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Effective Classroom Management in Islamic
Educational Institutions
Susanto
IAIN Tulungagung
Damarsusanto53@yahoo.co.id
Muhamad Khoirul Umam Dian Daru Purwanti Yunis Hidayati
IAIN Tulungagung IAIN Tulungagung IAIN Tulungagung
Khoirul_Umam2426@yahoo.co.id Dian.ndaru@yahoo.com Yunishidayati72@@gmail.com
ABSTRACTThe purpose of this study is to provide an comfortable. Ministry of Education, discipline
overview of managing the skills and creativity of Islamic always comes to mind at the mention of classroom
educational institutions in managing teaching and management, but the crucial component of
learning activities that require effective control of teaching is much more. Classroom management
classroom caravans as well as the quality of institutions creates a set of expectations used in an organized
and as an effort to improve the development of related classroom environment. It includes routines, rules
management areas that include preventing teachers‟ and consequences. Effective classroom
fatigue and making students and teachers feel more management paves the way for the teacher to
secure and happy. So, this paper is intended to answer engage the students in learning.
the question of how classroom management creates a set
of expectations used in an organized classroom Therefore it is recommended that a careful
environment and includes routines, rules, and review of delivery methods should be undertaken
consequence. The data collected through documentation before starting of every intake taking into
and observation was analyzed through content analysis consideration of diverse background of students.
and critical analysis which was then synchronized by Comparisons should be made between the
cross-checking the results of observation. This research effectiveness of e-learning and traditional learning
reveals that an effective classroom thinking developed methods via students' assessment after each session
through an integrative educational institution can of lecture. A thorough scrutiny on the students'
enhance comfortable classroom ambience and create a satisfaction should be undertaken. It is also
successful class democratic process. recommended that the institution of learning in the
world of learning technology.[2]
Keywords: Classroom management, effective The findings by studying the previous
classroom, Creative literature on effective teacher models during the
lesson of what happened during classroom
I. INTRODUCTION activities clarify the meaning of effective
Current scientific difficulties, surfaced in classroom management. The implications of this
scientific integration projects known as integration study indicate the need to include six new
of science, or interconnection create complex classroom management behaviors of an effective
problems with many integrative educational ideas. teacher. Further research is needed to help policy
The aim of teaching and learning is to bring change makers and school administrators in determining
and understanding to the learner. The process significance for training and future goals.[3]
requires effective management and control of the
environment and the learning process.
In this case, classroom management and
control becomes a very important skill in an II. METHOD
effective learning process which can be obtained by Researchers collect data through the method of
the teacher through training and professional documentation-observative. Then after the data
experience. Various problem phenomena then In collected, they were analyzed through content
education, especially character education which has analysis and critical analysis and synchronized
become the decision of the agreement of making with cross-check the results of observation.
education of Indonesia must display the human
figure in model or model that must be imitated in
RESULT
accordance with the output of effective classroom a. What is Effective Classroom Management The
management itself.[1] classroom management which used by teachers can
Classroom management is important to allof
improve the classroom atmosphere and students‘
education process because it offers students achievement be better because classroom
asimple learning environment, helps prevent management is considered an important part of the
teacher burnout and makes students and teachers teaching and learning process.[4] In other word,
feel safer and happier, it involves more than just classroom management is the process of creating a
discipline and rules. It also entails organization, democratic community and managing successful
routines with which students come to feel class.[5]
1
Effective Teaching
by Evertson and Weinstein indicate thateffective
Efficient Use of Time classroom management improves student behavior.
Consistency Hence, classroom management is an ongoing
Fewer Behavior Problems interaction between teachers and their students.
The main goal for classroom management is to Brophy presents a similar definition: [8]
reduce misbehavior in the classroom. Effective ―Classroom management refers to actions taken
classroom management gives the students little to create and maintain learning environment
time to misbehave. Because the expectations are conducive to successful instruction (arranging the
clearly explained, the students know what they physical environment, establishing rules and
need to do. Transitions in particular are difficult to procedures, maintaining students' attention to
control when a teacher has strong management lessons and engagement in activities)‖ Both
skills. The expectations for behaviors that are part definitions accentuate the importance of actions
of a classroom management plan give students taken by the teacher to facilitate learning among
boundaries as well as consequences. the students.
