STKIP PGRI SUMATERA BARAT

CLASSROOM
MANAGEMENT
Teaching with heart

2018

Hevriani Sevrika
Elmiati

STKIP PRESS
 CLASSROOM
MANAGEMENT
Teaching with heart

Hevriani Sevrika
Elmiati

2018

STKIP PRESS
 Acknowledgements

Untuk semua teman – teman ku terima kasih atas bantuannya dan motivasi dalam
membantu untuk memberikan motivasi, sharing informasi sehingga bisa tercurahkan semua
permasalahan dan solusi – solusi yang dapat diberikan dalam proses mengajar. Dan juga
terima kasih yang tak terhingga terutama sekali kepada Ketua, WAKA I, WAKA II, dan
WAKA III STKIP PGRI SUMBAR atas dorongan untuk memotivasi kami semua dosen –
dosen untuk tetap terus berkarya demi mencerdaskan anak bangsa. Dan tak lupa pula terima
kasih juga untuk ketua dan sekretaris program studi bahasa Inggris atas semua bantuan dan
supportnya.

Hevriani Sevrika

August 2018

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 Contents

Acknowledgement ………………………………………………………………… i
Contents ………………………………………………………………………… ii

1. Classroom Management ………………………………………………………… 1

2. Learners‘ Need ………………………………………………………………... 11
3. Teaching in Diverse Classroom ………………………………………………... 25
4. Students‘ Misbehaviour and Classroom Management ………………………… 36
5. Approaches to Students‘ Misbehaviour ………………………………………… 49
6. Collaboration with Colleagues to Improve Classroom Behaviour ………... 63
7. Working with Parents to Create a Positive Classroom Environment ………... 75
8. Instructional Communication Strategies ………………………………………… 87
9. Instructional Assessment: Feedback, Grading, and Affect ………………... 100
10. Teacher Temperament in the Classroom ………………………………… 122
11. Assessment, Grading, and Cheating ………………………………………… 138
12. Teachers – Students Relationship ………………………………………… 158

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 CHAPTER I

CLASSROOM MANAGEMENT

If you do not plan and read, the students will plan and read you!!!!

A. Deskripsi Topic
Pada bab ini akan dibahas teori tentang definisi dari classroom management dan hal –
hal yang perlu diketahui oleh mahasiswa tentang pentingnya ilmu clasroom
management dalam mengajar khususnya dalam mengajar bahasa inggris.

B. Relevansi
Topik ini sangat membantu anda ketika anda akan mengajar bahasa Inggris pada tingkat
SMP atau SMA dalam mengatur atau memanage kelas anda.

C. Capaian Pembelajaran (Learning Outcome)

1. Mahasiswa mampu memahami apa itu definisi Classroom management.
2. Mahasiswa mampu memahami bahwa style of classroom management setiap orang
itu berbeda (be yourself)
3. Mahasiswa mampu memahami apa pentingnya mempelajari Classroom
management.
4. Mahasiswa mampu menjelaskan dan memahami concept Effective Classroom
Management.
D. Isi

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I. CLASSROOM MANAGEMENT
1. Definition of Classroom Management
The first meeting in teaching learning process is very important because the
students will read the teacher characteristics, knowledge and style in teaching. To be
a good teaching and idol teacher, the teacher needs some strategies, knowledge and
trick to attract student‘s attention in learning. Thus, they will enjoy with teaching
and learning process and they will listen and do all activities that are instructed by
their teacher.

Students need to understand their teacher's expectations for their behaviour

while in class. The teacher should explain and tell to the students about the aims of
study. They will misbehave and disturb others students if they do not know what
will they do and why they should learn these materials. Every student who comes to
the class has motivation and goals getting something that can make their live to be
better. Information that they get from teachers will help them in facing their
problem in the subject and their daily live (social live). Therefore, the teachers
should manage their class before they come to their classroom.
Classroom management is needed to be understood by the teachers. They
should know the concept of classroom management. There are some terms of
classroom management that have been defined in many different ways by Ming –
tak (2008: 3);
a) It is a dimension of effective teaching, and a process through which an effective
Classroom environment is created (Good and Brophy, 1997).
b) It focuses on student behaviour, especially discipline problems, and deals with
issues of low learning motivation and poor self-esteem (Campbell, 1999).

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c) It refers broadly to all activities that teachers carry out in the classroom. It aims to
promote student involvement and cooperation (Sanford et al., 1983, cited in Jones
and Jones, 2001).
d) It emphasizes the educational value of promoting the growth of students. Its focus
is also on proactive and developmental classroom practices, rather than those with
negative features of control and punishment (McCaslin and Good, 1992).
From the previous theories, it can be summarized that classroom
management are discussing so many things that are related to teaching learning
process in the classroom; which are discipline, prepared for the class, motivating the
students, providing a safe and comfortable environments, and creative and
imaginative in daily lesson.
a) Discipline; one of the successful in teaching learning process is discipline. The
teacher should create and do discipline in all aspects in managing the classroom.
b) Prepared for the class; the teacher should prepare a class before she or he comes to
the classroom. It is syllabus and lesson plan. The syllabus will be designed for one
year before the semester is started. Then, the teacher makes a lesson plan before
she or he comes the class or meeting the students.
c) Motivating the students; in studying the students need motivation. It can be internal
motivation and external motivation. The internal motivation comes from the
students itself and external motivation comes from outside of students selves
(parents, teachers, friends, environments, and etc)
d) Providing safe and comfortable environments; the students feel safe in learning
because the teacher can make good and enjoyable environment through they feel
their teacher as their parents and their friends as their family. The teacher can
manage and control the class effectively, so the classroom atmosphere will be
comfortable for the students.
e) Creative and imaginative in daily lesson; the teacher should have creativity in
collecting the materials, using the media, and presenting the materials to the
students.
2. Be Yourself
Every teacher has different way and style in managing the class, for instances;
a) Teaching style; every teacher has unique and difference way in teaching because it
depends on the students characteristics, profile, and needed.

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 b) Personality or attitudes; every teacher has different characteristics, so it will give
effect to their ways in teaching and facing students problems.
c) Not all management strategies effective to every teachers; the situation, students,
school environments, and school rules will give different effects to teachers
classroom management.
The students are unique and difference, so the teachers need to create their
own way in managing them. The teacher A has two classes and teaches the same
materials, but two classes have different students characteristics. Therefore, the
teacher A will use different classroom management style.
3. Importance of Classroom Management

The successful of teacher in teaching learning process depends on the

teacher‘s classroom management way. The importances of classroom
managements are;
a) Satisfaction and enjoyment in teaching are dependent upon leading students to
cooperate. The teacher is said that she or he success in teaching depends on
corporation that she or he does with the students. The students enjoy, comfort and
get good score as the result of successful teacher in classroom management.
b) Classroom management issues are of highest concern for beginning teachers. If you
are beginning teachers, you will have problems in classroom management because
you do not have much experience in managing the students. Thus you need trial
and error, so it will give you experience in facing different students needs and
characteristics.
c) Classroom management and effective instruction are key in ensuring student
success and learning
II. A DAILY DISCIPLINE PLAN
Students who have misbehaviour can be caused by some factors. The
behaviour that is exhibited in the classroom affects not only how the students see the
teacher, but how administrators, colleagues, and parents view the teacher as well. All
of components in the school give effect to the student‘s knowledge, psychology, and
discipline development.
Discipline problem often affect the administrators‘ decisions whether to
rehire teachers or award tenure. It has correlation to teacher psychology in working.
The teacher‘s main source career – related stress, if in a school has so many

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administrations and others rules that should be finished and fulfilled by the teacher
beside their task as teachers, it makes the teachers stress and difficult to manage the
time for teaching.
Rogers (2003: 40) the key features of such a plan are:
 The reframing of rules and routines for the day(s) of teaching while you are the
teacher-leader.
 A framework of least-to-most discipline ‗interventions‘ with special reference to
the ‗language of discipline‘.
 A conscious awareness of assertive language where appropriate.
 When, and how, to use time-out options.
 Thoughtful use of follow-up/follow-through procedures.
Rules and Routines for the Days
Teachers make rules and do contract in the first meeting of the year or
semester. The rules should be done not only by the students but also with the
teachers. They are started from the teacher. If the teacher obey and do not follow
the rules, so the students will see you and they will do the same things. There are
some rules that the teacher and students do routinely

 Teachers;
1) Come into the classroom on time, don‘t be late
2) Use the uniform or dress based on the rules of the school
3) Check the students task or homework
4) Make a syllabus and lesson plan before come to the classroom

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 5) Use polite cloth
6) Do not eat in the classroom
7) Do not go out from the classroom in the teaching time
8) Greet the students at the first time
 Students;
1) Come into the classroom before the bell rang.
2) Be prepared for class when the bell stops ringing. This means have the materials
needed for class, stop talking, and be ready to begin the day‘s work. Materials
you will need to bring to class include: textbook, notebook, assignments,
appropriate writing instruments (pencil, black ink pen, or blue ink pen), and paper
for assignments and taking notes.
3) Use the right uniform based on the school rules of uniform
4) Make task and homework that will be given by the teacher
5) Do not cheating
6) Use politeness and formal language
7) Do not bring phone cellular
8) Do not eat candies or bubble gum
9) Read before you follow the class meeting
10) Respect each class member‘s right to learn and the teacher‘s right to teach.
11) Respect others‘ person and property. (Keep hands to self, don‘t copy, don‘t
cheat, don‘t steal, and don‘t play with objects in class).
12) Listen to what others are saying. Class discussion is an important part of this
class. Do not ridicule or criticize another class member.
13) Make an honest attempt to cooperate and participate in all activities.
14) Follow any given instructions when they are given.
15) Never use offensive or objectionable language.
16) Do not abuse a substitute teacher.
When preparing a discipline plan, the teacher should consider what the objectives
and options are. You should think that your class or students‘ need and profile and your
personality. Teachers should evaluate different components and implications involved
in choosing from the different model. Certainly, you need to try only those that seem
appropriate to your specific situation and your comfort level. Often it is useful to try
new approaches, especially if what you are currently doing is not working.

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Giving directions in discipline situations
Discipline that teachers give to the students need to give direction to students. It is
aimed to make the students know the rules of discipline and what should they do and
don‘t. There are some directions that are taken from Roger (2003: 43) the most
common language we tend to use in a discipline context is the teacher‘s direction.
Where possible it will help co-operation in our students if we use directions that are:
 Positive in intent and form. Rather than say ‗Don’t call out in class‘ or Don’t talk
while I‘m teaching‘ or ‗Don’t lean back in your seat‘ try positive forms such as
‗Hands up (without calling out) thanks‘. If we need to qualify with a ‗negative
caveat‘ keep the positive intention (as above) in the direction. ‗Craig ( . . . ) Four on
the floor with your seat‘, ‗Eyes and ears this way thanks – without talking‘ rather
than simply ‗Don‘t talk while I‘m teaching‘;
 When addressing individual students, always use their first name. If it isn‘t known,
ask;
 Behavioural, focus on the behaviour you want and expect (and that is appropriate
within the rules), for example, ‗looking this way and listening thanks‘. This to a
couple of students ‗gas-bagging‘ while the teacher is engaged in whole-class
teaching. If the students ‗answer back‘ (‗Other students were talking too!‘) it will
be enough to ‗block‘ and redirect (see later p. 50ff);
 Brief; brevity is important. The purpose of corrective discipline is to address the
thoughtless, distracting or disruptive behaviour and refocus back to the core
business of teaching and learning. That is why it is important not to start
discussions, ‗debates‘ or arguments about ‗who did or didn‘t do what they should
or shouldn‘t be doing‘ or whether ‗teachers allow us to have chewing gum‘ (or
whatever);
 Allow some take-up time (where appropriate). When we give a direction it can often
help to give the student some take-up time (Rogers, 2000a) Take-up-time refers to
the teacher consciously giving the direction or reminder, and removing eye-contact
and spatial proximity to consciously convey expectation and minimize unnecessary
confrontation (see later). Another form of take-up time occurs when we use tactical
pausing ( . . . ) in direction or reminders.
Suggestions in Making Discipline;

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1. Be a good and favourite teacher: warm, kind, and friendly–but never familiar. You
can be very familiar for your students, but a teacher should have limit in teaching
when you want to be near with your students, please do not tell students your
troubles or too much about your family life. Do not tell off-colour jokes. You are a
professional.
2. Have rules that are fair and cover all types of subjects. Be sure that any set of rules
includes, ―Students will follow instructions given by the teacher, office, or any
other employee of the district.‖ Put your rules in writing and provide copies for
students and parents. Have them signed by both. Keep copies of signed rules on
file.
3. Enforce rules fairly and consistently. Use a checklist like the one found in this
booklet or a system of merits and demerits.
4. Stay in charge. Be alert and observant. Use that ―teacher look‖ whenever possible.
Maintain eye contact with students. Believe it or not, you can even ―walk‖ with
your eyes. Never look down when disciplining a student. Walk. Most students after
the third grade do not want you near them. A walk around the room will solve
many potential problems. Remember that you are the only one who has the right to
walk around the room anytime you wish. Besides, a moving target is harder to hit!
5. Raise your eyebrow–never your voice. Never argue with a student. If the problem
continues, lower your voice and keep repeating your instructions. Understand that
silence is an important tool. Think of Clint Eastwood when he said, ―Make my
day.‖ The madder you get, the lower and slower your voice should become. If the
student continues to argue, simply say, ―We will discuss this later.‖ Then walk
away.
6. Meet students one at a time. Stand at the door when students arrive. Greet each by
name. Never scold a student in front of the class. If a student cannot be corrected
by looking at him or standing next to him or through simple instructions, ask the
student to step outside or to see you after class. Don‘t over-react if the student says
something under his/her breath. Your time will come, and everyone in the room
knows it.
7. Count to five. Learn to set limits. Many students need deadlines. Counting to five
after instructions have been given is a good way to reinforce instructions or to get
students on task quickly

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 8. Keep students busy and involved. Students get bored when they have to do the
same thing for too long or if they are required to do the same things over and over.
The greater the variety of activities, the better. Make learning fun. Involve students
with hands-on activities or short group work sessions. Remember, children learn
best by doing. Even a few minutes with nothing to do can lead to student
misbehaviour.
9. Work at discipline as hard as you work at teaching. Teaching good discipline is just
as important as teaching the subject matter. In addition, poor discipline in your
classroom can ruin your day, your job, and even your career.
10. Have the attitude that violations of your rules will not be tolerated. No student
should be allowed to continually disrupt the education of others. A strong,
consistent attitude is more important than what sex you are, how tall you may be,
or how many muscles you have. Discipline is a state of mind.

E. Rangkuman Materi

Classroom Management is the teacher‘s task in managing the class to be safe, and
comfortable. In managing the class the teachers should considered some points, for
instance; discipline, students‘ motivation, teacher‘s preparation, providing good
atmosphere, and creative teachers. Discipline plan need to be done by the teachers before
come to the class. All management for the class will run well if the teacher and students
are discipline to follow the school and classroom rules.

F. Referensi
Rogers, Bill. 2003. Effective Supply Teaching: Behaviour Management, Classroom
management, and Colleague Support. London: Paul Chapman Publishing.

G. Tes Formatif
Answer the questions below based on yours experience as the students!
1. What are the rules of your school at Senior High School?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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2. What are the teachers rules in making you discipline in the classroom?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Why do you want to go to school, explain your intrinsic and extrinsic

motivation to go to school?
_______________________________________________________________
_______________________________________________________________
______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. Do you enjoy with your school environment and your classroom, if yes explain
the situation or if not explain, why you do not like the situation?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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 CHAPTER II
LEARNERS’ NEED

You must expect great things of yourself before you can do them.
~Michael Jordan

A. Deskripsi Topic
Pada bab ini akan dibahas teori tentang definisi dari classroom management dan hal –
hal yang perlu diketahui oleh mahasiswa tentang Learners Needs dalam mengajar
khususnya dalam mengajar bahasa Inggris. Guru perlu mengetahui kebutuhan siswa
sehingga dalam proses belajar guru dapat memenuhi sesuai dengan kebutuhan siswa
dan siswa bisa menyerap informasi yang diberikan guru dengan baik.
B. Relevansi
Topik ini sangat membantu anda ketika anda akan mengajar bahasa Inggris pada tingkat
SMP atau SMA dalam mengatur atau memanage kelas anda.
C. Capaian Pembelajaran (Learning Outcome)
1. Mahasiswa mampu memahami apa profile siswa yang akan diajar.
2. Mahasiswa mampu memahami kebutuhan siswa dalam belajar
3. Mahasiswa mampu memahami apa pentingnya mempersiapkan diri untuk
memahami keadaan siswa.
D. Isi

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 Students come to school with different background, perception, and
learning style. First, their backgrounds are their religion, culture, and environment.
Indonesia is multicultural country that has 6 religions, and so many cultures. They can
come from good environment that has good parents and friend. Others come from bad
families and friends, so they will have bad habit. Second, they have different perception
and background knowledge. Third, the learning styles which are had by the students are
audio, visual, kinaesthetic, and audiovisual. Thus, the teachers should understand these
are to make their class to be good and interesting.

1. Different Learning Needs

Schools tend to be organised on an assumption that the vast majority of
students of the same age are at broadly similar points in their learning and development.
Exactly this perception is not correct because each individual student has different
learning level and ability. It depends on their learning ways. Students who have high
motivation to study will do so many things to improve and extend their knowledge
through reading any kinds of books, texts, and articles; listening and watching the video
and news from the television or internet. Thus, they will have much information,
experience, and knowledge. Moreover, they follow some courses related to school
subjects that they can learn all the materials which will be learned in the school and the
courses teachers will help them in doing school tasks and homework.

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 Because students are at very different points in their learning, they often
have very different learning needs. To address these needs, including those of our
highest-performing students, quality assessments are required to:

a) establish the points that individuals have reached in their learning;

b) identify special strengths and talents; and
c) assist in meeting unique learning needs.

2. Discuss the results of meeting student needs upon learning and classroom
behaviour.
To improve communication, we must fulfil student needs. To fulfil student needs,
we must employ effective and affective communication. When students' needs are not met,
problems arise. Glasser (1990) suggests, "when disruption occurs in schools, it is usually
with students who have had great difficulty satisfying their needs in school"
Students communicate with their instructors to satisfy certain academic, personal,
and interpersonal needs. Most teachers attempt to satisfy the academic needs of the
students. They feel an educational commitment or obligation to fulfil these needs, but other
student needs often are neglected. However, some teachers try to communicate with their
students to assist them to satisfy their personal and interpersonal needs, for they recognize
that if a student‘s personal and interpersonal needs are not met, the academic needs may
never be met either.
Recently, calls have increased for teaching to become more humane. Many argue
that educational systems must meet more than just academic needs for students to succeed.
In some educational systems today, there are special programs designed to help meet the
personal and interpersonal needs of the student, in conjunction with meeting the academic
need.
In this chapter, we will briefly discuss the basic academic needs of students. Then
we will discuss two traditional interpersonal need models, which are often found in the
literature. Within each model a discussion of the many personal and interpersonal needs of
our students will be reviewed. Lastly, we will discuss some affective and communication
outcomes as a result of meeting student needs.
3. Measuring Student Affect
A number of different measures have been developed by researchers to examine
affect in the classroom. For the purposes of this textbook, the measure designed by

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McCroskey (1994) will be used. This instrument measures students‘ attitudes toward (1)
instructor of the course (teacher evaluation), (2) content of the course (affective learning),
along with measures of higher order levels of student affect, (3) taking additional classes in
the subject matter, and (4) taking additional classes with the teacher. Dimensions two and
three are in congruence with Krathwohl, Bloom, and Masia‘s (1956) conceptualization of
the affective domain in learning. Dimensions one and four represent teacher evaluation.
4. Basic Academic Needs of Students
If we were to take a poll of the basic academic needs of students in a typical
classroom in any school in this country, many of the needs listed would still have an
interpersonal or personal edge to them. This is significant in that students will always
commingle their own interpersonal needs with academic needs. In this section, we will
review six basic academic needs of students.
One: Each student in our classroom needs to have an understanding of our
instructional goals and objectives.
If we do not communicate our instructional goals clearly and concisely, we will
have students who are confused or misguided. We will have students who have no
direction, meaning, or understanding of what they should be doing. All of us have sat in
classrooms where we had no idea what the instructional manager wanted us to do, so we
did whatever it was we thought they wanted us to do. Most of the time was wrong. After
awhile, we may have stopped performing. In short, we behaved normally and did not
succeed, at least as the instructor would have defined success.
Two: Each of us needs to have a goal for each lesson we teach.
We need to constantly inform, remind, and communicate to our students as we
accomplish our goal. Goal setting will reduce the likelihood of having inattentive,
confused, direction- less students. In fact Wlodkowski (1978) suggested that: ...with the
goal-setting model, the student knows that she or he is in command and can calculate what
to do to avoid wasting time or experiencing self-defeat. Thus, before even beginning the
learning task, the student knows that her/his effort will be worthwhile and has an actual
sense that there is a good probability for success.
Three: Our instruction should match the students' cognitive development/potential and
learning style.
We are well aware of the fact that students are grouped according to ability, grades,
and achievement. Regardless we need to occasionally take note of each of our students'
cognitive development and maturity. We cannot assume because students are in the same

14
grade they have the same cognitive abilities, development, or potential. If we make this
assumption, many of our students will cease to learn and their cognitive development will
drop sharply. We should attempt to match the content to the student's cognitive ability. In
addition, we should attempt to match the content to the student's learning style. No two
students learn exactly the same way. Now this doesn't mean that we have to determine
each and every student's learning style. It does mean that we need to be more cognizant of
the various learning styles or preferences and learning paces of our students and have a
variety of instructional approaches to each lesson. Dembo (1977) suggests that: A teacher
who uses the best textbooks available and develops the most interesting and stimulating
lesson plans can still fail to reach a majority of students in his (her) classes who do not
have the necessary structures (operations) to enable them to "understand" the presented
material. This means that the classroom teacher must be able to (1) assess a child's level of
cognitive development, and (2) determine the type of ability the child needs to understand
the subject matter.
In conclusion, we should be aware of our student‘s current cognitive capabilities,
learning styles, learning preferences, and learning pace. We should attempt to
accommodate and assure students' learning by using materials and lesson plans that will
enable them to learn and understand.
Four: Our students have a need or desire to be active participants in the learning
process.
Leonard (1968) noted, "no environment can strongly affect a person unless it is
strongly interactive" (p. 39). We believe that when students are more actively involved in
the learning process, more learning is likely to occur than when they are passive observers.
For example, more learning is likely in classrooms where there are many student-to-
teacher interactions, student-to-student interactions, and question and answer sessions;
where teachers provide feedback and students are encouraged to communicate about the
content. Students often learn more by participating in the learning process than by sitting
by and watching or listening. V. Jones and L. Jones (1981) noted, "children tend to learn
what they do rather than what they see or hear" At various points in the instructional
process we should stop and have the students participate actively in some manner: Good
pedagogy must involve presenting the child with situations in which he himself (or she,
herself) experiments, in the broadest sense of that term--trying things out to see what
happens, manipulating things, manipulating symbols, posing questions and seeking his (or
her) own answers, reconciling what he (or she) finds one time with what he (or she) finds

15
at another, comparing his (or her) findings with those of other children. In summary, when
students do, students learn. When students don't do, they may or may not learn. Often very
passive, unmotivated students will not learn in a passive, unmotivated environment.
Hence, we have to make learning fun and exciting.
Five: Regardless of the age of the student, they have a need to see how the content
relates to their lives and pursue some interests of their own.
Students are more willing to listen, to communicate, to inquire, and to learn if the
subject matter has some relevance in their lives and if they are allowed to pursue some of
heir own interests. Many of us have had the experience of having to attend or being forced
to attend meetings or workshops which hold no interest to us or our immediate lives. Yet
we went, we fussed about it, we sat politely, and we learned only that we would never
attend another meeting unless forced to do so. We don't want our students feeling this way
about our classes.
We want our students to see that what we are teaching is relevant to them, their
lives, and their futures. We can often encourage this view by allowing our students to
pursue some of their interests and relate them back to the classroom content. If students are
allowed to pursue some of their own interests, their enthusiasm might build for our class
and content. Students more than ever are asking, "how does this relate to me, or what I
do?" Glasser (1969) examined the reasons for students failing and found that: ...with
increasing frequency from grade one through the end of graduate school, much of what is
required is either totally or partially irrelevant to the world around them as they see it.
Thus both excess memorization and increasing irrelevance cause them to withdraw into
failure and strike out in delinquent acts.
Finally, we need to adapt our lessons to the lives of our students, allow them to
integrate some of their own interests into our lessons, and be able to answer the question,
"So teacher, how do I use this?"
Six: Perhaps more important than the other academic needs of students is the need to
experience success in the classroom.
The reports are out weekly: experiencing success, not failure, in the classroom
environment will lead to better students, more motivated students, better teachers, and
better classrooms. Absolutely nobody enjoys being in an environment where they fail over
and over. Why should we think that it is any different for our students? When students
have long-term failure experiences, they tend to become negative, communicate about
school in a negative fashion, and mentally or physically drop out of the system. From the

16
day they enter school until the day they complete school, our students should be able to
count more successes than failures. If all they experience is failure then our system is
failing them.
5. Traditional Interpersonal Need Models
Before we continue, we should have an established definition for the way we are
using the word "needs." A need is a goal, state, activity, object, or a thing whose
attainment will facilitate or promote a person acquiring a better psychological, emotional,
behavioural, affective, or cognitive condition. There are three primary characteristics of
needs. Needs are usually viewed as acquired, developed, or learned. Often our students
come into school with a set of learned needs which they expect us to fulfil. They have
usually learned or become aware of these needs from parents, guardians, other adults,
siblings, and peer groups.
Needs are of an internal or external nature. Needs that have an internal nature are
often fulfilled by the individual, however, needs that have an external nature are often
dependent upon another individual assisting in the fulfilment of the need. For example,
many of our students have not acquired a highly sophisticated method of giving
themselves internal rewards; hence, they expect us to fulfil their external needs in order for
them to feel good internally about themselves. This places us in a very precarious and
risky situation. We want our students to be able to reward themselves internally; however,
many do not seem to be able to do this without first having us reward them externally.
Most of us have learned that in order to stimulate a student's internal reward system, often
we have to first reward their external reward system through communication and affect.
Student fulfilment of needs is linked with how successfully the teacher is able to fulfil
those needs through communication and affect building strategies.
Lastly, needs can change or vary as situations, demands, and variables change. For
example, often when we get one need satisfied, then we have another need arise that
requires attention. Or, some low level need is satisfied, and then we begin focusing on
higher level needs that require attention. Or, sometimes we have to prioritize our needs. In
some cases, we might abandon one need in favour of a higher level need or more
immediate need. For example, when our supervisors tell us to have the attendance forms
completed by 9:05 A. M., we may abandon the need to go to the restroom in order to meet
the more immediate need (attendance forms by 9:05 a. m.). Often the same is true of our
students.

