Manajemen Kelas TOT Non WI by Indra.pptx

Classroom Management

1. Best Practices in Effective Classroom Management Facilitated by Indrawati LAN RI - KEMENHAN

2. HARAPAN KEGALAUAN … … … .. .. …. .. … .. .. … .. . …. . .. . .. … … … …. EKPEKTASI DAN KEGALAUAN - MK

3. NO . PERNYATAAN SANGAT TDK SETUJU TIDAK SETUJU NETRAL SETUJU SANGAT SETUJU 1. Jika peserta mengganggu selama belajar . Saya minta dia utk keluar kelas tanpa ada diskusi . 2. Saya tidak pernah memaksa peraturan apapun pada peserta diklat . 3. Suasana kelas harus sunyi agar peserta dapata belajar . 4. Saya khawatir apa yang dipelajari peserta dan bagaimana cara mereka belajar . 5. Jika peserta menyerahkan tugas (PR) telat , saya tidak mempermasalahkannya 6. Saya tidak ingin menegur atau memarahi peserta karna dapat menyinggung perasaannya 7. Persiapan kelas tidak merupakan hal yang penting . 8. Saya selalu menerangkan alasan tentang peraturan yg saya buat . 9. Saya tidak akan menerima alasan dari peserta yang terlambat . 10. Menjaga stabilitas emosi peserta lebih penting dari pada mengawasi kelas . 11. Peserta diperbolehkan untuk interupsi selama saya menjelaskan jika mereka bertanya dengan hal-hal yang relevaan dengan topic. 12. Jika peserta meminta atau mengusulkan sesuata pada pertengahan pelajaran , saya selalu menghargai permintaan tersebut dan akan memenuhinya . Survey Manajemen Kelas

4. Strategies for Classroom Management Buatlah daftar strategy apa menciptakan kelas yang menunjang pembelajaran bagi peserta ? 1. __________________ 2. ___________________ 3. ____________________ 4. ____________________________

5. What is Classroom Management? Effective discipline Mempersiapkan pembelajaran Memberi motivasi pada peserta Mempersiapkan lingkungan belajar yg menyenangkan & aman . Membangun kepercayaan diri peserta (self esteem) Menjadi kreatif dan imaginative dalam mengajar sehari hari Dan …. …

6. Components of Classroom Management Source : Classroom Management – Creating a Positive Learning Environment by Hue Ming- tak and Li Wai-shing

7. Components of Classroom Management Management of the Physical Environment: Teachers need to create the best possible physical environment to ensure that their students have a comfortable and pleasant atmosphere in which to learn. Management of Learning Teachers must prepare learning objectives, select content, prepare teaching and learning materials and design activities with the goal of devising a curriculum that meets their students’ diverse needs. Classroom Procedures and Rules: Teachers have to set guidelines for the smooth and efficient running of classrooms as these are important for conveying their expectations, for establishing classroom norms and for “house-keeping” purposes. Managing Discipline Apart from such guidelines, teachers need to set up a discipline system to deal with difficult and bad behaviour .

8. Isu – Isu Manajemen Kelas (MK) Physical design of the classroom Relationships Engaging and motivating instruction—Effective Discipline Isu – Isu Manajemen Kelas (MK) Rules and routines

9. Physical design of the classroom —The physical design lies in how the classroom is laid out, where the students’ desks are, where the teacher’s desk is, where learning centers and materials are located, where heavily used items such as the pencil sharpeners are, and so on. Rules and routines—Teachers establish class rules and routines (such as handing back papers and taking attendance) to keep the class activities running smoothly with as little disruption and loss of time as possible. Relationships—Effective classroom managers develop caring, supportive relationships with students and parents and promote supportive relations among students. Engaging and motivating instruction—Effective managers develop instruction that engages learners, and they carefully plan their instruction so that each learning activity is well organized and runs smoothly. Discipline—Discipline revolves around teacher actions focused on preventing and responding to students’ misbehavior. Discipline does not only mean punishment, nor does it only mean the actions that teachers take after misbehavior occurs. Discipline also includes teacher actions that prevent misbehavior. Classroom Management - five key areas: Source : Effective Classroom Management – The Essentials by Tracey Garrett