Successful teaching often depends on the From all of views about classroom
ability of the teacher to manage the classroom. management above, it can be concluded that
Frequent occurrence of disciplinary problems in the classroom management is the teacher‘s activities in
classroom can have a considerable effect on the the classroom to create and maintain the students
effectiveness of teaching and learning. Teachers is activities in the class so the teaching efficiently and
responsible for managing and monitoring student the purpose of the study can be achieved. Effective
learning and therefore losing control of the classroom management is important to minimalist
classroom can be one of the most frustrating students misbehavior, to get viewer discussion in
experiences for them. This chapter focuses on a classroom improve students‘ motivation.
detailed description of classroom management; the
backbone of an effective learning environment. A. The Main Areas of Classroom Management The
Classroom management is very an essential teacher must create an interesting
part of the teaching and learning process. It refers learning so that students and teachers can enjoy the
to the methods, strategies and skills teachers use to learning process comfortably.[9] In this case, a
maintain a classroom environment that results in a teacher is required to determine areas in effective
student‘s learning success. Classroom management classroom management.[10] Here, will be
is connected to a process of organizing and explained the main areas of classroom
conducting a class that includes time management, management.
students‘ involvement,
Grouping and seating
student engagement, and classroom Arranging the layout of the study room
communication. Classroom management is also can provide new nuances, make learning more
defined as the process of creating a democratic interesting, reduce stress in the classroom and
community and managing a successful class. facilitate learning. The teacher should consider
Evertson and Weinstein[6] give definition of the seating position, grouping and classroom
classroom management to the actions teachers take atmosphere as it is very difficult for students to
to create a supportive environment for the academic sit for long periods. It's important to give some
and social emotional learning of students. They movement on a specified time scale, like every
describe there are five types of actions. In order to five minutes so that students and teachers do
attain a high quality of classroom management, not feel bored even drowsy. The seating
teachers must (1) develop caring, supportive position is very influential in learning. In
relationships with and among students and (2) general, the students' seating position is lined
organize and implement instruction in ways that up against teachers. This position limits the
optimize students‘ access to learning. The interaction between teachers and students and
importance of developing favorable teacher-student is very tedious.
relationships is also expressed by Marzano et al.[7] There are a number of approaches to
Additionally, Evertson and Weinstein state that seating arrangements in the classroom. Harmer
suggested the following types of seating:[11]
teachers should (3) encourage students‘ Orderly rows: when the students sit in
engagement in academic tasks, which can be done rows in the classroom, there are obvious
by using group management methods. Teachers advantages. Orderly rows imply teachers
must (4) promote the development of students‘ working with the whole class. Some
social skills and self-regulation. Marzano et al. activities are especially suited to this kind
refer to this as making students responsible for their of organization: explaining a grammar
behavior. Finally, Evertson and Weinstein state that point, watching a video, using a board etc.
teachers should be able to (5) use appropriate Circles and horseshoe: In a horseshoe, the
teacher will probably be at the open
interventions to assist students with behavior
problems. The last two actions proposed
2
end of arrangement since that may well be giving instruction, teachers should use
where the board, overhead projector or short sentences, not long-winded and use
tape recorder is situated. In a circle, the demonstration instructions. On the other
teacher‘s position–where the board is hand, before the Monitor On the other
situated–is less dominating. hand, before beginning learning, a teacher
Separate tables: When students sit in should be able to ensure students' readiness
small groups at individual tables, the
atmosphere in the class is much less (monitoring).
hierarchical than in the other Lemlech suggested three monitoring functions
arrangements. However, this arrangement that affect classroom management:[12]
is not without its own problems. Primarily, Checking students‘ understanding of
students may not always want to be with assignment instructions and of work-in-
the same colleagues, indeed their progress.
preferences may change over time. Verifying short- and long-term
Secondly, it makes ―whole-class‖ accomplishments
teaching more difficult, since the students Checking upon student
behavior. c. Timing
are more diffuse and separated (pp. 19-20). Another important classroom-
management tool and a crucial skill for
teachers is effective time management.
According to Scott and Ytreberg in
Scrivener, teachers need to remember to
keep activities around 5 and 10 minutes
long for ages 5–7, and 10 to 15 minutes long
for ages 8–10.
Authority and setting rules
A teacher must have authority in
learning. Such authority will be obtained
through respect. A teacher will be respected
Figure 1. Traditional row-based seating plan. by his/her students when they are on time,
ready for lessons, they will do what did they
There are some seating plan which can say, treat students consistently and fairly, do
apply in effective classroom management: not try to let personal feelings about each
student affect how they treat them as
members group, do not ignore the problem,
never pretend they are unable or ready to do
and never lose patience. Teacher authority
can be applied through rules that are easily
understood and managed by the teacher.
The rules should also be based on moral,
personal, legal, safety and education
considerations.