17
 For example, a student has to complete a project before the class period is over, but
he or she needs to go to the restroom. Finally, the restroom need outweighs the project
fulfilment need and the student asks to leave the room. The student fulfils the most
immediate need (e. g., restroom), but he or she may not be able to fulfil the other need (e.
g., completion of the project). While needs are usually learned, have an external and
internal component, and can change, all persons have an agenda of needs that must be
satisfied for effective interpersonal relationships and communication. Students have these
agendas too. We will discuss two traditional need models that impact the way we feel and
communicate and the way our students feel and communicate.

Let's begin by looking at an elementary classroom from the time students enter the
classroom until an hour later, when they go to a specialist. The plan book identifies what
the teacher wants the students to do and about how long each activity will take. While time
guesstimates are often erroneous because of unanticipated interruptions, they are still
helpful. Imagine that the following activities are planned for the time block we are
considering:
 Morning work: 5 minutes
 Circle time/sharing: 10 minutes
 Teacher reads aloud to whole class: 10 minutes
 Think-Pair-Share: 2 minutes

18
  Choice of three activity centres: 20 minutes
 Whole-class instruction: 8 minutes
 Transition/prepare for specialist: 5 minutes

We now need to determine if the proposed lesson will be need-satisfying for

students. For maximum achievement and minimal disruption, it is essential that doing what
the teacher wants allows students to meet their needs. We do not have to explicitly address
the need for power and competence, because everything we ask our students to do builds
students' level of competence, assuming we provide a differentiated experience that gives
every student a chance to succeed academically. Neither is it necessary to consider the
need for safety and security, because in classrooms where students feel insecure and
unsafe, teachers are generally aware of the problem and work diligently to address this
serious impediment to effective learning.
We will look at the remaining three needs: to connect and belong, to be free and
autonomous, and to enjoy ourselves and have fun. For each of the activities being
considered, ask the following questions:
If the students engage in this activity the way I would like them to, will they
 Connect with others and feel a sense of belonging in the classroom?
 Have some choice about what they do and feel a sense of freedom and autonomy?
 Enjoy them and have fun while being academically productive?
Note that it is not necessary for every activity to address every need area. In fact,
that would be virtually impossible. What is essential is that students responsibly satisfy
each need for some time by doing what you ask when they are with you. The fact that a
given activity may not address certain need areas doesn't matter as long as the teacher is
careful to ensure that each need is adequately addressed during the time being considered.
Teachers who do not plan with their students' needs in mind run the risk of creating
lessons that ignore one or more of the basic needs. Using Figure 10.2 as a reference point,
what happens when a teacher provides a lesson with no freedom offered to the students?
That depends on both the students and the time of day. If the class is held in the morning,
the teacher may get lucky and have a successful lesson with no disruption and high
productivity. If there are students in the class with a strong need for freedom, however,
even an early-morning class will be problematic. "High-freedom" students will do
whatever is necessary to get the freedom they crave. (Remember, all behaviour is
purposeful.) Since there is no way to satisfy the need for freedom in this lesson by doing

19
what the teacher asks, some students will disrupt the class—even if they do not intend to
be disruptive.
If the lesson depicted in Figure 10.2 is offered later in the day, the likelihood of
disruption increases exponentially. Especially if they have had very few opportunities to
responsibly satisfy their need for freedom throughout the day, students will be more at risk
for engaging in inappropriate behaviour. Everywhere I travel; teachers tell me that there
are more disruptions and office referrals later in the day than in the morning. That is
because too many teachers create lessons that don't allow students to get the freedom they
need responsibly. By the afternoon, many students are so driven by the unmet need for
freedom that disruption is rampant.
How can a teacher be proactive and use the information Figure 10.2 provides?
When I ask this question in workshops, teachers quickly come up with simple solutions to
infuse freedom into this lesson. Some ideas are
 Morning work/problem of the day—Offer the students a choice of two problems.
 Review homework—Let students "pass" once during the review.
 Quiz—on a 10-question quiz, have students choose any five questions. Or require
students to answer the first three questions because they cover the most essential
concepts, and allow them to choose any other two questions.
It's not important that you implement all of these suggestions. For example, if you
think it's crucial that every student answer every question on the quiz, then don't offer
choice on the quiz. Determine where you can provide choice without compromising your
teaching objective. What is essential is that students are given the opportunity to have
freedom and make choices within your classroom. If they are not given those
opportunities, you invite trouble and less productivity into your classroom.

6. HOTS (Higher Order Thinking Skills)

Teachers need to extend and give the students challenging in study, so they
can develop and improve their knowledge. It can be done through applying higher
order thinking skills with Blooms‘ Taxonomy.
Definition of HOTS
Higher-order thinking essentially means thinking that takes place in the higher-
levels of the hierarchy of cognitive processing. Bloom‘s Taxonomy is the most
widely accepted hierarchical arrangement of this sort in education and it can be

20
 viewed as a continuum of thinking skills starting with knowledge-level thinking
and moving eventually to evaluation-level of thinking.
 Carry out complex analyses or tasks that require planning, management,
monitoring, and adjustment.
 Exercise judgment in situations where there aren't clear-cut 'right' and 'wrong'
answers, but more and less useful ways of doing things.
 Step outside the routine to deal with an unexpected breakdown or opportunity."
 6 levels of Bloom's Taxonomy:
 Remember (Knowledge) statements ask the student to recite the pledge.
Example: ―Say the pledge.‖
 Understand (Comprehension) statements ask the student to explain the
meaning of words contained in the pledge. Example: ―Explain what indivisible,
liberty, and justice mean.‖
 Application statements ask the student to apply understandings. Example:
―Create your own pledge to something you believe in.‖
 Analysis statements ask the student to interpret word meanings in relation to
context. Example: ―Discuss the meaning of ‗and to the Republic for which it
stands‘ in terms of its importance to the pledge.‖
 Create statements Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.

21
 Invent a new ending
Create
Which part do you like/do not like?
Why? Why not? Evaluate
Classy the characters/ Explain how
different parts of the story relate to each
others Analyse
What would you do in the same
situation? How would you feel? Apply
Why..?How..?What‘s the main idea?
Sequence.., order…, match..
Describe…
Understand
Who..?What..?When…? Where…?
Identify…, name… Remember
E. Rangkuman Materi

Understanding students‘ needs are important to be known by the teachers through

developing and giving challenging materials. The teacher can encourage the students need
and improve their motivation in learning if they know their students‘ needs. They have
difference need that based on their background social life, genetic, culture, religions, and
motivation. The teachers can apply HOTS ways to know the students needs and they will
have good motivation and improve their ways of thinking.

F. Referensi
Rogers, Bill. 2003. Effective Supply Teaching: Behaviour Management, Classroom
management, and Colleague Support. London: Paul Chapman Publishing.
G. Tes Formatif
Answer the questions below based on yours experience as the students!
1. When you were as the students of Senior high school at the tenth grade, what
do you need in learning English at Senior High School?
_______________________________________________________________
_______________________________________________________________
______________________________________________________________

22
 _______________________________________________________________
_______________________________________________________________
2. Today you are as the candidate of the teacher and you are learning all the
psychology of the students; explain about your reasons to continue your study
in English department of STKIP PGRI SUMBAR?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. You come from in different background; explain your profile as the students of
STKIP PGRI; your religion, learning style, knowledge of English before you
are as the students of STKIP PGRI, social statues, and culture.
________________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. What do you think about the subjects that you learned at the first semester, for
example in Grammar and Speaking class, did the lecturer guide you to do
HOTS, if yes, why and if not, why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________________________

23
 CHAPTER III
TEACHING IN DIVERSE CLASSROOM

Taken from:
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved
=&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F405675878910818123
%2F&psig=AOvVaw0zoIq-w7crLHggwlxflwYc&ust=1536298520244286
A. Deskripsi Topic
Pada bab ini akan dibahas teori tentang hal – hal yang perlu diketahui oleh mahasiswa
tentang teaching in diverse classroom dalam mengajar khususnya dalam mengajar
bahasa Inggris. Guru perlu mengetahui bahwa siswa yang diajarkan di dalam satu kelas
meskipun mereka berada di tingkat pendidikan yang sama namun mereka memiliki
kemampuan dan bakat yang berbeda.
B. Relevansi
Topik ini sangat membantu anda ketika anda akan mengajar bahasa Inggris pada tingkat
SMP atau SMA dalam mengatur atau memanage kelas anda.
C. Capaian Pembelajaran (Learning Outcome)
1. Mahasiswa mampu memahami tentang perbedaan yang dimiliki oleh siswa yang
akan diajar.
2. Mahasiswa mampu memahami keanakekaeagaman siswa yang akan diajae.
3. Mahasiswa mampu memahami apa pentingnya mempersiapkan diri untuk
memahami keadaan siswa.

24
D. Isi

Taken from: https://stefanschevelier.wordpress.com/2015/11/18/united-in-

diversity/
Every individual of students are unique with the diversity. Most of the school in
Indonesia, the students are grouped in one class are not based on their level of ability or
talent. Most of the class has the students who have three kinds of ability; high ability,
middle ability, and low ability. Thus, the teacher should creatively teach them with
diversity.

Students have difference personalities. Personalities also range from extrovert to

introvert, intuitive to logical. For some, identity is integrally linked to sexual orientation.
For others, ideological or spiritual commitments define who they are. Those with
disabilities—learning, physical, auditory, visual need to be accommodated alongside those
who have no awareness of how these might structure learning. Some people process
information best through active experimentation; others are more comfortable with
reflective observation. Some show a preference for learning grounded in concrete
experience; others prefer abstract conceptualization. One group of students is field
independent, liking to be left alone to plan and conduct necessary learning; another is ield
dependent, needing a lot of teacher direction and externally imposed structure. Syllabus-
bound and syllabus-free learners, converges and diverges, those who apply either deep or

25
surface approaches to learning—the list of learning styles and personality orientations
seems endless.

I. Teaching Approaches

`Zeichner (1992) has summarized the extensive literature that describes successful
teaching approaches for diverse populations. From his review, he distilled 12 key elements
for effective teaching for ethnic- and language-minority students.

1. Teachers have a clear sense of their own ethnic and cultural identities.
2. Teachers communicate high expectations for the success of all students and a belief
that all students can succeed.
3. Teachers are personally committed to achieving equity for all students and believe
that they are capable of making a difference in their students' learning.
4. Teachers have developed a bond with their students and cease seeing their students
as "the other."
5. Schools provide an academically challenging curriculum that includes attention to
the development of higher-level cognitive skills.
6. Instruction focuses on students' creation of meaning about content in an interactive
and collaborative learning environment.
7. Teachers help students see learning tasks as meaningful.
8. Curricula include the contributions and perspectives of the different ethno cultural
groups that compose the society.
9. Teachers provide‖scaffolding" that links the academically challenging curriculum
to the cultural resources that students bring to school.
10. Teachers explicitly teach students the culture of the school and seek to maintain
students' sense of ethno cultural pride and identity.
11. Community members and parents or guardians are encouraged to become involved
in students' education and are given a significant voice in making important school
decisions related to programs (such as resources and staffing).
12. Teachers are involved in political struggles outside the classroom that are aimed at
achieving a more just and humane society.

26
II. Educating Diverse Students

For the sake of clarity, this chapter breaks the teaching strategies into two main
sections. The first section, "Strategies for Culturally and Ethnically Diverse Students,"
contains strategies appropriate for children whose primary language may or may not be
English. The second section, "Strategies for Linguistically Diverse Students," contains
strategies that specifically address the unique needs of learners of English as a second
language. Each strategy includes a brief discussion of the strategy as well as examples of
the strategy in use. Resources at the end of each entry allow the reader to explore
additional information and resources.

III. Strategies for Culturally and Ethnically Diverse Students

Generally, U.S. schools provide students of diverse backgrounds with instruction
quite different from that provided to students of mainstream backgrounds. For example,
poor children and culturally and linguistically diverse students tend to receive inferior
instruction because they are usually placed in the bottom reading groups or sent out of the
classroom for remedial instruction.
Research also shows that schools tend to discriminate against students of diverse
backgrounds through assessments that do not value their home language and through the
use of teaching procedures that fail to build on the strengths of their culture or home
languages (Garcia & Pearson, 1991; Goldman & Hewitt, 1975; Nieto, 2004; Oakland &
Matuszek, 1977). Still other studies demonstrate that many teachers fail to communicate
effectively with students from diverse backgrounds; typical (and hard to change)
instructional procedures often violate the behaviour norms of these students' home cultures
(Au, 1980; Cazden, 1988; Delpit, 1988; Heath, 1983; Ogbu, 1982). Also, teachers may
have low expectations for students of diverse backgrounds and thus fail to present them
with challenging and interesting lessons.
A number of researchers have found many identifiable factors associated with the
level of young people's performance in school (First, 1988; Ima & Labovitz, 1991; Ima &
Rumbaut, 1989, 1991; National Coalition of Advocates for Students, 1988; Quality
Education for Minorities Project, 1990). Schools have control over some factors but not
others. If teachers understand these factors and their effects on young people who are
newly arrived in the United States, they will be better able to assess their needs and
strengths and find innovative ways of helping them adjust to their new schools and to life

27
in a new culture. Some of these critical factors and their effects include the following
issues.

 The level of the family's socioeconomic resources is associated with success in

school but is conditioned by other factors, such as immigrant status.
 Prior education in the country of origin is associated with success in school.
 The age of entrance into the United States affects success in the English language,
as well as other academic areas, but the degree of success is also conditioned by
literacy in the home language. Those children who enter the United States before
puberty will have an advantage in school.
 The longer the length of the stay in the United States, the greater the success in
school. Unfortunately, this effect is offset by a reduction of motivation that comes
through acculturation into the American society.
 Intact family and home support systems are associated with success in school. Not
surprisingly, unaccompanied minors and students from single-parent families are at
greater risk of failure in school.

In this context, it is important to understand how we define various ethnic groups

(see "Major U.S. Ethnic Groups," p. 48). For example, Asian Americans are often viewed
incorrectly as a single ethnic group. There are, however, many distinct subgroups of Asian
Americans, each with its own culture, religion, and unique perspective. Generalization
across such subgroups can lead to misperceptions and a failure to recognize and address
specific concerns and needs. It is also important to understand that the overall descriptor
"Southeast Asian" generally refers to those who report their own ethnic identity as
Vietnamese, Laotian, Cambodian, or Hmong. The recent tendency to stereotype Asians as
"high achievers" may mask significant and unique educational challenges and needs.

Similarly, Hispanics or Latinos are also composed of many distinct subgroups.

Although the U.S. Census Bureau classifies all Spanish-speaking peoples under the general
heading "Hispanic origin," this term includes all persons who identify themselves as
members of families from Mexico, Central and Spanish-speaking South America, the
Spanish-speaking Caribbean islands, or Spain. Furthermore, people of Hispanic origin may
be of any race.

28
 Finally, it is important to be aware that agencies dealing with population data refer
to Alaskan Natives or American Indians as one group, even though the customs,
languages, and cultures of the many tribes and nations of these two groups are vastly
different.

IV.Here are six types of knowledge you can develop to help your English learners
succeed in your classroom.
1. Learn about your own culture
Become aware of how the influence of your own culture, language, social interests,
goals, cognitions, and values could prevent you from learning how you could best
teach your students of culturally and linguistically diverse backgrounds. Also,
understanding and respecting your own cultural roots can help you respect your
students‘ cultural roots.
2. Learn about your students’ culture
Understand how your students‘ cultures affect their perceptions, self-esteem,
values, classroom behaviour, and learning. Use that understanding to help your
students feel welcomed, affirmed, respected, and valued.
3. Understand your students’ linguistic traits
Learn how students‘ patterns of communication and various dialects affect their
classroom learning and how second-language learning affects their acquisition of
literacy.
4. Use this knowledge to inform your teaching
Let your knowledge of your students‘ diverse cultures inform your teaching. This,
along with a sincerely caring attitude, increases student participation and
engagement.
5. Use multicultural books and materials to foster cross-cultural understanding
Sensitively use multicultural literature, especially children‘s literature, to honor
students‘ culture and foster cross-cultural understanding. Be open to a variety of
instructional strategies as students‘ cultures may make certain strategies (such as
competitive games or getting students to volunteer information) uncomfortable for
them.

29
 6. Know about your students’ home and school relationships
Collaborate with parents and caregivers on children‘s literacy development and
don‘t rely on preconceived notions of the importance of literacy within your
students‘ families.
Acquiring this rich store of knowledge may seem overwhelming, but whatever
investment you can make will be well worth the time and effort. Make it a career-long goal
to build your knowledge bases a little piece at a time. At the very least, notice how your
students with diverse backgrounds react differently to various language and literacy
teaching strategies and be willing to modify your approach to find mutual success.
V. How can teachers develop the skills to work with these differences in productive
ways?
1. Working with multilingualism
English is only South Africa‘s fifth most spoken home language. Teachers
must remember this: even if their pupils are speaking English in the classroom,
their home languages may be far more diverse. Trainee teachers can benefit
enormously from a course on multilingual education. In our faculty, for
instance, students are given the chance to place multilingual education in a
South African policy framework. They model multilingual classroom
strategies like code switching and translation. They visit schools to observe
how such strategies are applied in the real classroom. Students then report back
on whether this approach helps learners from different language backgrounds
to participate actively in the lesson.
There‘s also great value in introducing student teachers to the notion of
―World Englishes‖. This focuses on the role of English in multilingual
communities, where it is seen as being used for communication and academic
purposes rather than as a way for someone to be integrated into an English
community.
2. Supporting diverse learning needs
Student teachers must be trained to identify and support pupils‘
diverse learning needs. This helps teachers to identify and address barriers to
learning and development and encourages linkages between the home and the
school.
This is even more meaningful when it is embedded in experiential learning.
For instance, in guided exercises with their own class groups, our students

30
 engage with their feelings, experiences and thinking about their own
backgrounds and identities. Other activities may be based on real scenarios,
such as discussing the case of a boy who was sanctioned by his school for
wearing his hair in a way prescribed by his religion.
In these modules we focus on language, culture, race,
socioeconomic conditions, disability, sexual orientation, learning differences
and behavioural, health or emotional difficulties. The students also learn how
to help vulnerable learners who are being bullied.
And these areas are constantly expanding. At Stellenbosch University, we‘ve
recently noted that we need to prepare teachers to deal with the bullying of
LGBT learners. They also need to be equipped with the tools to support
pupils who‘ve immigrated from elsewhere in Africa.
3. Advancing a democratic classroom
Courses that deal with the philosophy of education are an important element
of teacher education. These explore notions of diversity, human dignity,
social justice and democratic citizenship.
In these classes, student teachers are encouraged to see their own lecture
rooms as spaces for open and equal engagement, with regard and respect for
different ways of being. They‘re given opportunities to express and engage
with controversial views. This stands them in good stead to create such
spaces in their own classrooms.
Most importantly, students are invited to critically reconsider commonly held
beliefs – and to disrupt their ideas of the world – so that they might encounter
the other as they are and not as they desire them to be. In such a classroom, a
teacher promotes discussion and debate. She cultivates respect and regard for
the other by listening to different accounts and perspectives. Ultimately, the
teacher accepts that she is just one voice in the classroom.
4. Understanding constitutional rights in the classroom
All the approaches to teacher education described here are underpinned by
the Constitution. The idea is that teacher education programmes should
develop teachers who understand notions of justice, citizenship and social
cohesion. Any good teacher needs to be able to reflect critically on their
own role as leader and manager within the contexts of classrooms, schools

31
 and the broader society. This includes promoting values of democracy,
social justice and equality, and building attitudes of respect and reciprocity.
A critical reflective ethos is encouraged. Students get numerous
opportunities to interrogate, debate, research, express and reflect upon
educational challenges, theories and policies, from different perspectives, as
these apply to practice. This is all aimed at building a positive school
environment for everyone.
5. Moving into teaching
What about when students become teachers themselves?
For many new teachers these inclusive practices are not easy to implement
in schools. One lecturer in our faculty has been approached by former
students who report that as beginner teachers, they don‘t have ―the status or
voice to change existing discriminatory practices and what some experience
as the resistance to inclusive education‖. This suggests that ongoing
discussion and training in both pre-service and in-service education is
needed.
At the same time, however, there are signs that these modules are having a
positive impact. Students post comments and ideas on social media and
lecturers regularly hear from first-time teachers about how useful their
acquired knowledge is in different contexts. Many are also eager to study
further so they can explore the issues more deeply.

VI. Engage All Learning Styles in Every Lesson

Before discussing an example, let us review the three main learning styles.
 Auditory: Auditory learners learn best through listening and/or conversation.
 Visual: Auditory learners learn best through reading, writing, and/or visual aids.
 Kinaesthetic: Kinaesthetic learners learn best while moving and/or touching a
stimulus related to the lesson.
Now let us explore a sample lesson that engages all three learning styles.
The goal of this lesson is to teach students about what immigrants experienced arriving
at Ellis Island.
1. The teacher provides a brief oral introduction to the day‘s lesson: students will
learn about immigrants‘ Ellis Island experience by going through a simulation of
Ellis Island. (The oral introduction engages auditory learners.)

32
 2. Students receive an immigrant card and have a few minutes to learn their name,
age, where they are from, if they are traveling alone or with a ‗family member‘ in
the class, and if they have any diseases. (Holding the card engages kinesthetic
learners, while reading engages visual learners.)
3. The class goes into the hall where stations are set up. Other teachers (or parent
volunteers) act as the customs agent and medical doctor. The agent asks the
immigrants questions while the doctor checks the eyes, mouth, and hair for signs of
disease. (The conversation engages auditory learners. The physical set up of the
activity engages visual learners. Finally, the movement engages kinesthetic
learners.)
4. Based on their replies and/or diseases, students are sent to medical quarantine or a
waiting room for the boat ride to New York City. While sitting, they compose a
brief essay/reflection on their experience. (Writing engages visual learners.)
5. Finally, the class returns to the classroom where there is a discussion about the
activity. (Students sharing their reflections aloud reinforce the learning for auditory
learners, while standing up to speak does the same for kinesthetic learners.)
In summary, as long as a lesson has a visual component, and auditory component,
and a kinaesthetic component, a teacher is likely to engage a greater percentage of her
students than just by lecturing.

VII. What can teachers do to encourage, value, and promote diversity?

Teachers must provide students with an environment that is conducive to learning.
If a student feels uncomfortable, unsafe, or not respected, then their chances of success
in that class dramatically decrease. Also, as our society becomes more diverse, it is
important that students learn to value and use diversity to the greater good. Teachers
already have a number of roles in the classroom; yet, valuing diversity is one of the
most important ones a teacher must fill. Below is a list of just a few things that teachers
can do to create an environment where each student feels valued and respected.
a. Take the time to learn about your students' background, interests, and learning style.
o This will allow you to create an environment that is conducive to each
individual student.
b. Allow time for the students to learn about each other and gain an appreciation for the
diversity they bring to the classroom.

33
 o Remind them how boring it would be if we were all alike and there were no
differences among us to make each person unique.
o Teach students that everyone has strengths and weaknesses. When working
in teams encourage students to take advantage of the strengths of the team
members in order to produce the best possible results.
c. Bring in different people to the class as resources that students might be able to
connect with.
o Search out people that are different from yourself and that might share certain
qualities with your students.
o Students need role models. Many times when they see they are connected in
some way to a person they will be more apt to listen and learn from them.
d. Never tolerate bullying, teasing, and other put-down behaviour at any time in the
classroom.
o Implement a "zero tolerance" for anything that is disrespectful, hurtful, or
intolerant of diversity.

E. Rangkuman Materi

Students are diverse. They have difference background, culture, value, and
background knowledge. Teachers should be creative in using approaches, strategy, media
and technique in teaching because they have difference learning style. The teacher should
analyze their diversity and use the right approaches, or strategy in teaching.

F. Referensi
Brookfield, Stephen D. 2006. The Skillfull Teacher: On Technique, Trust, and The Responsive
in the Classroom. San Fransisco: Jossey-Bass

G. Tes Formatif
Answer the questions below based on yours experience as the students!
1. Based on your own experiences when you were as the senior high school
students, classify your friends‘ diversity in the classroom?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

34
 _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Taken from: https://www.google.com/search?safe=strict&client=firefox-b-

ab&biw=1024&bih=475&tbm=isch&sa=1&ei=hbyQW9XIMtC_rQG4ip8Y&q=funnny+:
2. Look at the picture above, explain about the student‘ diversity based on your
own words?
________________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

35
 CHAPTER IV

STUDENTS MISSBEHAVIOUR AND CLASSROOM MANAGEMENT

A. Deskripsi Topic
Pada bab ini akan dibahas teori tentang Students Missbehaviour yang terjadi di dalam
kelas. Dengan mempelajari materi ini mahasiswa bisa mengetahui apa – apa saja
perilaku siswa yang dikategorikan sebagai perilaku menyimpang.

B. Relevansi
Topik ini sangat membantu anda ketika anda akan mengajar bahasa Inggris pada tingkat
SMP atau SMA dalam mengatur atau memanage kelas.

C. Capaian Pembelajaran (Learning Outcome)

1. Mahasiswa mampu memahami jenis –jenis perilaku menyimpang siswa.
2. Mahasiswa mampu mengelompokkan jenis – jenis perilaku menyimpang yang
dilakukan oleh siswa.
3. Mahasiswa bias mengetahui efek atau akibat dari perilaku menyimpang yang
dilakukan oleh siswa terhadap guru, siswa lainnya, dan proses belajar mengajar.

