CRITICAL BOOK REVIEW

MANAGEMENT OF ENGLISH-BASED
INSTITUTION

SCORE : SS

BY:

ARLYANITA BR SITEPU

NIM. 2182121019

CLASS : DIK 18 E

SUBJECT : MANAGEMENT OF ENGLISH – BASED INSTITUTION

LECTURER : Neni Afrida Sari Harahap, S.Pd., M.Hum.

PROGRAM STUDY S1 ENGLISH EDUCATION

ARTS AND LANGUAGES FACULTY
UNIVERSITAS NEGERI MEDAN
February, 2021
 CHAPTER I

IDENTITY

A. Book 1
1. Title : Effective School Management 4th Edition
2. Authors : K.B.Everard, Geoffrey Morris, Ian Wilson
3. Year of publication : 2004
4. Publisher : Paul Chapman Publishing
5. Place : London
6. Pages : 74-98
7. ISBN :1-4129-0048-4

B. Book 2

1. Title : The Effective School Governor

2. Author : Joan Dean
3. Year of publication : 2001
4. Publisher : RoutlegeFalmer
5. Place : USA and Canada
6. Pages : 88-100
7. ISBN : 0-415-22350-4
 CHAPTER II
SUMMARY

The First Book

Chapter 6 (Recruiting, Employing, Appraising, Developing and Dismissing Staff)

Standard elements in the recruitment process are(1) the job description;(2) the personal
profile;(3) attracting suitable candidates;(4) application forms;(5) references; and(6) the
interview. A vacancy is an opportunity to rethink roles, and one should therefore bewary of
automatically adopting the job description of a teacher who hasdeparted. Traditionally, a job
description will contain(1) job title;(2) brief description of the purpose of the job;(3) reporting
relationships; and(4) description of duties, (5) competences, i.e. abilities and attitudes (as
opposed to qualifications) (6) criteria for effectiveness. For a head of French, forexample, criteria
might be as follows:(1) Are oral standards maintained and improved?(2) How many pupils have
visited France on exchanges, school trips or aspaying guests?(3) Is there a thriving French club?
(4) Are examination results satisfactory?.

In recruiting a new staff, manager needs to watch out on the personal profile starting from the
job description. A useful checklist is (1) personal characteristics, (2) achievements and
experience: general education, degrees, etc., jobs, special projects, awards, (3) competences:
abilities, aptitudes, skills, knowledge and effective application (4) motivation: ambition
(direction), social, intellectual, level of ‘drive’; and (5) personality: leadership, relationships,
emotional stability. Then a manager needs to attracting the suitable candidates by tighten or
slacken the essential and desirable characteristics in the personal profile and advertise
accordingly, limit or extend our choice of advertising media; target groups other than existing
teachers, redundant teachers or newly qualified teachers; and build the image of the school as an
attractive place in which to teach and/or offer or make known fringe benefits. After that,
manager will reading application forms and the references, then planning the interview. The
purpose of an interview is to find which of the shortlisted candidatesbest fits manager’s needs. In
this case, questioning technique is important. Do not start with intimate, personal, aggressive or
argumentative questions. Do not use ‘closed’ questions which will lead to a ‘yes’ or ‘no’
answer.Manager should Use ‘open’ questions which allow the candidate to express him
orherself, to demonstrate knowledge, to add to the picture. After finish the interview, manager
then confirming the appointment and doing induction.
The next process is employing staff, things that manager should do is keep your ear to the
ground, have explicit policies and procedures on important issues and communicate keep to the
staff, watch out on staff protection, Maternity, paternity and adoptive rights, EU working hours
directive (48 hour week), disability discrimination act, employment tribunals, dispute resolution
in the workplace, fixed term employees, Public Interest Disclosure Act 1999 and pending
legislation.

In other side is the staff’s development, there are many ways of meeting development
needs, and courses, if only because they are the most obvious. Other methods are(1) counseling,
coaching and consultancy;(2) planned reading;(3) self-development;(4) projects (e.g. organizing
a school event);(5) change in responsibilities (good for all concerned);(6) sitting in on
meetings(or e.g. being seconded to the Senior Leadership Team);(7) producing a research report;
and(8) visits. Then, in dismissing staff, staff will be deemed to have been unfairly dismissed
unlessthe employer can show that he or she acted for one of the following fivereasons:(1)
Incapability or lack of qualification.(2) Misconduct.(3) Redundancy.(4) The continuation of
work would have contravened astatute (e.g. a driverwho loses his or her licence).(5) Some other
substantial reason. They should then be clear whether the reason for dismissal is misconduct,
incapability or redundancy (other reasons are unlikely) and, subject to the contract of
employment.
The Second Book

Chapter 9 (Responsibility for Staff)

Governors have the following duties in relation to staffing:

 They can decide the number of staff the school should employ and can
decidewhether to replace a member of staff who leaves.
 They are responsible for staff discipline and may appoint, dismiss and
suspendstaff.
 They can make a range of decisions about pay for teaching staff and candecide the
grade at which non-teaching staff are appointed.
 They must have arrangements for hearing staff grievances.
 They must keep to relevant parts of employment law and may have to appear
before an industrial tribunal to defend their actions.
 They are responsible for seeing that appraisal of teaching staff takes place.

It is important that governors have good relationships with staff so that whendifficulties
arise they can be resolved amicably. Teachers and governors identified the following as leading
to good relationships between staff and governors, such as: frequent and close contact, mutual
understanding and respect, openness and honesty, good communication, trust, common aims,
school ethos. Teachers in this study referred to ‘supportive governors’.