Holding and improving students‘ attention
As explained above, teachers should not
start learning or assignment before getting
student attention. How to get the attention of
Figure 3. Alternative seating plans. students can be done with several steps,
Changing classroom settings including gain attention of all students,
provides many advantages and helps motivate interest, teach (model,
students work with different people.. demonstrate) concept, in order to maintain
students‘ attention, teacher ought to
b. Giving instructions and monitoring structure the lesson into short sessions,
Giving the right instructions is very provide follow by task assignment, monitor
influential in the success of classroom on-task behavior and evaluate and provide
management. Students should be able to feedback. The most important aspect of
understand what, how and why a teacher in maintaining students' attention is motivating
giving instructions. To make effective the students.
Voice and gestures
instruction is very important in getting Two kinds of messages are transmitted
students' attention, such as giving applause, to students when the teacher is speaking.
raising their voices, greeting, and so on. In Whilst the voice transfers as verbal
3
messages, gestures represent specific body each child (e.g., all children should pass the same
movements. When teaching, a teacher swimming test before they get a diploma).
should be able to ensure that all students can Dependent group contingencies, on the other hand,
hear his voice. Therefore, a teacher should refer to interventions that require a single student
be able to maintain the voice of his voice, (or a few students) to reach a designated criterion
tone and speech speed. To sum up, both in order for the whole group to receive
voice and gestures are beneficial tools of reinforcement(e.g., when a student attains a 100
communication between teachers and percent score on a test, the teacher will hand out
students. They should not be separated and sweets to the entire class). Interdependent group
their role in assisting teachers in classroom contingencies require the whole student group to
management should not be underestimated. reach a designated criterion in order to receive
Praise and motivation reinforcement (e.g., group members need to
Many teachers often use praise as a collaborate on a team project and the entire team
form of positive reinforcement for receives a grade for their end product).
appropriate behavior and as a motivational After we known the classroom management
tool. When getting praise and motivation, strategies and then how to manage the class and
students will be more concentrated and how to manage the problems? No teacher wants to
eager to learn even if only praise for the have poor discipline in their classrooms. Therefore,
little things they did. Genuine, spontaneous having good classroom discipline involves a
and specific praise encourages positive self- number of steps teachers should follow when
esteem and acceptance of both self and behavior problems occur.
among other students in the classroom.[13] According to Harmer, standards of behavior
and penalties for bad behavior have to be explained to
B. Effective Classroom Management students from the first day at school. In many cases it
Strategies is crucial to recognize the warning signs of disruption
Classroom management strategies are and to act immediately since ―unchecked behavior
tools that the teachers can use to assist create may grow to be a larger problem. Moreover, when the
such an environment, ranging from activities to behavior problem occurs it is important to ―find out
improve teacher-student relationships to rules what the problem is‖.[18]
to regulate student behavior.[14] Only when In the following subchapters some typical
the efforts of management fail should teachers problem situations that teachers have to deal with
have to resort to reactive, controlling during their teaching will be discussed in detail:
strategies. Therefore, it is important to Lack of motivation
distinguish between preventive and reactive Motivation is supposedly the backbone of any
classroom management strategies. That is, classroom. Therefore, when students are
there is a difference between strategies used to motivated, teachers have the opportunity to
prevent behavior problems and strategies used perform their job well. Nevertheless,
to respond to problem behavior.[15] For behavioral problems are often connected to a
example, the establishment of rules and lack of motivation and it sometimes takes a
procedures and favorable teacher-student lot of energy for teachers to motivate their
relationships are considered preventive students.
strategies, whereas disciplinary interventions Harmer claims that ―nothing motivates like
such as giving warnings or punishments are
success‖. Battaglia adds that teachers should
considered reactive strategies. Although it is let their students know that they believe in
generally assumed that preventive strategies their success. Moreover, they should
are more effective than reactive strategies, encourage their students‘ curiosity and
reactive strategies are sometimes needed to attention. Therefore, it is vital to prepare
reduce disruptive or other undesired student inviting and challenging lessons so that ―the
behavior students are interested in finding out what
when preventive strategies do not work.[16] comes next‖. Battaglia suggests spending
A separate group of CMS are group some time getting to know each student to
contingencies, which represent various gain insight into their strengths and interests
reinforcement strategies aimed at improving since the extent of motivation may differ for
student behavior or performance. These include each student.[19]
preventive and reactive strategies.[17] These group
contingencies can be classified into three types 2). Lack of respect and rudeness
independent, interdependent, and dependent group A good relationship between teacher
contingencies. Independent group contingencies and student is very important for the success
refer to reinforcement interventions that apply the learning process in the class. Many teachers
same assessment criteria and reinforcements to will probably agree that classrooms today are
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