Managing Students' Behavior in The Summer Program at Education and Learning Solution (ELS).
ABSTRACT
Dalam tugas akhir ini, topik yang saya pilih untuk dibahas ialah tentang
kesulitan saya dalam menangani tingkah laku sepuluh sampai sebelas (1011)siswa yang berumur 2.5-8 tahun di sebuah kelas. Topik ini diambil
berdasarkan pengalaman saya ketika magang di Education and Learning
Solution dan dibahas berdasarkan data lapangan dan data pustaka.
Ada tiga penyebab dari topik yang dibahas, yaitu saya tidak membuat
peraturan sebelum kelas dimulai, saya tidak memiliki pengalaman mengajar
anak–anak di dalam kelas, dan saya hanya memberikan penghargaan
kepada siswa yang disiplin, sedangkan saya tidak memberikan hukuman
kepada yang tidak disiplin. Ada tiga dampak dari masalah yang dibahas yaitu
saya menjadi stres, kelas menjadi tidak teratur, dan saya tidak merasa
nyaman. Ada tiga kemungkinan solusi dari masalah yang dibahas yaitu
pertama, saya memberikan peraturan-peraturankepada siswa sebelum kelas
dimulai, kedua, saya harus tegas dan konsisten dalam menjalankan
peraturan-peraturan, dan yang terakhir saya membaca lebih banyak buku
mengenai pengaturan kelas.
Solusi terbaik yang saya pilih merupakan gabungan dari solusi pertama dan
kedua yaitu saya sebagai guru memberikanperaturan-peraturan kepada
siswa sebelum kelas dimulaidan tegas dan konsisten dalam menjalankan
peraturan-peraturan tersebut.
i
Maranatha Christian University
TABLE OF
CONTENTS
ABSTRACT……………………………………………………………………......i
DECLARATION OF ORIGINALITY………………………………………….....ii
ACKNOWLEDGEMENTS……………………………………………………….iii
TABLE OF CONTENTS………………………………………………………….iv
CHAPTER I. INTRODUCTION………………………………………………….1-5
A.
B.
C.
D.
E.
F.
G.
Background of the Study
Identification of the Problem
Objectives and Benefits of the Study
Description of the Institution
Method of the Study
Limitation of the Study
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS…………………………………………6-9
CHAPTER III. POTENTIAL SOLUTIONS…………………………………...10-14
CHAPTER IV. CONCLUSION………………………………………………..15-17
BIBLIOGRAPHY
APPENDIX:
A. FLOWCHART
ii
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iii
Maranatha Christian University
APPENDIX
FLOWCHART
Cause 1: I did not set the
rules to students before the
class starts.
Cause 2: I did not have any
previous experience in
teaching children in a class
before.
Cause 3: I just gave
rewards to good students,
and never give penalties to
undisciplined ones.
Potential
Negative Effect:
1. The students may do the
opposite action of the rules.
Potential
Negative Effect:
1.
The students will be
afraid of me because
they will think I am a
strict teacher.
Problem:
My difficulty in managing
students’ behavior in the
classroom.
Effect 1: I become stressful.
Effect 2: The classroom
situation becomes
unmanageable.
Effect 3: I do not feel
comfortable.
Potential
Solution :
I set the rules before the
class starts.
Potential
Positive Effect:
1.
Potential
Solution :
I must be firm and consistent
in giving rules to students.
Potential
Positive Effects:
1.
2.
3.
Potential
Negative Effects:
1.
I feel bored
Potential
Solution :
I should read more books on
classroom management.
Students will know the
rules and be discipline
in class.
The students will be
responsible of what they
do.
Students will respect to
me.
The classroom will be
manageable.
Potential
Positive Effect:
1.
2.
I will know more about
the students’ behavior.
A new teacher still can
be a good model.
Chosen Solution:
Potential Solution and
Potential Solution .
Maranatha Christian University
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Behavior is a word one has often heard when talking about the
relationship between teachers and students. Based on “Online Oxford
Advanced Learner’s Dictionary”, behavior means “the way that somebody
behaves, especially towards other people”. Talking about behavior in
teaching means talking about the act of students and teachers. According to
Alistair Smith, quoted in “The Key to Successful Behavior Management is...
You!”, it is said that, “the pupils need to know: who is in charge, what are the
rules, are the rules applied fairly and consistently, what are the consequences
of breaking the rules and adhering to the rules. These are what the behavior
in the classroom” (Craig par. 3). The quotation shows that behavior related to
rules.