36
D. Isi

A well-managed classroom is one where productive interaction is encouraged,

students grant power to the teacher, immediacy and affect are high, and discipline is rarely
needed. For years, experienced teachers have targeted student misbehaviour as the number
one communication and affective problem in the instructional environment. In fact,
experienced classroom managers think student misbehaviour and student apathies may be
the most significant problems faced by instructors today. Apathy is considered by most
teachers to be a discipline problem. Books, articles, and papers have been written
attempting to find "the solution" to student misbehaviour in the classroom. This chapter
does not attempt to suggest there is "one best method" of managing or controlling
disruptive students. It does, however, purport to provide several strategies which
instructors might use when managing disruptive students. By "student misbehaviour" we
mean student behaviours, both verbal and nonverbal, which interfere with her or his
learning or another student's learning. By "disruptive," we mean the student who is
behaviourally and communicatively disruptive, either in a verbal or nonverbal manner, and
disrupts the classroom so learning and on-task times are inhibited or restricted. In other
words, the disruptive student is the student who misbehaves and prevents her or himself
and other students from learning and spending time on the task.
We, in no way, include violent, out-of-control students with criminal tendencies or
intentions in the definition of the "disruptive student." We are referring to the "normal,

37
pain in the neck, disruptive student" who can make a teacher's life very uncomfortable and
cause other students to feel uncomfortable in the classroom setting. The extremely violent,
criminal students need very different behaviour control techniques which will not be
covered in this chapter.
We know that whenever students spend less time on-task, their learning is impacted
in a negative way. We know that when learning is disrupted, then retention is impacted in
a negative way. Therefore, we need to keep in mind that "communication and learning are
truly interdependent" (Hurt, Scott & McCroskey, 1978, p. 28). Students are taught by their
instructors to communicate appropriate or desired classroom behaviours or classroom
manners. Most students learn not to communicate the inappropriate or undesirable
classroom behaviours. Often students elect not to communicate the desired behaviours
which their instructors have taught them. The students who do not communicate the
desired verbal and nonverbal behaviours are viewed as disruptive students or discipline
problems. Even students who seem to resist learning the appropriate communication
classroom behaviours and seem apathetic are viewed as potential classroom problems.
Teachers then decide what communication strategies should be employed to change,
modify, or alter a student's disruptive verbal or nonverbal communication behaviour.
Lastly, communication, learning, and affect are highly correlated. The more a
student communicates in a positive way or behaves in a positive way, the more learning
will take place, and the higher the affect between student and teacher. The less a student
communicates in a positive way or behaves in a positive way, the less learning will take
place and the lower the affect between student and teacher. What, then, causes students to
be disruptive or misbehave?
1. Why Students Misbehave
Many student misbehaviours are communication directed. The students
want to be noticed, recognized, or attended to by the teacher. Hence, many of our students
engage in disruptive misbehaviours of the highest magnitude to gain our attention. Much
of their misbehaviour is of a verbal or nonverbal form.
Students Factors
a. Attention
One of the major reasons our students misbehave is they "want our
attention," even if the attention is not very positive. Even the youngest, brightest, or
sweetest will misbehave to gain our attention. Often students are very well aware of
the appropriate behaviours an individual instructor expects from them, yet they

38
 knowingly and intentionally isolate that standard. Instructor attention, even though it
may not be positive, is often more desired than instructor inattention.
b. Rebellion
Another goal of student misbehaviour is to demonstrate that the student
does not and will not follow established, conventional school or classroom policies or
norms. Some students rebel in order to illustrate they are independent, assertive, free,
autonomous, self-reliant, self-sufficient, and are not dependent. It is not unusual for
students around the sixth or seventh grade to start rebelling against the rules and
policies applied in each individual instructional system. While we do not like it, it is as
predictable as our students becoming interested in the opposite gender before we think
they should.
c. Psychological or Physiological Release
Many times students misbehave as a means of releasing mental, emotional,
or physical energy. Often we give considerable attention to students' academic needs
but we neglect their need for psychological or physical energy release. When our
students become mentally, emotionally, or physically aroused, they often need to
release that energy in an appropriate manner. If they are not allowed to release the
energy in an appropriate manner, they release it in our classrooms, often in the form of
student misbehaviour. For example, they toss a spit wad at another student, or whistle
at another student, or poke another student in the arm.
d. Apathy
While it seems counterintuitive, one of the goals of student misbehaviour is
to resist teacher instruction or control by being apathetic. Students often exhibit
apathetic communication responses such as listlessness, indifference, little emotion, or
unconcern as a form of passive, destructive behaviour. While some would argue that
communicating apathy is not a goal of student misbehaviour, students know apathy is
a goal of their misbehaviour. Students realize that apathetic tendencies or the "who
cares response" often irritate their teacher. In essence, then, apathetic communication
is a goal of student misbehaviour.
e. Challenge the Teacher's Power or Control
Occasionally, students will openly, flagrantly, glaringly, and obnoxiously
disregard, ignore, or refuse to comply with an instructor's request or appeal. This kind
of destructive, open, defensive misbehaviour is usually motivated by the student
wanting to demonstrate to her or his peers that they can challenge the teacher's power

39
or control. Unfortunately, this type of flagrant student misbehaviour often places the
teacher in an untenable, precarious situation. He or she must "do something" about the
student's open misbehaviour without hurting the student or the class. Very few
instructors are likely to disregard or ignore an open challenge of their power or
control.
f. Classroom Fatigue
Classroom fatigue syndrome can lead to misbehaviour problems. When our
students become fatigued, bored, frustrated, exhausted, or weary they will often
exhibit verbal or nonverbal misbehaviours. Students demand that we keep them
entertained. In fact, besides being a helper, manager, controller, and provider, we are
often expected to be entertainers. Let‘s face it, we often use teaching methods of the
16th Century on children of the 21st. When the classroom is boring, students of all
ages develop "classroom fatigue syndrome," and begin to misbehave in a verbal or
nonverbal manner. They often misbehave in order to "liven up" an otherwise slow,
boring class session or lesson.
g. Revenge
Revenge is commonly known as the "get even response." Sometimes our
students will misbehave in order to get revenge, get even with, or make our lives very
uncomfortable for something we did or didn't do. Often we may never know what we
did or didn't do to cause a student to seek revenge. Regardless, when a student decides
to seek revenge or retribution for past offenses, they can make our lives very
uncomfortable. Revenge can take any misbehaviour form. It can be active, passive,
destructive, direct, or indirect, but it can interrupt our classrooms and our instructional
communicator style.
h. Depressed Teacher Affect
The instructional communication literature is very clear in this area. When
students have low or depressed affect or liking for their teacher, they learn less,
engage in recommended behaviours less often, are less responsive in the classroom,
are less likely to comply with a teacher's request, and if not forced to attend class will
attend class less frequently than students who have higher affect for the teacher. This
is known as a "student hates teacher condition." Throughout this text we directly and
indirectly discuss methods we can use to increase teacher/student affect. We should
attempt to use the affective methods which work for us so our students will not have
depressed teacher affect. This condition impacts student performance and our

40
 performance. Students who don't like their teachers exhibit more misbehaviours and
misbehave more frequently than students who like their teachers.
i. Unhealthy Attitude about School
Often students who perceive the school environment to be hostile,
unreceptive to their needs, impersonal, cold, and position-oriented will have discipline
or behaviour problems in their classrooms. At the heart of the issue is whether the
student's perception is incorrect or whether the school is actually cold and impersonal.
A student's perception is the way he or she will view things. Hence, if we can change
a student's perception about the general school environment, her or his behaviour
might improve. However, if our school is actually cold and impersonal, then we need
to change the school's image. Either way, we can improve student behaviour and
decrease student misbehaviours.
j. Disorganized Teachers
While this is not very complimentary to our profession, we know of many
"scatterbrained" teachers. We often wonder how they can be so disorganized and still
call themselves professionals. Disorganized, disorderly teachers usually communicate
disorganization, chaos, and unconcern to their students. Students who have teachers
with low organizational skills often misbehave. When students perceive teachers don't
care, the students don't care to behave appropriately either.
k. Expectancy Orientation
Often some students will misbehave because this is what is "expected" of
them. They have been classified as "behaviour problems," "misfits," or "disciplinary
problems" from the time they entered school. Hence, they have learned to
communicate and behave in the way which is expected of them by school personnel.
Year after year these students will work at fulfilling the prophecy by continuing to
misbehave or be disruptive.
l. External Variables Impact
Occasionally, we have to look beyond the obvious reasons for student
misbehaviour and look for other external causes. External variables that could impact
student behaviour in school are hyperactivity, malnutrition, lack of sleep, abuse and/or
neglect, excessive television viewing, family violence or disputes, divorce, new birth
in family, family member‘s death, and so on. If there is no known immediate cause of
a student's misbehaviour, perhaps we should inquire (through appropriate channels)

41
 about their home life. Often variables beyond our control can impact how our students
behave or misbehave.
m. Boredom
School simply doesn‘t suit some people. If you think back to your own schooldays,
you can probably remember times when you were bored out of your mind. If a
student has been taught that school is important, and learning is a vital tool for
future life, they will put up (on most occasions) with this feeling of boredom, wit
hour resorting to misbehaviour. However, if children have learnt to see school as a
trap, as a place where they are forced to stay despite their lack of interest, it is
likely that they will misbehave when they are bored, either to dissipate the feelings
of boredom, or to add some interest to lesson time. Winding up the teacher or get
ting the class to mess around will inevitably seem more interesting to the children
than studying some dry and dull topics.
In conclusion, a major challenge facing all teachers is how to determine
why or what causes students to be disruptive or misbehave. The next major
challenge is managing, handling, or controlling classroom misbehaviour problems.
We know that when misbehaviour gets out of control, learning, affect, and
communication is negatively impacted. Before we continue, we need to make clear
what are misbehaviours and what are simply common classrooms behaviours.
n. Lack of motivation to learn
There is a difference between a student who is bored by school, and a student who
lacks the motivation to work. Some students lose their motivation because they find
the work too hard, perhaps because they have a specific learning difficulty. Other
students might have a fear of failure, or some kind of mental block about a
particular subject. If we can match the work closely to each student‘s abilities, then
we will perhaps be able to re-motivate them. Other students lack the motivation to
learn simply because they have never been taught that learning is important, or that
it can be fun.
Teachers Factors
The overwhelming majority of teachers are education professionals who want to
help their students become smart and successful. When students‘ behaviours interfere with
teaching, this makes teachers frustrated because they feel that it prevents them from
accomplishing these goals. When frustrated, many teachers lose control over their own
reactions and a conflict ensues. Consequently, helping teachers manage their own reactions

42
is an important component of effective student behaviour management. To do so, we must
start with clarifying the most basic component that underlies teachers‘ beliefs and
expectations, the goals that the teachers set for themselves as education professionals.
 The Goals of Teaching
During speaking engagements, I‘m often asked about the goals of teaching
and the best ways to achieve them. This is obviously a complex question with many
answers, but generally I think that teachers mainly have the obligation to facilitate their
students‘ growth and development and to prepare them for adulthood. Although academic
achievement and skill building in the major academic areas are part of these larger goals,
the focus on growth and development and on preparation for adulthood is more important
than any grade or test score.
The first of these goals, facilitating growth and development, is trained
through providing an environment in which the students‘ educational and emotional needs
are met. The educational needs are met by creating a setting conducive to learning,
exposing students to academic tasks that foster the development of cognitive skills,
offering challenge and stimulation to facilitate growth, and encouraging and monitoring
students‘ progress. The emotional needs, however, are more elusive, although no less
important. These include the ability to communicate caring, empathy, and respect for
students as individuals and worthwhile human beings. Here, teachers must recognize that
students develop their own personalities, even if those personalities are different from
those with which the teachers are comfortable.
The other goal that is preparing students for adulthood has many facets.
Essentially, what we want to accomplish as teachers is to help students develop a set of life
skills that will help them function as well-adjusted adults. Many specific skills contribute
to this desirable outcome, but the development of good self-control is perhaps most
crucial.
 The Role of Judgment
We all want our students to develop into smart, well-adjusted, and
strong adults. We want them to learn to think for themselves and make the right
decisions, but we must recognize that the journey to attaining these goals starts
very early. The way we manage behaviours has a lot to do with the degree to which
children and adolescents become happy, well adjusted, and strong adults. If a
student is scorned every time he expresses his own will, the eventual result will be

43
an adult who is unhappy, feels poorly about himself, and lacks self-confidence. In
other words, the students will become like Jodie. This doesn‘t mean that the
misbehaviours should go unchecked. If your students don‘t learn to use good
judgment, they may grow up to be like Mike. How, then, do we balance our
approach and help our students develop to become adults.
One way to do so is to focus on the behaviour rather than the
attitude. In other words, don‘t expect your student to do what you say blindly,
without any objection. Even though your job as a teacher may be easier, you‘re
much more likely to turn your student into a passive adult. Instead, expect your
student to question what you ask or command, and don‘t view this as a test of your
authority.
Remember, your student is still learning how to differentiate settings
in which exerting her own will is desirable from those in which it is not. If you
want your student to become a self-confident and mentally strong adult, the journey
in that direction starts in youth, in our classrooms. Don‘t squelch the strong will.
Don‘t punish your student for the initial reluctance or refusal.
What your student does is much more important than what he says.
(There are exceptions addressed later in this book.) If the student exhibited
reluctance or protest but still made the right choice of behaviour, don‘t punish or
scold him for the initial reaction. If he made the wrong choice of behaviour, allow
the consequences to become the tool by which he eventually learns to make a better
choice. Unless his words were abusive, what he said along the way is mostly
irrelevant.
Keep in mind that you do not want to break your student‘s spirit.
You want to encourage her attempts to exercise her will, but you also want her to
learn the difference between doing so all the time and doing so when it is necessary
and proper. In other words, you want your student to have a choice about whether
to comply with your command or request. In this manner, your student will learn
self-control. You want your student to comply with your command because she
knows the consequences of complying and not complying and because she decided
which of these consequences she desires. Your goal is not to force compliance but
to teach your student the consequences of complying versus not complying. This is
a crucial distinction.

44
 If your student doesn‘t listen, this does not mean that you weren‘t
Successful as a teacher. Your job is to teach (and administer) proper consequences
and you can do this regardless of whether your student complied with your
command. If your student does not comply, you haven‘t failed. You would have
failed only if you didn‘t administer appropriate consequences. If you can clearly
establish the parameters beforehand, especially with regard to the consequences
that your student will experience after either an appropriate or inappropriate
behaviour, you will eventually teach your student to make the right choices, and
this book will help you do so. This teaches your student to exercise reasoning and
judgment. This point is so important that keeping just this point in mind, even if
you don‘t follow anything else in this book, will make a significant difference in
how you interact with your students and what you expect of them. This will help
them grow up to be happier and better adjusted individuals.
2. Categories of Student Behaviours
This unit will attempt to classify or categorize student behaviours into four
major categories. The four categories are as follows: Active/constructive
behaviours; Active/destructive behaviours; Passive/constructive behaviours; and
Passive/destructive behaviours. Occasionally, we may use examples that you would
not see as fitting into a certain category; if we do, select your own classroom
example for each category, Jason, Virginia, and Joan (20009: P 124 – 125)
a. Active/Constructive Behaviours
This category includes behaviours which are lively, active and lead to
learning. This category might also be called the active/positive category. In other
words, the student behaviours which are active and produce positive student
outcomes those are active and constructive. Some of the common student
behaviours which are viewed as active and constructive are: students talking to
other students about the subject matter; students talking to the teacher about the
subject matter or school related activities; students answering questions in class;
students asking questions; students waving their hands to answer questions;
students reading aloud to class; students discussing homework assignments with
each other; students discussing upcoming assignments; students taking notes; or
students modelling teachers‘ behaviour.

45
b. Active/Destructive Behaviours
This category encompasses behaviours that are lively, active, and hinder
learning. This category might also be called the active/negative category. In other
words, the student behaviours which are active and produce negative student
outcomes are active and destructive. Some of the common student behaviours
which are viewed as active and destructive are: throwing things; hitting; spitting;
biting; smacking; vandalism; speaking out with foul language; calling others
names; fighting; lying; cheating; stealing; active resistance of a teacher's wishes;
coming to school unprepared; blaming others for poor performance; asking
counterproductive questions; disrupting class by making ugly, obscene gestures or
by making unusual noises; directly challenging a teacher's authority by refusing to
do something; or communicating in an unfriendly, aggressive, or intimidating
fashion.
c. Passive/Constructive Behaviours
This category is of behaviours which are inactive but lead to learning. This
category might also be called the passive/positive category. In other words, the
student behaviours which are passive and produce positive student outcomes are
passive and constructive. Some of the common student behaviours which are
viewed as passive and constructive are: reading quietly or silently; studying notes;
listening to lecture; watching a film; watching a demonstration; cognitive
processing (thinking); or showing passive affective cues (such as smiling).
d. Passive/Destructive Behaviours
This category is of behaviours that are inactive and hinder learning. This
category might also be called the passive/negative category. In other words, the
student behaviours that are passive and produce negative student outcomes are
passive and destructive. Some of the common student behaviours which are viewed
as passive and destructive are: sleeping; daydreaming, not listening to lecture;
listening to music on a headset without teachers‘ permission; reading magazines as
opposed to text without teachers‘ permission; doodling; not being prepared; being
late for class; ignoring or not turning in assignments; or simply not attending class or
school.

46
E. Rangkuman Materi
Misbehaviour is the bad ability that is done by the students in the teaching and
learning process which can disturb teacher and others students. Misbehaviour that is done
by the students can be started from the student‘s selves who feel do not comfort with the
class, teacher, or the environment, or who have low motivation to study. The categorized
of misbehaviour which are four; active constructive behaviour, passive constructive
behaviour, active destructive behaviour, and passive destructive behaviour.

F. Referensi
Wrench, Jason S, Virginia Perk Richmonth, and Joan Gorhan. 2009. Communication, Affect,
and Learning in the Classroom. Virginia:Tapestry Press
G. Tes Formatif
Answer the questions below based on the pictures above
Picture 1

Taken from:
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&v
ed=2ahUKEwj4i9CN_6XdAhVBPY8KHQyMCDoQjRx6BAgBEAU&url=htt
ps%3

47
Picture 2

Taken from: https://www.google.com/search?safe=strict&client=firefox-b-

ab&biw=1024&bih=475&tbm=isch&sa=1&ei=P9WQW4TxKpauvwTwDg&q=f =

1. Look at picture 1, analyze the picture, what are the misbehaviours that the
students do and explain the situation in the class, based on your ideas why did
the students do misbehaviour?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________________
_______________________________________________________________
2. Look at picture 2, analyze the picture, what are the misbehaviours that the
students do and explain the situation in the class, based on your ideas why did
the students do misbehaviour?
_______________________________________________________________
_______________________________________________________________
_____________________________________________________________
_______________________________________________________________
_______________________________________________________________

48
3. Based on your experience as the students of STKIP PGRI SUMBAR, explain
the misbehaviour that you or your friend ever did in the classroom?
_______________________________________________________________
_______________________________________________________________
______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. Based on your experience as the students of STKIP PGRI SUMBAR, explain

your reason or your friend reasons in doing misbehaviour?
_______________________________________________________________
_______________________________________________________________
______________________________________________________________
_______________________________________________________________
______________________________________________________________

49
 CHAPTER V

APPROACHES STUDENTS MISSBEHAVIOUR

Education is the most powerful weapon to changing the world

A. Deskripsi Topic
Pada bab ini akan dibahas teori tentang Approaches Students Missbehaviour yang
terjadi di dalam kelas. Dengan mempelajari materi ini mahasiswa bisa mengetahui apa
– apa saja pendekatan atau solusi dalam menghadapi perilaku siswa yang dikategorikan
sebagai perilaku menyimpang.
B. Relevansi
Topik ini sangat membantu anda ketika anda akan mengajar bahasa Inggris pada tingkat
SMP atau SMA dalam mengatur atau memanage kelas.
C. Capaian Pembelajaran (Learning Outcome)
1. Mahasiswa mampu memahami pendekatan – pendekatan yang deberikan terhadap
misbehaviour yang dilakukan oleh siswa.
2. Mahasiswa mampu memberikan solusi terhadap permasalahan – permasalahan
dari perilaku siswa yang merupakan termasuk kedalam misbehaviour.
D. Isi

Taken from: https://www.google.com/search?safe=strict&client=firefox-b-

ab&biw=1024&bihstudents+missbehaviour&gs_l=.:

50
 Beginning with this chapter, you will learn techniques to tackle common trouble
spots that teachers often encounter with oppositional students. As mentioned earlier, you
will gain the most benefit from the following steps if you read only one chapter at a time
and try to implement only one step every one to two weeks. It‘s best to proceed slowly.
The steps are easy to implement, but you‘ll need time to get used to each step and to
include it in your daily class routine. Each step becomes most effective when you are so
familiar with it that using it becomes automatic. Likewise, your students will also need
time to get used to your new management style. As I pointed out previously, students
respond best when their environment
is routine and predictable. Consequently, they need time to adjust and to learn what to
expect from you, the teacher.
Lack of discipline in the classroom is frequently ranked as one of the main
concerns in teaching. A large-scale investigation of pupils‘ misbehaviour carried out by
Education Convergence (1999) confirmed that Chinese teachers spent a great deal of
teaching time in keeping good classroom discipline. Fortunately, most of these disruptive
behaviours are relatively minor — such as talking, shouting without permission, copying
homework and sleeping in class — but, overall, it appears that pupils‘ behaviour is getting
worse. Teacher who uses coercive methods to regain control of the classroom is
ineffective, and so they have to explore other means of maintaining discipline in their
classes. Broadly speaking, there are three approaches to managing classrooms: (1) the
teacher takes charge and decides how to change a student‘s misbehaviour; (2) the teacher
works with the class to decide how the student‘s misbehaviour can be corrected; and (3)
the teacher helps individual students to decide how to change their own behaviour. Various
models and strategies have been generated for these approaches (Wolfgang and Glickman,
1986; Johns et al., 1989; Wolfgang et al., 1999) and they work best when they are in line
with the teacher‘s own philosophy of discipline.
1. Classroom Approaches: An Overview
One can view responsibility for discipline in a school from two
perspectives, which are often referred to as administrator-oriented and teacher-oriented
approaches (Johns et al., 1989). In the former case, the administrators concentrate on
school-based discipline plans, which are often beyond the control of individual teachers;
while in the latter, the teachers are responsible for taking care of discipline problems
experienced with their pupils. This chapter is concerned with the strategies and approaches
teachers can use to deal with their students.

51
 In teacher-centred approaches, individual teachers can adopt a
commonsense model or choose from a wide range of theoretically-based models. As the
name implies, commonsense models include techniques which teachers think are useful
but which are not underpinned by psychological, pedagogical or philosophical theories —
such as ―Control first, teach later‖, ―Stick to the rules‖, or ―Don‘t smile before Christmas‖.
Theoretically-based models, in contrast, are supported by research or by psychological or
social theories, Teacher Effectiveness Training (Gordon, 1987) and the Social Discipline
Model (Dreikurs and Cassel, 1972) being two common examples. A good instructional
plan together with an appropriate model or set of procedures will ensure maximum student
engagement and on-task behaviour.
Teachers should learn and practise using theoretically-based models
wherever they find them appropriate. The use of commonsense models in the classroom is
not encouraged as they are reactive and lack a well conceptualized base and consistency
(Gonzalo, 1977). They can be seen as straightforward ―tricks‖ to solve practical problems.
Theoretically-based models, on the other hand, give teachers a greater working knowledge
of alternatives at their disposal for dealing with different kinds of classroom situations
(Wolfgang and Glickman, 1986). This knowledge also enables hem to utilize practices
which are consistent with their own beliefs and philosophies when handling student
behaviour.
2. Making It Simple
Although these classifications or approaches provide useful procedures for
dealing with students‘ inappropriate behaviour, teachers may find the various models and
the theories that support the frameworks complex. Ramon Lewis (1997) attempted to
provide a simple classification built on the idea that when dealing with pupils‘
inappropriate behaviour, teachers can control, manage or influence pupils to maintain
classroom discipline. Lewis‘s categories — referred as the model of control, the model of
management and the model of influence — are introduced in the following sections.
a. Lewis’s framework
According to Lewis, in dealing with student misbehaviour, a teacher can: take
charge of how students should behave (model of control); join with the students in
deciding how they should behave (model of management); or let the students to
decide how they should behave (model of influence).

52
 Three models
The three models share the common goal of trying to show teachers how they can
deal with pupils‘ inappropriate behaviour effectively, but they differ as regards
who should be in charge of regulating student behaviour and how it should be
done. The distinction between the models lies in the balance of power between
students and teachers (Wolfgang and Glickman, 1986): the teacher being solely
responsible for regulating student behaviour (the teacher-oriented approach);
students being given freedom to decide on their own behaviour (the student-
oriented approach); or the teacher and students deciding together on appropriate
behaviour (the group-oriented approach) (Lewis, 1997: 48).
Table 5.3 Lewis‘s models (1997)
Control Manage Influence
Tc CT
Teacher-oriented Group-oriented Student-oriented
Description teachers decide how Teacher and student students decide on
students should decide how they their own behaviour:
behave.They use should behave. they modify their
reward and Together they set behaviour after
punishment to pleasant and pleasant observing its impact
control student consequences foe on others
behaviour inappropriate
behaviour
c = child low in control T = teacher high in control
C = child high in control t = teacher low in control

Lewis‘s (1997: 48) classification can be viewed as a continuum of discipline

styles containing two extremes — from the model of control in which the teacher
adopts interventionist strategies to the model of influence where pupils have the
power to decide on their own behaviour, with teachers adopting non-
interventionist strategies. In the middle of the continuum lies the model of
management in which all members of the class, including the teacher, are
responsible for regulating their own behaviour

53
 Through interactions strategies, and set rules and design consequences for
misbehaviour.
Precautions
Before we examine these approaches in detail, teachers should note the following
precautionary points:
 No matter how effective these approaches are, it is unlikely that there is no one
approach which is capable of dealing with every kind of discipline problem.
 The ultimate goal of classroom management is self-discipline and every effort
should be made to enhance pupils‘ capacity to discipline themselves.
 A clear understanding of the theoretical or psychological assumptions
underlying these approaches is necessary before making a choice.
 It is more comfortable to work, select or design an approach which is
consistent and compatible with one‘s personality, philosophy and beliefs about
teaching.
 One has to be fully familiar with the different strategies associated with the
approach which suits one‘s needs and preference.
 One‘s philosophy and beliefs about teaching may vary with different age
groups and tasks in a lesson.
 Effective classroom approaches or techniques cannot work for long without
good instructional planning and effective teaching.
3. A Student-Oriented Approach
In Lewis‘s framework, the student-oriented approach is equated to the
model of influence. Thomas Gordon‘s concept of discipline as self-control (Gordon, 1989)
and his Teacher Effectiveness Training (TET) (Gordon, 1987) reflect the principles of a
student-oriented approach very clearly, as indicated in the box below. Advocates of this
approach use non-interventionist strategies believing that individual students are capable
of understanding and solving their own problems and that, in general, it is impossible for
one person to make appropriate decisions for other people.
Gordon’s principles for managing classroom discipline problems
Thomas Gordon is a believer in Rogerian counselling and tries to apply Rogerian
theories in the classroom. His Teacher Effectiveness Training is based on teacher
student relationships built upon trust, goodwill and genuine communication. Here
are Gordon‘s principles of teaching and learning:

54
  Teachers should try to influence pupils, not to control them. By not coercing
them, the teacher is more successful in exerting a positive influence over
pupils.
 Coercive power results in coping mechanisms or confrontation with students.
 ―I-messages‖ are powerful for influencing students as they lead them to think
about and feel the effects of their behaviour on others and realize their
responsibility for changing their behaviour to solve problems.
 Trust, goodwill and active listening are essential for building positive
relationships between pupils and teachers.
 Good student-teacher relationships and communication are the keys to
participative decision making in classroom management.
 Aim for ―no-loser‖ conflict resolution in maintaining discipline where both
sides (the teacher and students) are winners.

