12
Figure 2.1. Basic skills of classroom management. This figure illustrates the basic skills of classroom management source: Scrivener, 2005, p.80.
Evertson 2007 states the key components which affect the success in classroom management are the development of a quality relationship between
teacher and students, good communication, and keeping children on task. By knowing and understanding the students the teacher can develop the relationship
with the students. Gower, Philips and Walters 2008 emphasize that the teacher has to consider balancing between being friendly and maintaining discipline p.
21.
c. The Main Areas of Classroom Management
Lemlech 1999 states that classroom management skills consist of rules and procedures that help the teacher to run classroom smoothly p. 10. Evertson
2007 adds that it is vital for to teacher establish effective classroom management strategies to use in classrooms, so that children keep on learning. These are the
common of classroom management area.
1 Grouping and Sitting
Look
Looking at classroom
events minute
by minute
Options
Finding option. Making
decisions between one
option to another
Actions
Doing the chosen
action
13 Scrivener 2005 says that a teacher should be aware of a constant
movement every five minutes which might be, for most students, uncomfortable p. 87. Walking around the classroom helps the teacher motivate students to
participate in classroom actively. However, Gower, Philips, and Walters 2008 point out that too much movement from the teacher might distract the students p.
25.
2 Giving Instruction and Monitoring
Giving the right instruction for young learners is difficult and challenging. The instruction should be clear and unnecessary confusion for students.
According to Lemlech 1999, “students want and need to know what, how, and why.” It means that students must understand what the teacher wants them to do
p. 11. A teacher should not start explaining until students are listening and
watching Gower, Philips, Walters, 2008, p. 40. Harmer points out that instructions should be as simple as possible and logical 1998, p. 4. In addition,
Scrivener suggests using wordy instruction in young learners classes are ineffective and may cause disruption and interruptions 2005, p. 90. In spite of
giving clear instructions, students may have difficulties in following. Hence, the teacher should walk around the classroom and monitor if the students get
confusing Scrivener, 2005, p. 93. Lemlech 1999 suggests three monitoring functions that affect classroom
management. They are checking students’ understanding of assignment