During the internship as a teacher of summer program in Education and
Learning Solution (henceforth, ELS), I taught ten (10) – eleven (11) students
aged two and half (2.5) years until eight (8) years old. I taught English
1
Maranatha Christian Univeristy
English three (3) times a week at nine (9) o’clock, for about one (1) hour until
one and half (1.5) hours per meeting. I had difficulty in managing students’
behavior when I explained lesson and when I asked students to do things in
the classroom. For example, the students mostly talked when I explained the
lesson. Sometimes I asked them to be silent, but sometimes I let them talk. I
did not set the rules at the beginning of the class.
That is why in this term paper, the topic that I will discuss is about my
difficulty in managing students’ behavior at classroom. This topic is chosen
based on my internship experience at Education and Learning Solution
(henceforth, ELS) from June-July 2011. This topic will be explored critically
and systematically.
B. Identification of the Problem
The problem will be analyzed to answer the following questions:
1. Why do I, as the teacher, have difficulty in managing students’ behavior at
the ELS ?
2. What are the effects when the students cannot be managed properly?
3. How should I, as a teacher, manage the students’ behavior in the
classroom?
2
Maranatha Christian Univeristy
C. Objectives and Benefits of the Study
The objective of this study is to explain the reasons and the effects of the
difficulty in managing students’ behavior. I also expect this study can provide
some effective ways to manage students’ behavior in the classroom.
This term paper is targeted at the new teachers who do not have any
previous teaching experience in a class before because it can give them the
information about a possible problem in teaching and its solution. For the
institution, ELS, this term paper will be useful for the teachers who have the
same problem as me. For the readers, it is expected that this paper can
change their perspective that being a teacher does not only doing the task
such as giving the material to students, but they also have to make or
influence their students’ behavior to be better in the classroom. This term
paper will explain how to handle the students’ behavior. For me, this term
paper will be useful to correct my mistakes in the classroom next time I have
to teach.
D. Description of the Institution
According to the written source by the owner of ELS, it says that ELS was
established on 30 November 2009, and was located in Jalan Mekar Kencana
No. 58 ( Kompleks Istana Mekar Wangi, Bandung), and now is located in
Jalan Mekar Harum No. 18 ( Kompleks Istana Mekar Wangi, Bandung). The
3
Maranatha Christian Univeristy
owner who is also the coordinator of ELS, is Ms.Elisa, A.Md. She has been
teaching for five (5) years, and she likes teaching because she loves children.
She graduated from D3 English Programme at Maranatha and took teaching
as her subject of preference.
ELS is an education institution, supported by professional teachers. The
class in ELS is divided into four (4) groups. These are Tutoring, English,
Chinese, and Art group. ELS is located in a strategic location, and it is easy to
be found by the learners who want to join there.
The vision and mission of ELS is to give the solution for the students to
learn. ELS aims to be a fun place for students to study, and applies a Multiple
Intelligence System. ELS provides many activities for children until adult to
study.
E. Method of Study
The process of data collection was done from June – July 2011 at ELS.
The data was taken from what I experienced during my internship. I did some
observations when the teacher taught English in Butterfly class. The data
from the library and the field (observation) was used to support the analysis.
The field data was collected during the internship, and it was written in the
internship journal.
4
Maranatha Christian Univeristy
F. Limitation of the Study
In this term paper, the subject will focus on the students’ behavior when I
taught and I did my internship in ELS from June until July 2011. The students
are in Butterfly class. There were ten (10) children aged two and half (2.5)
until eight (8) years old. The range of students’ ages is quite wide because it
is a summer class program. There are sixteen (16) meetings, and each
meeting lasts one (1) until one and half (1.5) hours per meeting.
G. Organization of the Paper
This term paper consists of four chapters. Chapter One contains the
Background of The Study, Identification of The Problem, Objectives and
Benefits of the Study, Description of the Institution, Method of Study,
Limitation of the Study, and Organization of the Paper. Chapter Two contains
the Problem Analysis, which consists of causes and effects from the problem.
Chapter Three contains Potential Solutions of the problem. The last chapter is
Chapter Four which contains the Conclusion of the problem. The last part is
appendix which contains the flowchart.