Defining the problem

The starting point of a student-oriented approach to dealing with
misbehaviour is to determine who is responsible for the problem — the students or the
teacher. Until one knows who ―owns‖ a problem, teachers cannot decide who should
take responsibility for dealing with it. If it is a student‘s problem, then he/she should
define it and decide on a course of action; but if it is a teacher‘s problem, the teacher
should explore ways to resolve it.
Defining the problem often involves letting the student talk with the teacher
about it until it is clarified, at which stage the ownership problem can be resolved. The
following procedures can be applied to help solve students‘ problems.
When a student owns a problem
When a student owns the problem, the teacher can help him/her to deal with
it. First, the teacher has to make sure that the student keeps calm and explores the issue
in a rational manner. At the same time, the teacher listens attentively and demonstrates
acceptance of whatever the student wants to say about the problem without offering
advice or judgment. However, the teacher can play the role of a consultant whenever
necessary by, for example, clarifying issues, summarizing useful facts or helping the
student to develop coherent arguments so that he/she can explore the problem in detail.
After that, the teacher can encourage the student to make suggestions for solving the
problem and give help if needed in evaluating them. Finally, the student should be

55
allowed to select the most appropriate action or plan to resolve the problem. The
techniques and ideas in Gordon‘s TET, which will be discussed in a later section,
provide many helpful views and tools for the teacher.
Steps for solving student-owned problems
1) Keep calm and find a comfortable place to sit and talk to the student.
2) Encourage the student to talk through the problem: remember not to
intervene, and give the student freedom to explore the problem.
3) Enhance communication and understanding by listening attentively and
carefully.
4) Work as a consultant in encouraging the student to identify and clarify
issues or questions; offer useful and relevant facts; and summarize ideas
and argument for better understanding of the problem and decision
making.
5) Be positive and demonstrate acceptance of whatever the student says and
encourage rational problem solving.
6) Let the student make informed suggestions and solutions by taking into
consideration the issues discussed.
7) Help the student to select the most appropriate action or plan to solve
his/her problem.
When the teacher owns a problem
In cases where the teacher owns the problem — for instance, when a
student calls out answers when the class is doing sums, cheats in a test or talks during
teaching — the teacher clearly needs to handle the problem on his/her own. Following
the principles of a student-oriented approach, Lewis (1997: 59–64) introduces a four-
step procedure for handling teacher-owned problems.
Four-step procedure
a) Let the student understand the problem
It sounds straightforward for a teacher to let pupils know what the problem is,
but offering pupil‘s freedom to decide whether or not their behaviour is a
problem, rather than directing them, may be difficult in practice. The use of
―I-messages‖ is appropriate here (Gordon, 1989) as they let pupils know how
the teacher feels about their behaviour, which can lead to a better
understanding between them and allow pupils to make informed decisions

56
 about changing their behaviour. In this way, both pupils and the teacher can
experience a ―no-loser‖ conflict resolution as described by Gordon (1987).
b) Active listening
In the second step, the teacher tries to listen carefully, understands the
student‘s analysis of his/her behaviour, and suggests solutions to the problem,
but the student may need the teacher‘s help in evaluating the suggestions.
c) Finding a solution
There are many ways to find a solution, but it must be acceptable to both
parties. It is therefore important to be clear and frank about one‘s feelings
during the discussion and to recognize that it may take some time to reach an
agreement with which both parties are comfortable.
d) Implementing and evaluating the solution
It is important to examine the suggested solution closely before actually
trying it out in the classroom. If anything is inappropriate, it must be revised.
Assessing the solution plan is also necessary and must be done in a careful
and systematic manner. A good way of rounding up the discussion is to talk
about ways of evaluating the effectiveness of the solution.
4. A Teacher-Oriented Approach
In Lewis‘s framework, the teacher-oriented approach is equated with the
model of control, of which Lee and Marlene Canter‘s (Canter and Canter, 1976, 2002)
Assertiveness Model is an example. This approach views child as being unable to make
rational decisions in their best interests, and so gives teachers the responsibility for
deciding what is best for them (Lewis, 1997: 68). While this shows teachers‘ concern for
their students, it gives teachers the right to exert their authority and requires the students to
adhere to a standard of discipline in the classroom which allows effective instruction to
take place.
Needs and rights in the classroom
Both pupils and teachers have the need for and the right to a positive and a
supportive classroom environment for effective learning and teaching (Canter and
Canter, 2002). Canter and Canter (1976: 2) identified three important teacher rights:
1. the right to establish a classroom structure and routine that produces the optimal
learning environment in the light of their strengths and weaknesses;

57
 2. the right to determine and request appropriate behaviour from pupils which meets
the teacher‘s needs and encourages positive social and educational development
in the pupils;
3. the right to ask for assistance from parents, principals and other stakeholders to
help pupils in need.
It is worth noting that while most models pay attention to pupils‘ needs, the
Canters‘ model stresses the importance of attending to teachers‘ needs, at least to
those who exert their authority.
Assertive teachers
According to the Canters‘ description, there are three kinds of teachers, as
outlined below. In their view, while all these styles of teaching have an impact on
classroom management, only assertive teachers can produce a warm and supportive
environment which meets both their needs and those of their pupils.
a) Non-assertive teachers appear to be overly passive and compliant. They often
express unclear or inconsistent expectations, and overreact to student
misbehaviour when they become irritated. For example, such a teacher may just
say in a casual tone, ―Wa Man, could you please be more obedient?‖, which
fails to give any clear expectations about how the student should respond.
b) Hostile teachers like to show that they are in charge of the classroom. They are
bossy and unfriendly to their students, and they like to issue orders and often
adopt a vindictive tone in responding to pupils — for example, ―Wa Man, Shut
your dirty mouth! When are you going to stop shouting! You are the most
inconsiderate student I‘ve ever had!‖ Such responses provoke confrontation and
play no part in developing student self-discipline.
c) Assertive teachers communicate their expectations to their students in a clear,
calm and consistent manner. They are serious, but they work hard to build trust
with the students and to help them understand the types of behaviour which
promote and inhibit learning in school. They have clear guidelines for
maintaining discipline and student cooperation. A typical response of an
assertive teacher would be: ―Wa Man, I want you to get into your seat. I am not
going to allow you to run around the class and disturb others. You know the
rules. If you get out of your seat again, you will be sent to the reflective corner.‖

58
 Procedures for assertive teaching
Assertive teaching does not involve the imposition of harsh rules and
coercion.
Communication, fair treatment and consistency are the keys to successful
discipline. It is based on mutual trust and respect and an understanding of each
party‘s needs and rights (Charles, 2005: 41). The following procedures are
suggested by Lewis (1997: 74) for assertive teaching.
a) Consider and decide which behaviours are acceptable and unacceptable in
the classroom and develop rules to stop inappropriate behaviours.
b) Develop sets of consequences for both acceptable and unacceptable
behaviours.
c) Explain the rationale behind these rules as well as the consequences and
benefits of appropriate behaviours.
d) Practise, model and reinforce these regularly in class.
Successful implementation
Successful implementation of these procedures often requires teachers to
explain, practise and model the sets of rules in front of the students and involve them
in asking questions and demonstrating. Also, these procedures have to be implemented
on a fair, consistent, and regular basis in the classroom.
Some advice on dealing with students‘ behavioural problems may be
needed. First, teachers must avoid acting in a hostile way to students who misbehave.
All that is required is to inform such students in an assertive and clear voice that they
have broken the rules by saying, for example: ―Wa Man, I want you to be quiet. I am
not going to allow you to talk and disturb your classmates who are reading their
books. If you do it again, you will have chosen to be removed from the class for five
minutes.‖ If the student persists in breaking the rules, some negative consequences
have to be implemented. In contrast, when students behave in an acceptable way,
pleasant consequences should follow, including smiling, nodding or winking, clapping
hands, making positive verbal statements and giving tangible rewards. It is useful for a
teacher to arrange a hierarchy of positive consequences for different kinds of
acceptable behaviour (Lovegrove et al., 1991).

59
5. A Group-Oriented Approach
In Lewis‘s framework, the group-oriented approach is equated with the
management model, which lies in the middle of the continuum between the teacher-
oriented and student-oriented approaches. A good example of this approach is represented
by Rudolf Dreikurs‘s Social Discipline Model (Dreikurs et al., 1998) which asserts that,
first and foremost, humans are social animals and that all behaviour, including
misbehaviour, is directed purposefully towards achieving social recognition and respect.
Dreikurs argues that students‘ actions are aimed at four major goals, namely, getting
attention, seeking power, revenge, and helplessness or inadequacy; and so misbehaviour is
seen as a result of using the wrong means to gain social acceptance. Teachers must
understand what has gone wrong in order to direct the students to respect them and to
regain a sense of belonging among their peers.
The four goals of misbehaviour
When pupils are unable to gain recognition and a sense of belonging in the
classroom, they turn to the mistaken goals noted above. Table 5.4 summarizes and
gives examples of these misbehaviours and teachers‘ reactions to them.
a) Attention-seeking
Everyone constantly tries to seek attention and get recognition from others.
Instead of getting recognition through productive work, a student may resort to
misbehaviour which demands criticism from the teacher and so gets his/her
attention by faulty means.
Typical examples of such ways of gaining attention are: making a noise, asking
questions or disturbing others while they are working; failing to follow
classroom rules; or dressing ―cutely‖ to gain attention from others (Johns et al.,
1989: 143). It should be noted that passive-destructive behaviour is relatively
more difficult to correct than the active seeking of attention.
b) Power-seeking
There are two different kinds of power-seekers — those who feel inferior
because of their perceived ability and those who have serious difficulties in
gaining recognition within their social groups. However, whatever the source of
such power-seeking, it manifests itself in the same way: they try to make
themselves feel important by, for instance, being bossy, challenging authority or
opposing school rules. They want to be in control and force others to comply.

60
 c) Revenge
Pupils who fail to gain attention and influence in the classroom often feel hurt
and rejected and may try to compensate for this lack of social recognition by
taking revenge by physically or verbally hurting others. These kinds of violence
need to be attended to with particular care because of their harmful nature.
d) Helplessness or inadequacy
Some pupils feel incompetent and worthless and this may well lead to feelings
of complete despair. Such pupils tend to give up hope of doing anything to
regain a sense of belonging or status in the class as they think that nobody cares
for them any longer. Sometimes teachers fail to notice such desperate pupils in
their classes; and even if they do, simply showing pity may not have any
beneficial effects.
E. Rangkuman Materi
This chapter begins by distinguishing between commonsense and theoretically-
based models of classroom management, with the latter being well supported by
psychological, pedagogical or philosophical perspectives. Different types of classification
systems are identified according to their designs and theoretical bases. Broadly speaking,
the various models or approaches can be distinguished by the way in which they assign
power to the teachers and the pupils. Some common models — Johns et al.‘s framework,
Weber‘s classification, and Wolfgang and Glickman‘s Teacher Behaviour Continuum are
introduced and explained.
Ramon Lewis‘s framework of teacher-oriented, student-oriented and group
oriented approaches offers teachers simple and practical strategies for dealing with
inappropriate behaviour by students. These approaches are also referred to as the models
of control, influence and management. The control model allows teachers to decide how
students should behave; the influence model lets students decide on how to change their
behaviour; and the management model values joint effort in dealing with misbehaviour in
the classroom.
The teacher-oriented approach is equated with the Canter‘s Assertiveness
Model. The Canters‘ assumption is that pupils are unable to make rational decisions in
their own best interests, and so the teacher has the responsibility to decide what is best for
them. In implementing this approach, teachers have to be assertive in communicating
clearly their expectations and the consequences of unacceptable behaviour to pupils.

61
F. Referensi
Ming – Tak, Hue and Li Wai – Shing. 2008. Classroom Management: Creating a
Positive Learning Environment. Hongkong: Hongkong University press.
Canter, L. and Canter, M. (1976). Assertive discipline: A take charge approach for
today’s educator. Seal Beach, CA: Canter & Associates.
Dreikurs, R. and Cassel, P. (1972). Discipline without tears. New York:
Hawthorne.Dreikurs, R., Grunwald, B. and Pepper, F. (1998). Maintaining
sanity in the classroom: Classroom management techniques (2nd edn). New
York: Taylor & Francis.
Education Convergence (1999). Perspectives on students’ misbehaviour (in Chinese).
Longman: Hong Kong.
Glasser, W. (1969). Schools without failure. New York: Harper and Row.
Gonzalo, G. (1977). Classroom management: Implications for supervision. ERIC
Document. ED 141879
Gordon, T. (1987). T.E.T: Teacher effective training. New York: David McKay.
___________(1989). Discipline that works: Promoting self-discipline in children. New
York: Random House.
G. Tes Formatif
Look at the Picture!

Taken from:
https://www.google.com/search?q=funnny+cartoon+approaches+by+the+teacher+to+stude
nts+missbehaviour&safe=s -:

62
1. Based on the picture above, what kinds of approach that the teacher do to make her
classroom to be a good class and can manage students misbehaviour?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Discuss the basic needs and rights of a teacher in providing a positive environment
for learning?
________________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________________
________________________________________________________________
3. Why is it argued that students who show mistaken goals for misbehaviour must not be
reinforced with what they ask for?
________________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Suggest a plan to help a student who appears to be in complete despair to regain some
status in the group. How are you going to convince his/her classmates that your plan
will be successful?
________________________________________________________________
_______________________________________________________________
________________________________________________________________
_______________________________________________________________
________________________________________________________________

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 CHAPTER VI
COLLABORATION WITH COLLEAGUES
TO IMPROVE CLASSROOM BEHAVIOUR

Good things come to people, who wait,

but better things come to those who go out and get them.
~Anonymous

A. Deskripsi Topic
Pada bab ini akan dibahas teori tentang bagaimana kolaborasi yang dilakukan antara
guru dan rekan kerja yang lainnya untuk bersama – sama menciptakan perilaku siswa
yang baik dalam mengajar.

B. Relevansi
Topik ini sangat membantu anda ketika anda akan mengajar bahasa Inggris pada tingkat
SMP atau SMA dalam mengatur atau memanage kelas anda.
C. Capaian Pembelajaran (Learning Outcome)
1. Mahasiswa mampu memahami mengimplementasikan cara berkolaborasi dengan
rekan – rekan kerja guru lainnya yang ada di sekolah.
2. Mahasiswa mampu memahami memehami kebijakan sekolah dalam melakukan
kolaborasi dengan kolega.
3. Mahasiswa memehami keuntungan dalam melakukan kolaborasi denga rekan
kerja.
D. Isi
Look at the picture!

64
 The classroom is a setting in which teachers can collaborate with each other to
manage student behaviour and promote their learning. Collegial collaboration gives
support and professional confidence to teachers, and it reduces their feelings of stress and
depression when they face problems in managing their classes. When teachers work
together closely on classroom issues, they can exchange information about students on, for
example, their classroom behaviour, emotional intelligence and academic ability in
different school subjects — and in the process, they come to realize that they face many
difficulties in common and can learn from each other‘s classroom experiences. Overall,
working with colleagues as a team can help to promote the learning and growth of all
students. In the case below, Miss Lee was teaching a difficult class. When she found that
some students‘ disruptive behaviour became unmanageable, she decided to ask the
discipline teachers for some help. What are advantages and disadvantages of making such
a referral? If you were Miss Lee, would you ask discipline teachers for assistance? Can
you think of any other ways to manage the students‘ misbehaviour? Also, what advice
would you have given Miss Lee to prevent the situation reaching this stage?
a) At a School-Wide Level: Whole-School Policy on Classroom Management
While the classroom is the context in which students learn and spend most
of their time in school, it is closely connected to other contexts of schooling, such as the
playground, changing rooms, toilets, snack bar and canteen. Often, how students behave in
one of these settings affects their behaviour in other contexts. For example, if some
students are aggressive towards each other in the toilets, they will also tend to be hostile to
each other in class; and, similarly, when two groups of students have a fiery argument in a
basketball match during recess, their quarrel is very likely to continue when they come
back to the classroom. Such situations may be transformed into other forms of conflict
which make collaborative learning impossible. Therefore, the orderly and positive
environment necessary for effective teaching and learning can only be created and
maintained when all school members are involved in enforcing the discipline policy and
work willingly together as a team inside and outside the classroom. In practice, of course,
some schools have a more collaborative culture than others.
In schools where there is no whole-school policy on discipline and student
behaviour and a collaborative culture has not been established, teachers may react
differently to the same types of behaviour in the classroom. In most cases, students know
the personalities of their teachers very well and can easily identify inconsistencies in the

65
ways teachers enforce classroom rules (or in the rules themselves). Accordingly, the same
class may conform in one teacher‘s lessons and break the rules with other teachers.
On the other hand, in schools which have adopted a whole-school policy on
discipline, teachers work in the same ethos and are consistent in their application of both
classroom rules and disciplinary practices across all classes in different forms. In these
schools, the rationale behind policies is spelled out to all members, including students,
teachers and non-teaching staff, parents and related professional groups. The teachers see
the benefits of the policies and are more willing to implement them consistently; and they
are more likely to feel they are being supported in improving classroom behaviour and
learn how to accept responsibility for the consequences of their actions.
In addition to enhancing the consistency of classroom rules, disciplinary
practices and policies on behaviour management, a whole-school policy on classroom
behaviour helps to unite teachers in promoting students‘ good behaviour (Clarke, 1996). It
is suggested that such a common ethos can be developed by:
 creating a positive and orderly climate where teaching and learning can take place;
 creating a safe environment for students and teachers through the clarification of
expectations, roles, rights and responsibilities;
 reducing teachers‘ stress through identifying effective systems and practices;
 addressing the demands of changing conditions and approaches. (Clarke, 1996)
 The whole-school approach also has other benefits, as summarized below:
 There is an increase in effective strategies as teachers begin to share good practice
and see the results.
 Teachers are generally seen by students as supportive, understanding and caring for
their problems and needs.
 Teachers begin to act more consistently when the whole-school policy is the
outcome of genuine and wide collaboration.
 Teachers are more confident when appropriate corrective action is spelled out.
 A shared knowledge base provides a stronger support for classroom management.
 Teachers and students have a better appreciation and understanding of why ―the
classroom is managed this way‖.
 Parents begin to appreciate, and support, the values underpinning the school‘s
policies. Any school-wide process needs to gain parent understanding, support and,
where possible, involvement.
(Rogers, 1995)

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b) At the Individual Level: Working with Colleagues
In schools where a collaborative culture is established by introducing a
whole-school policy on effective classroom management, the teachers are never alone
when something goes wrong, as support is always available from other colleagues and the
school organization. But does this mean that you won‘t get colleagues‘ support in a school
without such a policy? Obviously, this is not necessarily the case as collegial collaboration
can be created by teachers at an individual level. There are nine steps for building collegial
collaboration to support your classroom management.
a) Specify issues which you are concerned about and problems you intend to resolve.
b) Collect information about the issues or problems, so that it can be shared with your
colleagues.
c) Be explicit about what you want to get from your colleagues, such as emotional
support, the sharing of ideas, resources or professional reassurance.
d) Define the forms of collegial collaboration in which you want to work with them
— for instance, whether you want to collaborate with them as ―a loose team‖ or
have them play a consultancy role.
e) Find appropriate parties you want to work with and then keep them informed of
any activities or needs for which you expect their support in your classroom. They
may include fellow teachers, clerical staff, librarians, educational psychologists,
social workers and even gardeners.
f) Share your concerns with them, and invite them to collaborate with you.
g) Find a time when you and your colleagues are free to meet as a way of maintaining
the forms and functions of collaboration.
h) Pose specific problems and initiate discussion on them, and show that you value the
time and effort each person is putting into collaborating with you.
i) Evaluate the effectiveness of the forms of collaboration.
Classroom isolation
Many teachers are hesitant about asking for help when things go wrong in
their classes, perhaps in part because they consider this shows their weakness and
inability to cope. In fact, as many studies have reported, it is quite common for
teachers to be reluctant to seek colleagues‘ support, even though they know they
would benefit from a close working rapport with them (Elton Report, 1989; Fullan and
Hargreaves, 1991; Leiberman, 1990; Rudduck, 1991). The Elton Report (1989: 69)
pinpointed this issue in stating that:

67
 Teachers have tended to stay out of each others‘ classrooms and not talk
about their own discipline problems. Too often teachers do not seek help
because it feels like an admission of incompetence and they do not offer it
because it feels like accusing a colleague of incompetence. As a result, the
tradition of classroom isolation persists in many schools.

When a school is dominated by a culture of ―classroom isolation‖, teachers

may feel that they are ―psychologically alone in the crowded environment‖ (Watkins
and
Wagner, 2000: 34). In such cases, teaching may become an isolating experience, with the
classroom as the teacher‘s private territory: its door is closed, and in-depth discussion of
classroom behaviour is rarely carried out with colleagues. More important, in a
professional sense, by working in such an ―isolated‖ setting, teachers‘ learning and
professional growth are limited. In an emotional sense, they receive less support,
recognition and encouragement from others and so they are more likely to feel stress and
experience burnout.
Given these outcomes, it is crucial for teachers to examine their own
situations
by using questions such as those below. If teachers give far more ―No‖ than ―Yes‖
responses, it is likely that they are suffering from the classroom isolation syndrome.
From a cognitive  Do you think most of your colleagues are supportive?
perspective  Do you think your colleagues help you to improve your skills
in classroom management?
 Could you learn something new about behaviour management
from the experience of your colleagues?
From a social  Can you name two colleagues who show some empathy with
perspective the difficulties you experience in the classroom?
 Do you tell your colleagues about things which make you
happy in the classroom?
 Do you talk to your colleagues when you are frustrated by
students‘ classroom behaviour?
From an  Do you feel happy with the current relationships with your
emotional/ colleagues?
affective  Do you think what you have been doing in the classroom with
perspective your students is recognized by your colleagues?

68
  Do you feel that you are accepted when other colleagues know
you are unable to maintain order in a difficult class?

Since these questions have not been standardized, they should just be used to give
an indication of whether you are likely to be suffering from ―classroom isolation‖.
Teachers who think they may have this syndrome can try to take the following six steps to
seek help from their colleagues.
1. Analyse the various classroom situations you participate in, and identify any
common characteristics.
2. Find out what makes you feel most threatened about disclosing your classroom
experience to colleagues. Is it related to a previous bad experience, the school
culture, your way of thinking or your acknowledged lack of certain social and
communication skills?
3. Build up some positive thoughts about collegial collaboration — for example, by
reinforcing the belief that asking colleagues for help does not necessarily mean
you are weak, and that it is a professional way of resolving the problems you have
encountered.
4. Visualize the staff member(s) you would most like to work with and what form of
collegial collaboration, or support network, you would like to establish with him/
her.
5. Spare at least five minutes every school day to talk to a particular colleague(s)
about what has happened in your classroom. You may start from something which
you feel happy about and then introduce aspects which have frustrated you.
6. Maintain this form of collaboration and try to disclose more classroom experience
to him or her.
As classroom isolation has a negative impact on teachers‘ professional
lives, it is crucial for them to have some colleagues who play the roles of partners,
supporters, counsellors and consultants. In this way, their classroom stories of frustration
are listened to, their concerns are empathized with and their struggles are understood. It is
unreasonable to impose unrealistic demands on oneself and keep your classroom isolated
when you are, for instance, being verbally abused by several students in a class, or when
half the class is out of control. On such occasions it is particularly necessary to ask
colleagues for support.

