CHAPTER I

INTRODUCTION

Background

As a teacher we should have strategy to teach our students in order to

transfer of knowledge process can be connected to them success. One of strategies
to transfer of teacher knowledge is classroom management. It is important to us
because it can make us easy when we teach them effectively. Many teachers failed
in explaining their material because they have not the strategy. Therefore, in order
to our strategy did not fail the writer will deliver the topic about classroom
management and several kinds of them?

Formulation of paper

1. What is classroom management?

2. What is classroom atmosphere?
3. What is classroom safety?
4. What is discipline?

Aim of paper

1. To know about meaning of classroom management.

2. To know about classroom atmosphere
3. To know about classroom safety
4. To know about discipline

CHAPTER II

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 DISCUSION

A. Definition of Classroom Management

A management class is derived from two words, namely management and

class. Management come from the word "management", which translated also into
the management process, meaning the use of resources in effective to reach the
target. While management is a process that provides oversight on all matters
involved in the implementation and achievement of goals. Class management
refers to the creation of a class or condition atmosphere allows students in the
class to be able to study with effective.1

To clarify the notion of management classes there are five definitions,

namely:

1. Management class is a set of activities teachers to create and maintain an

atmosphere of class order.

2. Management class is a set of activities to maximize the freedom of students.

3. Management class is a set of activities teachers to develop the desired student

behavior and reduce or negate the behavior that are not in want.

4. Management class is a set of activities teachers to develop good interpersonal

relationships and climate socio emotional class a positive one.

5. Management of the class is the set of activities for growing and maintaining an
effective classroom Organization.2

B. Classroom Atmosphere

PDA's basically teaching and learning is at the core of the overall educational
process, in determining a successful teaching and learning in the classroom.
Therefore teachers are required to improve the role and its competition; competent
teachers will be better able to create an effective learning environment and will be
better able to manage its class so that the results of the learning learners are on the
level optimal.

1 Mulyadi, classroom Management, (Malang: UIN Malang Press, 2009) , Pg. 2.

2 James M Cooper, Classroom Teaching Skills, (USA: Wadsworth Cengage Learning,) Pg. 217-
219.

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 Adam and Decey (in usman, 2003) reconsideration of the role of teachers in
the teaching and learning process is as follows:

1. Teachers as demonstrator

The teacher becomes an ideal figure for his protégé for participants this is proven
if there are parents who give a different argument with his teacher then learners
will be blaming the parents argument and justify a teacher. The teacher is a
reference for his protégé participant therefore all behavior that he did most of it
will be imitated by learners. The demonstrator can be assumed as a teacher of
teachers as his protégé and for participants giving examples for learners.

2. The teacher as Evaluator or judging is very important in learning because

each series is ultimately the value seen good quantitative or qualitative.

A series of evaluation include the preparation, implementation, evaluation. The

level of thought there are some other level between: remembering, understanding,
applying, analyze, the system creates.

3. Teachers as classroom Manager

Manager /manage classes, without this ability then performance and charisma of
teachers will be decreased, even learning activities can be fucked without a
purpose. Teachers as the maintainer classroom, so that students enjoy staying in
class with a high motivation to continually learn in it.

a) Indicators of successful classroom management

Indicators of success in classroom management, namely:

 Teachers who understand the difference between the managing class and
discipline the classroom.

 As a teacher if you return home not by circumstances.

 Teachers knowing the difference between procedure class (what teachers want
to happen for example way into classes, silence the learners, working
simultaneously and others) and routines (what learners do automatically).

 Do Teachers classroom management by organizing procedures, for

procedures to teach students about the importance of responsibility.

 Not disciplining Teacher participant students with threats, and consequences.

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  Teachers understand that the behaviour of the students in the class are caused
by something, whereas the discipline can be learned.3

C. Classroom safety

According to Gibson (2018) Students and teacher spend most of their

school day in classrooms. And thanks to hardworking and creative teachers, these
rooms are transformed into welcoming educational environments. They can bring
life to an otherwise bland space with decoration and inspire students with
innovative lesson plans. But with such high use and so much going on, classroom
also need to be safe environments. Places where students can learn and teacher
can teach without worrying about getting hurt in an accident.