5
Maranatha Christian Univeristy
6
Maranatha Christian Univeristy
CHAPTER IV
CONCLUSION
In the previous chapters, I have explained three causes, three effects,
and three potential solutions of my problem. The first cause is I did not inform
the children of the rules before the class starts. The second is I did not have
any previous experience in teaching children in a class. The third is I just
gave rewards to good students, and never given penalties to the
undisciplined ones. The first effect is I became stressful. The second one is
the classroom situation became unmanageable. The last effect is I did not
feel comfortable. There also three potential solutions. The first potential
solution is I set the rules before the class starts. The second is I must be firm
and consistent in giving rules to the students. The third is I should read more
books on students’ behavior in learning a new language.
In this paragraph, I will choose the best potential solution of the problem.
The difficulty in managing students’ behavior in the Butterfly class can be
solved by setting the rules before the class starts, and being firm and
consistent with them. According to Russel in “How Are Clarity & Consistency
Related to Good Classroom Management?” , it is stated “Consistent
15
Maranatha Christian University
enforcement will make the rules and consequences standard, which means
that the students will eventually stop trying to make excuses and will do what
is expected of them” (par. 4). Setting the rules, being firm, and being
consistent cannot be separated because rules is the teacher’s expectation of
students’ behavior, and being firm and consistent are the ways to reach the
expectation.
Usually, the teachers expect that rules can manage students’ behavior.
When the teacher sets the rules, he or she has to be firm and consistent in
applying them. The teacher does not need to make many rules, but choose
some that are appropriate with the students and condition. It is better if the
rules are simple, but meaningful. For example, students must come on time.
It is a simple rule, but it can teach students to be disciplined. Another
example is students should raise their hand if they want to talk. It teaches
students to be patient. The teachers have to remind the students every time
they break rules, and give the penalty if the students still break them.
I do not choose the third potential solution because, based on my
experience when I taught a summer program that has wide range of students’
ages, the third potential solution will not be effective. This is because I have
to read some classroom management books. It will be difficult to choose
which books are appropriate with my class that has wide range of students’
ages, and it will take too much time, and it is not effective. Some teachers
may feel it is difficult to manage students’ behavior because not all the
students can be treated the same way. If the teachers cannot manage the
16
Maranatha Christian University
students’ behavior, it will make the classroom become chaotic. My suggestion
for managing students’ behavior is setting the rules before the class starts, try
to think of a list of appropriate rules for the students, remind them of the rules
at the beginning of every meeting, and be firm and consistent in every rule.
17
Maranatha Christian University
18
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Elisa. “History of ELS”.June 2011.
Murcia, Marianne Celce., ed. Teaching English as a Second or Foreign
Language. 3rd ed. Singapore: Thomson Learning Asia. 2006.
Electronic Sources
Biglan, Anthony. “Teacher Stress and Collegiality: Overlooked Factors in the
Effort to Promote Evidence-Based Practices.” Oregon Research Institute
2008. 17 April 2012
< http://www.abainternational.org/ABA/newsletter/vol313/Biglan.asp>
Clarke, Anne. “A Guide to Good Classroom Discipline.” Ezine. 22 Agust 2006.
8 June 2012
Craig, Phil. “The Key to Successful Behaviour Management is... You!”
Optimus Professional Publishing Limited 2006-2010. 27 February 2012
Maranatha Christian Univeristy
Cunningham, Andy. “The Most Important Qualities of an Outstanding
Educator.” Penn State March 2012. 27 April 2010
Dial, Britni. “Theories on Classroom Discipline & Management.” Demand
Media, Inc 1999-2012. 28 April 2012
< http://www.ehow.com/info_7908680_theories-classroom-discipline
management.html>
Diamond, Giselle. “Why Classroom Management is Important.” Demand
Media. Inc 1999-2012. 9 June 2012
< http://www.ehow.com/about_5378723_classroom-management
important.html>
Ganly, Sarah. “What to Do If Your Children is Afraid of the Teacher.”
Yahoo!Inc 1 Oct 2009. 15 June 2012
< http://voices.yahoo.com/what-if-child-afraid-teacher
4509819.html?cat=25>
Gorski, Paul C. “Guide For Setting Ground Rules.” EdChange 1995-2012.
14 June 2012
< http://www.edchange.org/multicultural/activities/groundrules.html>
Jennifer. ”Consistency in Classroom Management.” My Classroom
Management 2012. 18 May 2012
< http://www.myclassroommanagement.com/effective-management/
Maranatha Christian Univeristy
consistency-in-classroom-management/
Johns, Kate. “Why kids will do the opposite of what you tell them to do.”