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 The benefits of collaboration
As can be seen from the points made above, collegial collaboration
functions in the form of ―reliable alliances‖ (Rogers, 2000: 141), formal and
informal, which are established with one‘s colleagues. These ―alliances‖, which are
dynamic, organic, ongoing, flexible, changeable and transitional, can (Rogers,
1995):
 reduce the feelings of isolation;
 offer fundamental moral support;
 empower staff through the spirit of teamwork;
 promote committed and caring relationships among staff; increase confidence
in managing the classroom;
 lessen negative feelings of inadequacy;
 provide a context for problem sharing, problem analysis and problem solving;
 Reduce the possibility of burn out.
Apart from the forming of ―reliable alliances‖, collaboration can be understood as a
kind of helping relationship which has some therapeutic value. When teachers help
each other, the emotional support, listening, trust and demonstration of concern
displayed can relieve stress and strengthen teachers‘ competence in dealing with
problems they encounter. The value of this form of collaboration has been
confirmed by Bernard‘s 1990 study, which highlighted the following features:
 Peer groups of teachers provide the most support, followed by family and
friends outside school.
 The types of support teachers receive are active listening, getting constructive
feedback and the provision of information.
 Female teachers generally tend to give and receive more support than male
teachers.
 The more support provided, the lower the levels of teacher burnout.
 Peer support among teachers is related to higher levels of personal
accomplishment.
(Bernard, 1990: 291–95, cited in Rogers, 2002)
In brief, in the schools where colleagues work together, classroom teachers
are more willing to share information about particular students, and they tend to
sympathize with one another and feel committed to helping students improve their
classroom behaviour (Rosenholtz, 1989). They are also more ready to assist each

70
other, without making negative judgments about teachers failing to control their
classes or perform their roles effectively.
Building collaboration
Before looking for ways to build up a collaborative rapport with colleagues,
three important steps are needed. First, you have to get to know your colleagues,
particularly when you are new to a school. To do so, apart from using formal
settings such as meetings, you may consider taking advantage of social
opportunities, such as having lunch with colleagues, to enjoy their company outside
the school context.
Second, you need to be honest with yourself. Whenever you don‘t know
something or feel unable to manage any difficult classes, you should admit it and
seek help and suggestions from other staff, even if you feel you can ultimately
resolve the problems yourself. In the process, you should make your colleagues feel
valued and respected for their help. Your honesty and enthusiasm can convince
others that you are developing your expertise by communicating your professional
experience to them.
Third, keep learning from your colleagues. For example, you can invite
them to observe your classroom and comment on your classroom management or
other aspects of teaching. Similarly, respond to any requests to sit in on their lessons,
and give them supportive comments when they request them.
Before inviting other colleagues to work with you, it is necessary to
recognize that students misbehave in many different ways and for different reasons.
Although it is very difficult to find an approach which is always effective, using your
own problem solving skills and inviting others who face the same issues to work
with you in a team can help to improve the situation. The next section outlines how
problem-solving skills can be adopted for initiating professional discussion among
teachers and for replacing inappropriate with appropriate behaviour by following
these sequential steps:
1. Analyse the issues you are concerned about and the problems you encounter.
2. State the problem(s). Before thinking about a solution, you have to identify what
the problem is and when it does and does not occur. Summarizing the problem in
one or two sentences is helpful.
3. Specify the aims of the proposed collaboration.

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 4. Identify the colleagues you would like most to work with — for example,
teachers who share the same concerns and/or you think would support and work
well with you. If you are not the form tutor of the class, you may consider getting
him/her involved.
5. Clarify with them the forms of collaboration you intend to establish and how you
expect them to be involved.
6. Invite them to work with you, and help them to see the need for, and value of,
their involvement.
7. Brainstorm ideas in the team, with an emphasis on generating as many ideas as
possible before assessing their quality.
8. Select a mutually acceptable way of resolving the problem(s). The key is to find
an idea(s) that is acceptable to all those involved and seems likely to solve the
problem(s) identified in step 2 above.
9. Try it out in practice and monitor how the students react.
10. Exchange information about the results and evaluate its effectiveness ness as a
team. Redefine your concerns and return to step 2 if the problem persists.
c) Making a Referral
So far, we have discussed collegial collaboration at both the school-wide and
individual levels and considered its benefits. In this section, we examine the common
practice of referring a student with behaviour problems to senior teachers or other teams of
teachers. Many schools have a well established referral system as a support mechanism,
with the departments of school guidance or school discipline normally being responsible
for ―teaching these students a lesson‖; and such students may also be sent to see the year
teacher or form tutor. After speaking to the relevant staff, the students return to their
classrooms.
Although making referrals of difficult students is a common practice, it must be
acknowledged that it is not always effective in improving the students‘ behaviour and in
resolving the real problems. This is because referrals are related more to when a teacher
disapproves of students‘ social behaviour, rather than being directly linked to observed
disruptive behaviour (Stage, 1997). Moreover, as reflected in the classroom discourse of
teachers and students, it is often used as a threat to get students to conform to a teacher‘s
instructions; in other words, in practice, referral can be seen as a kind of controlling, rather
than supporting, mechanism.

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 Whenever possible, it is more effective to avoid the referral system and help
students to improve their behaviour at the individual rather than the institutional level.
From a classroom teacher‘s perspective, the problem may seem to be resolved when the
students are moved away from the context in which they misbehaved to another team of
teachers who have taken up responsibility for managing their behaviour. However, these
teachers did not take part in the incident and interact with the students involved: they can
only deal with the issue at a surface level and manage the students‘ behaviour according to
official guidelines on school discipline.
Of course, there are special cases in which such referrals are justified — for
example, classroom violence and sexual harassment — but even then you have to be ready
to work with other teachers or senior staff. Also, before you take any action, you need to
ensure that you are very clear about all the organizational procedures involved and what
roles you have to play in them. In addition, it is very likely that you will become involved
in a process of negotiation, especially when there are different views on how to manage
the case you have reported. Even if you find these other teachers difficult to deal with, you
have to think positively and try to work with them.
As Packard and Race (2000) have advised, in coping with such situations care must
be taken to distinguish between conflicts of ideas and conflict of personalities, and to find
out what sorts of conflict are involved in the particular case. You can then reflect on your
inner feelings and examine the possibility that the current situation has been coloured by
previous differences of opinion — and remind yourself that disagreements in the past need
not prevent agreement on present issues. If the situation allows, you may talk about the
problem with senior staff on a professional level, to help them to understand your
situation. Having done all this, try to view the issues from other people‘s perspectives and
value their opinions even when they differ from your own. Finally, you may have to act in
the ways determined by others. If necessary, make a note of what you have been asked to
do and check this with a senior teacher before and after you have taken action.
E. Rangkuman Materi
This chapter suggests that teacher collaboration can enhance both classroom
behaviour and teachers‘ professional development; and it recommends that such collegial
support can be achieved at both the whole-school and individual levels.
It is indicated that at the whole-school level, all staff can play a collaborative role
in implementing a discipline policy inside and outside the classroom. By developing a
whole-school policy on behaviour management, teachers can be encouraged to collaborate

73
with other colleagues in more productive ways. Research evidence has shown that in
schools which adopt such a policy, teaching staff tend to work together more in helping
students to improve their classroom behaviour and fewer discipline problems are reported.
At the individual level, the problems of classroom isolation have been highlighted
to make teachers more aware of its negative effects on the quality of teaching and learning
and their professional development in classroom management. Six steps are suggested to
help teachers to rid themselves of such feelings of isolation and feel comfortable about
seeking help from colleagues: (1) analyse the classroom situations; (2) discover the
reasons for these feelings of isolation; (3) build up positive thoughts about collegial
collaboration; (4) identify a working partner(s); (5) spare a few minutes to talk to this
partner(s); and (6) maintain this form of collaboration.
The chapter then discusses a team approach to improving classroom behaviour,
involving ten problem-solving steps: (1) analyse the issues concerned; (2) identify the
problems clearly; (3) specify the aims of the collaboration; (4) identify a working
partner(s); (5) Clarify the ideal form of collaboration; (6) Invite specific colleagues to
work together with you; (7) brainstorm ideas; (8) try to reach an agreed view on action to
be taken; (9) try to implement it; and (10) evaluate its effectiveness.
Lastly, based on research evidence, it is argued that referring a difficult student to
another senior staff member or team of teachers is not an effective way to improve
classroom behaviour as the students involved are removed from the context in which the
misbehaviour arose; and that, even when students are referred to others, classroom
teachers need to play a role in collaborating with them to help the students involved
improve their behaviour.

F. Referensi
Ming – Tak, Hue and Li Wai – Shing. 2008. Classroom Management: Creating a
Positive Learning Environment. Hongkong: Hongkong University press.
Axworthy, D., Olney, H. and Hamilton, P. (1989). Managing students‘ behaviour: A
whole school approach. In C. Szaday, Addressing behaviour problems in
Australian schools. Camberwell, Victoria: Australian Council for Educational
Research.
Brown, S., Finlay-Jones, R. and McHale, (1984). Measuring teacher stress in Western
Australia. Western Australian Institute of Educational Administrators, 14: 28–
40.

74
 Clarke, D. (1996). Why have a behaviour policy? In D. Clarke and A. Murray (eds.)
Developing and implementing a whole-school behaviour policy: A practical
approach. London: David Fulton Publishers.
Elton Report (1989). Discipline in schools: Report of the Committee of Inquiry. London:
The Falmer Press.
Fullan, M. and Hargreaves, A. (1991). What’s worth fighting for? Working together for
your school. Toronto: Ontario Public School Teachers‘ Federation.
Jones, F. H. (1987). Positive classroom discipline. New York: McGraw-Hill Book
Company.
Leiberman, M. (ed.) (1990). Schools as collaborative cultures: Creating the future now.
Basingstoke: Falmer Press.
Packard, N. and Race, R. (2000). 2000 tips for teachers. London: Kogan Page.
Rogers, B. (1995). A whole school approach: Behaviour management. London: Paul
Chapman Publishing Ltd
G. Tes Formatif
1. What can you do to contribute to a school culture of collegial collaboration?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________
2. Why should you collaborate with other colleagues to improve classroom
behaviour?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________
3. What difficulties can you foresee when collaborating with other colleagues?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________

75
4. How would you support other colleagues who experience difficulties in managing
some students‘ misbehaviour in the classroom?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________

76
 CHAPTER VII

WORKING WITH PARENTS TO CREATE A POSITIVE

CLASSROOM MANAGEMENT

The way schools care about children is reflected in the way schools care
about the children’s families. Epstein (1995)

A. Deskripsi Topic
Pada bab ini akan dibahas teori tentang pendekatan yang dapat dilakukan oleh guru
dengan orang tua siswa untuk bisa menciptakan manajemen kelas yang positive.

B. Relevansi
Topik ini sangat membantu anda ketika anda akan mengajar bahasa Inggris pada tingkat
SMP atau SMA dalam mengatur atau memanage kelas anda.

C. Capaian Pembelajaran (Learning Outcome)

1. Mahasiswa mampu memahami landasan untuk membangun kolaborasi yang baik antar
orang tua dan guru
2. Mahasiswa mampu memahami berbagai macam variasi keterlibatan orang tua
D. Isi

77
 Parents have a very strong influence on their children‘s learning and behaviour, and
they also have an important role in collaborating with teachers to make the educational
process productive, meaningful and fruitful. Although many teachers may find it difficult
to build up a partnership with parents, numerous benefits can be derived from interacting
with them. For example, teacher-parent partnership leads to positive relationships between
teachers and students, and helps to ensure that students and their parents perceive the
school in similar ways: for example, when parents make positive remarks about their
children‘s teachers and the school, their children are likely to share their views and feel
encouraged to behave well in class. In the case below, Miss Lee found that the behaviour
of a student, Siu Ming, had changed slightly and she decided to inform Siu Ming‘s parents
about this, hoping to get them involved in helping the boy. In what way could Miss Lee
expect Siu Ming‘s parents to work with her? What should Miss Lee ask Siu Ming‘s
parents when she calls them? Siu Ming did not want Miss Lee to know what had happened
to him. Should Miss Lee tell Siu Ming that she has contacted his parents? Why?
1. Collaborating with Parents to Improve Classroom Behaviour

All parents care for their children. Even if they have demanding full-time jobs, they
have a strong desire to know about their children‘s lives at school and wish them to be
successful (Epstein and Sanders, 1998). Most parents want to work with teachers to
improve their children‘s classroom behaviour, and so there is common ground where
teachers can work with parents to maximize students‘ potential in the classroom. Four
ways to create a platform for teacher-parent collaboration are:
 to make parents recognize that they share a responsibility for their children‘s
classroom learning;

78
 to manage the diversity of parents‘ needs, behaviours, intentions and feelings;
 to be more proactive in creating contexts where teachers and parents can work
together to promote children‘s good behaviour in the classroom;
 to promote a school culture of teacher-parent collaboration.
Shared responsibility
Effective classroom management is characterized by parents and teachers
working together towards shared goals as, when such partnerships are established,
teachers will be able to manage students‘ behaviour in a more efficient manner.
Teachers have a crucial role in inviting parents to work with them, and offering
them opportunities for collaboration so that their partnership can be further
developed and sustained. Doing this helps parents to become aware that their
children‘s education is a shared responsibility, not something which should be left
entirely to teachers. This process of collaboration guides the development of aims
and plans to achieve the goals of education at a wider level.
In practice, a shared responsibility can be promoted through open
communication, mutually agreed upon goals, and joint decision making. Together,
teachers and parents can discuss their expectations for student performance in all
aspects of their school lives — social, personal, academic and emotional. They can
also work together to develop strategies for supporting positive academic,
behavioural and social competencies in all students, and to increase mutual respect,
understanding, caring and flexibility among parents, teachers, students and school
managers.
Parents are obviously very familiar with the ways in which their children
behave. They know what affects their children‘s behaviour and in many ways are in
a much better position than teachers to use reinforces — such as privileges related
to dining out, watching television and shopping — to improve their behaviour.
Managing diversity
Working with parents from diverse backgrounds and with different needs is
a challenge for teachers. Parents may have very different perspectives on issues
which concern teachers and the school, and have different expectations and
communication styles. Teachers have to recognize that such diversity is a strength
which offers explanations and information about students‘ behaviour.
To manage diversity better, teachers have to find some common ground
where they can work together with parents as partners. Efforts should be made to

79
work collaboratively with all parents, including those whose primary language is
not Cantonese and those with limited literacy skills. In this process, it is important
to ensure that parents are always welcomed by the school and assured that teachers
would like to work with them to help their children learn and behave well. This will
make it more likely that parents will have positive feelings about the school and
perceive themselves as being treated warmly and respectfully by teachers, which
will help to build up good personal relationships with them.
Teachers also need to do their best to understand parents‘ needs, intentions,
feelings and behaviour, rather than simply judging them to be right or wrong. For
example, when teachers meet the parents of difficult students, they should try to
recognize that bringing up children is a complex task irrespective of a family‘s
ethnicity, language ability, socio-economic status and educational background.
Empathizing in this way will help to establish good relationships with parents.
Creating more contexts for partnership
Due to the diversity of parents‘ needs and family backgrounds, it is
unrealistic to think that there is only one type of family-school relationships and so
take a ―one size fits all‖ approach to collaboration. Instead, teachers should try to
create more contexts for parental collaboration and expand their roles in dealing
with classroom issues — for example as partners in pastoral care and education,
and as volunteers.
From this perspective, teachers need to develop opportunities for parents to
participate meaningfully in the classroom life of their children. Such opportunities
should be offered in the knowledge that families will differ in what they choose to
become involved in, depending on their needs and preferences. Potential avenues
for parents‘ participation in classroom life may include:
 Taking part in classroom activities as volunteers;
 Engaging in learning activities in the classroom;
 Monitoring homework completion;
 Communicating regularly with teachers about their children‘s progress;
 Communicating frequently with their children about academic and behavioural
expectations and progress;
 Participating as decision-making members of behaviour management teams
(e.g. IEP teams);

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  Supporting form tutors through communication, sharing resources and seeking
partnership with educators.

Creating a collaborative culture

The culture of teacher and parent collaboration should be promoted not only
at the individual or classroom level, but also at the whole-school level. All teachers
have a role in working with other staff to welcome parents‘ participation in the
education of their children, and they should send a consistent message that their
contributions in forming effective partnerships are valued.
In summary, parental participation increases when the school encourages
collaboration by eliciting and understanding parents‘ perspectives and expectations.
A variety of options for participation, as well as systematic forms of collaboration,
should be made available, recognizing that parents from varied backgrounds will
support their children in different ways. Schools should foster an open dialogue
between home and school and provide opportunities for parents to develop
partnership roles in the education of their children. For this purpose, resources must
be provided by the school, such a releasing time for teachers to meet parents and
providing a parent-support room.
The four ways of establishing a platform for promoting teacher-parent
collaboration outlined above can also be viewed in terms of the following principles of
involvement suggested by Charles and Charles (2004) which can be applied in general for
involving parents in the education of their children:
 to affirm that parent are concerned about their children‘s learning;
 to affirm that parents are willing to help;
 to ensure that communication between parents and teachers is clear and effective;
 to value parents‘ attempts to participate in the process of making decisions which
affect the school and students;
 to clarify the roles of parents;
 to teach parents how they can help;
 to show appreciation of the contributions and involvement of parents.
(Charles and Charles, 2004: 67–68)

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2. Maintaining Teacher-Parent Collaboration
So far, four ways of creating a platform for teachers and parents to work as partners
have been suggested. We now look more closely at specific ways in which the dynamics of
such collaboration can be maintained and evolve. In what follows, Epstein‘s (1995) six
strategies for promoting teacher-parent collaboration are introduced and may be adopted
by teachers to encourage parental participation in their children‘s education. They are as
follows:
 Offer parents information about how they can provide better support to their
children to become effective classroom learners.
 Communicate regularly with parents about the programmes offered for their
children and the learning activities they are engaged in.
 Invite parents to work with you in the classroom as volunteers.
 Assist parents to improve their children‘s learning and classroom behaviour at
home.
 Share the power of decision making with students and parents.
 Pay attention to public concerns and collaborate in community events and
activities
Based upon the six approaches introduced earlier, some possible contexts where
teachers can keep parents informed about what is going on in the classroom, or get them
involved in working with them, are identified below, together with some practical
suggestions:
 Write an introductory letter to parents at the beginning of an academic year.
 Organize an informal meeting for special occasions (e.g. a small party).
 Make use of students‘ daily planners or handbooks.
 Publish a class newsletter.
 Disseminate progress reports.
 Phone parents.
Writing an introductory letter to parents
You may make an initial contact by sending a letter to each student‘s
parents. If you are the form tutor of a class, you can consider including information
about the class, including the names of all the other subject teachers. To make it
more personalized and informal, you can also introduce yourself, mention your
interests and indicate how keen you are to develop positive contacts with them.

82
Holding an informal meeting at the beginning of new school year
At the start of a new school year, you can set up a situation in which you
and the parents can meet and discuss the arrangements for the year, and you can
use this occasion to ask parents to work on their children‘s learning in the
classroom and the school more generally. This gathering could take the form of a
mini-party with simple refreshments to create a relaxing and comfortable
atmosphere for positive communication. Jones and Jones (2001) suggest teachers
use such an occasion to:
 describe the curriculum;
 give parents an introductory letter about themselves which includes their
personal background and philosophy of education;
 give them the class timetable;
 let them know when you will be available to be contacted during school
hours;
 list the projects and homework for which you may require parental
assistance;
 explain your classroom management procedures.
(Jones and Jones, 2001: 157)
Making use of students‟ daily planners or handbooks
In Hong Kong schools, every student has a daily planner. Teachers,
especially those in primary schools, may find ways to use them for promoting
positive contacts with parents about students‘ work. For example, on students‘
records of what they have to do each day, any work not completed or done
particularly well can be highlighted, with students expected to show their planners
to their parents who may take any action they feel is necessary. Also, the planners
can be used to keep parents informed about upcoming school or class events. Here
are some guidelines for writing comments in the daily planner:
• Be brief and specific.
• Be positive and try to find something good to say.
• Be honest and, if necessary, make neutral points about the children‘s
behaviour.
• Respond immediately when parents ask for help.
• Be informal and treat parents as partners.
• Use the planner regularly, and expect parents to do the same.

83
 • Avoid jargon or professional terms.
• Avoid projecting one‘s feelings onto the students or his/her parents.
Publishing a class newsletter
Issuing a newsletter is another useful method for keeping parents informed.
It can be produced regularly, for example monthly or every two months, and can
consist of just one or two pages which describe student learning, subject knowledge
currently being taught, whole-class activities carried out, and so on. Examples of
students‘ work and writing can be included to provide another perspective on their
experience of learning. Also, when writing the newsletters, you may invite some
students to assist you in data collection, typing and printing.
Disseminating progress reports
Many schools have fixed specific days for collecting students‘ progress
reports, normally twice in an academic year, with parents being notified at the end
of each academic term. Given that all the parents will be invited to see you within a
day, the meetings need to be very well organized. On average, the sessions should
last only about fifteen minutes each, so what you intend to tell the parents about
students‘ progress reports needs to be summarized well and presented positively.
Phoning parents
The most convenient and direct way to communicate with parents is by
phoning them. These calls should not be confined to telling parents only about
negative aspects of their children‘s behaviour as this may make them feel frustrated
and disempowered, and hesitant about contacting teachers and the school. You may
contact parents about any issues related to school life to show your concern and
care, and desire to cooperate with them. For example, you may mention:
• good performance in homework or presentations;
• improvement in classroom behaviour and academic performance;
• assisting you in performing certain tasks;
• helping other students;
• doing some volunteer work for the class;
• your concern about their children‘s poor social skills;
• seeking their help in supporting their children in resolving social difficulties;
• your concern about the decline in their children‘s academic performance;
• working with parents for special assistance;
• homework arrangements.

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3. Holding Other Meetings with Parents
Apart from the planned occasions mentioned above, there are many other occasions
related to students‘ special needs when teachers can invite parents to come to the school
for a meeting aimed at developing strategies for improving their children‘s classroom
behaviour. In fact, such meetings are a good way to gain parents‘ support in helping
students who experience difficulties. However, to produce any benefits, the meetings need
to be well planned and organized so that parents enjoy working with teachers and see the
meetings as a positive experience through which they get ideas to allay their children‘s
behavioural problems or resolve other issues of concern. On the other hand, poorly
managed meetings may create parental discontent which will probably be reflected in
students‘ behaviour; and, more serious, complaints may be made to senior staff, the
principal or even government bodies.
In meetings with parents, there is sequence of stages through which they and
teachers can reach consensus (Kauffman et al., 2002):
1. Laying the foundations: At this stage, the teachers involved should make
themselves very clear about the issues which concern them and collect and
organize all the relevant information, data and records which they intend to
mention.
2. Before the meeting: At this point, teachers need to familiarize themselves with the
documentation, make an agenda for the discussion and choose a place where the
meeting can be take place without any interruption.
3. During the meeting: Teachers have to be good facilitators, ensuring that all
communication blockages are removed so that the parents feel free to express
their concern and opinions, and have their needs addressed.
4. At the end of the meeting: Here, all issues raised and discussed should be followed
up and evaluated.
4. Working Effectively with Parents’ Criticisms and Confrontation
It is not uncommon for conflict to arise in the course of meetings with parents. This
can be understood at both the psychological and institutional levels. At the former level,
parents and teachers may perceive one another in some negative ways. Teachers worry that
parents will call their behaviour management practices into question or make unreasonable
demands; while parents, especially those whose own school experience was unpleasant,
are reluctant to listen to how their children have behaved badly in school. Also, parents
may disagree with the teachers‘ views on managing their children‘s behaviour and may

85
find it hard to accept that their children are as disruptive as the teachers claim as they may
not behave in such ways at home. On being told about their children‘s behaviour, some
parents may try to defend it, especially if they feel they are being held responsible for the
misbehaviour; and they may also blame the teachers‘ weak management skills or the
unsupportive discipline system.
At the institutional level, the conflict may be related to how parents and teachers
work together in school. Although both teachers and parents may acknowledge that they
share responsibility for acting in the best interests of children, not many schools have
formal mechanisms which allow them to cooperate in doing so. Unless initiated by one or
the other party, there is not much opportunity for collaboration. In such situations, it is
easy to understand why parent-teacher conflict occurs from time to time.
There are several strategies for dealing with angry or critical parents and coping
with such situations in an effective and professional manner (Jones and Jones, 2001;
Kauffman et al., 2002):
 Take a positive perspective in interpreting parents‘ anger and frustration.
 Find something positive to say about the child and the parents.
 Allow parents to say whatever they want.
 Help parents to become fully aware of the problems described.
 Try to empathize with parents‘ feelings and view the behaviour of their children
from their perspectives.
 Appreciate what parents have contributed to improving their children‘s
behaviour.
 Use active listening to calm down parents‘ emotional responses.
 Respond to parents in a calm and professional manner.
 Show parents that you are eager to work with them and care for their children.
 Make whatever you say very specific.
 Avoid blaming parents.
 Admit when you are wrong.
 Admit when you don‘t know the answer to parents‘ questions
 Accept the parents and their children as they are.
 Recognize any cultural differences between yourself and the parents.

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E. Rangkuman Materi
This chapter highlights the advantages of teachers and parents collaborating to
enhance students‘ learning and improve classroom behaviour. It is suggested that teachers
should make an effort to build some form of partnership with parents by: (1) getting
parents to take some responsibility for their children‘s education; (2) managing the
diversity among parents in positive ways; (3) creating more contexts for collaboration; and
(4) promoting a culture of teacher-parent collaboration at school level.
It is essential for partnerships between teachers and parents to continue developing
and growing. Also, teachers should identify specific ways in which parents can be invited
to work with them for their children‘s benefit — for instance, by writing letters, organizing
small informal gatherings, making use of daily planners, publishing a newsletter, sending
out student progress reports and telephoning.
Parental meetings are effective and productive if they are well planned and
organized in the following four stages: (1) laying the foundations; (2) drafting an agenda
before the meeting; (3) conducting the meeting; and (4) reaching a consensus and
evaluating the outcomes of the meeting. Teachers need to develop their ability to react
appropriately to difficulties which may arise during meetings, such as resolving conflict
and handling confrontation.
F. Referensi
Ming – Tak, Hue and Li Wai – Shing. 2008. Classroom Management: Creating a
Positive Learning Environment. Hongkong: Hongkong University press.
Charles, C. M. and Charles, M. G. (2004). Classroom management for middle grades
teachers. Boston: Pearson Education, Inc.
Epstein, J. (1995). School/family/community partnerships: Caring for the children we
share. Phi Delta Kappan, 76: 701–712.
Epstein, J. and Sanders, M. (1998). What we learn from international studies of school-
familycommunity partnerships. Childhood Education, 74: 392–394.
Jones, V. F. and Jones, L. S. (2001). Comprehensive classroom management: Creating
communities of support and solving problems. London: Allyn and Bacon.
Kauffman, J. M., Mostert, M. P. Trent, S. C. and Hallahan, D. P. (2002). Managing
classroom behaviour: A reflective case-based approach (3rd edn). Boston:
Allyn and Bacon.