So as teach prepare their rooms for the start of school and maintain them
throughout the year they should be equipped with simple safety precautions that
can prevent injuries to themselves and their students. Consider sharing these five
classroom safety tips with your teachers to help build a safe and secure
environment:

a. Keep exits clear

Make sure all classroom exits both doors and windows remain clear from
obstruction and clutter.
b. Safe ladder use
When putting up decorations or accessing material on higher shelves, always
a ladder. Do not stand on chairs, stools, or desks. Choose appropriate ladder
and follow ladder safety guidelines.
c. Hang decoration properly
Avoid hanging things from light fixtures and sprinkler heads. Do not block
exit signs or obstruct any exist with your decoration.
d. Keep Hazardous Materials out of reach.
Hazardous material, such as cleaning supplies and chemicals used from
instruction, should be properly labeled and securely stored. You should also
know when to find safety data sheets addressing how to properly treat
exposure to hazardous material you might have in your classroom.
e. Be aware of electrical cords
Make sure electrical cords with staples, hang from nails, or suspend them
with a wire. Do not cover with rugs or mats.

Classroom safety is an essential part of school risk management. Its where

students and teachers spend most of their time.

D. Classroom Discipline

3 Suardi, Manajemen Peserta Didik, (Yogyakarta: GAVA MEDIA, 2017) hal. 177

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 Thus far, we have looked at ways to create the most ideal behavior the
classroom. If all that I have presented concerning behavior management is
executed adequately, there are still likely to be instances of unacceptable behavior
in the classroom. It is to be expected when teaching young learners. Yes, there is
still room for and often a need for discipline even in a Safe Space class. When
discipline is called for, it must be humane. Teachers should not punish students
because the student has made them angry. If a teacher becomes angered by a
student’s behavior, they should not deal with the student right away. I sometimes
count to ten or even twenty before addressing the behavior and student. If
possible, it might be best to postpone dealing with the student at all until the
teacher has a chance to calm down. This is extremely important because students
should not be left feeling they are being punished or controlled. I define discipline
as helping students learn to regulate their own behavior, including the reasoning
involved in the process. Following this line of reasoning, every disciplinary event
should attempt to bring the student closer to this goal of regulation. The
disciplinary system I propose has four steps.

1. Remedial intervention if necessary

2. Insure the student understands clearly why the behavior is inappropriate
3. Elicit from the student alternative choices he/she could have made prior to the
inappropriate behavior
4. Help the student develop a plan for more appropriate behavior in the future.4

By remedial intervention, I mean that the teacher should immediately

address any untoward effects of the inappropriate behavior. For instance, if the
behavior endangers another student, the teacher should act immediately to restore
safe conditions. The safety of the student becomes the top priority at that point.
Another example is if the inappropriate behavior results in destruction of property,
again the teacher must take immediate take action to halt the behavior. One final
example is if the behavior disrupts or threatens to disrupt teaching/learning. In all
the secede, the teacher’s first priority is to restore order. There after the teacher
will move on to step two. In the absence of any emergency effect requiring
remedial intervention, the teacher should move directly to step two.

Step two is crucial in the process because it is at this step that the student
clearly understands why the offending behavior is inappropriate. As educators, we
often assume that our young students know what is appropriate and inappropriate
if for no other reason than because we told the mat an earlier time. Such is not the
case. Regardless of how many times they may have been told, some students just
don’t grasp the inappropriateness of certain behaviors. There are many reasons for
4 Amin Ismail Abdullah, Exploring Classroom Management with Young Learners, (Vermont: IPP
Advisor, 2009)page, 17-18.

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 this inability to understand, not the least of which is cultural differences between
the student’s home/culture, and the environment/culture of the classroom. What is
inappropriate in the classroom may be totally acceptable at home. Therefore, the
teacher must take time to help the student understand why a behavior is
inappropriate within the classroom setting. This can be done in several ways.
Firstly, if possible, draw support from the student’s core group. Many times, if the
student’s cohorts explain why the behavior is inappropriate, it is easier for the
student to understand quicker and without any bad feelings. Another option is for
the teacher to meet with the student one-on-one to help her/him understand.
Another option is to discuss the off ending behavior with the entire class. This is
especially helpful with behaviors that several or many of the students in the class
be having difficulty with. Regardless of the method used, once the teacher is sure
the student understands why the behavior is inappropriate, the teacher and student
should move on to step three. As one reads this paper, it may seem to be a long
and drawn out process. In fact, such is not the case at all. Although it may initially
take time as the students become accustomed to the process, after it has become
an established classroom practice, it takes very little time away from
teaching/learning. Also, since the classroom is collectively oriented, the students
eventually go through this among themselves without the help of the teacher,
especially in the core groups.

