He or she has the power to make the classroom a better learning place or a hell for students. A classroom teacher can make a difference on the lives of students for them to succeed by being a good example in everything he or she does. However, a classroom teacher can destroys the students’ lives when he or she mismanages the class or when he or she is not able to provide quality education. Thus, a successful classroom environment is only attained when the teacher knows how to manage misbehaviors of students in a calm and smooth way. Classroom Management A classroom teacher must be knowledgeable not only in the subject that he/she will be teaching but also in classroom management.
Classroom administration is the procedure by which educators and schools make and keep up suitable conduct of understudies in classroom settings. At the point when classroom-administration systems are executed successfully, instructors minimize the practices that obstruct learning for both individual understudies and gatherings of understudies, while expanding the practices that encourage or improve learning. Classroom administration is truly hard and numerous scholars discuss it and each is not quite the same as the other where every scholar has his/her own thoughts and considerations. Some of them are specified beneath. In Redl and Wattenberg 's speculations, they incorporate gathering flow, poise, the delight torment guideline, and comprehension reality.
Classroom administration is the procedure by which educators and schools make and keep up suitable conduct of understudies in classroom settings. At the point when classroom-administration systems are executed successfully, instructors minimize the practices that obstruct learning for both individual understudies and gatherings of understudies, while expanding the practices that encourage or improve learning. Classroom administration is truly hard and numerous scholars discuss it and each is not quite the same as the other where every scholar has his/her own thoughts and considerations. Some of them are specified beneath. In Redl and Wattenberg 's theories, they incorporate gathering flow, poise, the delight torment guideline, and comprehension
C. Analysis In this chapter, I will make critical analysis on the results of the classroom observation with my opinion. 1. Teacher’s Classroom Management a. Managing students to pay attention to the lesson According to Warfield (2016) mentioned that classroom surrounding very affects to student performance. So, this is the teachers’ duties to make the students pay attention to the lesson when the students feel so bored and lost their concentration during the lesson.
That is the teachers’ background, experiences, and values. According to Williams and Burden (1997, pp. 56-57), different components come into play when teachers arrive at a classroom. One of the most significant is the teachers’ opinion of what instruction is or should be hence, this notion will influence the decisions they will make in the classroom. In my view, this is critical since teachers’ beliefs may represent an obstacle in; for instance, experimenting with new methodologies, approaches or techniques, adopting new books or materials, and using new
Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. It also implies the prevention of disruptive behavior. It is one of the most difficult tasks or aspect of teaching for many teachers. This single skill has heavily contributed to teacher stress and burnout (Gordon, 2002, Jepson & Forrest, 2006), overall teacher efficacy(Caprarait al., 2003; Edwards it al., 2002), students achievement and teacher performance in the classroom (Edwards it al.,2002; Milner, 2002; Pavlov, 2007), and has commonly been a major concern of principals regarding new teachers (Principal Perspective, 2004; Williams). Classroom management plays a big role in a student 's classroom achievement because it is an essential part of the teaching and learning process.
According to Qian, Tian &Wang (2009), classroom communication is a problematic means. Therefore, they claimed that understanding the dynamics of classroom discourse is obligatory for teachers to shape and keep good communicative practices. Recent studies of interaction in classes which choose a mainly CLT methodology distinguish features of discourse in classrooms. For example, Fowler & Sarapli (2010) argued that features such as the insufficient number of error correction, emphasizing the communication over accuracy, and learner 's exposure to the extensive variety of discourse types
The learners need to be considered which is of the greatest value for teaching and learning an explicit curriculum or an implicit curriculum. Implicit, or hidden, curriculum also refers to lessons that students take from teachers' attitudes and the school environment. This learning can be either conscious or unconscious. For instance, the location of a teacher's desk at the front of a classroom underscores his authority and positions him as the center of the class's attention. A school's rigid class schedule may make students perceive learning as an inflexible and authoritative process.
(Carlgren, 1999). While in most cases, the public school education had faced pressures to effect good teaching and learning, there appears to be associated with the growing sense of low quality teaching and ineffectiveness of the whole school system. At these varying degrees, teacher educators should provide opportunities to assist teachers on their professional learning through mentoring and training so as to improve their teaching
Introduction Education, as defined by Hubbell and Hubbell (2010) cited in AlKandari (2012), goes beyond pure information transmission and skill building. It is essentially “a developmental process both for students and instructors” (Hubbell & Hubbell, 2010 cited in AlKandari, 2012). Classroom communication is perceived as vital for such a process to take place. Excessive communication, however, becomes a classroom misbehavior when a few students dominate the discussion to an extent that others’ learning is impeded (McPherson & Liang, 2007). Overly talkative students or compulsive communicators, as generalized by McCroskey and Richmond (1995) cited in McPherson and Liang (2007), encompass the following four characteristics: (i)