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G. Tes Formatif
1. What extent do you think students‘ misbehaviour is related to the socio-economic
background of their familes and the educational level of their parents?
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________
2. Why do some parents feel hesitant about working with teachers to improve their
children‘s classroom behaviour? When a teacher works with such parents, how could
she/he encourage them to work together as a team?
_________________________________________________________________
_________________________________________________________________
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3. What communication strategies would you recommend teachers to adopt when facing
parents who blame the school for the disruptive behaviour of their children?
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 CHAPTER VIII

INSTRUCTIONAL COMMUNICATION STRATEGIES

Do not wait for the perfect moment, take the moment and make it perfect
-Zoey Sarward-

A. Deskripsi Topic
Pada bab ini akan dibahas teori tentang proses dalam guru memendu dan mengatur
ssiswa dalam proses belajar mengajara di dalam kelas dengan berbagai peranan yang
harus dilakukan oleh seorang guru.

B. Relevansi
Topik ini sangat membantu anda ketika anda akan mengajar bahasa Inggris pada tingkat
SMP atau SMA dalam mengatur atau memanage kelas anda.

C. Capaian Pembelajaran (Learning Outcome)

1. Mahasiswa mampu memahami cara membuka dan menutup pertanyaan yang akan
diberikan kepada siswa.
2. Mahasiswa mampu memahami enam macam instructional strategy.

D. Isi

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 Employing a variety of instructional strategies appeals to various learning styles
and tends to keep teachers and students from becoming mediocre. If we watch children
play school, we are likely to see them model -- often with amazing and embarrassing
accuracy -- a traditional, subject-centred model of instruction. The "teacher" talks, writes
on the board, hands out things, disciplines her or his "students" for talking, and talks some
more. If, however, we watch a child teach another child how to do something outside of
the playing school context we are quite likely to see a very different set of dynamics at
work. The "teacher" demonstrates, asks and answers numerous questions, and enters into a
highly interactive relationship with the learner. If we watch a child try to learn how
something works or how to do something on her or his own, we are much more likely to
see a hands-on, investigative approach than one in which the child goes first to the
directions to find out exactly how he or she is "supposed to" proceed. We also see children
totally caught up in the stories of an expressive storyteller, and mesmerized by television's
auditory and visual stimulation. Left to their own devices, children seem intuitively aware
that there are lots of ways to learn, most of which they willingly and regularly seek out.
Most teachers are quite aware there are numerous strategies available for
consideration when deciding how to design a unit of instruction. Most teachers are also
aware of the advantages of various strategies; if, in practice, they show a heavy preference
for one particular approach, that preference might be the result of a belief in its superiority
or of their lack of experience in using other approaches. For example, subject-centred
teachers often tend to lean toward lectures because they believe that they are the most
efficient means of moving through information in quantity, and because that is how they
were taught. Learner-centred teachers tend to favour group discussion, while process-
centred teachers believe in using a blend of strategies that package information in
redundant modules. Sometimes teachers avoid a particular strategy because they
personally do not learn well with that approach.
This chapter will address ways to maximize the advantages (and minimize the
disadvantages) of five instructional strategies: The lecture, class discussion, skill lessons,
small group activities, and resource-based instruction. Each of these strategies involves a
different context for communication, hence is likely to be more effective for some kinds of
objectives than others. We will approach these strategies in terms of defining the teacher's
role in each situation and examining its appropriateness in achieving a given lesson'
objectives, including those related to affective responses.

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1. The Teacher as a Speaker
When we think of lecturing as a method of instruction, we often think first of our
college classes in which we may have experienced lectures as "a device for getting notes
from the notebook of the professor to the notebook of the student without going through
the head of either" (Walker and Scott, 1962, p. 113). Teachers at the secondary and
elementary levels seldom use extended discourse as exclusively as do some college
teachers, but any time a teacher assumes the role of information-giver, speaking with a
structured agenda, he or she becomes a lecturer. In this situation, the speaker holds the
floor. It is her or his responsibility to also hold the attention of the listeners.
Lectures are a very efficient use of instructional time. They can communicate a
large amount of information to a maximum number of students without requiring much (if
any) equipment. They allow teachers to present material not available in textbooks or other
easily accessible resources and, presented well, can motivate and excite students. Research
has indicated that students taught by lecture do as well as or better than those taught by
discussion methods on tests of factual recall. Some students, such as those with a high
level of communication apprehension, prefer the relative anonymity of a lecture format, in
which the fear of being called upon to speak does not interfere with their ability to
concentrate on the material being presented (McCroskey, 1998).
On the downside, lectures are not as effective as other methods in fostering higher
levels of learning (application, analysis, synthesis, evaluation), or in developing
psychomotor skills. Students tend to be passive and, according to various studies, their
attention frequently wanes in 15 to 25 minutes and their retention within about eight
weeks. Lectures are a "whole-group" method of instruction, a form of mass
communication, and must be structured with an assumption that all the students are at
about the same level of initial understanding and have approximately the same ability to
learn. Feedback is very limited. Students who do not learn well by listening are at a
disadvantage.
Lectures demand that teachers practice the skills of effective public speaking.
Students expect:
1) that the instructor will be knowledgeable enough to explain the topic in
understandable terms;
2) that the lecture will be organized;
3) that the instructor will capture and hold attention;
4) that the lecture material will be selected with attention to its interest value;

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 5) that the teacher will be competent and enthusiastic; and
6) that the lecturer will demonstrate a sense of humour (Weaver, 1982).
Violating these expectations will diminish affect, for the speaker, the course, and
the subject area.
One of the ways to maximize a lecture's effectiveness is to abide by the general
rule (one supported by research) that a speaker should plan to "cover" material for only
half of the allotted time, and use the rest of the time to buttress and repeat information with
pointed examples and illustrations that relate the concepts to the students' own
experiences. Take the time to introduce humour, either as a clarifying device or simply to
break up the serious presentation and reawaken attentiveness -- students like teachers who
have a sense of humour, and that liking rubs off on the material. Where possible, develop
visual aids for multi-sensory appeal.
Students learn better if they know what they are about to learn; thus, an effective
lecturer will provide advance organizers throughout the presentation to help students
chunk the information into meaningful units. Collingwood and Hughes report the results of
an experiment which indicated that students performed better on tests when given some
form of notes to refer to during the lecture. When the teacher provides a detailed set of
notes so that little note taking is required, or provides an outline of key points with
diagrams, tables, and a place for students to record explanatory notes during the lecture,
students will learn more than when they are left to their own devices in taking notes. This
technique also has affective payoffs in that it gives the students a sense of not only where
the teacher is going but how far he or she has to go before reaching closure. Anyone who
has ever been caught in a traffic jam and experienced the anxiety associated with not
knowing how long they will be stuck will understand the benefits of being able to predict
likely progress.
An alternative strategy for helping students organize their notes has been supported
by Kelly and Holmes (1979), and others who have implemented the "guided lecture
procedure." Students are encouraged to simply listen and refrain from taking notes during
the teacher's lecture, which is planned for approximately the first half of the period. They
are then asked to write down what they recall from the lecture. The instructor takes five
minutes or so to review main points and answer questions, after which the students move
into small groups to cooperatively prepare a set of notes that are shared among group
members. This procedure has the benefit of students' getting the "big picture" before trying
to decide which of its components need to be recorded for future reference, and it is a

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means of personalizing the class atmosphere by encouraging supportive interaction within
the small groups. The downside is that only half as much material may be covered in a
lecture.
Finally, effective lecturers must be careful not to allow the potentially
impersonal strategy of lecturing to interfere with their attempts to establish an immediate
teacher-student relationship. Using student names, incorporating personal anecdotes and
other means of self-disclosure, asking questions and encouraging students to talk, referring
to class as "our" class and what "we" are doing, and using humor contribute to immediacy,
as do maintaining eye contact with the students, smiling, having a relaxed body position
and animated gestures, moving about the classroom during the lecture, and -- this one is
very important to remember -- using a dynamic, vocally expressive style of delivery. These
strategies have been shown to have both cognitive and affective learning payoffs. They
help to personalize the instruction, to highlight important points, and to maintain interest
by presenting continually shifting visual as well as oral cues (immediacy will be discussed
further in chapter fourteen).
For the most part, elementary and secondary level teachers will find it
advantageous to spread lecture material out over several class periods so that it can be
interspersed with other instructional strategies. However, no matter how long (or short)
individual lecture interludes might be, their preparation should include attention to both
content and presentation. "Winging it" is not acceptable! The lecture can be a very
effective communication system. It is not likely to be so without careful preparation.
2. The Teacher as a Moderator
Several studies of instructional strategies and classroom interaction have concluded
that students develop a greater affect for subjects taught via class discussion than by those
taught strictly by lecture. Discussion allows students to formulate principles and
applications in their own words, giving a sense of ownership to course concepts.
Discussion also provides teachers with prompt feedback on how students are processing
information. A Stanford University study of technical skills necessary for effective
teaching identified nine primary instructional skills, seven of which were related to
classroom interaction: fluency in asking questions, reinforcing student participation, using
probing questions, using questions that address higher level cognitive objectives, facility
with divergent questions, appropriates use of a teacher nonverbal communication cues to
reduce reliance on teacher talk, and using interaction techniques to reduce boredom and
inattention.

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 As common as claims of desiring and encouraging class discussion are, many
teachers find that getting students to talk is a difficult and frustrating task. Dreams of
entering a classroom of bright and inquisitive students who bring with them thoughtful,
probing questions related to assigned readings or previous class lectures are often dashed
early in a semester -- or a career. "I'm always asking my students if they have any
questions or comments," said one teacher, "but they just look at me. Nobody ever wants to
talk." Why does this happen?
One of the problems teachers have in generating class discussion is their assuming
that the students should be the initiators. Most students, however, do not come to class
with questions or observations, at least those they wish to share. One of the keys to
successful whole-class discussion is the teacher's ability to ask questions, not just to ask
for them. Furthermore, the kind of question the teacher asks is central to her or his success
in the role of moderator.
Closed questions, which have only one or a limited number of correct responses,
are a good way of keeping students on their toes but rarely foster discussion. "What year
did the Civil War begin?", "Can anyone explain how a rainbow is made?", or "How would
knowledge of immediacy cues be useful in a sales position?" address knowledge,
comprehension, and application learning objectives and invite students to become active
participants in class but are looking for specific, correct answers.
Teachers need to be careful not to make answering such questions a threatening
experience. Children with a high level of communication apprehension will often answer
"I don't know" just to avoid being called on again, and any student will suffer some degree
of embarrassment if put on the spot with a question he or she can't answer. For that reason,
teachers should avoid calling on individual students who do not signal their willingness to
participate. While calling only on those students who volunteer may limit interaction to the
more extroverted students, the teacher should question her or his motives for insisting
students answer questions when they do not what to. Is this important to the instructional
objectives for that unit, or is just another instance of the "Gotcha" game played by so many
teachers?
Systems of questioning around a circle or down the rows are viewed with
increasing terror by many students as their time "to look bad" approaches. All such
systems are certain to accomplish is to reduce the cognitive learning of some students
while, at the same time, generating negative affective learning. In any case, the teacher's
response to wrong answers and her or his sensitive use of appropriate, helpful prompts

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(rather than just "I'm waiting" or "Go on") will go a long way toward establishing a
nonthreatening environment in using closed questions.
With closed questions, the teacher remains the primary focus of the teacher-student
interaction. It is the use of open questions that is most effective at shifting that focus to a
genuine discussion atmosphere where the teacher steps back into a moderator's role. Open
questions are particularly appropriate for getting at analysis, synthesis, and application
objectives. They do not have right answers; although students may be challenged to defend
their positions, they can never be wrong. At their best, they motivate discussions among
students in which the teacher steps in only to draw closure or redirect the discussion's
focus. Consider your response to the following questions:
Suppose you discover that your wonderful one-year-old child, because of a
mix-up at the hospital, is not yours. Would you want to exchange the child
to correct the mistake?
Would you rather be extremely successful professionally and have a
tolerable but boring private life, or have an extremely exciting private life
and only a tolerable and uninspiring professional life?

Would you accept twenty years of extraordinary happiness and fulfilment if

it meant you would die at the end of the period?

For $100,000 would you go for three months without washing, brushing
your teeth, or using deodorant? Assume you could not explain your reasons
to anyone. (Stock, 1987)

While these might not be questions you would pose in your classroom, they
illustrate the power of open questions in stimulating thought. A classroom adaptation
might be: "What if Romeo and Juliet had not been successful in killing themselves; they
attempted suicide, but pulled through. What do you think would have happened to them?"
Posing this question to a class of high school freshmen not only asks them to draw on what
they know about Romeo and Juliet, their families, and other insights from the play they
have read; it also invites them to draw on their own experiences with and attitudes about
parent-child relationships, love, early marriage, suicide, and so forth.
Participation in classroom discussion can often be maximized by the use of "buzz
groups," small groups of students who put their heads together to briefly discuss a question

95
among themselves and then report their response to the class as a whole. With open
questions, this technique allows an opportunity for more students to express their ideas in a
finite amount of time. With closed questions, it takes the spotlight off individual students
and encourages peer teaching. Most students are less apprehensive about communicating
in a buzz group than they are in front of the class as a whole, and most groups are more
confident about voicing a response that has been "test-driven" for peer response.
A final recommendation regarding the teacher‘s role as a moderator concerns wait
time. It is extremely common to observe teachers answering their own questions, usually
because a student response is not immediately forthcoming. Students quickly learn this
pattern and absolve themselves of any responsibility for participation. Questions are not
perceived as "real questions." How many of us have not at one time or other heard a
teacher monologue that goes something like this:

"OK, who read the chapter? Anyone? What was it about? The Civil War!
Anyway what was that war about? It was about slavery, wasn't it? What do you
think about slavery? Was it worth fighting a war over? I think it was. Does
anyone disagree with me? Nobody does? Well then, what was the first battle in
the Civil War? . . ."

Many times students enter our classes having had a great deal of experience with
no participatory classroom norms, and with teachers whose questions are primarily
rhetorical. We have to spend some time changing their expectancies, and we have to give
them time to think. It is estimated that as many as 70 % of students at the college level
never participate in class discussion. Is it because they were taught not to by teachers who
did not wait long enough for responses . . . ?

3. The Teacher as a Trainer

Teaching psychomotor skills requires that students have an opportunity to practice
skills until they master them. Sometimes, as in learning to drive a car, students are highly
motivated to repeat the same task over and over until they learn how to do it. Sometimes
students are not as highly motivated to continue practicing and become bored with
repetition. When faced with such a situation, the effectiveness of skill lessons is enhanced
by the teacher's offering ways to vary the performance of the skill. For example, children
who are learning to write their alphabet letters may lose interest in writing letters over and

96
over on lined paper, but remain excited about painting an alphabet mural, drawing letters
in pudding with their fingers, creating alphabet people, being given the opportunity to
write on the chalkboard, and so forth.
For teachers to effectively coach students through to mastery of a skill, it is
essential that they be able to break the performance of the skill into separate components
so they can offer corrective instruction. One of the authors clearly remembers years of
elementary school physical education classes in which the teacher rewarded students for
being able to do things, and punished them for not being able to do them, but never offered
coaching. Having moved on to high school, she was amazed that one didn't have to be a
good volleyball player but could become a better one by following some corrective
instruction in how to serve the ball. Some students got better and better at volleyball just
by getting more playing experience, but some (the author included) simply repeated
ineffective moves until being pulled out of the game and concentrating only on one aspect
of play.
Teacher/trainers of highly skilled students are characteristically masters of isolating
and working on specific components of performance in their training programs: the
competitive golfer's trainer will work with eliminating a small twist of the wrist that
compromises control; the violin prodigy's teacher will note that additional finger dexterity
might enable the young musician to reach new heights and assign dexterity exercises.
Teachers who can help students figure out why they are not mastering a skill have
themselves mastered a primary coaching skill.
4. The Teacher as a Manager
Small group projects typically involve two to six students working together on a
common task. They provide an opportunity to maximize students' active involvement in
class, to develop their interpersonal communication and cooperation skills, and to reinforce
their knowledge through peer teaching. Research provides evidence that students retain
information longer when they have an opportunity to verbalize it, especially to their peers.
Working in small groups tends to increase students' motivation, partly because they enjoy
the opportunity to interact with their peers and partly because they care about being
regarded positively by their peers and don't want to let their classmates down by failing to
do their part.
Some teachers are uncomfortable with small group activities because they cannot
monitor what is going on with all students at all times and feel out of control of what is
going on in the classroom. Some have observed that students spend too much of the time

97
off-task, that one or two group members tend to "carry" the others, and that grading
individual contributions to group projects is difficult. Some teachers are not exactly sure
what they are supposed to do while students are working in groups and feel like they are
abdicating their responsibility to be teaching. The concern of these teachers is well-
founded, for if the teacher is not a good manager, group activities may be worse than
useless.
The teacher's role in small group instruction is that of a manager -- of resources and
of personnel. As a manager, the teacher should clearly define the task at hand, and provide
guidance as to time-lines and the organization of various steps needed to complete the
assignment. Some group tasks are designed to be completed within a single class period
while others may continue for all or a portion of several weeks or even months. In the
latter case, it is particularly helpful to guide the groups in determining short-term goals
within the longer-term objectives. Giving students a list of resources and telling them "Do
a report on Guatemala, see you in six weeks" is an ineffective management practice! Two
of the primary reasons that groups flounder and spend time off-task are that they (1) don't
know what they are supposed to be doing, or (2) don't know how to go about doing it.
As personnel managers, teachers will consider the composition of task groups and
make strategic decisions on how they will be formed. There are valid reasons to form
"work groups" that remain together throughout various projects (students get to know one
another and their individual strengths and limitations; they tend to work more efficiently as
time goes on, becoming a sort of interdependent minicorporation) and equally valid
reasons to create a new mix each time groups are assigned (students develop broader
sociological ties; cliques are less likely to develop). There are valid reasons to mix
motivated with less motivated students (someone takes direction) and equally valid reasons
to let the motivated students work together and let the unmotivated ones work things out
on their own (at best, new leaders are discovered; at worst, at least the usual leaders don't
feel put-upon). Deciding on a grouping strategy will often relate to the teacher's affective
objectives for a particular class. Once the groups are formed, the teacher-as-manager
should monitor working relationships and intervene if conflict is undermining the group's
ability to function.
As resource managers, teachers should be able to provide groups access to the
information and materials they require to accomplish their tasks. They will monitor the
groups' progress and suggest means of following up on ideas, checking information, and
presenting their product. In more extensive group projects (those that take more than a

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single class period), it is often wise not to over-manage up front. If students are given all
the resources they are to use and a very specific model of what they are to come up with,
much of the incidental learning from the group's process will be lost. The group is then the
teacher's staff, working on the teacher's project rather than their own.
5. The Teacher as a Coordinator and Innovator
The use of resources to supplement instruction can serve many purposes.
Computer-aided instruction and other programmed instruction packages can be created or
purchased to be used as either a primary instructional strategy or a supplemental tool.
Films, videotapes, audiotapes, instructional television, books, magazines, newspapers,
demonstrations, guest speakers, simulations and so forth can be used to complement other
instructional strategies or as the cornerstone of instruction. The Arizona teacher who has
created a space lab simulation in his science classroom, and who guides students through
an elaborate scheme of science projects within the parameters of the simulation -- in which
student crews ultimately spend several real-time days and nights "on board" -- uses the
simulation as the cornerstone of his instructional strategy, incorporating lectures,
discussions, group tasks, audiovisual aids, and other strategies as enhancements. Teachers
who are a part of the Time Educational Services program use the magazine as the
cornerstone of their instructional strategy, while others organize a class around a series of
guest speakers.
Most of the time, resource-based instruction is supplementary. Resources are used
within a traditional teacher-directed classroom to stimulate various senses, present
information in alternative formats, and enhance text and lecture material. Sometimes they
are used as a break for the teacher or as a reward for the students. Usually students like
them.
Many teachers are unaware of the range of available instructional resources.
Consequently, they either do not use them, or draw from a limited selection of often
outdated films or filmstrips that are available through the school or community library.
Searching out resources -- getting on mailing lists, talking to instructional media
specialists, becoming familiar with resource indexes, searching out available guest
speakers, learning how to use or even writing computer programs, designing simulations --
is time consuming. It is not necessary that every teacher choose to do so; however, all
teachers should remember that it is better to use no resources than to use bad (dated, poorly
produced, age-level inappropriate) resources.

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 The key to using resource-based instruction effectively is to know exactly how the
resource will be used to enhance instructional objectives. Whatever the type of resource,
the teacher should experience it in its entirety before using it in the classroom, and
coordinate the logistics for its effective use -- for example: making sure the room can be
darkened enough for quality film projection; figuring out the best seating arrangement for
viewing a videotape on a standard-size television monitor; thinking about who will get to
use the three computers when, and what the other students will be doing at that time;
deciding how to schedule a guest speaker so that several classes can benefit; scheduling
carefully and compulsively checking that the rented film or the speaker will be there as
scheduled, that the VCR is not out for service, and that the handouts will be ready as
promised. Failing to take these steps almost assures a diminished affective payoff from
incorporating the resource.
Few instructional resources are so powerful that they work alone without some sort
of set up and/or follow-up activities. Resource-based instruction is the most effective when
teachers use resources rather than defer to them. Maximizing their effectiveness requires
considerable logistical coordination on the teacher's part. It is usually worth the effort.
Employing a variety of instructional strategies appeals to various learning styles
and tends to keep both teachers and students from getting into a rut. The teacher's
preferences and individual strengths will influence strategic decisions, although the
instructional objectives at hand should always be central to selecting the most appropriate
teacher‘s role at a given point in a course of study. We would encourage teachers to
experiment, working with one lesson or unit at a time, to increase their own repertoire of
skills and classroom-tested alternatives. In this chapter, we have suggested that a teacher
might wear many hats: speaker, moderator, trainer, manager, and coordinator. Most
teachers look good in all of them, and most students get tired of looking at the same one
every day.
E. Rangkuman Materi
Teachers are multirole. In the classroom teachers have five roles; teacher as
speaker, moderator, manager, trainer, and coordinator and innovator. First, Speaker has
task to give information to the audiences about something that is newest and can guide
the students to receive the information. Second, moderator has task to guide the
audiences in giving questions, answering or giving opinion, and conclude the materials.
Third, manager has task in managing the classroom to be a good and comfortable
atmosphere, so the students enjoy in learning. Fourth, trainer has task to train the

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 students in doing the skills which should be mastered the students. Last, coordinator
and innovator has task in guidance the students to create something new and creative in
designing the task to be something interesting and unique from others.
Through guidance that is done by the teacher can produce good students with
unique characteristics. They can develop their talent and can dig all the skills, and
knowledge which they have. Therefore, teachers are the key succeed of the students in
receiving knowledge and have responsibility to guide the students.

F. Referensi.
Wrench, Jason S, Virginia Perk Richmonth, and Joan Gorhan. 2009. Communication,
Affect, and Learning in the Classroom. Virginia:Tapestry Press
Napell, S.M. (1980). Updating the lecture. Journal of Teacher Education, 29, 53-56.
Nyquist, J.D. & Wulff, D.H. (1990). Selected active learning strategies. In J.A. Daly,
G.W.
Friedrich & A.L. Vangelisti (Eds.), Teaching communication: Theory, research, and
methods. (pp. 337-362). Hillsdale, NJ: Lawrence Erlbaum.
Pearson, J.C. (1990). Large lecture classes. In J.A. Daly, G.W. Friedrich & A.L.
Vangelisti (Eds.), Teaching communication: Theory, research, and methods.
(pp. 293-300).
Hillsdale, NJ: Lawrence Erlbaum.
Peters, R. J., & Austin, N. A. (1985). A passion for excellence. New York: Random
House.
Richmond, V. P. (1990). Communication in the classroom: Power and motivation.
Communication Education, 39, 181-195.

G. Tes Formatif
1. Remind your English teachers at the SMA start at 10 th, 11th, and 12th grade. Then, you
describe which roles that they have in teaching are?
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2. Distinguish between open and closed questions. Review each type of questioning!
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 CHAPTER IX
INSTRUCTIONAL ASSESSMENT:
FEEDBACK, GRADING, AND AFFECT

Stay away from negative people. They have a problem for every solution
-Albert Einstein-

A. Deskripsi Topic
Pada bab ini akan dibahas teori tentang berbagai macam cara penilaian dalam
pengajaran, dan apa efeknya terhadap siswa serta apa manfaatnya bagi siswa.
B. Relevansi
Topik ini sangat membantu anda ketika anda akan mengajar bahasa Inggris pada tingkat
SMP atau SMA dalam mengatur atau memanage kelas anda.
C. Capaian Pembelajaran (Learning Outcome)
1. Mahasiswa mampu memahami jenis – jenis penilaian (assessment)
2. Mahasiswa mampu memahami cara memberikan penilaian (assessment) bagi
siswa.
D. Isi

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 Instructional assessment is a process that includes a variety of activities and
decisions. It includes both descriptive and judgmental feedback from teachers to students,
as well as from students to teachers. It can occur at various times in the learning process,
from preassessment determinations of where students are at the beginning of a course of
study, through various kinds of communication related to how they are doing (and how the
instructor is doing!) during the course of study, to an evaluation of how everyone did at the
end of the course of study.
1. Defining the Assessment Process
a. Assessment

Assessment is an umbrella term that refers to the entire process of collecting

information and making judgments about instructional outcomes. It helps teachers decide
what is working and what is not. Pre assessment provides insight into what students
already know, and don't know, before beginning instruction. Pre assessment might be
formal, such as a pre-test of course-related knowledge and/or skills, informal, such as
observation of attitudes and anxieties about the area of study that students express, or a
combination of the two. It is intended to allow teachers to better tailor instructional
objectives and strategies to individual students or to a particular group of students.
Formative assessment occurs during the process of instruction, providing periodic
information on what students have learned and what remains to be learned. Formative
assessment can also tap students' affective responses to the instructional process -- what
makes them happy or excited or comfortable and what does not. Given this kind of
information, which can also be solicited in either formal or informal ways, teachers can
make procedural adjustments that maximize the likelihood of achieving cognitive,
psychomotor, and affective objectives before the unit, course, or the year is over.
Summative assessment occurs at the end of a course of study. In mastery learning, it is the
certification that an objective or objectives have been mastered. In traditional systems, it
includes the determination of grades. In instructional planning terms, it is a look back over
the whole process and asking "how did I do?"
b. Measurement
Measurement refers to decisions about how the achievement of objectives will be
operational zed or quantified. In writing complete instructional objectives, a process which
has been discussed in a previous chapter, it is the part of the statement that specifies the
evidence that will be used to determine whether or not the goal has been accomplished.

