16 Marzano, 2003. Moreover, it shows that teachers care about what students want
to achieve in a certain topic Marzano Marzano, 2003. The second strategy is taking a personal interest in each student in the class. Marzano and Marzano
2003 argue that this strategy is the most real way to convey appropriate levels of cooperation. The last strategy is using equitable and positive about classroom
behavior, such as treating all of the students equally. The last characteristic to achieve an effective teacher-student relationship
is the awareness of high-needs students. Teachers face different kinds of students every day. According to Adelman and Taylor 2002, generally 12-22 percent of
all students in the school suffer from mental, emotional, or behavioral disorders, and relatively few receive mental health services as cited in Marzano Marzano,
2003.
d. Discipline
According to Garrett 2014, discipline means both preventing and responding to behavior problems p. 77. Classroom discipline is related to
students’ misbehavior. Misbehavior is students’ behavior which is considered as a threat to the academic activities Burden Byrd, 2010, p. 251. There are seven
types of misbehavior which are needless talk, annoying others, moving around the room, noncompliance, disruption, aggressive actions, and defiance of authority
Burden Byrd, 2010, p. 252. Burden and Byrd 2010 also mention several causes of misbehavior. The first factor is health, such as lack of sleep, an allergy,
illness, and inadequate diet Burden Byrd, 2010, p. 253. The second factor is
17 neurological conditions which are
related to students’ mental disorder Burden Byrd, 2010, p. 254. The third factor is medication or drugs that are consumed by
the students may influence unusual behavior Burden Byrd, 2010, p. 254. The fourth factor is the influence from home or society. It happens when
the students obtain bad impact from their home and society Burden Byrd, 2010, p. 254. The fifth factor is physical environment of the classroom which
makes students feel uncomfortable Burden Byrd, 2010, p. 254. The sixth factor is poor behavior decisions made by the students where the students prefer to
misbehave Burden Byrd, 2010, p. 254. The seventh factor is other students in the classroom who provoke the other students in the classroom Burden Byrd,
2010, p. 255. The eighth factor is the way teachers manage the class that sometimes is influenced by teachers’ behavior Burden Byrd, 2010, p. 255.
The ninth factor is teachers’ uninteresting instructions may influence students’
interest Burden Byrd, 2010, p. 255. Cooper, et al., 2011 propose some strategies to respond effectively to
minor misbehavior, more serious misbehavior, and chronic misbehavior. In dealing with minor misbehavior, the teacher can use non-verbal strategies such as
making eye contact and using hands signal Burden Byrd, 2010, p. 264; Cooper, et al., 2011, p. 236. In addition, the teacher can also stand near the
students or touch the students when they misbehave Burden Byrd, 2010, pp. 264-265. If nonverbal strategy does not work, the teacher can use verbal strategy.
One example is an “I” message to prompt appropriate behavior while leaving the
