12 voice for the majority of the time, and 10 resistance to pupil-instigated
interruptions.
c. What Makes an Effective Teacher Effective
An effective teacher can be effective or can be less effective. According to Muijs and Reynolds 2005, there are factors influencing the
teacher’s effectiveness. They state that teaching methods are context specific, what is
needed for a teacher to be effective can vary depending upon factors such as: 1 the type of activity in the lesson, 2 the subject matter, 3 the pupil backgrounds
such as age, ability, gender, socio-economic status and ethnicity, 4 the pupils’
personal characteristics such as personality, learning style, motivation and self- esteem, and 5 the cultureorganization of the department, and school . It can be
seen that the teacher’s effectiveness is influenced by some factors. The factors can
come from the students, the organization, and the teacher himselfherself.
2. Classroom Management
The second part of the theoretical description is about the theories on classroom management. It includes six categories of classroom management.
Those categories are: a the definition of classroom management, b the importance of classroom management, c the goals of classroom management, d
the factors influencing classroom management success, e the issues on classroom management, and f the specific problems in managing classroom.
a. Definition of Classroom Management
Classroom management can also be defined differently from one to another. As cited in Oliver and Reschly 2007, classroom management is the
13 ability of a teacher to organize the classroom and manage behavior of hisher
students that is critical to achieving positive educational outcomes. Moreover, in Yasar 2008, classroom management is defined as all efforts that a teacher takes
in order to maintain classroom activities including learning, social interaction, and students’ behavior. Hue 2005 also mentions that classroom management refers
to the teacher ’s actions which lead to the creation of a learning environment where
positive interpersonal interaction is promoted and effective learning is facilitated. It aims to enhance the cognitive, personal and social growth of students,
developing in particular their self-motivation, self-understanding, self-control, self-evaluation, and self-management.
Moreover, Hue 2005 characterizes classroom management into three basic concepts. The first concept is managing classroom behavior which refers to
managing the actions or reactions of classroom participants. It is true that the behavior of an individual is complex as it is controlled not just by the nervous
system but also by the social context in which shehe participates. The actions of individual teachers and students form particular patterns of classroom behavior
that may need to be organized and control to create positive classroom behavior. The second concept is disciplining which means the act of responding to
misbehaving students in an effort to restore and maintain order, authority, and control. It is also considered to be a form of training, aimed at influencing
students’ moral and mental development in ways which promote self-control, self- discipline, and self-management. The last concept is managing misbehavior which
refers to managing behavior that interferes with teaching, violating the right of
14 other students to learn, and sometimes makes them feel psychologically
uncomfortable and physically unsafe. Nevertheless, Hue and Li 2008 also say that classroom management is concerned not just with discipline and student
s’ behavior but, in a wider sense, can be considered a mean by which the broader
purposes of classroom life can be achieved. Hue and Li 2008 also specify the term of classroom management into
smaller components. They state that classroom management can be very taxing, especially for novice teachers and will be much easier to learn if it is broken down
into smaller components which include: 1 management of physical environment, 2 managing of learning, 3 classroom procedures and rules, 4 management of
discipline. Those components refer to what a teacher needs to manage in the classroom. In other words, what a teacher needs to manage based on the four
components includes the class, the learning, the procedures and rules, and the students. The description of four components of classroom management by Hue
and Li 2008 can be seen as follows: 1
Management of Physical Environment Teachers need to create the best possible physical environment to ensure
that their students have a comfortable and pleasant atmosphere in which to learn such as ensuring appropriate heating and ventilating, ensuring a good classroom
condition, enabling active participation from students by setting a good seating arrangement.
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