Building a Good Relationship Controlling Students’ Misbehavior
57 management, students’ engagement, lesson delivery, learning situation, seating
arrangement, materials, and students’ misbehavior. Therefore, they believed that in classroom management there were various aspects to manage.
The second belief was creating a comfortable learning environment. During the Teaching Practicum, the participants did many strategies to create a
comfortable learning environment. For instance, the y arranged the students’ seats
to make the students comfortable. They argued that if the students were comfortable, they became more focused on their study. Moreover, the pre-service
teachers also created a fun learning situation so that the students could enjoy the meeting and they were willing to study.
The third belief was maintaining classroom rules. In their Teaching Practicum, each participant made rules to be implemented in their classes. Those
rules were that the students were not allowed to make much noise and they should listen to others. Sometimes, there were some students who disobeyed the rules.
The participants warned the students orally to maintain the rules. The fourth belief was building a good relationship. In order to have good
relationship with the students, the participants had their own strategies. Most of them talked to the students personally to make an interaction with the students.
Moreover, they also came to the students one by one when the students were working on the exercise. This action aimed to make the students felt that the
teacher cared about them. All the participants believed that building a good relationship with the students was important. They stated that it influenced how
successful they delivered the materials.
58 The fifth belief was controlling students’ misbehavior. It was obvious that
during the Teaching Practicum, the participants dealt with misbehaving students. As temporary teachers, they also had to control those misbehaving students. There
were m any kinds of students’ misbehavior, such as coming late, inappropriate
dressing, and leaving the class without permission. Each participant had different experiences in dealing with the misbehaving students. Usually, the participants
only warned the students orally to control the misbehavior. They did not give any punishment because they thought that they did not have the right to do it.
The second conclusion answers the second research question. Based on the video observation, the researcher identified four out of five beliefs which were
manifested in the participants’ teaching. The beliefs were: 1 Creating a comfortable learning environment, 2 Maintaining classroom rules, 3 Building a
good relationship, and 4 Controlling students’ misbehavior.
The first belief was creating a comfortable learning environment. In the interview, the participants stated that t
hey arranged the students’ seating. However, it could not be found in the video. They did not do that. Even though
they did not do it, they did other actions in order to build a comfortable learning environment. For example, they created fun classroom activities.
The next belief which manifested in their teaching was maintaining the classroom rules. When the students started disobeying the rule, the participants
would warn them orally. This situation was depicted in the video. There were some students who made noise, and the participants warned them orally.
59 Building a good relationship was also the belief that manifested in their
teaching. It could be seen from the video that their relationship was good with their students. This good relationship could be created because the participants
believed that when they had a good relationship, they could deliver the materials easily. The video showed that the students enjoyed having interactions with the
participants. They were not afraid of asking any questions to the participants. The last belief was controlling students’ misbehavior. From the video, the
misbehavior that could be seen was only inside the classroom. Mostly, the misbehavior was the students talking with their friends during the lesson. The
participants controlled this misbehavior by warning them orally. They asked the students to be quiet. When the students still did it, they stopped the lesson until
the students could go back to the lesson.