10. KARAKTERISTIK DAN TUJUAN ‘CLASSROOM MANAGEMENT’ Pengertian Manajemen Kelas (MK) oleh Pretorius and Lemmer (1998: 55).. … ‘Classroom management’ merupakan suatu proses yang bekenaan dengan dan melalui individu , kelompok dan sumber lainnya apakah peserta , pendidik , staf administrasi atau orang tua dan stakeholders laiannya untuk melengkapi tujuan pendidikan ( umum atau khusus ) dan hasil belajar khusus lainnya . Mengelola kelas menghendaki banyak hal terhadap seorang pendidik . Hal ini memiliki implikasi bahwa pendidik harus mengelola : • Tugas tugas (things to be done) • Orang Yang belajar (learners) • Waktu (timetable, target dates) • Sumber belajar lainnya (teaching media, parent support)

11. KARAKTERISTIK DAN TUJUAN ‘CLASSROOM MANAGEMENT’ Menurut - Van Deventer and Kruger (2003: 18) classroom management memiliki karakteristik sbb : Well-planned and varied lessons) Minimal disruptions and disciplinary problems) Calm and efficient problem-solving Differentiated instructions for learners with different needs Established routines for specific behaviours An atmosphere of respect Consistency AN EDUCATOR’S GUIDE TO Effective Classroom Management By S.A. Coetzee • E.J. Van Niekerk • J.L. Wydeman

12. Physical Design of the Classroom

13. PENGATURAN KONDISI & FASILITAS KELAS Kebersihan Kelas harus bersih Lantai, tempat duduk Dinding, tempat sampah tersedia pada tempat khusus Kebersihan lingkungan Suhu dan Fentilasi Jendela harus cukup besar dara sehat dengan fentilasi yg baik Penerangan Cahaya harus dating dari kiri cukup terang tetapi tidak menyilaukan Siswa dpt melihat tulisan dg jelas, baik tulisan dipapan tulis maupun waktu bacaan. Tempat Duduk Pola berderet/ berbaris berjajar Pola susunan berkelompok Pola formasi tapal kuda (guru berada ditengah para siswa Pola lingkaran atau persegi tidak ada pemimpin kelompok PENGATURAN KONDISI & FASILITAS KELAS Ruang Studio/Lab Fungsi sebagai tempatpembelajaran & dilengkapi dg peralatan misalnya panggung pertunjukan fasilitas video Absen Untuk mengetahui kehadiran siswa/hal lainnya sehingga guru mengetahui alasan-alasan kehadiran siswa KONDISI Sosio-Emosional Menyangkut peran guru sebagai model, pengembang, perencana, pembimbing, fasilitator Orgasional Pergantian pelajaran Guru berhalangan hadir Masalah antar siswa Upacara bendera/ kegiatan lain Administrasi Daftar presensi, ruang bimbingan siswa, tempat baca, tempat sampah, catatan pribadi siswa

14. Managing Physical Environment of the Classroom A checklist for a better physical environment The arrangement of the desks should facilitate the teaching strategies employed. The desk arrangement should allow interaction between the teacher and pupils, and among the pupils themselves. Appropriate decoration, heating and ventilation are conducive to effective teaching and learning. Bulletin boards and display areas provide opportunities for the active participation of students. Any aspects of the room arrangements which are potentially harmful to pupils when they move around should be avoided.

15. Management of Learning

16. Berbagai Pendekatan Perancanaan MK Pendekatan Process Pendekatan Product Pendekatan Berdasarkan Hasil (outcomes-based)

17. Planning Effective Classroom Management Different Approaches to Planning The process approach Planning done in this way is usually more ‘general’. The educator can see the advantages of providing certain learning experiences, but can only plan them in a general way, allowing for things that could happen to change what, when and how the learning experience will be conducted. This allows for more spontaneity and flexibility and learners are given an opportunity to influence the learning that is taking place. The product approach The other end of the continuum can be labelled the product approach. Educators who use this approach feel better when they have a detailed plan. They are willing to sacrifice some flexibility and spontaneity in order to feel more certain that learners are likely to gain some specific knowledge and insight. So, in contrast with the process approach, learning experiences are carefully structured to ensure that learners will succeed in reaching important set goals. An outcomes-based approach An outcome can be defined as: The statement of a desired task, skill or set of behaviours that a learner should be able to demonstrate at the end of a learning experience. It is the ability to demonstrate, at the end of a learning experience, a predetermined task, skill or set of behaviours in a manner that involves understanding and truthfulness. AN EDUCATOR’S GUIDE TO Effective Classroom Management By S.A. Coetzee • E.J. Van Niekerk • J.L. Wydeman

