Advice and Technique in Classroom Management

Advice and Technique in Classroom Management





LESSON:

English for Young Learners





by:
Ni Wayan Okparini NIM. 09.8.03.51.31.2.5.3323
Ni Luh Putu Juwhita Rany NIM. 09.8.03.51.31.2.5.3324
I Putu Gede Suardika NIM. 09.8.03.51.31.2.5.3325
Lita Komang Ayu Tristiana Dewi NIM. 09.8.03.51.31.2.5.3342







ENGLISH EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS MAHASARASWATI DENPASAR
DENPASAR
2011




Summary of Advice and Technique in Classroom Management


I. Preempting problems

As a good teacher we must know how to prevent some problem when the teaching learning process by managing behavior of the class; in addition, it is better than we make deal after the problems have arisen.
Here are some tips:

a. Treat the children as real people

Know the children name and use their name regularly. Furthermore, making a name tag also useful for the students activity as if they can learn how to write and read the name tag, in this case get more strong sense to know each other between the teacher and students or students themselves.

b. Ensure success

Ensure the language targets and the activities are achievable and make sure the children come away from an activity and the lesson as a whole with a felling of accomplishment.

c. Start afresh each lesson

Walk into each lesson and behave as if any problems in the previous lesson have been forgotten.

d. Get and keep children attention

We must attract the children in the lesson and also toward individual words and patterns we think they need to learn.

e. Avoid power struggle

Avoid open clashed and power straggles with the children in class.






f. Keep learning and fun in parallel

Keep the class focused on learning by ensuring that every activity is both fun and has a purpose. Avoid just having fun or studying.

g. Keep lesson flowing

Maintain a stimulating pace, ignore minor distraction and switch activities before the children lose interest in them.

h. Set an example

Be calm and confident, as a teacher you must give a good example for your student.(e.q. can sit and read quietly, treat difficult children warmly, have fun in games, kind and polite, control your anger, etc.)

i. Expect good behavior

Behavior just like ability, is closely related to our expectation. If we expect children to behave badly, they are more like to do so.

j. Be prepare

If we not well prepare for a lesson, the children may take advantage of our uncertainty and if this happen it will not be their fault but ours.



















II. Origins and Strategies

What one child think is bad behavior may be very different from another child’s view. The children come from a wide variety background and have been expose to different values and different example set by the adults and friends around them. The same behavior is often viewed completely differently by two different teachers, and policies on behavior can vary greatly from one school to another and from various culture.
Most difficult behavior has highly origins an we not have enough time or training to delve in to these origins too deeply. So what can we do to solve this case? Here are some reasons for a child bad behavior and simplified strategies for dealing with each situation:
a. They do not understand an activity
- Help the students understand by simplify it.
- Move on to another familiar activities.

b. They think the activity are boring
- Find the activities which they like.
- Reduce the time which we need for that activities.

c. The lesson is too difficult
- Review the past lesson briefly.
- Built the students confident before learn new lesson.
- Slow but sure and give individual help.
- Analyze the key pattern which they failed and try to design a new and simple lesson.

d. The lesson is too easy
- Move faster
- Individual work which is more difficult
- Find another opportunity to challenge them.

e. They see their self as being bad in English
- Ensure that students understand about the word and pattern
- Individual help


f. They do not like waiting while deal with other children
- Move around the class
- Give more equal attention to all students
- Increase the pace of lesson
- Make a feel that they are insider of the class and built a respectable to each other

g. They do not respect us
- Prepare the material well
- Keep clam
- Treat them with full respect

h. They are experiencing hardship outside school
- Give them warm encouragement which make them feel wanted in our class

i. They are very tired
- Understand their tiredness
- Do not push them too hard
- Phsycology approach to treat in the future

j. They can not concentrate
- Spend less time on each activity
- Give more special activity for each individual or group
- Keep an eye to them
- Call their name, move nearer to them, interview briefly why they lose their concentration

k. They feel they are “outsider” in they class
- Help them integrated
- Help their succeed
- Treat them like an insider even they do not behave like one

l. They want to look cool in front of her friends
- Make the lesson look cool through the activities which we have chosen
- Changing setting position

m. They need attention and try to get strong reactions from us
- Careful to appear calm and unaffected
- Give them plenty to do

n. They enjoy making life difficult for us
- Get on with the lesson normally
- Communicate with them as their parents in same point.