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Testing is one kind of measurement, and usually refers to students' opportunity to respond
to an identical set of questions under controlled conditions. Effective assessment measures
should be both valid and reliable.
A valid measure is one that reflects what it claims to reflect. For a test to be a valid
measure of students' mastery of a set of objectives, it should include representative
questions for all the objectives, not be concentrated on one or two of them. A valid
measure of whether or not students have been successful at learning how to play the piano
would by necessity include their demonstration of performance skills, since even correctly
answering 100 percent of a set of questions about how to play the piano will not be a valid
indicator that a student can actually do it. Determining the validity of measures of affective
outcomes is sometimes less clear-cut than measuring objectives in the other learning
domains; however, if one of a teacher's goals is to increase students' joy of reading, it is
important to think about whether their checking out more books from the library is a valid
reflection of their enjoying reading books or if it in fact reflects their getting points toward
their grade for each book read.
A reliable measure is one which is accurate and consistent. Three typical ways of
assessing the reliability of paper-and-pencil tests are the test-retest method, the equivalent
forms method, and the split-half method. In the first instance, if giving the same test to the
same group of students within a short period of time results in similar scores, the test is
judged to be reliable. In the second instance, if two equivalent forms of a test are
developed, covering the same material, reliability can be determined by comparing the
scores on the two forms. In the third instance, the scores for even-numbered and odd-
numbered items on longer tests can be compared to one another to indicate whether they
provide a consistent profile of student mastery. Assessing the rating reliability on essay
tests, project reports, and performances is more challenging. Teachers might occasionally
want to put aside a set of graded papers and reread them at a later time (without referring
to the previously recorded grade) to see whether their judgments are consistent. They
might also consider comparing their assessments with those of other raters, including
students, to see whether there is inter-rater agreement as to whether or not the assignment
met its objectives.
c. Evaluation
Evaluation is a judgment of merit or worth, often communicated via grading.
Assessment is not necessarily evaluative, nor does it necessarily have to lead to an ultimate
grade. Even when a test or assignment is evaluated as to its relative worth (that is, students

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are given a report of how well they did), the evaluative information should be
accompanied by descriptive information which tells students what they did, or are doing,
well and not so well, and how they can do better. In addition, it is often appropriate to
provide descriptive feedback without tacking on an evaluative assessment. The next two
sections of this chapter will deal with these two kinds of information provided by
assessment-based feedback.
2. Evaluative Feedback
a. Bases for Evaluation
There are two general bases for evaluating student learning: norm-referenced
evaluation and criterion-referenced evaluation. Norm-referenced evaluation is very
familiar as the "bell-shaped curve." It is designed to rate a student's performance in relation
to the performance of the other students. Students are rank ordered, and grade cutoffs are
based on how well the normative group did as a whole. Often the normative group to
which a student is compared is his or her own class, although it may be an aggregate of
several groups of students who have completed the same task. The individual student is
judged in terms of a relative standard; her or his grade reflects that he or she did better than
80 % of the students in the normative group but does not indicate if that means that 40 %,
60 %, or 80 % -- or any other percent -- of the test questions were answered correctly.
Norm-referenced evaluation tends to be criticized for unduly punishing moderate
and high-ability students in high-ability classes and unduly rewarding moderate and low-
ability students in low-ability classes. It is the most defensible when the normative group
is very large and varied so that the probability of a representative distribution of students is
likely. Criterion-referenced evaluation is based on absolute, objective performance
standards or criteria. Its intent is to indicate whether or not a student has mastered a
behaviour specified in a formal instructional objective. All students have the opportunity
of doing well--or of failing to do well. The key to effective criterion-referenced evaluation
is to be sure the measurement of achievement is both reliable and valid. When teachers are
required to translate criterion-referenced evaluation systems into a graduated scale of
grades, they must specify criteria for different levels of mastery.
Although the distinction between norm-referenced and criterion-referenced
evaluation seems to be straightforward, it is common for teachers to assign grades without
a clear picture of what they communicate. While they may not subscribe to the idea of
grading on a norm-referenced curve, they may also feel uncomfortable when there are "too
many" high grades, or "too many" low grades, assuming that tests must be too easy (or

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hard) or subjective grading standards too lenient (or stringent) when that occurs. In
addition, they feel they have a sense of which students need to be challenged to work
harder and which need to be reinforced for working hard and use grades as a means of
doing so. Thus, judgments of "effort" or "improvement" are considered in modifying the
nom or criterion-referenced evaluations before they are communicated to students as
grades.
Such hybridizing, of course, serves to muddy the ability of anyone -- students,
parents, potential employers, teachers at the next level, and so forth -- to interpret what a
particular grade means. If Tika "tried hard" but did not master any of the course objectives
will the next teacher know that's what his "C" means? If Dalia mastered every objective
but skipped class a lot, how will anyone know that her "C" means something entirely
different? Similarly, if Fernando did worse than 97 % of her classmates but showed
improvement should her grade be raised at least to a "D" to encourage her? Meanwhile,
should Brad, who ranked dead-centre in the class but could have tried harder, have his
grade lowered to a "D" to tell him his work is below par for his potential? If so, how are
we going to communicate what messages these grades really carry?
b. A Brief History of Grades

Milton, Pollio and Eison (1986) present an interesting chronicle of the history of
grades. While the emphasis of their book is on college grades, the trends they illustrate

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have been characteristic across educational levels and provide some insight into the
quandaries associated with evaluative feedback as a part of instructional assessment.
The first grades were recorded in this country in 1783 at Yale, where four
descriptive adjectives were used: Optime, Second Optima, Inferiors, and Perjures. These
terms translate roughly into the designations of an earlier English system which evaluated
students as Honour Men, Pass Men, Charity Passes, and Unmentionables. The standard is
intended as designations of academic mastery. In the early 1800s, however, the College of
William and Mary reflected a different perspective on evaluation criteria in sending all
parents of students a report in which their student's name appeared in one of four lists
related primarily to their perceived industriousness (this was obviously before the days of
academic privacy laws!):
1. The first in their respective classes, orderly and attentive and have made the
most flattering improvement.
2. Orderly, correct and attentive and their improvement has been respectable.
3. They have made very little improvement and as we apprehend from want of
diligence.
4. They have learnt little or nothing and we believe on account of escapade and
idleness. (Milton, Pollio & Eison, 1986, p. 4)
By the 1830s numerical scales became popular. Some schools used a 4-point scale,
some a 9-point scale, some a 20-point scale, and some a 100-point scale. In 1850 the
University of Michigan adopted a pass/fail system; however, by 1860 a "conditioned" level
had been added and in 1864 a 100-point scale was incorporated, with a minimum of 50
required for a pass. Meanwhile, other schools which were using three-level evaluations
(Passed, Passed With Distinction, and Failed) added plus and minus signs so that students
who "Passed With Distinction" could be distinguished from those who merely "Passed
With Distinction --.‖ There appeared to be an ongoing inclination toward making finer and
finer distinctions among students' relative degrees of success.
At the end of the nineteenth century, the 100-point scale had become quite popular,
with the numerical scores translated into letter symbols to separate students into five
achievement groups. Shortly after the turn of the century, the curve came into being at the
University of Missouri, as a response to an uproar over a professor who had failed an
entire class. The top 3 % of students in a class were thenceforth to be labelled excellent
(A), the next 22 % judged superior (B), the middle 50 % to be assessed as medium (C), the
next 22 % rated inferior (D), and the bottom 3 % to fail (F). By the end of World War I the

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curve had caught on, coupled with an era of "objectivity" in testing -- true/false and
multiple-choice tests were the hot trends in a new climate of "scientific" evaluation.
Norm-referenced curves, using a 5-point A - F scale, remained the predominant
grading philosophy until the 1960s, when a wave of educational humanism led to
adoptions of pass/fail and self-referenced evaluations. This, in turn, led to criticisms of
grade inflation and -- once again -- a reactionary trend toward 13-point scales
incorporating a full range of plus and minus designations on top of the traditional A - F
scale. School faculties spent a great deal of time discussing whether and how plus and
minus grades should be calculated into grade point averages, and whether honours or
advanced placement classes should count differently than other classes. For example, in
one of the authors' first year of teaching high school, the big decision of the year -- made
after excruciating deliberation -- was to award an extra honour point for each grade earned
in an honours-level class. Thus, an "A" would be calculated as five points rather than four,
a "B" as four points rather than three, and so forth. The theory was that this would allow
honours teachers to separate the most-honourable students from the merely-honourable
and barely-honourable students, and to try to motivate honours students with grades
without the danger that some special education student would end up as valedictorian (we
swear this was the precise rationale for the system!).
In the end, it becomes apparent that interpreting the messages communicated by
grades is a complex process. Milton and his colleagues report the findings of one of their
own studies in which experienced faculty members were asked: "Imagine that an
intelligent well-informed adult (not connected to higher education) asks you: 'Student X
received a B in your course. What does that B mean?'" More than 70 % of the respondents
gave straightforward responses to the question without equivocating. Later in the
questionnaire the same faculty were asked: "Imagine that your son or daughter is in
college. A final grade of C is received in a very important course. How do you interpret
this grade to yourself? That is, what does it tell you about your child?" Only 14 % of the
respondents said, in this case, that the grade meant "average." The rest were uncertain and
wanted to know more specific details about the grade. The moral, we think, is that teachers
may well have a clear idea of what their grading systems communicate but that does not
mean that shared meaning is inevitable.

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c. Descriptive Feedback
Feedback to Students.
As we have seen, evaluative feedback -- which is communicated in the form of
some sort of grading system -- is likely to require a descriptive explanation so that
its intended meaning can be interpreted. Without descriptive feedback, a student
will not know why a paper earned a "C" rather than an "A" and will be left
guessing as to how to improve on the next paper. Without descriptive feedback, a
parent will not know whether her child is being evaluated on a norm-referenced or
criterion-referenced basis, or what kind of hybridization entered into the final
grade. In addition, there are many instances throughout a course of study when
formative feedback is appropriate, in which case a clear description of what the
student has mastered and what remains to be mastered is essential, along with some
helpful direction in correcting problems.
Many teachers, the authors included, have expressed frustration at having
spent hours writing descriptive comments on student papers only to have many
students check the grade and toss the paper in the waste basket by the door. Often
this is because students see the assignment of a grade as a summative exercise, and
do not perceive the comments on one paper as formative feedback for the next
paper. For this reason, it is advisable to provide opportunities for students to obtain
descriptive feedback during the process of completing a particular assignment,
without being accompanied by an evaluation. Comments on draft copies of
assignments or during the developmental stages of projects are more likely to be
perceived as having immediately applicable relevance.
Providing descriptive feedback can be time consuming, although teachers
should remember that it does not always mean taking home twice as many stacks of
papers so that each can be read twice. Sometimes problems that many students are
having can be assessed by simply moving around the classroom as students work,
or by looking at a sample of eight or ten students' in progress work. These problems
can then be brought to the attention of the class as a whole, as the subject of
corrective instruction lessons. Often students can give one another descriptive
feedback by working in dyads or small groups, or teachers can pair students who
are having problems with those who have mastered a task.
Some teachers program a number of precoded comments into a computer so
that they can generate personalized feedback for each student by drawing from the

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coded menu. This allows them to return fully developed explanations of what the
student might do to improve her or his performance without having to write the
same comments over and over on various papers. Some very individualized notes
might still be helpful, but any of us who have written comments in student lab
notebooks, on critique forms for class presentations, on essays, or in letters to
parents which accompany report cards know that progress toward common
objectives usually elicits a relatively predictable need for advice.
Many times it is helpful to separate the descriptive and evaluative
components of feedback on graded work. For example, scheduling student
conferences a day or so after a set of papers or tests has been returned will usually
result in a calmer, more objective discussion than will "buttonhole" conferences on
the way out of class -- initiated by the teacher or the student -- while emotions over
a disappointing grade are running high. It is logistically difficult in most classes to
talk individually with all students after every assessment opportunity. In
elementary and secondary classes, the ability to schedule conferences outside of
class time in usually limited; however, opportunities for individual discussions can
often be found when the class as a whole is involved in an activity that demands
minimal teacher supervision. The students' attitude toward such discussions will be
far more positive if they are not reserved only for bad news!
Feedback from Students.
Descriptive feedback can also be directed from the student to the teacher.
This kind of feedback allows teachers to make changes in classroom atmosphere,
instructional strategies, and so forth based on student input. Research has shown
that students are very appropriate sources to solicit information regarding student-
instructor relationships; their views on the workload and assignments; what they
are learning in the course; the perceived fairness of grading; and the instructor's
ability to communicate clearly. Sometimes there is truly nothing the teacher can do
to accommodate a student's wishes, but responding to the concern with an
expression of empathy and an explanation of why an idea cannot be incorporated in
the classroom shows that the feedback is being considered seriously and is likely to
result in affective payoffs. Many times student feedback does suggest things a
teacher can do (or do more of) to better accommodate the needs and preferences of
the particular class. When that is the case, the instructional process is likely to be
enhanced.

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 Feedback from students can be solicited formally or informally. Feedback
forms can be devised for periodic use, or students can simply be requested to "write
down what you liked most about this unit and what you would have liked to be
done differently." One way to do this is a Start-Stop-Continue sheet. Have students
fold a piece of paper into thirds and write the words ―stop,‖ ―start,‖ and ―continue‖
one per each section on the page. Then have your students write down
(anonymously) things that they would like you to stop doing, things they would
like you to start doing, and things they would like you to continue doing.
Other teachers place a feedback item at the end of each test so students can
"grade" the test. Some develop a routine in which students can drop off a note in a
designated place at the end of any day or class period to request content or process
clarification that can be made at the start of the next day/class, to comment on
anything they liked or didn't like that day, or just to tell the teacher something they
want to share in private. This technique usually takes some prompting to get it
started; making a point of responding to the feedback and reinforcing students for
providing it helps.
The information from formative evaluations of student progress toward
mastering objectives also serves as feedback to the teacher. A formative "test," that
is not graded, will provide information on where corrective instruction is needed, as
well as telling students how they are doing. Similarly, the process of reviewing any
student work while it is in progress will result not only in an opportunity to give
students descriptive feedback but also give the teacher an indication of how things
are going. Students can be asked to describe how they think they are doing rather
than the teacher's initiating descriptive feedback. Their perceptions can be an
enlightening means of assessing how they have decoded the teacher's directions or
advice.
If you have your students write an evaluation of the class, or in the Stop-
Start- Continue exercise, you must debrief your students once you have examined
what they have written. Students want to know that their teachers are taking their
opinions and ideas seriously. If your students want you to stop giving homework,
this is an unrealistic expectation that requires an explanation for why the homework
is so important. If you cannot stop or start something that your students would like
you to, explain to them why you cannot do so. Just be careful to avoid the infamous
―Because I‘m the teacher and you‘re the student!‖

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 d. Assessment and Affect
Being evaluated makes people feel vulnerable. Any adult who was in the position
of having to take a test to renew a driver's license or to obtain a license after having moved
to a different state knows how much anxiety accompanies the possibility of failure. No
matter how much one rationally tells oneself that marginally literate sixteen-year-olds pass
the test every day, the prospect of taking a test -- or placing the right to drive a car on the
line – is uncomfortable. Similarly, many teachers are wary of asking their students for
feedback because they cannot get past the negative comments, even if there are 50
compliments for each criticism.
Being in the position of having to make evaluative judgments can also be
uncomfortable. Many teachers find themselves regularly agonizing over grades. Some
develop a defensively callous attitude and spend a good deal of time in the teachers' lounge
looking for reinforcement for their observations that students just don't care and are
becoming more and more unteachable. Others try to avoid getting to know students any
more than absolutely necessary so that they can assign grades to names rather than people.
We have previously stated that evaluation should, in fact, be relatively
dispassionate; that norm-referenced or criterion-referenced grading systems should not be
muddied with judgments of effort or improvement. We also believe that it is essential that
teachers recognize the influence of success and failure on self-esteem, motivation, and
attitudes toward learning. At first glance these may seem to be contradictory observations;
however, they actually reflect two interdependent decisions that teachers make: deciding
how students will be judged, and deciding how to communicate those judgments.
e. Making Judgments
In making the first decision, deciding how students will be judged, teachers should
be compulsively explicit about what will constitute varying degrees of success and what
will constitute failure. Clearly specified instructional objectives are a means of doing so,
particularly in a mastery learning system where evaluation is limited to an assessment of
whether or not an objective has been mastered or needs further work. In schools in which
graduated grading scales are used, the kind of schools in which most of us work, the basis
on which various grades will be assigned should be clear to everyone involved -- students,
parents, administrators, and the teachers themselves. The measures used in assessment
should themselves be assessed in terms of both their validity (in which case clearly defined
instructional objectives again come into play) and their reliability. Having done these
things, teachers can direct all sorts of passionate, creative energy into devising ways to

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help students excel in meeting the goals of the course of study -- but when it comes to
evaluating how students have done; the process should be a dispassionate one of matching
performance to performance criteria.
While some students may be unhappy about an outcome, they will be more
resentful of inconsistency. If they are told what they will have to be able to do and are
assessed in terms of something else their affect for the teacher -- and probably the subject -
- will be diminished. If some students are assessed by different criteria than other students,
affect among students will be compromised. Teachers may be unhappy that some students
did not do as well as they would have wished, and continue to consider ways to modify the
instructional process, but they will be absolved from "giving" grades.
f. Communicating Judgments
The second decision teachers must make is how to communicate their judgments to
students. We must provide more information to students about their performance than just
their grades. Descriptive feedback can be reinforcing and encouraging. Even work that is
honestly and fairly evaluated as below standard can be returned with positive as well as
corrective comments. Regular formative feedback will help many students do better than
they would have done without it, and will give them an indication of how they are doing
and how they can do better before they are formally evaluated. Judgments about the
student as a person should be kept separate from judgments about the student's progress
toward achieving learning objectives.
g. Learning Orientation and Grade Orientation
Teachers should keep in mind that students differ in terms of their individual
learning and grade orientations, and thus they will respond differently to both evaluative
and descriptive feedback. An individual student might be high in learning and grade
orientation, low in both, or high in one and not the other. Discouraging experiences with a
particular type, or types, of students can sometimes cause teachers to make evaluation
decisions that stray from objective-based assessment.
Learning-oriented (LO) students are those who see school as a place to encounter
new information, to test out ideas, and to learn personally relevant things. Grade-oriented
(GO) students see school as a place in which they must do well to get the rewards
associated with a good report card or transcript.
h. Learning Orientation
Students who are high in both learning orientation and grade orientation would
seem to be a teacher's ideal, to want to make learning personally relevant but also to

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perform well. They are, in reality, often the students with the highest test anxiety and a
strong need to validate their intrinsic interest in learning with extrinsic indicators that tell
them they are doing OK. High LO/High GO students are likely to be very responsive to all
the feedback they can get. Diminishing their counterproductive level of concern over
evaluation through clear objectives, information on assessment, and opportunities to obtain
formative feedback should help to keep their anxiety over grades from getting in the way
of exploiting their desire to learn.
Students who are low in both learning orientation and grade orientation often
frustrate teachers, who were seldom Low LO/Low GOs themselves. Neither grades nor
learning seems to motivate these students and they do not appear to be responsive to any
kind of feedback. They are the students for whom the lower end of a normative grading
scale seems to have been invented. We do not have a great deal of difficulty with the
dispassionate assignment of low grades to this group.
Students who are learning oriented but not a grade oriented are likely to be
involved students who are a joy to teach but sometimes a challenge to evaluate. High
LO/Low GO students may be very selective about the descriptive feedback to which they
attend. They may be willing to talk about Guatemala for an hour, but not willing to write
the four-page paper through which knowledge of Guatemala is to be assessed. They may
be disinterested in working back through the objectives they missed on a formative
evaluation if they think they've already learned what they want to learn about a topic.
These students challenge us to look carefully at our instructional objectives and
measurements. If we believe that they are bypassing objectives that are truly important to
their learning, we need to communicate clearly why mastering those objectives is of value
to them. If we find it difficult to do so, we should reevaluate our assessment priorities.
High LO/Low GO students can be a good reality check regarding the relative emphasis
placed on lower level versus higher level cognitive learning objectives.
Students who are grade oriented but not learning oriented view all aspects of the
classroom in terms of their effects on grades. They will also be selective in their attention
to descriptive feedback, ignoring any suggestions not related to evaluation. They are more
likely to cheat. Low LO/High GO students are the ones we want to "curve down" to punish
them. If our instructional objectives and measurements are solid, they will learn in spite of
themselves and our desire to change their attitude should not become a part of our
assessing their achievement.

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 In summary, feedback is an essential component of the instructional
communication process. It tells teachers how students are interpreting their messages and
responding to their instructional procedures. It also tells students how they are doing, and
how they can do better. The evaluation component of instructional assessment should be
regarded as a communicative event in which teachers strive to maximize shared
interpretations of the meaning of each grade option; however, opportunities for feedback
should not be limited to summative assessments. Rather, the process of assessment should
be an ongoing one in which teachers work toward developing an interactive flow of
communication that regularly provides and solicits formative, descriptive information
about progress toward the achievement of instructional goals.
3. Competition and Cooperation in Learning Environments
―If you succeed, then we succeed‖ should be the catchphrase of schools. This is the
foundation of a cooperative learning model. However, within the American culture,
competition is regarded as a means of bringing out the best in people, of making them
strive to put forth that extra effort that will distinguish them from the pack. Our society
values competition, and reveres winners. Competition is said to build character and self-
esteem. These outcomes of competition, however, are primarily reserved for those who
come out on top. What about those students who don't ever come out on top in our
schools?
a. How Competition Works
Kohn (1986a, 1986b, 1987) suggests there are two types of competition: structural
competition and intentional competition. The first refers to a situation, or an environment,
the second to an attitude. When our classrooms are structurally competitive, they are
characterized by what Kohn calls "mutually exclusive goal attainment" (MEGA). This
means students are compared to one another in such a way that only one of them can be
the best; earning the best grade or getting one of some scarce allotments of A or B grades
means that another student has been shut out from achieving that goal. Sometimes
structural competitions do not require any interaction between the competitors; winning is
the result\ of someone's subjective judgment. This would be the case when students
compete form admission to a college or when bowlers compete in a tournament. At other
times, structural competitions require that one contestant make the other one fail. For
example, in playing tennis a major part of one's strategy is to intentionally lob shots that
the other player will miss.

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 Intentional competition is an individual's internal competitiveness. Individuals who
are intentionally competitive may compete even in situations that are structurally
noncompetitive. Kohn uses the example of the person who arrives at a party intent on
proving that he or she is the wittiest, most charming person there even though no one is
offering prizes for wit and charm, and even though none of the other party goers has given
much thought to the matter. Psychologists label these people as neurotic.
When intentionally competitive people are placed in structurally competitive
situations, even those which do not inherently require interaction between competitors,
they may expend considerable effort on not only doing their best but on trying to assure
others do not do better. In tennis, this is playing dirty. In bowling, it might lead to greasing
the shoes of the opponent or stealing her or his ball before the tournament finals. In school,
it might mean tearing the pages out of an encyclopaedia so other students cannot find
information they need, or sabotaging other students' chemistry experiments to win top
honours and get admitted to medical school.
When individuals who are not intentionally competitive are placed in structurally
competitive situations, they are sometimes surprised to find that they have been ranked and
rewarded -- or, more likely, punished -- when they didn't realize they were supposed to be
trying to win. Sometimes they choose to drop out from the situation, literally or
psychologically, because they cannot comfortably engage in the competition. Sometimes
they find themselves unable not to compete, but find doing so unpleasant and stressful.
Even if they win in the end, their affective response to the entire situation is negative and
the reward is devalued.
Intentional competitiveness is learned behaviour, particularly that which is
situation-specific. Human beings may by nature have an inborn inclination to strive for
goals, some individuals more so than others, but the choice of whether to channel that
drive into cooperation with or competition against others is a learned response. Forcing
children to compete in structurally competitive environments has often been defended as a
means of helping then learn to compete effectively in later life, of giving them a
competitive orientation or "competitive edge." There is evidence, however, that reinforcing
intentional competitiveness may be more detrimental than helpful to their future success.
Since the early 1980's, researchers at the University of Texas have been studying
the relationship between achievement and such personality traits as orientation toward
work, preference for challenging tasks (mastery), and competitiveness. In one study,
achievement was measured by the number of times scientists' work was cited by their

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colleagues. Another used the same measure but focused on psychologists. A third study
was of business people, with their achievement measured by salary. A fourth analyzed
1,300 undergraduate students (male and female), using grade point average to measure
achievement. Three other studies measured achievement in terms of fifth and sixth-graders'
achievement test scores, and the performance of airline pilots and airline reservation
agents. In all cases -- seven different studies with very different subjects and achievement
measures -- an inverse relationship was found between competitiveness and achievement.
In other words, the more intentionally competitive individuals had lower achievement
levels.
Kohn (1986a) notes that the simplest way to understand why competition does not
promote excellence is because trying to do well and trying to beat others are two different
things. He offers the example of the child sitting in class, waving her arm wildly to attract
the teacher's attention, crying "Ooooh! Ooooh! Pick me! Pick me!" When called upon she
seems confused and asks "What was the question again?" Her attention was on being
recognized over her peers, not on the subject matter. In addition to misdirecting efforts
from task-oriented mastery toward comparative mastery, competition depends on extrinsic
motivators. When the extrinsic rewards of winning are not present, are removed, or are
unattainable there is little incentive to achieve.
b. How Cooperation Works
Structural cooperation means that we have to coordinate our efforts because I can
succeed only if you succeed. Reward is based on collective performance. A cooperative
classroom means more than students sitting together or talking together or even sharing
materials. It means that personal success depends on others' success and therefore that each
student has an incentive for the other(s) to succeed (Kohn, 1986b). Johnson and Johnson
(1987) call this "positive interdependence." Each student depends on and is accountable to
the others.
The Johnsons suggest several ways of encouraging positive interdependence. A
single product may be required from a group, and a single grade awarded the group. While
those of us schooled in competitive atmospheres are quick to ask whether students will
accept this practice, the Johnsons note that several studies have confirmed the fact that
students who are accustomed to structural cooperation believe that a single group grade is
the only logical way to evaluate their efforts. Giving a group grade makes everyone
responsible for each other. More able students help those that are less able.

