Teacher?s classroom management strategies

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English teachers` classroom Management strategies in SMP Maria Immaculata YogyakartaEnglish teachers` classroom Management strategies in SMP Maria Immaculata Yogyakarta.

English teachers` classroom Management strategies in SMP Maria Immaculata YogyakartaEnglish teachers` classroom Management strategies in SMP Maria Immaculata Yogyakarta.

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 u se 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
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English teachers` classroom Management strategies in SMP Maria Immaculata YogyakartaEnglish teachers` classroom Management strategies in SMP Maria Immaculata Yogyakarta

English teachers` classroom Management strategies in SMP Maria Immaculata YogyakartaEnglish teachers` classroom Management strategies in SMP Maria Immaculata Yogyakarta

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 u se 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
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Institutional Repository | Satya Wacana Christian University: Teachers? Classroom Management Strategies for Adolescent Learners in Senior High School

Institutional Repository | Satya Wacana Christian University: Teachers? Classroom Management Strategies for Adolescent Learners in Senior High School

This study investigated the English teachers‟ classroom management strategies used for adolescent learners in senior high schools. The participants of the study were two English teachers in a private senior high school. The data were collected using observations and semi-structured interview. The data were analyzed and described qualitatively. In this study, the writer found that one teacher used four classroom management strategies, i.e. Organizing Strategy, Teaching Management Strategy, Teacher-student Relationship Strategy and Teacher Sanction or Reward Strategy. The other one used all of the four strategies except Teacher Sanction or Reward Strategy. From the four strategies, Teacher- student relationship strategy„s frequency was the highest among the other strategies. Interestingly, this strategy was mostly used by one teacher in order to establish a good relationship and atmosphere between teacher and students. Another finding was that the Teacher sanction or reward strategy was only used by one teacher in order to motivate students to participate in classroom activities. The writer concluded that the use of classroom management strategies helped teacher to make the classroom more lively.
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S ING 1105321 Chapter3

S ING 1105321 Chapter3

The teacher interview was conducted right after the class observation in order to get the depth information related to classroom management challenge experienced by the pre service teacher which appear in the process of teaching speaking English. In seeking a very complete response, Harrel and Bradley (2009) said that interviews permit the researcher to ask for emphasis. The researcher might directly ask someone how strongly they feel, or might ask them to prioritize issues or assign weights to different issues. The interviews covered the challenges faced by the pre-service teacher in managing classroom in teaching English speaking and pre- service teachers’ strategies in improving classroom management in teaching English speaking
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T1__Full text Institutional Repository | Satya Wacana Christian University: Elementary School Teachers’ Classroom Management Strategies T1  Full text

T1__Full text Institutional Repository | Satya Wacana Christian University: Elementary School Teachers’ Classroom Management Strategies T1 Full text

(Teacher 2 Interview, May 10 2017) In classroom rules discussion with students, Teacher 2 applied the concepts she would use as the base of her rules, which are mentioned in English in the excerpt above . However, she admitted that even the classes has been running for a semester, implementation and habituation are the most difficult aspect to be done in class. As mentioned by Walters and Frei (2007) “tremendous behavio r problems which can be trying on a teacher’s patience and emotional state” (p. 138) is the reason why Teacher 2 has to remind the students rules about the classroom rules over and over to manage their behaviors in the classrooms. For both classes, Teacher 2 have to be sure that all of the students are able to understand the rules agreed in classrooms. The implementation and habituation of the rules are the most both difficult parts for both classes since she has to remind them about the rules many times in certain events.
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Institutional Repository | Satya Wacana Christian University: Teachers? Classroom Management Strategies for Adolescent Learners in Senior High School

Institutional Repository | Satya Wacana Christian University: Teachers? Classroom Management Strategies for Adolescent Learners in Senior High School

This study investigated the English teachers’ classroom management strategies used for adolescent learners in senior high schools. The participants of the study were two English teachers in a private senior high school. The data were collected using observations and semi- structured interview. The data were analyzed and described qualitatively. In this study, the writer found that one teacher used four classroom management strategies, i.e. Organizing Strategy, Teaching Management Strategy, Teacher-student Relationship Strategy and Teacher Sanction or Reward Strategy. The other one used all of the four strategies except Teacher Sanction or Reward Strategy. From the four strategies, Teacher- student relationship strategy‘s frequency was the highest among the other strategies. Interestingly, this strategy was mostly used by one teacher in order to establish a good relationship and atmosphere between teacher and students. Another finding was that the Teacher sanction or reward strategy was only used by one teacher in order to motivate students to participate in classroom activities. The writer concluded that the use of classroom management strategies helped teacher to make the classroom more lively.
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S ING 1105321 Abstract

