The Main Areas of Classroom Management

13 Scrivener 2005 says that a teacher should be aware of a constant movement every five minutes which might be, for most students, uncomfortable p. 87. Walking around the classroom helps the teacher motivate students to participate in classroom actively. However, Gower, Philips, and Walters 2008 point out that too much movement from the teacher might distract the students p. 25. 2 Giving Instruction and Monitoring Giving the right instruction for young learners is difficult and challenging. The instruction should be clear and unnecessary confusion for students. According to Lemlech 1999, “students want and need to know what, how, and why.” It means that students must understand what the teacher wants them to do p. 11. A teacher should not start explaining until students are listening and watching Gower, Philips, Walters, 2008, p. 40. Harmer points out that instructions should be as simple as possible and logical 1998, p. 4. In addition, Scrivener suggests using wordy instruction in young learners classes are ineffective and may cause disruption and interruptions 2005, p. 90. In spite of giving clear instructions, students may have difficulties in following. Hence, the teacher should walk around the classroom and monitor if the students get confusing Scrivener, 2005, p. 93. Lemlech 1999 suggests three monitoring functions that affect classroom management. They are checking students’ understanding of assignment 14 instructions and of work-in-progress, verifying short-and long-term accomplishments, and checking upon student behavior p. 21. 3 Timing Time management is one of the important classroom management tools. Lemlech 1999 says that a teacher’s ability for effective timing appears to be instinctive in some teachers whilst others have to develop it p. 23. Thornbury 2010 suggests that the teacher in yo ung learners’ classroom should keep “the pace of the lesson fairly upbeat”. When planning the lesson, it is wise to consider using time-controlled activities such as group work, role plays, etc. Mckenzie, 2006. He adds that transitions from one activity to another need to be smooth enough for students to easily follow.

d. Managing Students’ Problems Behavior

No teacher wants to have poor discipline in classroom. Therefore, having good classroom discipline still has behavior problems which occur. Cohen, Manion, and Morrison 2005 suggest establishing adequate rules controlling students’ misbehavior as the most effective way to prevent misbehavior p. 295. Battagia points out that the teacher has to “remember to dislike the behavior, not the students 2006. Supported by Cohen, Manion, and Marrison, the teacher should not criticize the students, but their behavior 2005, p. 304. These are some strategies which can be used in managing the students’ misbehavior.

a. Rules

Gower, Philips, and Walters 2008 say that a teacher gain respects if: 15 “…the teacher is punctual, well prepared for the lesson, treat students consistently, and fairly, try not to let personal feelings about individual students influence the way the teacher treats them as members of the group, does not ignore problems” pp. 60-61. Setting correct rules helps creating a predictable atmosphere that maintains classroom discipline, decrease disruption and encourage students to use self- control Davies, 2007. In addition, Gower, Philips, and Walters 2008 say that “the most rules are based on moral, personal, legal, safety, and educational considerations” p. 295. In conclusion the rules that are design must be easy to understand and manageable. Students have to know what is or what is not acceptable.

b. Motivation

According to Donyel 1998, p. 117 motivation has been seen widely accepted by a teacher as one of the key factor that influence the success of language learning classroom as cited in Brewster et al. 2007, p. 218. Brewster et al. 2007 add that giving the motivation for the students can make them learn more effectively and enjoyable pp. 218-219. However, according to Harmer, “Teacher is not ultimately responsible for students’ motivation since real motivation occur within each individual 1998, p. 8.

c. Voice and Body Language

Choosing an appropriate quality of voice may irritate students and may cause disruptive behavior Harmer, 1998, p. 17. It means that the way a teacher uses the tone, pace, and volume of their voice has an impact to the students. A teacher can use body language to clarify and support his her words. Thus, body languages are a beneficial form of non-verbal communication that