Helium,Inc 2002-2012. 6 Feb 2010
< http://www.helium.com/items/1733381-parenting-tips-why-kids-do-the
opposite why-kids-dont-listen-whos-right-parenting-daring-kids>
Kapoh, Jenny. “Classroom Management Plan. “Calstatela 2012. 15 June
2012
< http://www.calstatela.edu/faculty/jshindl/cm/index.htm>
Kelly, Melissa. “Practice Consistency.” Netplaces 2012. 16 June 2012
Fogus, Mike. “Extreme Reading.” Fogus 2002-2011. 15 June 2012
< http://blog.fogus.me/2012/05/23/extreme-reading/>
“Name the Consequence.” samhsa.gov 21 March 2012. 28 April 2012
O’Regan, Fintan J. “Behavioural Disorders-Case History.” Deviate 2012.
14 June 2012
Russel, Shawndra. “How Are Clarity & Consistency Related to Good
Maranatha Christian Univeristy
Classroom Management?.” Demand Media. Inc 26 June 2011. 15 June
2012
Stott, Dave. “Reward and Punishment in The Classroom: The Right
Balance.” Optimus Professional Publishing Limited 2006-2010. 25 April
2012
< http://www.teachingexpertise.com/e-bulletins/reward-and-punishment
right balance-3787>
Turnbull, Joanna, et al. “Online Oxford Advanced Learner's Dictionary (8th
Edition).” Oxford University Press. 2010. 1 March 2012
< http://oald8.oxfordlearnersdictionaries.com/>
Turtenwald, Kimberly. “Ideas for Effective Classroom Management.” Demand
Media, Inc 1999-2012. 5 May 2012
< http://www.ehow.com/info_7916160_ideas-effective-classroom
management.html>
Walker, Dr. Jordan Reeves. “Discipline Books Are a Great Resource for
Teacher.” Jordan Reeves Associates Inc 30 May 2012. 15 June 2012
< http://buildingclassroomdiscipline.com/discipline-books-are-a-great
resource-for teachers/>
Williams, Renee. “Students Behavior & Effects on the Classroom.” Demand
Media, Inc 1999-2012. 17 April.2012
Maranatha Christian Univeristy
< http://www.ehow.com/info_8089176_student-behavior-effects
classroom.html>
Maranatha Christian Univeristy
Dalam tugas akhir ini, topik yang saya pilih untuk dibahas ialah tentang
kesulitan saya dalam menangani tingkah laku sepuluh sampai sebelas (1011)siswa yang berumur 2.5-8 tahun di sebuah kelas. Topik ini diambil
berdasarkan pengalaman saya ketika magang di Education and Learning
Solution dan dibahas berdasarkan data lapangan dan data pustaka.
Ada tiga penyebab dari topik yang dibahas, yaitu saya tidak membuat
peraturan sebelum kelas dimulai, saya tidak memiliki pengalaman mengajar
anak–anak di dalam kelas, dan saya hanya memberikan penghargaan
kepada siswa yang disiplin, sedangkan saya tidak memberikan hukuman
kepada yang tidak disiplin. Ada tiga dampak dari masalah yang dibahas yaitu
saya menjadi stres, kelas menjadi tidak teratur, dan saya tidak merasa
nyaman. Ada tiga kemungkinan solusi dari masalah yang dibahas yaitu
pertama, saya memberikan peraturan-peraturankepada siswa sebelum kelas
dimulai, kedua, saya harus tegas dan konsisten dalam menjalankan
peraturan-peraturan, dan yang terakhir saya membaca lebih banyak buku
mengenai pengaturan kelas.
Solusi terbaik yang saya pilih merupakan gabungan dari solusi pertama dan
kedua yaitu saya sebagai guru memberikanperaturan-peraturan kepada
siswa sebelum kelas dimulaidan tegas dan konsisten dalam menjalankan
peraturan-peraturan tersebut.
i
Maranatha Christian University
TABLE OF
CONTENTS
ABSTRACT……………………………………………………………………......i
DECLARATION OF ORIGINALITY………………………………………….....ii
ACKNOWLEDGEMENTS……………………………………………………….iii
TABLE OF CONTENTS………………………………………………………….iv
CHAPTER I. INTRODUCTION………………………………………………….1-5
A.
B.
C.
D.
E.
F.
G.
