Classroom Management

and Behavior

Chapter 1:
Primary
Classroom
Management

CLASSROOM CONCEPT
WORKING
PLACE

Duties related to
the teaching and
learning process

CLASSROOM

Personal ecology
interaction with
Classroom ecology

ECOLOGY
SYSTEM

Various
dimension
History

Simultaneous
element

Classroom
Chracteristics
Instantaneous

Openness
Unpredictable

VARIOUS DIMENSION

SIMULTANEOUS ELEMENT

Tasks list and learning activities

Various things that

happen at the same time

Teachers - explain the concept,

teach skills, provide
tasks and manage behavior
Students - reading, writing,
counting, listening, and
discuss

Teachers need to use

simple language and
ensure that the students
understand the lesson and
monitor their behavior

INSTANTANEOUS

UNPREDICTABLE

The speed of events occurrence

in the classroom
and its effects

Events that can not be

predicted by teacher

OPENNESS

All parties should

know what happened
without the element of
secrecy

HISTORY

Accumulation records,
Teachers must be open inventory, experience
to students views regarding
to the P&P without
feeling offended

CLASSROOM MANAGEMENT
CONCEPT
DEFINITION

Strategies that ensure pupils physical and psychological

ecurity
Techniques used by teachers to change problematic students
Structured and smooth learning methods
Teaching techniques that contribute to the positive behavior

Brophy dan Everstone

(1976)

DOYLE (1979)

VIEWS
McCaslin dan Good
(1992)

Sanford, Emmer dan

Clement (1983)

CONCLUSION
Classroom management includes:
Knowledge and skills
Management strategy
Psycho-social atmosphere of the classroom

CONCEPTUAL FRAMEWORK OF
CLASSROOM MANAGEMENT MODEL
CLASSROOM MANAGEMENT

facilitating
student learning

Knowledge
and skills

Provide classroom
rules and regulations

Manage strategy

Psychosocial
environment

Teacher Competency and Self Carriage

Characteristics of effective teachers

in classroom management

Why teaching profession is

important?
To educate and lead the students to
achieve full progress and prepare
them for the challenges in future

Effective Teacher

Mc Ewan, 2001
Personal

Intellectual
Based on
teaching

Goh, 2005

Positive

Proactive
Prevention

Effective teacher can :

Effectively manage classroom
Forming an atmosphere that
encouraged students to learn
anything and to do our best.
Using the p & p efficiently.

PERSONAL QUALITY

EFFECTIVE
TEACHER
CHARACTERISTICS

P & P COMPETENCY

Appreciation and practice value

Enthusiastic and proactive (motivate pupils)

Sensitive to differences in the study and needs
Be sociable, friendly and strive to recognize students
Responsibility
Commitment
Integrity

EFFECTIVE
TEACHER
CHARACTERISTICS

Appreciation and practice value

Values in the public service

Twelve pillars

EFFECTIVE
TEACHER
CHARACTERISTICS

P & P COMPETENCY
(P&P Efficiency)

Knowledge and skills of teachers

Subject content
Teaching strategies
Skills determine teaching goals
Skills in selecting strategies and methAods
Classroom management skills
Motivational skills
Questioning techniques
Communication skills
Assessments skills

Kounin (1970) has identified a number of

skills that teachers need to management
classroom effectively, namely:
1. Teacher should alert about students behaviour
in classroom
2. Teacher should have the skills to do various
things at the same time
3. Skills to handle activities and transition from
one activity to another activity that lasts
without interruption. (Eg: minor misbehaviour
rebukecontinue teaching)
4. Teachers use pedagogical skills to apply values
* Competency in p & p involves many skills.

CONCLUSION
Today classroom is very different from traditional classroom in which
current classroom more emphasis on constructivist, students centered
and multimedia based compared with instructive, teachers centered and
direct teaching method. Such emphasis brought some implications to
classroom management which are no longer limited only to control
students discipline but also responsible in students learning as well as
to provide positive learning environment.

THANK
YOU