III. Self-Esteem

Self-esteem is one of the most important concepts to understand when managing a class and trying to understand the behavior and attitude of the children and ourselves. Self esteem is usually defined as being our evaluation of the discrepancy is between our ideal self and our self imagine.
This self-esteem is influences by all kinds of outside factors, such as parent's hopes and expectation, the value and attitude of friends and others around us, TV, magazine, and other forms of media or popular culture.
Failure is one of the main causes of a loss of self-esteem, particularly if, over time, a child sees herself as some body who generally fails, or who fails in English class. A child may have high self-esteem in one situation, and low self-esteem in another situation, but it is not failure itself that cause low self-esteem. The important thing is how significant people in a child's life react to that failure, and we as a teachers, are very significant people in the classroom. Whenever we enter into a relationship whit a child in one of our classes, we will end up either enhancing or reducing her self-esteem.
If we understand the importance of building up both our self-esteem and the self-esteem of the children, and the need for each of us to feel we have at least one special skill, and there is no need to worry about all those other things that we are not so good at, there is a good chance the children will feel secure in our lesson.



















IV. Attention

If children don't pay attention to the lesson, they probably not learn very much, so attracting and keeping the children's attention is a fundamental necessity.

a. Drawing Children in

We need to introduce activities in attractive ways that draw the children in.

b. Giving Attention

We should remember to give attention to a child before her attention slips. it is up to us to initiate. There small things make all the difference.

c. Equal Attention

Every child has a right to the teacher attention, and sometimes we spend so much time with badly behave children or slow learners that the other children don't get enough attention. We also need to ensure that children realize that both good and bad behavior gets attention because most of the children are looking for attention.

d. Maintaining Attention

If the attention of the classes as a whole is waning, we may need to look closely at whether an activity is too easy or difficult, whether it is too long, and whether the children understand what to do.
















V. Intervention

If we have been unable to preempt a problem, and some of the children are beginning to behave badly, we may need to intervene to prevent the situation from getting worse. When we intervene, here are some of things we can do :

a. Move around

With some classes, especially if they are big, it is important to keep moving steadily and calmly around the class. The children should feel we are always within reach and know what they are up to.

b. Position ourselves near badly behave children

With other classes, especially smaller ones, we can stand or sit near the badly behave children and conduct the lesson from there.

c. Change the seating arrangement
With classes that are apt to be troublesome, it is best if we have a system for changing the seat position automatically from time to time to help prevent disruptive groups for emerging.

d. Avoid reacting impulsively

Impulsive reactions often lead to stress for both the children and ourselves. We should count to ten, step back, and keep control of our feelings.

e. Avoid generalized comments

We should avoid making generalized comments or giving instruction to the whole class that will only be obeyed by those who are already obedient. We should approach the child, preferably while the other children are getting on their work, and talk with her individually, and when we talk, we should be as specific as possible. If her behavior is very bad, we may also need to speak to her or her parents outside the class.


f. Focus on the behavior

If we do need to talk with a child, it is very important to comment on her behavior, but not criticize her as a person. We are more likely to get her cooperation if we treat her as somebody we respect and care about, and if we show that we know she is much better person that her behavior suggests.

g. Avoid making a class "safer"

It is tempting to deal with problems by making a lesson "safer", such as by getting the children to focus on a written exercise in front of them with their heads down, or doing a standard ritualized activity the children have done many times before. It is much more effective to deal with problems by finding ways to stimulate the children's interest in English, not by dulling it down. Motivated children who feel positive about English behave the best.

h. Find what the children like

Somehow we need to get inside the children's worlds and connect with the things that really inspire them and draw them towards English. The best way of intervening in any problems, or potential problems, is by trying to understand the children and finding out what draws them into to the class and gets them immersed in the learning of English