18. Outcomes ( Panjang , sedang dan pendek ) Long-term Outcomes Medium-term Outcomes Short-term Outcomes Critical outcomes Developmental outcomes Learning area outcomes Ada 7 hasil yang penting Ada 5 hasil pengembangan ( developmental outcomes) Berikan contoh pernyataan berbagai jenis area belajar (Find examples in various learning area statements). Tidak jelas Lebih spesifik Sangat spesifik AN EDUCATOR’S GUIDE TO Effective Classroom Management By S.A. Coetzee • E.J. Van Niekerk • J.L. Wydeman

19. Management of Learning Principles of effective instruction (a) Effective planning: Good preparation is vital for quality classroom instruction. In their research on planning, Rosenshine and Stevens (1986: 49) highlighted a number of basic principles for effective instruction and curriculum enactment: ( i ) well-organized lessons; (ii) systematic delivery; (iii) activities that can be applied in authentic situations; (iv) clear criteria for assessing student performance; and (v) constructive feedback. These guidelines show how teachers can improve the design of their lessons and provide appropriate activities for their students. (b) Meeting the needs of the students: When students find lessons attractive, they are less likely to feel bored and misbehave. To be stimulating, lessons should be enjoyable and be seen by students to be useful for fulfilling their “competence needs” (Charles, 2002: 27). Glasser (1998) suggested that teachers can engage their students more actively and increase their concentration span by discussing the subject matter being taught with them and encouraging them to ask questions. Also, including topics which students show a strong desire to learn will clearly increase the likelihood of their being attentive and involved. (c) Motivation: Motivation is often referred to as an inner drive which leads individuals to persist in completing tasks or accomplishing their goals. When pupils are motivated to learn, they will pay more attention and be more actively involved in learning — and therefore be likely to behave well in class.

20. Brophy’s (1987) study on motivating pupils to learn contained many insightful suggestions and strategies for teachers: Interest: There are numerous ways of making a lesson interesting, for example by using multimedia teaching materials, games and simulations, and making the learning meaningful by relating the content to real-life situations. Needs: Lessons should offer a variety of opportunities for meeting pupils’ intellectual and psychological needs. For instance, peer learning can enhance pupils’ sense of belonging and acceptance in class, and challenging tasks can fulfil their drive for exploration and increase their sense of satisfaction. Novelty and diversity: New and creative tasks are likely to engage pupils. Varying the design of activities can enhance interest and helps to cater for pupils’ varying needs. Success: Teachers have to provide opportunities for students to experience success in their learning by preparing tasks which are appropriate and relevant to their level of competence. These tasks must be challenging but manageable, with clear guidelines and support to ensure they can be completed by most students Tension: A moderate amount of tension can be beneficial for maintaining students’ concentration and effort in learning. Creating a learning atmosphere that is stimulating but not over-tense requires special attention from the teacher Teacher expectations: The message of the Pygmalion study by Rosenthal and Jacobson (1968) is well-known to teachers: teacher expectations have a strong impact on student learning and behaviour . However, teachers often overlook the fact that such expectations are usually communicated to the pupils unintentionally, and the effect is cumulative. It is advisable for teachers to communicate high expectations to all learners and, if possible, express this in person in public.

21. A checklist for effective instruction Are there ample opportunities for your students to engage in meaningful and differentiated activities? Are the activities set manageable and challenging for the students? Are the activities set manageable and challenging for the students? Are there ways to let pupils work in groups or collaboratively in the activities? Are there ways to support your pupils in completing the tasks and give them useful feedback? Are there opportunities for students to apply what they have learned in the lesson(s)?