Background of the Study
Identification of the Problem
Objectives and Benefits of the Study
Description of the Institution
Method of the Study
Limitation of the Study
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS…………………………………………6-9
CHAPTER III. POTENTIAL SOLUTIONS…………………………………...10-14
CHAPTER IV. CONCLUSION………………………………………………..15-17
BIBLIOGRAPHY
APPENDIX:
A. FLOWCHART
ii
Maranatha Christian University
iii
Maranatha Christian University
APPENDIX
FLOWCHART
Cause 1: I did not set the
rules to students before the
class starts.
Cause 2: I did not have any
previous experience in
teaching children in a class
before.
Cause 3: I just gave
rewards to good students,
and never give penalties to
undisciplined ones.
Potential
Negative Effect:
1. The students may do the
opposite action of the rules.
Potential
Negative Effect:
1.
The students will be
afraid of me because
they will think I am a
strict teacher.
Problem:
My difficulty in managing
students’ behavior in the
classroom.
Effect 1: I become stressful.
Effect 2: The classroom
situation becomes
unmanageable.
Effect 3: I do not feel
comfortable.
Potential
Solution :
I set the rules before the
class starts.
Potential
Positive Effect:
1.
Potential
Solution :
I must be firm and consistent
in giving rules to students.
Potential
Positive Effects:
1.
2.
3.
Potential
Negative Effects:
1.
I feel bored
Potential
Solution :
I should read more books on
classroom management.
Students will know the
rules and be discipline
in class.
The students will be
responsible of what they
do.
Students will respect to
me.
The classroom will be
manageable.
Potential
Positive Effect:
1.
2.
I will know more about
the students’ behavior.
A new teacher still can
be a good model.
Chosen Solution:
Potential Solution and
Potential Solution .
Maranatha Christian University
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Behavior is a word one has often heard when talking about the
relationship between teachers and students. Based on “Online Oxford
Advanced Learner’s Dictionary”, behavior means “the way that somebody
behaves, especially towards other people”. Talking about behavior in
teaching means talking about the act of students and teachers. According to
Alistair Smith, quoted in “The Key to Successful Behavior Management is...
You!”, it is said that, “the pupils need to know: who is in charge, what are the
rules, are the rules applied fairly and consistently, what are the consequences
of breaking the rules and adhering to the rules. These are what the behavior
in the classroom” (Craig par. 3). The quotation shows that behavior related to
rules.
During the internship as a teacher of summer program in Education and
Learning Solution (henceforth, ELS), I taught ten (10) – eleven (11) students
aged two and half (2.5) years until eight (8) years old. I taught English
1
Maranatha Christian Univeristy
English three (3) times a week at nine (9) o’clock, for about one (1) hour until
one and half (1.5) hours per meeting. I had difficulty in managing students’
behavior when I explained lesson and when I asked students to do things in
the classroom. For example, the students mostly talked when I explained the
lesson. Sometimes I asked them to be silent, but sometimes I let them talk. I
did not set the rules at the beginning of the class.
That is why in this term paper, the topic that I will discuss is about my
difficulty in managing students’ behavior at classroom. This topic is chosen
based on my internship experience at Education and Learning Solution
(henceforth, ELS) from June-July 2011. This topic will be explored critically
and systematically.
B. Identification of the Problem
The problem will be analyzed to answer the following questions:
1. Why do I, as the teacher, have difficulty in managing students’ behavior at
the ELS ?
2. What are the effects when the students cannot be managed properly?
3. How should I, as a teacher, manage the students’ behavior in the
classroom?
2
Maranatha Christian Univeristy
C. Objectives and Benefits of the Study
The objective of this study is to explain the reasons and the effects of the
difficulty in managing students’ behavior. I also expect this study can provide
some effective ways to manage students’ behavior in the classroom.
This term paper is targeted at the new teachers who do not have any
previous teaching experience in a class before because it can give them the
information about a possible problem in teaching and its solution. For the
institution, ELS, this term paper will be useful for the teachers who have the
same problem as me. For the readers, it is expected that this paper can
change their perspective that being a teacher does not only doing the task
such as giving the material to students, but they also have to make or
influence their students’ behavior to be better in the classroom. This term
paper will explain how to handle the students’ behavior. For me, this term
paper will be useful to correct my mistakes in the classroom next time I have
to teach.
D. Description of the Institution
According to the written source by the owner of ELS, it says that ELS was
established on 30 November 2009, and was located in Jalan Mekar Kencana
No. 58 ( Kompleks Istana Mekar Wangi, Bandung), and now is located in
Jalan Mekar Harum No. 18 ( Kompleks Istana Mekar Wangi, Bandung). The
3
Maranatha Christian Univeristy
owner who is also the coordinator of ELS, is Ms.Elisa, A.Md. She has been
teaching for five (5) years, and she likes teaching because she loves children.