S ING 1105321 Abstract

This study is aimed to investigate classroom management challenges in teaching English speaking faced by the pre-service teacher. This was a descriptive case study using qualitative method as an approach. Classroom observations and interviews were conducted with a pre-service teacher to seek his responses relating to the challenges he faced, and the strategies he gave for improvement of classroom management. The results indicated that the pre-service teacher faced six challenges in managing classroom in teaching English speaking. The challenges were from students’ low participation, students’ speaking English sk ill, disrespectful attitude towards pre-service teacher, the limited amount of time, students ’ motivation and teachers motivation and expectation. It was also found pre- service teacher’s strategies to overcome those challenges. The strategies used by a pre-service teacher to overcome those challenges were making group activities to improve stude nts’ participation . Then, a pre-service teacher also makes fun activities to gain the students’ attention during lessons, giving r ewards for the good behavior, punishment for the wrong deeds, skipping some step and also sharing with the mentor teacher and creates a friendly atmosphere in the class to make students feel recognized and valued to encouraging their motivation.
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T1 112012037 Full text

T1 112012037 Full text

However, being unfamiliar with technology and unstable internet connection could not be the reason why Schoology could make students anxious, because if students are not familiar with technology, they will feel anxious not only to use Schoology but also for using other technologies. It is also same with internet connection problem. If they have unstable internet connection, they will not be able to use any technology well not only when they use Schoology. Therefore, in order to reduce students’ anxiety for using Schoology in Pronunciation learning, teacher may be able to tell the students first about how to use it and makesure that they have a stable internet connection to use Schoology as their teaching tool. Discussion
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TEACHER’S QUESTIONING STRATEGIES IN CLASSROOM INTERACTION - repository UPI S ING 0908880 Title

TEACHER’S QUESTIONING STRATEGIES IN CLASSROOM INTERACTION - repository UPI S ING 0908880 Title

Teacher’s Questioning Strategies in Classroom Interaction A Case Study Oleh Siti Nur Hadiani Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana p[r]

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 M01274

M01274

Teachers are professionals. Teacher certification program has been conducted so that teachers have mastery of competencies as required by the Law on Teachers and Lecturers. One purpose of certification is to improve the process and quality of education. Teachers who obtain professional allowance categorized as a professional teacher.

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TEACHER’S CORRECTIVE FEEDBACK ON STUDENTS’ SPOKEN ERRORS IN AN EFL CLASSROOM.

TEACHER’S CORRECTIVE FEEDBACK ON STUDENTS’ SPOKEN ERRORS IN AN EFL CLASSROOM.

However, the data showed that the teacher was likely not to correct all students’ spoken errors in their presentations. The teacher confirmed in the interview that the students’ errors are not necessarily corrected all the time because of some reasons. First, it would take time. The students’ presentations were implemented in the post-activity so that it is quite hard to manage the time in the last 30 minutes of the class. If the teacher correct all students’ error particularly the syntactical errors, they would spend much time to discuss the grammatical pattern itself. Second, the teacher did not correct every student’s error particularly the syntactical errors since the class is more focused on the speaking skill. The focus itself was decided by the students and teacher at the beginning of the course. In this context, the main point is the students’ bravery to communicate in English in the classroom as well as in general communication. Third, the teacher also asserted that if she corrected the students’ error every time they commit error, the teacher was worried that they will be likely to respond negatively toward the correction or the teacher. Regarding this issue, the teacher preferred not to give much feedback in order to avoid students’ anxiety. It confirms Brookhart’s statement (2008) that feedback can also give negative effect if it is not given in a good manner or if it is given too much.
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Institutional Repository | Satya Wacana Christian University: The Micro Teaching Students’ Strategies to Deal with Classroom Management

Institutional Repository | Satya Wacana Christian University: The Micro Teaching Students’ Strategies to Deal with Classroom Management

Many studies have done to investigate student-teachers’ problem to deal with classroom management in the real class., but only a few studies that investigate how micro teaching students learn to deal with classroom management in their simulation class (micro teaching class). Whereas, before taking teaching practicum, the student-teachers are trained in micro teaching class. Therefore, it is important to know how a prospective student-teachers to deal with classroom management in micro teaching class, as their preparation before taking teaching practicum. This study is conducted to know what strategy that used by micro teaching students to deal with classroom management. To create an attractive class environment, a teacher should acquire some strategies that will help them to attract and keep students’ attention toward the learning process( Scrivener, 2012). There are several strategies revealed by Trynor (2005) that used as the theoretical background for this study. The data is collected through stimulated recall interview with 8 micro teaching students from English Language Education Program, Satya Wacana Christian University. The participants are chosen using sample of convenience. The finding shows laissez-faire is the strategy that often used by micro teaching students in dealing with classroom management while coercive strategy is rarely used. Furthermore, task-based oriented strategy is not used to handle students misbehavior because some reasons such as time limitation and teacher anxiety of negative label that perharps will be given by the students. The result of this study give insights for micro teaching students about some strategies that perhaps can be implemented in dealing with classroom management.
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Institutional Repository | Satya Wacana Christian University: Pre-Service Teachers Problems and Strategies Concerning with Classroom Management

Institutional Repository | Satya Wacana Christian University: Pre-Service Teachers Problems and Strategies Concerning with Classroom Management