22. CLASSROOM PROCEDURES Different Approaches to Planning

23. Establishing Classroom Procedures and Rules According to Eggen and Kauchak (1997), two major goals of classroom management are: (a) to create a learning environment which is conducive to learning; and (b) to develop in students a sense of responsibility and self-regulation in maintaining it. The critical issue in classroom management, therefore, is whether students can be self-disciplined. To accomplish these goals, the teacher needs to establish routines and procedures for daily work and, if necessary, some measures for handling any misbehavior that disrupts the classroom environment. We now turn to the issue of setting classroom routines and procedures.

24. The need for classroom guidelines Student arrival at and departure from the classroom Early completion of class work Proper arrangements for a fire drill Handing in homework and class work Lunch-time arrangements Going for and returning from recess. A checklist for developing procedures for different situations

25. Communicating classroom rules Keep the number of rules to a minimum. Develop rules with your students. Explain clearly the rationale behind the rules and the consequences of not following them. Phrase the rules positively whenever possible. Ensure that the rules are seen to be fair, realistic and consistent. Apply the rules to all. Display the rules in an appropriate place. Be consistent in getting students to follow the rules. A checklist for effective classroom rules

26. Tolerating and understanding behaviour When students misbehave despite clear classroom routines and procedures, teacher intervention is needed. Based on the “four pillars of classroom rules”, intervention is appropriate for the following behaviours (Grossman, 1995: 274): • Harmful behaviour (e.g. bullying) • Distracting behaviour (e.g. playing with toys in the classroom) • Testing behaviour (e.g. challenging a teacher’s authority) • Antisocial behaviour (e.g. disengagement) • Contagious behaviour (e.g. talking with a neighbour ). When to intervene

27. A checklist for effective use of praise Use praise generously. Give praise early in lessons. “Catch the child being good.” Avoid actions which could spoil the effects of praise. Ensure that the praise is informative. Be sensitive to the effects of public versus private praise. Praise for a variety of efforts and achievements. Relay favourable remarks. Be genuine.

28. Communication in the Classroom Giving orders: “Come on. Don’t talk anymore, write you poem now!” Warning: “If you fail again, I am going to talk to your parents.” Preaching: “You have to complete this and learn it. It’s for your own good. All pupils should know this before leaving school.” Advising: “Let me tell you, you must follow this rule — otherwise you will find yourself wasting time.” Criticizing: “I feel very disappointed to find you fooling around the room without doing anything constructive.” Questioning: “What’s happening? Why can’t you start your project in the right way?” Checklist for roadblocks to communication

29. Roadblocks to Communication Giving orders Warning Preaching Advising Criticizing Questioning

30. Promoting Positive Peer Relationships Creating a classroom climate of positive peer relationships Teaching social-emotional skills Teaching conflict-resolution skills Teaching problem-solving skills Getting students to learn in groups Developing Strategies for Promoting Positive Peer Relationships

31. Learning activities for enhancing students’ social-emotional skills Subject Activities Science Students can explore their physical reactions to experiencing feelings, such as loneliness, happiness, anger and feeling threatened. Music Students can listen to a piece of music to determine which emotions it is meant to convey, and what features of the music bring out such emotions. They can then learn how to communicate with others and convey feelings through, for example, loudness and tempo in music. Writing Students can write a journal as if they were characters in history or in a novel they have studied, discussing how they feel, why they feel as they do, and how they relate themselves to other characters. Reading Students can discuss how they think the characters feel and review their interpersonal relationships, especially friendships. Art Students can study masterpieces of art and examine how one can use aspects of art, such as colour , shape and shading, to convey emotions and communicate with others.

32. Teaching conflict-resolution skills Stages Action taken 1) Gathering information and gaining consensus The two parties agree to work on conflict-resolution If a mediator is involved, his or her roles and some ground rules are clearly explained. 2) Sharing, listening and understanding The two parties describe what happened. They recognize each other’s feelings. They understand each other’s point of view with empathy. 3) Identifying common interests Each party states what he or she wants and why. Find commonalities. Look for ways to make it happen. 4) Looking for “win-win” options Brainstorm, without judging, a minimum of three possible solutions to which they agree. Think about the consequences of each solution. Decide whether the options can be combined, if the combined option is more fair and practical. 5) Reaching an agreement and A detailed plan of action or agreement is reached. The agreed-upon plan is drafted, restating what it has been agreed to work on together. Carry out the plan and review its implementation.