She graduated from D3 English Programme at Maranatha and took teaching
as her subject of preference.
ELS is an education institution, supported by professional teachers. The
class in ELS is divided into four (4) groups. These are Tutoring, English,
Chinese, and Art group. ELS is located in a strategic location, and it is easy to
be found by the learners who want to join there.
The vision and mission of ELS is to give the solution for the students to
learn. ELS aims to be a fun place for students to study, and applies a Multiple
Intelligence System. ELS provides many activities for children until adult to
study.
E. Method of Study
The process of data collection was done from June – July 2011 at ELS.
The data was taken from what I experienced during my internship. I did some
observations when the teacher taught English in Butterfly class. The data
from the library and the field (observation) was used to support the analysis.
The field data was collected during the internship, and it was written in the
internship journal.
4
Maranatha Christian Univeristy
F. Limitation of the Study
In this term paper, the subject will focus on the students’ behavior when I
taught and I did my internship in ELS from June until July 2011. The students
are in Butterfly class. There were ten (10) children aged two and half (2.5)
until eight (8) years old. The range of students’ ages is quite wide because it
is a summer class program. There are sixteen (16) meetings, and each
meeting lasts one (1) until one and half (1.5) hours per meeting.
G. Organization of the Paper
This term paper consists of four chapters. Chapter One contains the
Background of The Study, Identification of The Problem, Objectives and
Benefits of the Study, Description of the Institution, Method of Study,
Limitation of the Study, and Organization of the Paper. Chapter Two contains
the Problem Analysis, which consists of causes and effects from the problem.
Chapter Three contains Potential Solutions of the problem. The last chapter is
Chapter Four which contains the Conclusion of the problem. The last part is
appendix which contains the flowchart.
5
Maranatha Christian Univeristy
6
Maranatha Christian Univeristy
CHAPTER IV
CONCLUSION
In the previous chapters, I have explained three causes, three effects,
and three potential solutions of my problem. The first cause is I did not inform
the children of the rules before the class starts. The second is I did not have
any previous experience in teaching children in a class. The third is I just
gave rewards to good students, and never given penalties to the
undisciplined ones. The first effect is I became stressful. The second one is
the classroom situation became unmanageable. The last effect is I did not
feel comfortable. There also three potential solutions. The first potential
solution is I set the rules before the class starts. The second is I must be firm
and consistent in giving rules to the students. The third is I should read more
books on students’ behavior in learning a new language.
In this paragraph, I will choose the best potential solution of the problem.
The difficulty in managing students’ behavior in the Butterfly class can be
solved by setting the rules before the class starts, and being firm and
consistent with them. According to Russel in “How Are Clarity & Consistency
Related to Good Classroom Management?” , it is stated “Consistent
15
Maranatha Christian University
enforcement will make the rules and consequences standard, which means
that the students will eventually stop trying to make excuses and will do what
is expected of them” (par. 4). Setting the rules, being firm, and being
consistent cannot be separated because rules is the teacher’s expectation of
students’ behavior, and being firm and consistent are the ways to reach the
expectation.
Usually, the teachers expect that rules can manage students’ behavior.
When the teacher sets the rules, he or she has to be firm and consistent in
applying them. The teacher does not need to make many rules, but choose
some that are appropriate with the students and condition. It is better if the
rules are simple, but meaningful. For example, students must come on time.
It is a simple rule, but it can teach students to be disciplined. Another
example is students should raise their hand if they want to talk. It teaches
students to be patient. The teachers have to remind the students every time
they break rules, and give the penalty if the students still break them.
I do not choose the third potential solution because, based on my
experience when I taught a summer program that has wide range of students’
ages, the third potential solution will not be effective. This is because I have
to read some classroom management books. It will be difficult to choose
which books are appropriate with my class that has wide range of students’
ages, and it will take too much time, and it is not effective. Some teachers
may feel it is difficult to manage students’ behavior because not all the
students can be treated the same way. If the teachers cannot manage the
16
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students’ behavior, it will make the classroom become chaotic. My suggestion
for managing students’ behavior is setting the rules before the class starts, try
to think of a list of appropriate rules for the students, remind them of the rules
at the beginning of every meeting, and be firm and consistent in every rule.
17
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