9 A desire to become independent and to search for adult identity and
acceptance. Self-consciousness and being sensitive to personal criticism.
Concern about physical growth and maturity. A belief that their personal problems, feelings, and experiences are unique
to themselves. Overreacting to ridicule, embarrassment, and rejection.
Seeking approval of peers and others with attention-getting behaviors . 5.
Moral development An understanding of the complexity of moral issues question values,
cultural expressions, and religious teachings. Being capable of and interested in participating in democracy.
Impatience with the pace of change, and underestimating how difficult it is to make social changes.
Needing and being influenced by adult role models who will listen and be trustworthy.
Relying on parents and important adults for advice, but wanting to make their own decisions.
Judging others quickly, but acknowledging one‟s own faults slowly. Show compassion and are vocal for those who are downtrodden or
suffering and have special concern for animals and environmental issues.
C. Several aspects in classroom management :
1. Norms and Routines
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According to Yinger 1979 norms are rules governing what constitutes acceptable and unacceptable behaviors, and routines are procedures that have been
established over time to control and coordinate specific sequences of behavior. Well-established classroom norms and routines are important means of preventing
disruptions and managing learning in the classroom Kouin, 1970; Anderson, Evertson and Emmer, 1980; Calderhead, 1984. The teacher has to deal with a
large number of students with different social and education background and possibly different culture. Teacher sometimes find difficulty in managing his or
her classroom because of those aspects. Moreover Calderhead, 1984; Doyle, 1986; Woods, 1996 stated that the use
of routines is a very important part of interactive decision-making and is considered an essential element in classroom survival: routines create and manage
the learning environment. It means that routines that teacher established during the lesson in the classroom could help teachers to manage and control the class.
2. Seating Arrangement
McCorskey and McVetta 1978 stated that the kind of communication as well as the amount of communication that occurs in the classroom has long been
thought to be partially a function of the seating arrangement of students. They also mentioned that there are three most common types of seating arrangement:
traditional, horseshoe and modular. 1.
Traditional seating arrangement
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The traditional arrangement for classroom typically consist of about five or six perfectly straight rows, each consist of five to seven chairs equidistant from each
other-or as Rosefeld and Civikly 1976 say that something like tombstones in a military cemetery.
2. Horseshoe seating arrangement
The horseshoe seating arrangement allows teacher to see all students and students can also see the teacher directly. This kind of seating arrangement is usually used
in a small classroom. 3.
The modular seating arrangement
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This type allows students to have more interaction with other students. This arrangement is useful for the students in doing group tasks or projects because
they could easily face each other. The teacher also could monitor each group easily.
The use of the seating arrangement depends on the aim of the teaching and learning process itself. For example if the aim of the teaching and learning process
is to encourage students to discuss about certain topic then the most appropriate seating arrangement model is modular. The most important thing is the use of the
seating arrangement could accommodate students to achieve teaching and learning‟s aim.
3. Classroom Activities
