Giving attention Classroom Management

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c. Dealing with students’ misbehavior

As Friedman as cited in Rosas West, 2009 said, students’ misbehavior can be the result of poor classroom management. From the written feedback given, some student- teachers had problem in dealing with students’ misbehavior. Some of them had problem with noisy students as what the mentor teacher wrote for feedback. She wrote, “Please remind the noisy students who don’t pay attention to you.” Student-teacher D A similar feedback was also given to student-teacher A and C. Besides noisy students, the student-teachers also had problem with lazy students who did not want to do the exercise given. She wrote, “Please remind the lazy students who don’t do the activities you give.” Student-teacher E To avoid interfering in teaching, good teachers are supposed to be able to handle the students’ misbehavior. Wolfgang as cited in Kyriacou, 2009 suggested three approaches that student- teachers can use in dealing with students’ misbehavior.  A non-interventionist relationship–listening approach based on viewing the students as basically good, who need compassionate and empathetic support to behave well when they misbehave.  An interactionist confronting–contracting approach based on viewing the students’ misbehavior as a result of an inability to manage their behavior in response to the pressures of classroom life. Here, the teacher interacts with students to share goals and standards and to socialize the students into self-regulating their behavior better.  An interventionist rules and consequences approach based on viewing good behavior as being the result of students having a clear understanding of classroom rules and the consequences rewardspunishments. 14

2. Teaching Technique

Based on the teaching evaluation rubric, the English Department student-teachers were supposed to be good in presenting the lesson. Their teaching should be interesting, clear, and well-organized. The transition between activities should be smooth. They also have to be able to use appropriate pace in teaching. From the mentor teacher’s written feedback, it can be seen that the student-teachers of the English Department were still weak in their teaching technique. They had problem in teaching method, teaching pace, and transition between activities.

a. Teaching Method

In the teaching evaluation rubric, the student-teachers were supposed to use interesting method when teaching. Rubio 2010 said that effective teacher should use teaching method that can help the students to achieve their goal in learning. From the mentor teacher’s written feedback, it can be seen that many student-teachers were still weak in their teaching method. Even, their method discouraged active students like what mentor teacher wrote as feedback for student- teacher B. She wrote, “Find method that is not discouraging active student.” Student-teacher B Some student-teachers of the English Department were also weak in explaining the difficult words. It can be seen from the mentor teacher’s written feedback. She wrote, “When explaining about the difficult words, don’t use direct translation. Put the words in contextual sentences and let the students guess the meaning. ” Student-teacher H A similar feedback was also given to student-teacher E and G. From the feedback, it can be seen that the student-teachers did not fulfill what the mentor teacher expected for not using direct translation and let the students guessing the meaning.