30 They obtained various experiences when they had Teaching Practicum.
Most of them felt that it was a great experience for them. For instance, they could meet new people and teach in the real schools for the first time. They also faced
some problems such as drawing the students’ attention, meeting with the teacher
for teaching plan consultation, making the teaching plan and teacher administration, and writing the final report. The participants had their own
strategies to cope with those problems. For example, the participants would discuss more enjoyable classroom activities with their friends. The participants
would create more attractive teaching media to deliver the materials. Not all of the participants made preparations for the Teaching Practicum.
Participant B, D, and E tended to prepare the teaching needs, such as materials, teaching media, and games. Participant A prepared the teaching by asking their
parents, who teachers were, how to be a teacher, how to deal with the students, teaching method, and teaching strategy. Participant C had less preparation for the
Teaching Practicum.
B. Pre-
service Teachers’ Beliefs in Classroom Management
This part discussed pre-service teachers’ beliefs in classroom management.
This section consisted of five parts. They were the beliefs of pre-service teachers in classroom management. In each part, the researcher presented the beliefs of
pre-service teachers and the interpretation.
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1. Managing Various Aspects in Teaching
After conducting the interview, the researcher found that the first belief of the participants was managing several aspects in teaching. The participants argued
that in classroom management they did not only manage one or two aspects but there were various aspects which should be managed. This statement was in line
with what some experts noted. Garrett 2014 mentioned five aspects of classroom management which were physical design, rules and routines, relationship,
engaging and motivating instruction, and discipline p. 3. Meanwhile, Wright 2005 proposed three aspects of classroom management, which were time and
space, engagement, and participation pp. 16-18. Marzano, et al., 2005 stated five aspects which were rules and procedures, discipline, teacher-student
relationship, mental set, and student responsibility p. 1. As shown in Excerpt 1, Participant A stated that managing the class was
the way the teacher managed the duration of the lesson, and time allocation for each activity. She stated that there should be pre-activity, main-activity, and post-
activity. In my opinion, managing classroom includes how we manage the duration
of the lesson, the activities, and of course there should be pre-activity, main activity, post-activity. Excerpt 1
She also mentioned another aspect which was related to classroom management. This aspect was related to the students as could be seen in Excerpt
2. Besides managing the material and time, it also manages the students, so
that they can obey the rule, be quiet, and follow the lesson well. Excerpt 2