33. Getting students to learn in groups Explain to students the reasons for working together and the expected benefits of cooperation. Plan activities which reduce competition and promote cooperation. Show students how to share expertise as well as tasks. Teach students to ask and answer questions, especially the key question(s) which can resolve problems, so that they do not feel threatened. Create opportunities for students to teach each other. Use random, mixed, ability-based and friendship groups to balance the spread of skills and abilities for specific learning targets. Do not create problems by insisting that pupils who never get on with each other work together. Chip away at the problem. Have a contingency plan in case of difficulties. Monitor group performance to avoid lurkers. Plan time for groups to share their experience.

34. PENDEKATAN MANAJEMEN KELAS (1) Otoriter 10 PENDEKATAN MANAJEMEN KELAS (2) Intimidasi (3) Permisif (4) Buku Masak (5) Instruksional (6) Pengubahan Prilaku (7) Iklim Sosio- Emosional (8) Proses Kelompok (9) Elektis (10) Analistik Pluralistik

35. NO. PENDEKATAN PENJELASAN 1. Pendekatan Otoriter Memandang bahwa manajemen kelas adalah proses pengendalian perilaku peserta didik peranan guru mengembangkan dan memelihara kendala melalui penanaman disiplin . 2. Pendekatan Intimidasi Manajemen kelas sebagai proses mengendalikan perilaku peserta didik lain halnya dengan otoriter , tampak lebih dilandasi bahwa perilaku peserta didik paling baik dikendalikan oleh perilaku guru; ( menyalahkan , ancaman , paksaan , penolakan ). Peran guru menggiring peserta didik berperilaku sesuai dengan keinginan guru & merasa takut utk melanggarnya . 3. Pendekatan Permisif Bertentangan dengan intimidatif . Esensinya terletak pada peran guru memaksimalkan kebebasan peserta didik . Jika tidak dilakukan maka yang terjadi adalah proses menghambat peserta didik 4. Pendekatan Buku Masak Berbentuk rekomendasi berisi daftar-daftar hal yang harus dilakukan / yang tidak harus dilakukan oleh seorang guru apabila menghadapi berbagai tipe masalah manajemen kelas . Biasanya dapat ditemukan dalam artikel “ tiga puluh cara memperbaiki perilaku peserta didik ”. Pendekatan ini tidak dijadikan atas dasar konsep yang jelas , sehingga tidak ditemukan prinsip-prinsip yang memungkinkan guru menerapkan secara umum , bersifat mutlak apabila gagal tidak ada alternatif lain PENJELASAN DAN APLIKASI DARI PENDEKATAN MANAJEMEN KELAS

36. NO. PENDEKATAN PENJELASAN 5. Pendekatan Instruksional Manajerial yang efektif adalah hasil perencanaan guru dalam pengajaran yang bermutu . Pengembangan strategi manajemen kelas : Menyampaikan kurikulum dan pelajaran yang menarik , relevan dan sesuai . Menerapkan kegiatan efektif ; menyediakan daftar rutin kelas ; memberikan pengaraha n yang jelas ; menggunakan dorongan yang bermakna ; memberikan bantuan yang mengatur kembali struktur situasi 6. Pendekatan Pengubahan Prilaku Prinsip utama adalah perilaku merupakan hasil proses belajar . Bahwa seorang peserta didik berperilaku menyimpang disebabkan oleh salah satu dari dua alasan : a. Peserta didik telah belajar berperilaku tidak sesuai b. Siswa tidak belajar berperilaku yang sesuai Pendekatan ini dibangun atas dua sumsi : Empat proses dasar mengajar Pengaruh kejadian dalam lingkungan . 7. Pendekatan Iklim-Sosial Berakar pada psikologi penyuluhan klinikal , dank arena itu memberikan arti yang sangat penting pada hubungan antar pribadi . Gagasan yang bercirikan pendekatan ini : Carl Rogers; kelancaran proses belajar tergantung pada kualitas sikap guru- siswa ., hakikinya ketulusan , keserasian , sikap menerima , menghargai , perhatian , percaya dan empatik Ginott ; komunikasi yang efektif untuk meningkatkan hubungan guru- siswa , disamping keserasian , empati dan contoh dari guru Glesser; terapi kenyataan kebutuhan identitas Dreikurs ; kelas yang demokratis , konsekuensi logis wajar perilaku siswa . PENJELASAN DAN APLIKASI DARI PENDEKATAN MANAJEMEN KELAS

