16 drill running for half an hour that would exhaust both students and teacher
Harmer, 2007, p. 29. Therefore, in managing the lesson, the teacher has to be able to suit the lesson and the activity well so the lesson which is delivered can be
obtained without consuming a lot of time or the opposite.
b. Conduct Management
Conduct management refers to the set of procedural skills that teachers employ in their attempt to address and resolve discipline problems in the
classroom. It refers to the control and administration of consequences. The activities which are happening in the classroom should be disciplined. This
conduct management can be obtained by building classroom climate, building self-discipline in the classroom, and establishing rules.
1 Building classroom climate
Classroom management depends on the students’ respect, which can be won only by treating students “fairly and compasionately over a sustained period
of time” Clark Starr, 1991, p. 99. Therefore, teacher’s personality and the classroom atmosphere are required to obtain it since students are much more
likely to cooperate with teachers who show themselves to be empathic, warm, and genuine. By being friendly, cheerful, interested, honest, and helpful can create
close relationship with the students. Besides, teachers have to learn each student’s name and employ the students’ name in the class.
When conducting the teaching, teachers have to try to combine a sense of humor with a sense of proportion, such as teachers can laugh with the students to
17 clear the atmosphere. Teachers have to set a good example for the students also,
such as when they are in the classroom and using voice. When teachers are in the classroom, they should be conscious of how close they are to the students they are
working with or the general way in which teachers sit or stand in classroom. A teacher has to behave in a way which is appropriate to the students. Besides, the
movement of the teacher in the class and the awareness of assessing what students have said and teachers have to respond appropriately have to be paid attention
Harmer, 2007, p. 35. Harmer 2007 also explains that how the teachers speak and what the
teachers’ sound like have a crucial impact on classes p. 36. Therefore, the teachers’ voice is to be audible which means that the teachers’ voice can be heard
by the students at the back of the class. The teachers are required to vary the quality of the voice and the volume they speak according to the type of the
activity. By conducting these skills, the students will feel comfortable and enjoy the learning process. Thus, the teachers can have more control of the class.
2 Building self-discipline
Clark and Starr 1991 explain that a major goal of effective classroom management is student self-discipline p. 111. To help students to learn the
importance of accepting responsibility for working diligently, for being dependable, and for carrying out what they have agreed to do by running well-
organized, efficient classes in which students learn what appropriate behavior is and that behaving appropriately is rewarded. Petty 2009 mentions that praise of
appropriate behavior is more effective than criticism of inappropriate behavior p.
18 108. The teacher therefore can give the students reward based on their good
achievement and or good behavior.
3 Establishing rules
According to Clark and Starr 1991, a class requires some rules; no class requires many. So many rules confuse students. A few definite rules that make
sense to students and teacher alike will prove to be more successful p. 104. Because of that, in order to make a clear rule, the students should be involved so
that they know exactly what the limits are. Clark and Starr 1991 find that a rule can be considered a good rule or
principle when it clearly spells out what it is the students must do, seems reasonable, and can be enforced p. 104. Therefore, when establishing classroom
rules, the participation of the students is required to develop their own standard behavior. While according to Borich 1996, there are four suggestions for
creating classroom rules pp. 480-481. They are making the rules consistent with the classroom climate the teacher wishes to promote, not establishing rules that
the teachers can not enforce, specifying the necessary rules in the classroom, and stating the rules at a general enough level to include a range of specific behaviors.
Because of that, in creating the rules, the participation of the students should be involved in order to make their own standard and the teachers’ decision
is also required in order to suit the classroom climate and the teachers’ ability.
19
c. Covenant Management
