9 management, convey content management, conduct management, and covenant
management.
1. Classroom Management
Weber 1982 states that classroom management is a set of activities by which the teacher establishes and maintains the classroom conditions which
facilitate effective and efficient instructions p. 282. While Clark and Starr 1991 explain that classroom management is the process of organizing and conducting a
class so that it runs smoothly. Well done, it reduces wasted time and wasted motion p. 98. In addition, according to Johnson and Bany, classroom
management can be defined as the process of establishing and maintaining the internal environment of the group and the classroom conditions for the attainment
of educational goal as cited in Clark Starr, 1991, pp. 98-99. It consists of all the provisions and procedures that are necessary to maintain an environment
where instruction and learning can occur. The provisons and procedures are as follows.
a. Planning, organizing, coordinating, directing, controling, communicating and
house keeping. b.
Manipulating time, space, personnel, materials, authority and responsibility, rewards, and punishment.
c. Resolving conflicts between school and society, between roles and
personalities, between the group and individuals, between immediate and long- term goals, among personalities, and among roles.
d. Maximizing students’ time on task Clark Starr, 1991, p. 99.
10 Moreover, Huitt 1999 states that classroom management’s primary
purpose is to gain control of the classroom in which a good classroom management results in high levels of student engaged time para.2.
Instead of that, Borich 1996 explains that the teachers are required to “stop problems which can disturb the flow of the lesson such as surface behaviors
which represent the majority of disruptive classroom action” as cited in Levin Nolan, 1991, p. 520. The example of the problems are laughing, talking out of
turn, passing notes, daydreaming, not following directions, combing hair, doodling, humming, tapping, and so on. Moreover, in 2010, Orlich, Harder,
Callahan, Trevisan, and Brown note that there are several problems in a classroom:
Those problems are student apathy, difficulty getting students involved, students not following directions, failure to complete all assignment,
unclear assignment, forgetting to check out projector or AV equipment, failing to preview media, resulting in presentation of inappropriate
material, failure to plan discussion groups in advance, excessively talking at the beginning of the class, note passing, cheating, and attention seeking
p. 197.
Further, Harmer 2007 states that to make contact with the students at the back and for the students to ask for and receive individual attention are difficult in
big classes p. 177. Many teachers have come across students who do not seem to want to talk in a class caused by other students who dominate and may even
intimidate is another problem faced by teacher p. 182. Because of that, classroom management takes an important role in the
learning process since classroom management decides whether the learning process will run well or not. In the classroom management, the teacher should
11 establish and maintain the classroom conditions so that the learning activities can
be effective and efficient by applying the provisions and the procedures. In this study, classroom management covers all aspects which support the learning
process to run efficiently and effectively. It will not waste so much time on something unnnecesary and will obtain good classroom environment which makes
the learning process runs smoothly. In addition, any problems that come up during the teaching activities can be solved.
2. Components of Classroom Management
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