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necessary for a particular classroom event to b e realized in the situation” p. 99.
This means that it is acceptable when the students are talking to each other about the learning material. It must be noted that the main purpose of classroom
management is to make the students productive Clark Starr, 1991. Laughing and loud comments are okay as long as they are in the appropriate time as it is for
showing involvement Doyle, 2006.
a. Types of Classroom Management
There are two types of classroom management from the behavioral view; those types are proactive and reactive classroom management Wilks, 1996.
Proactive classroom management is where the teacher tries to prevent the students from doing misbehavior. On the other hand, reactive classroom management tries
to stop the student s’ misbehavior which already happened. From the research that
was done by Clunies-Ross, Little, and Kienhuis 2008, it was found that even though proactive classroom management was not significantly related with
students’ diligence, it would prevent the use of reactive classroom management p. 707. This is very important because reactive classroom management is strongly
related to decreased students’ willingness to learn. Therefore, by administering proactive classroom management, the teacher can avoid the ineffective method,
which is reactive classroom management. This is strengthened by Cothran, et al. 2003 that state “in general, students reported more positive student behavior in
classes where the teachers set early, clear expectations and consequences, and developed caring, respectful relationships with students” p. 437. To manage a
class well, the teacher must gain the students’ respect Clark Starr, 1991.
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Therefore, the teacher should also respect the students to develop a mutual relationship.
1 Early, Clear Expectations and Consequences
According to the research about the students’ opinion in classroom management that Cothran, et al. 2003 did, it is necessary for the teacher to set the
rules from the very beginning. Then, the teacher should be consistent in enforcing it. False threat should not be used as it will reduce the level of trust from students
to the teacher. Evertson, Emmer, Clements, Sanford, and Worsham 1989 also add that establishing the rules is essential to be done as there are a lot of things to do in
a classroom and therefore the disruption must be minimalized. The teacher must set the standards as fast as possible considering that time is the critical factor here. If
the teacher sets the standards too late then the students will do as they please and to get the control of the class from that kind of situation is not a trivial matter. One of
the ways to set the standard , according to Doyle 1989 is, “teachers repeat the same
activity forms for the first weeks to familiarize students with standard procedures and provide opportunities to rehearse them” p. 14. By doing so, the students will
familiarize themselves to the routine and therefore preventing the misbehavior.
2 Develop Caring, Respectful Relationships with Students
The teacher must build a good relationship based on care and respect with the students. In addition, Cothran, et al.
2003 say that, “through that caring relationship, the teacher develops a commitment to understanding the student’s
experiences and assum es personal responsibility for the student’s learning and total
school experience” p. 441. By doing so, the teacher will understand hisher
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students more and therefore will have a good relationship with them, resulting in better and more efficient teaching and learning processes.
b. Proactive Teacher Behavior