37. NO. PENDEKATAN PENJELASAN 8. Pendekatan Proses Kelompok Asumsi : kehidupan sekolah berlangsung dalam lingkungan kelompok yakni kelompok kelas . Tugas pokok guru menciptakan dan membina kelompok kelas yang efektif dan produktif . Kelompok kelas adalah suatu sistem sosial penciptaan kelas oleh guru menciptakan & memelihara kondisi kelas yang efektif . Schanuck & Schanuk dalam Weber mengemukakan 6 ciri M.K “ Harapan , Kepemimpinan , Daya tarik , Norma, Komunikasi dan Keterpaduan ”. 9. Pendekatan Elektis Syarat : Menguasai pendekatan-pendekatan potensial / pengubahan perilaku . Penciptaan iklim sosio-emosional (proses kelompok ) Memilih pendekatan yang tepat . Wilford & Weber : Pendekatan dengan cara menggabungkan semua aspek terbaik dari berbagai pendekatan utk menciptakan suatu kebulatan / keseluruhan yg bermakna secara filosofis , teoritis psikologis yang dinilai benar 10. Pendekatan Analistik Pluralistik Pendekatan ini member kesempatan kepada guru untuk memilih strategi manajemen kelas / gabungan beberapa strategi dari berbagai pendekatan yg dianggap mempunyai potensi terbesar berhasil menanggulangi masalah manajemen kelas dalam situasi yang telahdi analisis . PENJELASAN DAN APLIKASI DARI PENDEKATAN MANAJEMEN KELAS

38. Teacher Management Styles AUTHORITARIAN TEACHER AUTHORITATIVE TEACHER INDIFFERENT TEACHER LAISSEZ-FAIRE TEACHER

39. Teacher Management Styles Four Management Profiles AUTHORITARIAN TEACHER … …. .places firm limits and controls on the students. Students will. Students know they should not interrupt the teacher. Since verbal exchange and discussion are discouraged, the authoritarian’s students do not have the opportunity to learn and/or practice communication skills. In this classroom, students need to follow directions and not ask why. AUTHORITATIVE TEACHER … … … places limits and controls on the students but simultaneously encourages independence. This teacher often explains the reasons behind the rules and decisions. If a student is disruptive, the teacher offers a polite, but firm, reprimand. The authoritative teacher is also open to considerable verbal interaction, including critical debates. The students know that they can interrupt the teacher if they have a relevant question or comment. This environment offers students the opportunity to learn and practice communication skills. INDIFFERENT TEACHER … … is not very involved in the classroom and doesn’t want to impose on the students and often feels that class preparation is not worth the effort. This teacher may lack the skills, confidence, or courage to discipline students. LAISSEZ-FAIRE TEACHER … … places few demand or controls on the students. “Do your own thing” describes this classroom. When a student interrupts a lecture, the teacher accepts the interruption with the belief that the student must surely have something valuable to add. When discipline is offered, it is likely to be inconsistent.

40. Administration or direction of activities with special reference to such problems as discipline, democratic techniques, use and care supplies and reference materials, the physical features of classroom, general house-keeping, and the social relationship Good classroom management creates an atmosphere that permits activities to be carried on efficiently and economically maximizing the time, effort and energy of both the teacher and the students. What is Classroom management?

