12 2013, p. 1. Moreover, classroom management also covers interactive aspects
such as monitoring and interacting with students, providing support and feedback, intervening to redirect student behavior, and working with students to stimulate
interest, involvement, and cooperation Evertson Edmund, 2013, p. 1.
There are many aspects related to classroom management, such as time management, physical design, lesson plans, rules and procedures, teaching
strategies, teacher-student relationship, teaching materials, teaching methods, discipline, engagement, motivation, classroom instructions, teaching media. In
this study, the researcher focuses on four aspects of classroom management. Those aspects are physical design, rules and procedures, teacher-student
relationship, and discipline.
a. Physical Design
Physical design of the classroom holds an important role achieving an effective teaching-learning process. According to Garrett 2014, the physical
design is the location of the classroom furniture. The physical design lies in how the classroom is laid out, where the
students’ desks are, where the teacher’s desk is, where learning centers and materials are located, where heavily used items such as the pencil
sharpeners are, and so on p. 3. Cooper, et al., 2011 mention that the physical design of the classroom
affects the atmosphere of the classroom p. 222. They add that the physical setting of the classroom can influence the way teachers and students feel, think,
and behave p. 222. When teachers and students feel comfortable, the teaching- learning activity will be more effective. An effective teacher should be able to
13 arrange space, materials, and all physical teaching stuff in the classroom so that a
pleasant and effective environment can be accomplished Brandvik McKnight, 2011, p. 17. Related to physical design of a classroom, McLeod, Fisher, and
Hoover 2003 mention that the classroom should be flexible so that students can easily rearrange the furniture when it is needed p. 6. It often happens when there
is physical activity in the learning process. If the furniture has been arranged, it makes the students move freely depending on the activities. Moreover, teachers
should consider space for students to encourage movement and flexibility McLeod, et al., 2003, p. 6. It is because students might be bored if they only sit
on their chair continuously.
b. Rules and Procedures
In a classroom, it is obvious that every teacher has a rule of conduct during the teaching-learning activity. Marzano, Gaddy, Foseid, Foseid, and Marzano
2005 define a rule as general expectations or standards, whereas a procedure as communicates expectations for specific behaviors p. 5. Rules and procedure are
used to guide and govern student behavior in a classroom Burden Byrd, 2010, p. 235. One example of classroom rules is that students are not allowed to use
their mobile phones during the learning activity. Meanwhile, the example of procedure is that students have to raise their hands when they ask questions.
In order to develop classroom rules, there are several aspects to consider. The aspects are the number of the rules, the words to state the rules, the rules
demonstration, and the students’ involvement in developing the rules Garrett,
14 2014, pp. 30-32. Besides, there are several important aspects in making
classroom procedure. The aspects include identifying the need for procedures, demonstrating the procedures, practicing the procedures, and giving feedback
Burden Byrd, 2010, p. 239. Usually, teachers make the rules and the procedures at the beginning of a new semester together with the students. They
make it together so that there is neither rule nor procedure to be forced.
c. Teacher-Student Relationship
Cooper, et al., 2011 mention that more than 100 studies show positive teacher-student relationship is the key of an effective classroom management and
it reduces behavior problems by thirty-one percent p. 223. Garrett 2014 establishes some strategies to communicate with students in order to develop
relationship. The first strategy is maintaining a sense of humor to create a comfortable learning environment Garrett, 2014, p. 46. The second strategy is to
let students know the teacher personally in order to make students feel more connected and easy to follow the classroom rules Garrett, 2014, p. 46. Besides,
teachers can also learn the students’ life to show his or her care for the students
Cooper, et al., 2011, p. 224. The third strategy is teachers should welcome each student Cooper et al., 2011, p. 223; Garrett, 2014, p. 47. The simplest thing is to
greet the students in the morning Garrett, 2014, p. 47. The fourth strategy is providing extra help to gain students’ belief that the teachers care for them
Garrett, 2014, p. 47.
15 Marzano and Marzano 2003 characterize specific teachers
’ behaviors to create an effective teacher-student relationship. The characterizations are
appropriate levels of dominance, appropriate levels of cooperation, and being aware of high-needs students. Appropriate levels of dominance can be shown by
establishing clear behavior expectations, learning goals, and showing assertive behavior Marzano Marzano, 2003. Achieving behavior expectations should be
done by establishing clear rules and procedures, and by providing consequences for student’s behavior Marzano Marzano, 2003.
T eachers can also show the appropriate levels of dominance by “providing
clarity about the content and expectations of an upcoming instructional unit”
Marzano Marzano, 2003. Teachers should take four actions, which are communicating learning goals at the beginning of a topic, giving feedback on
those goals, recalling the goals continually, giving summative feedback considering the goals Marzano Marzano, 2003. The last way to exhibit the
appropriate levels of dominance is by showing assertive behavior. According to Emmer and colleagues 2003, p. 146, assertive behavior is “the ability to stand up
for one’s legitimate rights in ways that make it less likely that others will ignore or circumvent them” as cited in Marzano Marzano, 2003.
The appropriate levels of cooperation focus on the students and teacher functioning as a team Marzano Marzano, 2003. There are three strategies to
encourage appropriate levels of cooperation. The first strategy is to provide flexible learning goals. Giving students an opportunity to decide their objectives
in the beginning of a topic can communicate a sense of cooperation Marzano
