Managing Self-Behavior Conduct Management

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2. Conduct Management

Conduct management refers to the teacher’s control in order to address and resolve discipline problems in the classroom. It can be obtained by building classroom climate, self-discipline, and establishing rules. The component of classroom management, especially conduct management would be presented in Figure 4.37 to Figure 4.42.

a. Managing Self-Behavior

In managing self behavior, especially in building classroom climate, there were four criteria. The criteria would be presented in Figure 4.37 to Figure 4.40. 1 Teacher built classroom climate In building a classroom climate, the teachers can create close relationship with the students by showing friendly, cheerful, interest, or helpful Clark Starr, 1991, p. 99. From Figure 4.37, it was obviously seen that showing friendlycheerfulhelpful was conducted by the student teachers. Figure 4.37 Teacher Showed FriendlyCheerfulInterestHelpful Questionnaire and interview results were the proponent of it. On the other hand, 12.5 of the respondents looked nervous during the teaching activity. However, the respondent was sure that he showed cheerful expression. 0,00 10,00 20,00 30,00 40,00 50,00 60,00 70,00 80,00 90,00 100,00 Observation Questionnaire Interview 87,50 100 100 12,50 Conducted Is not Conducted 72 Figure 4.38 Teachers Called Students Name in the Learning Process Figure 4.38 showed that as many as 62.5 of the respondents from each result employed the students’ name in the learning process. In order to ask students’ participation and to make a lively activity, the respondents employed students’ name in the learning process. Meanwhile, there was 37.5 of the respondents who did not employ students’ name in the learning process. Nevertheless, the respondents referred students’ name by pointing out the students. According to Froyen and Iverson 1999, conduct management refers to the set of procedural skills that teachers employ in their attempt to address and resolve discipline problems in the classroom para. 2. In conducting teaching practice, student teachers conducted conduct management in building classroom climate. Clark and Starr 1991 mention that by being friendly, cheerful, interest, honest, and helpful can create a close relationship. In addition, calling students’ name in the class can create a close relationship also p. 99. In line with that, Figure 4.37 and Figure 4.38, the student teachers showed friendly, cheerful, interest, or helpful to the students confirm the theory presented by Clark and Starr 1991. Besides, they also called students’ name in the learning 0,00 10,00 20,00 30,00 40,00 50,00 60,00 70,00 Observation Questionnaire Int erview 62,50 62,50 62,50 37,50 37,50 37,50 Conducted Is not conducted 73 process. Therefore, the ELESP student teachers created a close relationship by showing friendly, cheerful, interest or helpful and calling students’ name in the learning process. Meanwhile, balance percentage was obtained in Figure 4.39. Combining sense of humor was conducted by the ELESP student teachers. The respondents combined sense of humor so that the classroom atmosphere became fun. Figure 4.39. Teachers Combined Sense of Humor in the Class On the other hand, the opposite result showed that the respondents did not combine sense of humor. During teaching activities, the respondents seemed to be serious in conducting the teaching. The respondents focused on the materials and the activities. Through Figure 4.40, the component of classroom management in speaking clearly was conducted by the ELESP student teachers. The observation result was supported by questionnaire and interview results. In spite of that, there was 25 of the respondents whose voice was not clearly heard at the back and the respondent did not recognize it. 5 10 15 20 25 30 35 40 45 50 Observat ion Quest ionnaire Int erview 50 50 50 50 50 50 Conducted Is not Conducted 74 Figure 4.40 Teachers Voice was Clear Heard at the Back Harmer 2007 explains that how the teachers speak and what the teachers sound like have a crucial impact on classes. Teachers’ voice is to be audible p. 36. In line with the result in Figure 4.40 therefore, the theory presented by Harmer 2007 was confirmed by the student teachers’ clear voice since their voice was clearly heard at the back.

b. Managing Students’ Behavior