41. FACILITATOR Teacher as architect and steward. The primary goals are to promote student self-direction and intrinsic motivation. Classroom Management Style Orientation Matrix CONDUCTOR Teacher as orchestrator and focal point. The primary goals are to promote efficiency and clarity of expectations. DOMINATOR Teacher as arbitrary judge. This class is defined by an accidental and antagonistic climate. Students are forced to conform or rebel. ENABLER Teacher as passive guide. This class is defined by an accidental climate and an absence of clarity. As a result, students are left to fend for themselves. Effective/ Functional 1 3 4 2 Teacher Centered Ineffective/ Dysfunctional Student Centered ( Shindler , Jones, Taylor, & Cadenas , 2004)

42. High Function Intentional climate Internal locus of control Environment defined by efficiency Emotionally encouraging High levels of awareness Efficacy Low Function Accidental climate External locus of control Environment defined by struggle Emotionally discouraging Low levels of awareness Incompetence Defining Qualities of the Vertical Axis

43. Student Centered Teacher Centered Effective/Intentional 1 –S tyle Approach - FACILITATOR Goal : self-directed students Motivation : internal, build sense of self-efficacy Clear boundaries Build students ’ collective responsibility Answers “Why are we doing this ?” Long-term goals (may be more challenging at first , but eventually becomes self-directed) Our class 2 - Style Approach - CONDUCTOR Goal: on-task behavior Motivation: external, positive reinforcement Clear consequences Build students’ collective efficiency Answers “What is expected?” Short-term goals (the management should be in good shape by the second week) My class Ineffective/Accidental 3 - Style Approach - ENABLER Goal: keep students happy Motivation: student interests Unclear boundaries Students increasingly self-centered Chaotic energy Goals are vague (management problems happen early and are still happening at end of the term) The students 4-Style Approach - DOMINATOR • Goal: let students know who is boss • Motivation: avoid punishment • Arbitrary punishments • Students increasingly immune to coercion • Negative energy • Goals is to break students’ will (students respond out of fear, but slowly increase hostility and rebellion) • Those students Key Characteristics of the Four Management Orientations TRANSFORMATIVE CLASSROOM MANAGEMENT Positive Strategies to Engage All Students and Promote a Psychology of Success by JOHN SHINDLER

44. Eight Strategies for Classroom Management Strategy 1: Create an effective learning environment Climate setting: Greet students. Learn every student’s name. Use nametags, getting-acquainted activities, and/or seating charts. Tell students about yourself. Teach subject content from day one. Clearly communicate learning objective(s), give simple instructions, and structure lessons to accommodate students’ knowledge and skills. End class with a routine that summarizes the day’s accomplishments, reminds students what they need to do to prepare for the next day, ensures materials are put away, and leaves the room clean. Source: Classroom Management, Idea Book

45. Eight Strategies for Classroom Management Strategy 2: Establish classroom procedures Classroom procedures: Write step-by-step instructions for the activity. Say the steps or read them aloud. Show the steps visually in writing or through illustrations. Demonstrate each step or have a student demonstrate. Have the whole class practice until each student masters the procedure and it becomes a routine. If necessary, reteach procedures.

46. Eight Strategies for Classroom Management Strategy 3: Create a motivational environment Create an attractive, enriched environment Develop lessons at a level that challenges students Give clear directions Engage all students actively Demonstrate consistently that you believe all students will learn. Use short positive words to praise good work and behavior (e.g., great idea, fantastic, good job, sensational, super). Teach to different learning styles. Make learning intrinsically interesting. Use vivid, novel, or different attention getters Vary lesson presentations to keep teaching from going stale. Structure learning experiences so students feel successful. Set clear behavior expectations and consistently reinforce expectations.

47. Form or Strategy Advantages Disadvantages Grades and rewards Tangible, familiar, motivating to students who value them. Similar to monetary motivators in that they work as rewards. Shift focus away from learning goals. Increased levels of the reinforcement may be necessary to maintain effect. Can rob students of intrinsic sources of motivation. Incentives Can be useful to define valued outcomes or processes. Help clarify the focus of the effort. Can lose their value over time if used repeatedly. Students may expect them after a while. Personal praise Feels good. Works to make student work harder. Works in the short term. Can be addictive. Can reduce student’s internal locus of control. Can be manipulative. Punishments, shaming, & threats Works in the short term. Motivates students who are used to that technique. Can help clarify the boundaries in a class. Can promote students’ merely avoiding getting caught. Does not inspire high-quality behavior. Can create hostility and resentment. Public recognition Can reward behavior and effort that may not be rewarded by peers. Feels good to recipient. Can reinforce preexisting ‘‘haves’’ and ‘‘have-nots.’’ Requires consistency and thought. Phone calls home Can alert parents to patterns of which they may not have been aware. Demonstrates a commitment to the student’s success. Positive calls can have a profoundly positive outcome. Sends the message that the teacher may not be able to handle the student alone. Parents may not be helpful, may be the cause of the problem, or may be enablers of the problem. Acts as public shaming. Can appear as a sign of weakness. Common Classroom Motivational Strategies