As I conclude this chapter, I remind the reader that the components of

classroom management are connected and interdependent. Although the behavior
management system proposed here has the potential to work in any classroom, it
works best in Safe Space classroom. This is because these two components of
classroom management complement each other. Safe Space provides the safety for
students to safely learn how to regulate their own behavior. At the same time, the
system of behavior management proposed here is extremely safe for students and
is free of punishment which fits very well in a Safe Space classroom.5

E. Conducive situation of Psychology in learning room

Learning room has to have conducive situation because the learning room
is one of media that they use to help them in their study. It has more effect for
student. The comfortable room makes their learning comfortable also. There are
some important thing that should be attend to trying effective learning
management is factor that be had each student attitude. The good psychology

5 Amin Ismail Abdullah, Exploring Classroom Management with Young Learners, (Vermont: IPP
Advisor, 2009)page, 20.

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 situation will help student to develop optimally. There are some things that should
be attended. They are environment condition, safety and freshness.

a. Environment control
An important considering in rebuild education facility of student is
environmental controls; include lightening, air temperature and acoustic.
Environment control less it satisfy will have some problems for their eyes because
uncomfortable lightening class. It is not only bad for children but also for adult.
The environmental control is satisfies can be economic. For example,
environmental good control therefore, the incident can be avoided.
b. Safety
The teacher has responsibility to student safety in using equipment peacefully
and it will be core priority. It is caused they do not understand how to use it
peacefully. Despite, all of them during as children should be attended by adult
before know it is good or danger. The children may not be permit without control.
The control should be done through their play in the safety place. There are some
thing that can be done such as avoid the children from electricity, put something
that danger for student, and check the environment regularly to safety.
c. Comfortable
The responsibility teacher to ensure the children can use the place to study
and play easy and comfortable. To do the learning activities are meaning and
comfortable. It is needed good air control. If the class has fresh and lightening
enough. Therefore, the class will be comfortable.
d. Interest
An interesting learning environmental has big potential to help fluency and
effective of learning process. An interesting learning environmental is
environment can be interest feeling and children thinking and trigger children
curious. Everything that is in the environment begin from shape, color, pattern,
texture, plan and sound give support to create aesthetic and interesting
environmental. Interesting environmental as communicate and tell to other people
especially to children. An interesting environmental is children learning place, it
can give calm, interest and invite them to use it.
Teacher has responsibility to prepare a clear and correct environmental for
children. When a teacher appears praise to them above clear and theirs enrapture,
they will imitate it. Set the classroom until it is good room. It can help them to
develop their potential. So that, a teacher is as adult can set and manage them
easy.6

6 Mariyana R.,et all,Pengelolaan lingkungan belajar, (Jakarta : 2010, KHARISMA PUTRA

UTAMA) publishing 2, Pg. 83-87

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 CHAPTER III

CLOSSING

Conclusion

In teaching English we should have a strategy or method to explain the

material in order to can be transfer to audience or students. One of the strategies is
mastering the classroom or we can call it classroom management. Those topic

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discuses about how to manage classroom such as atmosphere, safety, discipline,
and etc.

REFERENCES

Amin Ismail Abdullah. 2009. Exploring Classroom Management with Young

Learners. (Vermont: IPP Advisor).

James M Cooper. 2009. Classroom Teaching Skills. (USA: Wadsworth Cengage

Learning).

Mulyadi. 2009. Classroom management. (Malang: UIN Malang Press).

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Mariyana R.,et all. 2010. Pengelolaan lingkungan belajar. (Jakarta: KHARISMA
PUTRA UTAMA).

Suardi. 2017. Manajemen Peserta Didik. (Yogyakarta: GAVA MEDIA).

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