In appointing new staff, Headteacher and deputy headteacher appointments must be

nationally advertised and while the governing body can delegate interviewing to a
selection panel, the a ppointment must be ratified by the whole governing body. Then
governors chose a teacher they wish to appoint, then the local education authorities (LEAs)
mustcheck that the person meets the qualifications and health regulations. Teachers’ rates
of pay are fixed by law and governing bodies must keep to the rules. The pay of other
teachers is based on a points scale in which points areawarded for a good honours
degree and relevant experience. Governors may alsoaward points to teachers who take on
extra responsibility, show excellence inteaching, are specially qualified for special needs
teaching or have posts whichare hard to fill. Besides that, governors need to be careful
not to discriminate indirectly by.
 When making an appointment, interview is needed by using short listing. Questions
which governors need to ask themselves about the candidates are asfollows: What sort of a
relationship is this teacher likely to have with pupils? Has this teacher a clear idea of how he/she
will enable pupils to learn? Is this teacher likely to communicate well with pupils? Is this teacher
a good organiser and planner? Questioning should elicit the ways in which the teacher plans and
organises work. Questioning should reveal attitudes towards children and young people.

Governors are responsible for seeing that staff has the opportunity to develop the skills
and knowledge they need to do their work. Education is something thatdoes not stand still and
teachers continue to need in-service education throughouttheir working lives. Non-teaching staff
may also need opportunities to enhancetheir skills and this is also true of teaching support staff.
When appointing a newly qualified teacher, governors have to ensure that theschool is able to
provide a support programme. Governors are responsible for setting out disciplinary rules and
procedures for staff, such as grievance and complaints procedures. These must be made known
to staff. Governors are responsible for keeping within their budget and this means that some
schools will find on occasion there is a fall in pupil numbers and thatstaff need to be made
redundant because otherwise the budget will not cover the salary bill. Then a person nearing
retirement age may wish to retire early or may choose retire-ment if the school is faced with the
need to reduce staff. Governors should consult the local education authorities before making any
such arrangements as it is possible that the LEA will wish to recoup the payments from the
school’s budget.

In other side, governors need to be sympathetic to the pressures on teachers and to

considernew developments from teachers’ points of view. Governors also need to be onthe look
out for bullying of staff, which is another cause of stress. Signs of stressinclude increases in
sickness absence, tensions and conflicts, and loss of motiva-tion by staff.Stress can be avoided
by ensuring that the tasks demanded of staff are reason-able and within their ability, that there is
good communication, that responsibilitiesare clearly defined and that there are good training
opportunities. Staff also needs to feel that what they do is appreciated.
 CHAPTER III

DISCUSSION OF THE STRENGTHS AND WEAKNESSES

A. Book 1

No Strengths
1 The cover of the book is colored so it
looks interesting to the reader.
2 The material contained in this book is
easy to understand and very useful for
readers.
3 At the end of each chapter there are
conclusions and references from
chapter material.
4 In each chapter, there are questions
and discussion that can train students
to understand the lesson.
5 In the book there are pictures or
illustrations that make the book
interesting, it can also help students to
support the subject matter.
6 There are indexes and glossary in the
book that can help the student find the
meaning of a word that is difficult to
understand.
Weaknesses
The references in this chapter using the old
book and sometimes its not easy to find the old
book if the readers want to read the book in
references.
There are discussion and questions in this
chapter, but maybe the authors can add some
exercises to help the readers understanding this
chapter.
Some of word in this chapter is difficult to
understanding the meaning.
In identity aspect did not fulfilled the ideal
requirements, this book has no year publishing,
place publishing.
 B. Book 2
No Strengths
1 So far classroom management has
focused too much on western
classrooms where language education
is not the focus, so this chapter
addresses this by bringing mainstream
classroom management research
offered to the English for Young
Learners (EYL) class.
2 This chapter provides a very clear
overview of the historical perspective
of classroom management
3 Explains five critical issues related to
EYL classroom management, namely
theoretical approaches, educational
culture, teacher background,
classroom conditions, and technology.
4 Shows how current contributions to
EYL pedagogy have been devoted to
fairly mechanical aspects of
instructional management with little
attention paid to the behavior
management of young learners.
Weaknesses
The topics which discussed in this chapter too
specific, this chapter discuss about how to provide
recommendations for practice to assist teachers with
managing young leaners behaviour, meanwhile in the
title of this chapter is “ classroom management for
teaching English to young learner”, practically this
chapter only focusing on behaviour aspects, whereas
the topic about cassroom management has scope
more than behaviour.
This chapter used vocabularies which classified a
little bit tough. While reading this chapter, the
reviewer repeatedly look up the translation of the
vocabulary which used in dictionary. In Indonesia,
English used as ESL (English for Second Language)
assume that need extra effort and time to comprehend
the intention of this chapter.
This book totally has 537 pages, meanwhile in this
chapter, such as in chapter 10 only has 14 pages
which explain about the classroom management for
teaching English to young learner. Theoritically this
number of pages of chapter did not adequate or
synchronous.
Based on the layout side, the review did not found
any tables, pictures, or graph to support author’s
notions. This chapter only consist of full of text and
this case could being one of risk to evoke flatness for
readers.
 5 Provides practical recommendations to
help teachers manage the behavior of
young learners.
6 At the end of this chapter, it points
towards the future for EYL pedagogy
at both the theoretical and practical
levels and a much needed
reorientation in teacher education for
EYL teachers.

REFERENCES

Garton, S., & Copland, F. (2019). The Routledge Handbook of Teaching English to Young
Learners. London and New york: Routledge Taylor & Francis Group.

Moon, J. (t.thn.). Children Learning English : A guide book for English Language teachers. Mac
Millain Heinemann English Language Teaching.