48. Eight Strategies for Classroom Management Strategy 4: Make every minute count Plan each lesson in advance. Well-designed lesson plans have clear learning objectives and provide meaningful activities for students to reach the objective. Write learning objectives, examples, problems, etc., on the board, flip-chart paper, or recycled cardboard before class. Divide your board into three sections: (1) the left side for organizational points (date, objectives, instructions, homework); (2) the central and largest section for ongoing work that can be erased as the lesson progresses; and (3) the right section for reference points which students need throughout the lesson. Begin class with “bell work Be prepared with an emergency lesson or activity. Have activities ready for students who finish their work early. Use homework folders

49. Eight Strategies for Classroom Management Strategy 5: Keep everyone engaged Ask a question, wait three to five seconds (wait time) Use the echo technique Encourage a student to try and answer the question Praise correct answers. “Great thinking!” “Outstanding!” “Well done!” Prompt students’ thinking. “Based on what we learned [read, heard], what do you think will happen next?” Encourages students to think ahead and links past learning to future learning . Make sure procedures are understood. “We are going to create dialogues in groups. Who can remind us how we are going to do this?” One student gives information, another repeats. Create a question box . Place all students’ names in a box and draw a name to answer the question. Once all names have been called and the box is empty, place all names back in the box and start over. Correct students’ incorrect answers. Give clues to help the student discover the answer

50. Eight Strategies for Classroom Management Strategy 6: Teach life skills and good learning habits Here are some ideas for making a special effort to teach life skills. Take advantage of “teaching moments ” to reinforce life skills. For example, remind students, “If everyone helps to clean the classroom, we can go to lunch early.” Or, “We have five books and 10 students. How can we share them fairly?” Highlight a different skill each week throughout the school year. For example, “Class, this week’s life skill is respect. What is respect? How do you show someone respect?” For younger students you may want to select only three to five life skills to emphasize during the term. Have students write stories or do role plays where characters exhibit one or more of the life skill traits. Present those to other classes or during school assemblies. Have students draw/paint pictures or posters illustrating life skills and create a life skill art show. Use journals . Students write about people they have observed demonstrating a life skill or write how they plan to use a behavior in their own lives. For example, saying “no” to peers who pressure them to drink alcohol.

51. Eight Strategies for Classroom Management Strategy 7: Be creative Order or download materials listed in the ICE catalog. Search the Internet to find resources such as pictures, maps, activity ideas, arts and crafts instructions, and free, downloadable materials. Find out what local or national professional organizations or agencies might have materials, including the U.S. Embassy’s American Corners program.

52. Eight Strategies for Classroom Management Strategy 8: Use project design and management techniques Step one Identify the strengths and needs that currently exist to facilitate teaching and learning. Step two Formulate a vision of “what the ideal classroom would look like.” Step three Collaborate with others to explore alternative ways to achieve the vision. (This idea book, local educators, ICE resources, and the Internet offer multiple classroom management tips, techniques and methods.) Step four Prepare a classroom management plan. There is a blank format of a planning guide used in Peace Corps/China and Peace Corps/Jordan at the end of this chapter. Step five Monitor the classroom management plan to determine if it is being consistently followed and make adjustments as needed. (You may want to take time each week to reflect individually and with colleagues about what worked and what did not. Also, invite teaching colleagues to observe your class and offer feedback.) Step six Evaluate to determine if the plan is achieving the desired vision. There is a sample classroom report card at the end of this chapter that is a useful evaluation tool. Consider adapting it and using it near the middle and end of the school term. Step seven Celebrate successes with your students.

53. INDRAWATI Balai Diklat Bahasa LAN RI Jl. Administrasi II, Pejompongan Jakarta Pusat HP. 0812-8651-3145 E-mail: indra waticipta @ yahoo.com Let’s Keep contact …

54. You don’t have to be great to start But you have to start to be great THANK YOU