student needs. Monitoring also helps enforce classroom rules, ensure a safe learning
environment, and gauge student engagement levels. It provides opportunities for
immediate feedback, guiding students towards their learning goals. Additionally,
monitoring allows teachers to assess the effectiveness of their instructional strategies and
make necessary adjustments. Effective monitoring requires a variety of techniques and a
proactive approach to support student learning and development.

2.6. Feedback
Feedback in classroom management refers to the process of providing information,
guidance, and assessment to students regarding their academic progress, behavior, and
overall performance in the classroom. By providing effective feedback, teachers promote
student learning, growth, and self-reflection. It helps students understand their strengths
and areas for improvement, and empowers them to take ownership of their learning and
behavior in the classroom.
 While both feedback and evaluation serve important roles in classroom management,
they differ in terms of focus, nature, and purpose. Feedback is aimed at supporting
student learning and growth through specific guidance and suggestions, while evaluation
involves making judgments or assessments based on predetermined criteria or standards.
Both feedback and evaluation are essential components of effective classroom
management, contributing to student development and success.

2.7. Classroom Atmosphere

Classroom atmosphere refers to the overall environment, mood, and interactions in a
classroom. It is crucial for effective classroom management and student engagement.

Aspects in Classroom Atmosphere :

 Lighting
 Classroom cleanliness
 Seating arrangement
 Classroom design
 Student-teacher interaction

By cultivating a positive classroom atmosphere, teachers can enhance student

engagement, learning, and overall well-being, leading to effective classroom
management and successful educational experiences.

2.8. Discipline
Discipline in classroom management refers to the strategies and practices used to
promote appropriate behavior, maintain order, and create a positive learning environment
within the classroom. Effective discipline helps establish boundaries, expectations, and
consequences while fostering respect, responsibility, and self-discipline in students.
Discipline problems in the classroom refer to situations where students exhibit disruptive
or inappropriate behavior that interferes with the learning environment. These problems
can vary in nature and severity, but they generally require attention and intervention from
the teacher to maintain a productive classroom atmosphere

Addressing discipline problems in the classroom requires a proactive and consistent

approach, emphasizing clear expectations, positive reinforcement, and effective
classroom management techniques. By creating a supportive and structured learning
environment, teachers can help students develop self-discipline and foster a positive
classroom atmosphere.

Effective discipline in classroom management involves a proactive approach that

focuses on teaching and reinforcing positive behavior while addressing misbehavior in a
fair and consistent manner. By promoting a positive and respectful learning environment,
teachers can help students develop self-discipline, responsibility, and essential social
skills, leading to a productive and successful classroom experience.

2.9. Seating Arrangement

 A layout of the physical setup of chairs, tables, materials in a school classroom. The
importance of seating arrangement in classroom is allow teachers to manage their
students and class activities more effectively. Types of seating arrangement are
traditional, roundtable, horseshoe or semicircle, double horseshoe, pods (groups, pairs)

2.10. Dynamic Class

A dynamic class in classroom management refers to a teaching and learning environment
that is characterized by active engagement, student-centered approaches, and a flexible
instructional approach. In a dynamic class, the focus is on creating an interactive and
participatory learning experience that promotes critical thinking, collaboration, and
creativity. Here are some key aspects of a dynamic class in classroom management:

1. Active Student Engagement: Students are actively involved in the learning

process through discussions, hands-on activities, group work, problem-solving
tasks, and interactive learning experiences. They are encouraged to ask questions,
share ideas, and participate actively in class activities.
2. Student-Centered Approach: The learning experiences and instructional strategies
are designed to cater to the diverse needs, interests, and abilities of the students.
The teacher acts as a facilitator, guiding and supporting students in their learning
journey.
3. Flexibility and Adaptability: The teacher is flexible in adjusting the pace, content,
and instructional methods based on the students' responses, interests, and
progress. The class is responsive to the changing needs of the students and
incorporates differentiation to meet individual learning goals.
4. Collaboration and Cooperative Learning: The dynamic class emphasizes
collaborative learning, where students work together in groups or pairs to solve
problems, complete projects, or engage in discussions. This promotes teamwork,
communication skills, and the sharing of diverse perspectives.
5. Use of Technology and Resources: Technology and various learning resources
are integrated into the classroom to enhance learning experiences. This can
include multimedia presentations, online resources, educational apps, and
interactive tools that facilitate active learning and student engagement.
6. Critical Thinking and Inquiry-Based Learning: Students are encouraged to think
critically, analyze information, and engage in inquiry-based learning. They are
challenged to ask questions, explore concepts, gather evidence, and develop
independent thinking skills.

By creating a dynamic class in classroom management, teachers foster a positive and

engaging learning environment that empowers students to take an active role in their
education. This approach promotes deeper understanding, critical thinking skills,
collaboration, and a love for lifelong learning.
 CHAPTER III
CONCLUSION

Classroom management can also be defined as the effort made to manage a classroom in the
context of teaching and learning activities. It is a skill that every teacher must possess in
carrying out their professional duties, such as making decisions, understanding, diagnosing,
and taking action in managing the classroom. Classroom management involves a conscious
effort to systematically organize the teaching and learning process. This includes preparing
for learning, preparing teaching aids and materials, arranging the learning environment,
creating a conducive situation and condition for teaching and learning, and managing time, so
that the teaching and learning activities can run smoothly and achieve the predetermined
goals.