This study attempts to find the behavioral problems and strategies of pre- service teachers concerning with classroom management during Teaching Practicum in Senior High School context. It is intended to see what are the common behavior problems that usually appear during Teaching Practicum and how they deal with those problems with classroom management strategies. This study was conducted in 2014-2015 academic year. It used both quantitative and qualitative research procedures. The participants of the study were 10 pre-service teachers who are placed in SMA N 1 Salatiga during their Teaching Practicum. The data was collected by analysing pre- service teachers’ 60 journals and conducting semi -structured interview to get deeper information. The analysis of the data shows that there verbal interruption is one of behavioral problems that pre-service teachers frequently found during Teaching Practicum such as; noisy students, less-respectful students and hard to grab the students’ attention. The strategies that pre -service teachers mostly apply are teaching classroom routines and followed by some other strategies such as; consequences or punishmment, establishing classroom rules, giving choices whenever possible, praise and encouragement, and classroom arrangement.
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TEACHER’S QUESTIONING STRATEGIES IN CLASSROOM INTERACTION.

TEACHER’S QUESTIONING STRATEGIES IN CLASSROOM INTERACTION.

aforementioned strategies need to be minimized. The teacher said that sometimes blank-filling and repet ition were not helpful in eliciting the students’ responses. Blank-filling sometimes failed to elicit the expected responses from the students since the students tended to give random answers freely. Meanwhile, repetition strategy is also considered less helpful in helping the students to comprehend the question better since the problem lies on the question itself from the start. Therefore, it is suggested that teachers can minimize the use of blank-filling and repetition strategies in classroom interaction. Blank-filling can be applied when the expected answer is the key point or the key word of the learning material. Then, repetition strategy can be more applied in getting the students’ attentions to the questions.
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T BING 1201179 Bibliography

T BING 1201179 Bibliography

LePage, P., Hammond, L. D., Akar, H., Gutierrez, C., Gunn, E. J., & Rosebrock, K. (2005). Preparing Teachers for a Changing World, What Teacher Should Learn and be Able to Do. (L. D. Hammond, J. Bransford, P. LePage, K. Hammerness, & H. Duffy, Eds.) San Fransisco: Jossey-Bass. Li, Q., Wu, J., & Hou, S. (2001). Effective Classroom Management in Young

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Adolescent Anger Management Strategies

Adolescent Anger Management Strategies

Keywords: anger management, anger class management, anger management technique, anger management teen, anger management program, anger management teenager, adolescent anger management [r]

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MOTIVATIONAL STRATEGIES APPLIED IN THE FIRST GRADE OF PRIMARY SCHOOL | Yousevin | Kta Kita 4006 7644 1 SM

MOTIVATIONAL STRATEGIES APPLIED IN THE FIRST GRADE OF PRIMARY SCHOOL | Yousevin | Kta Kita 4006 7644 1 SM

Focusing only on the first motivational component, the study revealed that, firstly, the teacher applied the motivational strategies related to enthusiasm, commitment to and expectations for the students’ academic progress, good relationship with the students, and good relationship with the parents of the first motivational component. Those motivational strategies were applied through the teacher’s behaviors toward the students in the classroom and the way how the teacher treated the students in the classroom. Secondly, the teacher applied the motivational strategies related to there is no tension in the air, students are at ease, there is no need for someone to feel anxious or insecure, and using humor of the second motivational component. Thirdly, the teacher did not apply any motivational strategies related to a cohesive learner group with appropriate group norms; it was because there was no activity of the material that asked the students to make group, and also the teacher did not create activity related to making groups. Through all those motivational strategies applied by the teacher, the students got motivated in learning English in the classroom.
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S ING 1009208 Chapter1

S ING 1009208 Chapter1

The best materials in teaching language in EFL classroom is yet to be found although there are some good tools that are found and implemented in teaching foreign language around the world, and the use of literary texts is one among them. Using literar y texts is considered enriching the students’ intellectual, personal, and emotional world (Moecharam & Amirulloh, 2011). Because literary texts are timeless and placeless, it relates to students’ daily life either in good or bad situations, happiness or sadness (Barlow, 2009). Furthermore, reading literary texts for EFL students might also promote and strengthen their motivation in learning language (Carter & Long, 1991; Collie & Slater, 1997; Erkaya, 2005; Lazar, 1993). That the content of literary texts m irrors student’s lives and enhance their motivations might be some of the reasons why teachers select literary texs as their EFL materials.
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Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus

Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus

Graf, S., Kinshuk, & Liu, T.-C. (2009). Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach . Educational Technology & Society, 12 (4), 3 – 14

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INTRODUCTION   A Descriptive Study On Strategies For Developing Reading Skill At The Second Year Of Islamic School MTs Muhammadiyah O2 Blora In 2011/2012 Academic Year.

INTRODUCTION A Descriptive Study On Strategies For Developing Reading Skill At The Second Year Of Islamic School MTs Muhammadiyah O2 Blora In 2011/2012 Academic Year.

Preliminary observation in the second year students of Islamic School MTs Muhammadiyah 02 Blora informed that the reading ability of students was unsatisfactory. Most of the students did not know the real use of reading skills. They read because the teacher wants them to read. So, the students were not interested in reading. They thought that reading made them bored and tired, this is because they tended to read word by words. In other word, the students had less motivation and interests in reading.

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