Management of Time The Factors of Teaching Quality in Detail
often helped students to understand the activity series in the process of teaching and learning. There were only some teachers conclude the
material in the last session. 3. Modeling
In the classroom observation, many teachers practiced modeling by asking students or minimally engage students to present the strategies of
learning. Meanwhile, a few teachers considered that students needed to get strategies from teacher then they were asked to use the strategies to solve
the problem. The teacher asked to elaborate the questions by asking and
clarifying to students. In this part also, the teacher could remember well about
the students’ names and also paid attention to their pronunciation. The teachers could also create good interaction between teacher and
students that the teacher asked question to students then students were asked to give respond one by one.
4. Application In the classroom observation, the teachers did application stage by
grouping students to work in group and preparing the task to practice strategies presented during modeling. Almost teachers attempted to engage
students on task that they gave in the class. They helped students to understand either on material or on task. The teachers used individual task
and group work to practice application stage. 5. Questioning
The effective teacher will ask clear question to improve students’ higher thinking order. In the real teaching and learning process, when the
students found difficulty to answer the question, teacher would give the clue or revise the question in more understanding question. The teachers
could provide good interaction related to create the questions to students. Teacher could link the previous material with new material, and raise the
end of the lesson as part of assessment of students. Meanwhile, questioning was done by teacher in each phase of lesson; in the first
material, along the study, and in the last session. In addition, questioning was related to assessment of students, when teacher took the score of
studen ts’ performance, the teacher could use both product and process
question. 6. Assessment
Assessment is to know the success of students in mastering the competence and to
measure the effectiveness of the teachers’ methods; it is the aim of this stage. The forms of assessments used by teachers are pretest
and posttest, evaluative test, formative test, and summative test. The teachers collected some information about how to identify the needs of
students, how to conduct self-evaluation, how to adopt students’ long-term
planning. The stage used by teacher was measured in terms of the period at which the evaluation tasks take place e.g., at the beginning, during, and at
the end of a unit of lessons. 7. Classroom Learning Environment : CLE
In the process of teaching and learning, teachers could provide students the time both on explanation and on task. Teacher provided
relevant feedback and gives positive reaction to students. Moreover, teachers divided the result of exam back to students after finishing
checking the answer. In addition, the responsibility of teachers could be proved not only in the process of teaching in the class but also outside of
the class. The teachers also tried to establish, persuade and respect the schools’ rules.
8. Management of Time Management of time is considered as one of the most important
indicators of teacher ability to manage classroom in an effective way. In
the real teaching situation, the teacher comes and finishes learning on time.
Some of them also gave reward and punishment to students when they either obeyed or disobeyed
the teachers’ rules related to the task that the teachers provided. In addition, related to teachers
’ absence in teaching, they have already obeyed the rule of the school.