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 To make sure no one in the group sits back and lets the others do the work, the
Johnsons suggest reinforcing "individual accountability" by periodically picking one
student at random in each group to explain an answer or take a test for the group. This, of
course, is a potentially highly destructive strategy, which could cause terror in the heart of
any highly communication apprehensive or test anxious student. Thus, if "individual
accountability" is important, some other way of accomplishing that objective is needed,
such as peer evaluation.
The best size for a learning group will vary, but in most situations the
recommended number is two or three. More complex tasks, with students who are used to
working cooperatively, may be suitable for groups up to six -- but it takes experience to
make the larger groups work smoothly. Sometimes, when the members of a group have
mastered an assignment, they might look for another group to help until everyone
understands the lesson. The Johnsons have concluded from their research that intergroup
competition is not particularly beneficial in enhancing an individual group's cohesion or
achievement, and that it is best to encourage cooperation between groups as well as within
them.
Working collaboratively with other students is particularly helpful for low-and
medium-ability students, but high-ability students can also benefit. The Johnsons note that
considerable research has shown that high achievers working in cooperative groups do at
least as well, and often better, than their counterparts working competitively or
independently. Their explanation: "The behaviour that correlates most highly with
achievement in groups is giving explanations, not getting them" (Kohn, 1987, p. 55).
Many studies have shown that extrinsic motivators simply do not make us perform
as well as we do when we find an activity intrinsically rewarding. In addition, several
studies have indicated that people with high achievement motivation do not perform well
unless extrinsic motivation has been minimized. Cooperative learning is based on the
principle that the motivation to accomplish a task is enhanced when we are reasonably sure
that we will ultimately be successful at it, and that the sum of a group is greater than its
parts. Structurally cooperative classrooms are intended to maximize the achievement of
more students and to encourage them to work for results rather than the satisfaction of
feeling they are better than someone else.
c. Cooperative vs. Competitive Outcomes
More than 20 of the Johnsons' studies and hundreds conducted by others over the
years, have matched cooperative learning against competitive and individualized learning

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models (C. Ames & R. Ames, 1990; Covington & Omelich, 1984c). In studies of student
achievement, the overwhelming conclusion has been that the cooperative approach is at
least as effective as -- and very often superior to -- other models, regardless of age group,
ability, subject matter, or task. In addition, in 35 of their own 37 studies on interpersonal
attraction, the Johnsons found convincing evidence that students liked one another more
when they worked cooperatively in the classroom -- findings, they say, that cut across their
meta-analysis of 98 similar studies. These findings were particularly striking in terms of
students' acceptance of disabled peers, and those from different racial and ethnic
backgrounds. Students who work together have a higher regard for school, for the subject
matter (including the way girls feel about science), and for their teachers. Their self-
confidence is enhanced.
Evidence from outside the classroom supports these conclusions. A study
compared two groups of interviewers in an employment agency. One group was made up
of intensely competitive interviewers who were extremely concerned about personal
productivity and personal achievement. As a result, they were intently suspicious and
hostile toward one another and often hoarded job notices instead of posting them so that
others could not steal the leads. The other group worked cooperatively; they were
apparently less concerned with individual success and advancement and routinely shared
information and lead. Members of the second group ended up filling significantly more
jobs. They also enjoyed their social cohesiveness and, thus, their jobs more.
While intentional competitiveness was the destructive factor in that study,
structural competitiveness has been shown to yield similar results. In one study, young
girls were asked to make "silly" collages, some competing for prizes and some not. All the
collages were judged independently by seven artists, who rated those made by the
competing girls as significantly less creative than those by the noncompeting girls.
Competitive situations have been shown to be a distinct cause of anxiety. Anticipation of
failure, especially when it is combined with memories of previous failures, can create a
disabling level of arousal -- one that directs attention toward the fear rather than the task.
Competitive stress tends to make many people want to avoid failure more than it makes
them want to maximize success; thus, a "safe road" is perceived as preferable to attempting
anything too adventurous or creative. A student who, structurally or intentionally, is driven
by preserving a superior grade point average will avoid exploring courses in which he or
she may not succeed. An Olympic skater who has the lead going into the final competition
will downgrade triple axles to doubles to avoid losing points with a fall.

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 A different kind of anxiety that has been associated with competitiveness relates to
a fear of winning rather than a fear of losing. In this situation, individuals might choose not
to compete, or intentionally do worse at an activity than they might do in a noncompetitive
situation, because they feel guilty for doing better than others, or have a particular fear that
those they beat will become hostile toward them. It is common for teachers to see evidence
of this in the classroom, when able students slack off because they want to lose their
"nerd" identity to fit in with their peers.
Other research has found that competition can cause people to feel they are not the
source of, or in control of, what happens to them. They thus move toward an external locus
of control and are more likely to attribute what happens in their lives to fate than to its
being related to their own behaviours. A 1981 study of 800 high school students found a
strong correlation between positive attitude toward competitive situations and dependence
on evaluation and performance-based assessments of personal worth. Far from having
higher self-esteem, the way the competitive students viewed themselves was inordinately
dependent on how well they did at certain tasks and on what others thought of them.
Studies of the interpersonal/relational effects of competition have shown that
children in competitive situations experience more feelings of envy than those in
cooperative environments. A study of first graders found that students rated high in
competitiveness by their teachers expressed less empathy for same-aged children who
were pictured as happy, sad, angry, or fearful. Competitiveness also contributes to distrust
among students. It has been suggested that this distrust and its coincidental hostility are
factors in increasing the incidence of aggressive acts between students. On the other hand,
studies of the interpersonal/relational effects of cooperative learning have concluded that
students perceive they are receiving encouragement and support from their peers in
cooperative groups, that they show more sensitivity to the needs of others and are more
pleasant to one another, and that communication among students are not only more
frequent but rated as more effective (students say they have less trouble communicating
with and understanding one another). In one study, fifth and sixth-graders who participated
in cooperative groups were much less upset by interpersonal conflict and arguing than
those who had not. In general, low, medium, and high-ability students perform better on
comprehension tests when they have learned cooperatively; they also express greater
feelings of peer acceptance and support and a greater willingness to value opposing points
of view.

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 Kohn (1987) observes that the idea that children ought to compete in school so they
get used to losing is based on a highly flawed assumption that depriving children is the
best way to prepare them for the rude shocks of life. This hypothesis cannot be empirically
confirmed or refuted, but its converse is far more humane: it is our unconditional
acceptance in our early years, and a sense of security, that helps us manage problems we
face later. Even if we grant some usefulness to learning to experience failure, it is not
necessary that it involve losing in competition. One can fall short of one's own
expectations and develop the virtues of discipline and tenacity without the necessity of
getting the messages of inferiority that come from being judged primarily in terms of not
how well we do but how well other people do.
What then can we do? We can help children recognize and build their
competencies and strengths. We can help children learn individual accountability and
group accountability. We can help children learn that competition doesn‘t have to mean
hurting or beating up another child. We can help children learn that diversely but equally
matched teammates are good partners for learning. We can show children that through
cooperative learning there is increased student motivation and learning. We can show
children that communicating and interacting with classmates can be a positive, not a
negative experience. Lastly, we can communicate to children that assistance, cooperation,
and caring, either formally or informally, can assist in learning and effective
communication in the classroom environment for all involved.
E. Rangkuman Materi
In giving assessments, there are some points that are needed to be understood by
teacher; types of assessments, and ways in giving assessments. Types of assessments;
assessments, measurements and evaluations Large-scale assessments, like all assessments,
are designed for a specific purpose. Those used in most states today are designed to rank-
order schools and students for the purposes of accountability—and some do so fairly well.
But assessments designed for ranking are generally not good instruments for helping
teachers improve their instruction or modify their approach to individual students. First,
students take them at the end of the school year, when most instructional activities are near
completion. Second, teachers don't receive the results until two or three months later, by
which time their students have usually moved on to other teachers. And third, the results
that teachers receive usually lack the level of detail needed to target specific improvements
(Barton, 2002; Kifer, 2001).

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 The assessments best suited to guide improvements in student learning are the
quizzes, tests, writing assignments, and other assessments that teachers administer on a
regular basis in their classrooms. Teachers trust the results from these assessments because
of their direct relation to classroom instructional goals. Plus, results are immediate and
easy to analyze at the individual student level. To use classroom assessments to make
improvements, however, teachers must change both their view of assessments and their
interpretation of results. Specifically, they need to see their assessments as an integral part
of the instruction process and as crucial for helping students learns.
Despite the importance of assessments in education today, few teachers receive
much formal training in assessment design or analysis. A recent survey showed, for
example, that fewer than half the states require competence in assessment for licensure as a
teacher (Stiggins, 1999). Lacking specific training, teachers rely heavily on the
assessments offered by the publisher of their textbooks or instructional materials. When no
suitable assessments are available, teachers construct their own in a haphazard fashion,
with questions and essay prompts similar to the ones that their teachers used. They treat
assessments as evaluation devices to administer when instructional activities are completed
and to use primarily for assigning students' grades.
F. Referensi.
Wrench, Jason S, Virginia Perk Richmonth, and Joan Gorhan. 2009. Communication,
Affect, and Learning in the Classroom. Virginia:Tapestry Press
Ames, C., & Ames, R. (1990). Motivation and effective teaching. In L. Friedman (Ed.).
Good instruction: What teachers can do in the classroom. North Central
Regional Education Laboratory.
Braskamp, L.A., Brandenberg, D.C. & Ory, J.C. (1984). Evaluating teaching
effectiveness. Beverly Hills, CA: Sage.
Brophy, J. (1987c). Synthesis of research on strategies for motivating students to learn.
Educational Leadership, 45, 40-48. Kibler, R.J., Cegala, D.J., Watson, K.W.,
Barker, L.L. & Miles, D.T. (1981). Objectives for instruction and evaluation.
Boston: Allyn and Bacon.
Kohn, A. (1986a, September). How to succeed without even vying. Psychology Today,
22-28.
Richmond, V. P., & McCroskey, J. C. (1992). Power in the classroom: Communication,
control, and concern. (Eds.). Hillsdale, NJ: Lawrence Erlbaum.

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 Rubin, R.B. (1990). Evaluating the product. In J.A. Daly, G.W. Friedrich & A.L.
Vangelisti (Eds.), Teaching communication: Theory, research, and methods
(pp. 379-401). Hillsdale, NJ: Lawrence Erlbaum.
Stipek, D. J. (1993). Motivation to learn: From theory to practice. (2nd. Ed.), Boston,
MA: Allyn and Bacon.
Terwilliger, J.S. (1971). Assigning grades to students. Glenview, IL: Scott Foresman.

G. Tes Formatif
1. Based on your own experience, what do you think the advantages of homeworks that
were given by your English teachers in every meeting?
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2. Explain your orientation in taking English subject, and what are the result of your
score and knowledge from your orientation, did you get good score, and through that
subject can extend and add your knowledge and skills!
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 CHAPTER X

TEACHER TEMPERAMENT IN THE CLASSROOM

If you can’t explain it simply, you don’t understand ir well

-Albert Einstein-

A. Deskripsi Topic
Pada bab ini akan dibahas teori tentang berbagai karakter guru. Ada empat macam
karakter guru dengan berbagai macam temperament dan kepribadian sehingga dapat
mempengerahu terhadap gaya mengajarnya.
B. Relevansi
Topik ini sangat membantu anda ketika anda akan mengajar bahasa Inggris pada tingkat
SMP atau SMA dalam mengatur atau memanage kelas anda.
C. Capaian Pembelajaran (Learning Outcome)
1. Mahasiswa mampu memahami jenis – jenis teacher temperament.
2. Mahasiswa mampu memahami karakter yang mereka miliki dan bisa merubahnya
menjadi lebih baik.
D. Isi

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 Have you ever noticed that there are people who are not like you in the world?
Maybe you work with one of these ―strange‖ people? Maybe you live with one of these
―strange‖ people? And quite possibly, you may even teach one of these ―strange‖ people.
You know for a fact that if these people would just do what you say and become more like
you, they would live better and happier lives. We all have a tendency of looking at those
around us and finding the faults. It‘s hard to realize that maybe, just maybe, it‘s us and not
them that needs to change. We spend so much time focusing on what we consider to be
faults in other people, and very little time trying to understand ourselves. One way to
become an affective teacher in the classroom is to learn to understand yourself and those
around you.
One way to start understanding other people is to understand ourselves and where
our attitudes, behaviours, and beliefs actually come from. With increasing evidence,
scientists are learning that a great portion of the way we behave is biologically driven.
Though some people believe that this is a new or futuristic concept, this idea dates back to
a philosopher and physician that most of us are familiar with, Hypocrites. Hypocrites are
primarily remembered today for the Hippocratic Oath that all medical doctors take to
become physicians, ―First do no harm.‖ But Hypocrites did a lot more than just write this
one famous oath.
Hypocrites noted that there were a number of different types of patients that came
into his office. He originally thought that it was an amount of bile that ran through a
person‘s body that caused them to act the way they did. Some were loud, always wanted to
talk, and used lots of gestures. He called these people Sanguine and thought that they were
full of red-bile. He saw that other people were more low key, and quiet, and very
perfectionist. He called these people Melancholies and thought that they were full of black
bile. Other people were very matter of fact and control oriented, always in a rush to do
something, and rather abrupt leaders. He called these people Choleric and thought that they
were full of yellow-bile. Lastly, he saw a group of people who were very peaceful, laid
back, and lazy. He called these people Phlegmatic and thought that they were full of
phlegm. For many years, Hypocrites‘ conceptualization of human temperament reigned as
the predominant thought on how humans behaved. In fact, the primary cure for most
illnesses was to let out some of the bile as a means to fix the problem. Instead of going to a
doctor, you went to your local barber who could give you a quick haircut, a shave, and a
little bloodletting.

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 As medical technology and understanding grew, this practice was discarded as out
of date and not really an accurate way for dealing with human ailments. Along with the
practice of bloodletting, Hypocrites‘ temperament conceptualization was also seen as out
of date and a new theory (learning theory) started to dominate most academic thought.
During this time period, people started to believe that we were born as blank slates and our
environment shaped us into the people we eventually became. The formation of modern
genetic research, as we know it today, started in 1865 with the groundbreaking treatise on
heredity by an Austrian monk named Gregory Mendel. Mendel was the first scientist to
propose that humans were actually similar to their biological parents through a process he
called heredity. Everything from a person‘s IQ (Begley, 1998; Lemonick, 1999); to
impulsiveness, openness, conservatism, and hostility; (Nash, 1998); to communication
apprehension (Beatty, McCroskey, & Heisel); and verbal aggression (Beatty, Valencic,
Rudd, & Dobos, 1999) can be linked to biology. With the completion of the Human
Genome Project, the understanding of human behaviour as an innate part of our being is
becoming more understood (Begley, 2000; Golden & Lemonick, 2000).

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Four Personality Types
Let‘s examine the four personality types individually, so we can start to see the
positive and negative aspects of all four types. One very important point that needs to be
made is that all four types have specific strengths and weaknesses, and any strength when
carried to an extreme can become a weakness!!!
1. Popular Sanguine
The Popular Sanguine is always the life of the party. This person generally has a
group of people around them at all times. Sanguine are always looking for their next
audience. One of the first tell-tale signs that you are either a Sanguine yourself or are
interacting with a Sanguine is a loud nature that Sanguine generally has. Sanguine are not
only loud in their voices; they are also loud in life. Sanguine also have a tendency to seek
each other out in social situations. At a departmental party once, I was talking with two
colleagues and the three of us just kept getting louder and louder and laughing harder and
harder. We were having a great time. It wasn‘t until after we had cleared the entire house
that one of the hosts came inside and pointed out that we had driven everyone else out onto
the porch because of the racket.
Sanguine are also loud in life. Sanguine women, typically speaking, wear very
bright clothing and quite possibly lots of jewellery. One Sanguine woman I used to work
with wore so much dangling jewellery that you could hear her coming down the hall. With
each step she took, a clanging of metallic rhythms was made. While society expects men to
dress more professionally and conservatively in business situations, Sanguine men will
still try to find a way to enjoy themselves and make a statement with their clothing.
Sanguine men will have loud or fun ties that they wear.
Sanguine also tend to be very open in life. Very rarely will you find a Sanguine that
doesn‘t have her or his mouth open. Sanguine are always talking. And while talking can be
a very important tool in life, when a person does not know how to stop talking, it can
become a very powerful weakness. Sanguine also can be typically noticed by their open
body orientation. Sanguine tend to have very open bodies (no barriers or crossed arms
when they are talking), and tend to use a lot of gestures. In fact, you can typically spot a
Sanguine from across a room simply by the gestures that he or she uses. Because Sanguine
use a lot of gestures when talking to people and have an open body orientation, they are
also very nonverbally immediate. Sometimes though, Sanguine become too immediate and
become too touchy-feely for those people who are around them. Sanguine also tend to
have a very open life. There are very few secrets that a Sanguine has. People should also

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be careful when telling Sanguine secrets of their own because often when a thought has
made it through the brain it‘s already out of their mouths. Figure 10.1, is a list of the major
Sanguine strengths and weaknesses identified in the Temperament Testing Scale.
Overall, Sanguine are great to have around. They definitely are able to spice up any
party and even provide loads of entertainment in the office. They have magnetic
personalities that just draw people to them. They are friendly, funny, work quickly, and
love to talk. Sanguine do have a variety of emotional needs that Littauer and Littauer
(1998) noticed: Attention, Affection, Approval, and Acceptance. Sanguine have the need
to have attention from all people who are around them. They also tend to be very
affectively oriented. Sanguine need to be touched and touch other people. This touch helps
them feel connected with those people who are around them.
When a Sanguine is not getting touch, he or she may try to find types of touch that
are not pro-social. Sanguine also have an innate desire to get approval for every deed that
they do. When a Sanguine makes a mistake, and people get irritated and focus on the
mistake, the Sanguine does not feel approved of as a person. Lastly, a Sanguine needs to
feel accepted as is. Too often Sanguine feel like the people around them are trying to quiet
them down, be more respectful, be more efficient with their time, and get things done
perfectly, and all of these things make a Sanguine feel not accepted. A Sanguine basic
desire in life is to have fun. Any time one of these emotional needs is not being met it
causes life to not be fun any longer, and ultimately can cause a Sanguine to experience
depression. A depressed Sanguine will attempt to relocate those feelings of fun and
happiness through multiple sexual partners, drugs, alcohol, shopping, eating, and any other
activity, pro- or anti-social, that allows them to be around other people. More than
anything Sanguine fear being unpopular, being ignored, growing older, not being
attractive, being lonely, and not having enough money to live a fun and joy filled life.
STRENGTHS WEAKNESSES
Animated Scatterbrained
Sociable Messy
Extrovert Unpredictable
Funny Permissive
Cheerful Disorganized
Optimistic Changeable
Mixes easily Inconsistent
Talker Haphazard
Popular Loud
Spontaneus irrational
Figure 10.1

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2. Perfect Melancholy
Where the Sanguine is loud, the Melancholy is quiet. These people like to have the
quietness of their surroundings because it helps them to think and contemplate. Sanguine
need people to discuss things with and determine the best course of action when a problem
arises, Melancholies prefer to think about the problem and then determine an appropriate
course of action over time. In fact, loud and obnoxious Sanguine is one of the ultimate
gripes that Melancholies have with the world. Melancholies often just don‘t understand
why these ―other‖ people feel the need to talk all the time. Melancholies are also very
sensitive and deep people and need other people to understand their sensitive nature. This
sensitive nature is very hard for Sanguine to understand. Sanguine just don‘t understand
why Melancholies feel the need to contemplate and analyze when there are plenty of fun
and exciting things to do and talk about in life.
Where the Sanguine life is loud, the Melancholy‘s life is quiet. This quietness is
not only good for respective contemplation of the world, but it is also good because it
allows a Melancholy to feel what is going on around them. Melancholies tend to dress in
very traditional fashions. Both men and women will wear minimal jewellery, black,
brown, gray, and navy colours. When a Melancholy person does wear an outfit that has
colour, it is typically a primary colour. Often, a Sanguine will give a Melancholy a very
loud and flashy outfit for a holiday or birthday. The Melancholy will feel the need to wear
this outfit because it was given to them, but will dislike the outfit because it is out of their
nature and too flashy for their taste.
Where the Sanguine life is open, the Melancholy‘s life is closed. Melancholies
operate on a need to know basis only. Where you can learn a Sanguine whole life story in
about thirty-minutes, it may take an entire lifetime for a Melancholy to open up to a person
about who they really are. When problems arise, Melancholies expect other people to just
know what is wrong, and then take care of the situation. Melancholies expect you to feel
what is going on inside of them. Even their nonverbal are very closed in nature.
Melancholies tend to have small precise gestures that are close to the body. They do not
feel the need to flail their arms like the Sanguine do. Melancholies also like to have very
clean-cut and noticeable symmetry in their physical appearance. If a Melancholy walked
into a room and found out that he or she had a piece of toilet paper attached to her or his
shoe, it would mortify the Melancholy. The Sanguine would laugh at the situation and then
keep telling the story to anyone who would listen. The Melancholy, on the other hand,

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would probably go into a form of depression obsessing on how that made them look to
others and who had seen them like that.
Where Sanguine are very touchy-feely, Melancholies are touch-me-nots. In fact,
hugging a Melancholy is a lot like hugging a tree. Political examples of these two
personalities are President Clinton and Vice President Al Gore. Clinton is a Popular
Sanguine who loved to touch and be touched; whereas, Gore was a very melancholy and
stiff person. Melancholies are very schedule-oriented individuals. This can be great
because it helps organizations to keep striving ahead. At the same time, you can become so
overly scheduled in life that nothing gets accomplished. Once when interviewing an
applicant for a job, we were discussing what hours he thought he would be able to work.
He said he needed to consult his schedule and we said, ―go ahead.‖ He then proceeded to
pull out a full size three-ring binder. For each day, he had a full two-page spread that had
fifteen minute increments outlined on where he was supposed to be. He also had seven
different colours of ink that represented different types of information on his schedule.
After consulting this planner, he then said, ―let me check my other one just to make
sure.‖ At this point, he pulled out a palm-pilot and gave us exact times he would be able to
work. While all of us sat in absolute shock (what happens when you have a group of
sanguine interviewing), we were drawn to this man because of his unique ability to
schedule. At the same time, it was his ability to schedule his life that ended up becoming a
problem later. When a project needed to get done, he didn‘t have the ability to stay later
than his specific office hours because he had already scheduled in other commitments.
Once out of curiosity, I looked at his schedule and saw that he had even pencilled in time
to eat, sleep, and shower. He even had a thirty-minute relaxation period on Wednesday
nights from 8:00-8:30. While being scheduled is definitely strength for a melancholies, if a
schedule becomes more important than living it can be a weakness.
Melancholies also have a hard time finding and keeping personal relationships.
What relationships they do develop tend to be very strong and deep relationships. Where
the Sanguine will have hundreds of friends and constant activity, the Melancholy will
develop a small inner-circle of people they truly care about through their life. When I was
in college living in the dorm there was a guy on my floor named Caleb. Caleb was an
obvious perfect melancholy. His goal in life was to complete his genealogy from his
family all the way back to Adam and Eve. He had books upon books about his family
history both in the United States and in Europe. Well, I decided that this guy needed a new
friend that would help to get him out of his dorm room occasionally. He didn‘t go out to

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parties or do anything that I saw as fun, so I took it upon myself to become his new best
friend. I would drag him places and make him do things with me and all of my friends.
Because of me, people on our floor who didn‘t even know Caleb existed knew who he
was; people had assumed that his roommate lived alone because they had never seen Caleb
leave his room. Amazingly, after that year I saw him only once. I the high energy Sanguine
had simply been too overbearing for him and when the year was over, he found his escape.
In the Figure 10.2 has a list of the strengths and weaknesses of a Melancholy. saw
as fun, so I took it upon myself to become his new best friend. I would drag him places and
make him do things with me and all of my friends. Because of me, people on our floor
who didn‘t even know Caleb existed knew who he was; people had assumed that his
roommate lived alone because they had never seen Caleb leave his room. Amazingly, after
that year I saw him only once. I the high energy Sanguine had simply been too overbearing
for him and when the year was over, he found his escape. Figure 14.3 has a list of the
strengths and weaknesses of a Melancholy.
A second emotional need for Melancholies is support. My friend, Kris, was going
through a stage of chronic depression and needed me to come and be with him and support
him in the pit of depression. Sadly, I was not able to be with him in that pit 100% of the
time, but I was able to support him when he was down.
Where I tried my best to demonstrate empathy, my happy, bubbly nature sooner or
later would surface and drive him crazy. Thankfully, he understood that I am just a
naturally Sanguine person, and that even when I am depressed I function through
depression in a different way because of my personality. A third emotional need for
Melancholies is the need to be alone. Melancholies just need down time some times.
Unlike the Sanguine who thrive on people and get depressed when they don‘t have an
audience, Melancholies feel claustrophobic when they are around too many people and
some times just need to have some downtime. This downtime can be very unhealthy for a
Melancholy who is depressed because he or she will sit and have compulsive negative
thoughts, and these thoughts could lead to the Melancholy doing harmful things to her or
himself. The last emotional need that Melancholies have is a need for silence. This goes
along with the previous need of being alone, without people. Silence is golden in the eyes
of the Melancholy. Melancholies truly believe in the ancient Turkish riddle that says,
―Perfect is the thing that if you say its name, you destroy its meaning.‖
In life, Melancholies have a basic desire to have perfection. Melancholies will get
depressed when life isn‘t perfect. While we all cognitively understand that perfection is

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impossible, Melancholies have an internal drive that makes them strive towards perfection.
This innate strength has allowed Melancholies to do many great things in history. Let‘s
face it, if Michelangelo had been a Sanguine, the Sistine Chapel would still have a tarp
thrown over the pews and paint by number grid on the ceiling.
However, when one strives towards a goal that is humanly unrealistic, it can cause
a Melancholy to be in a state of constant depression. Melancholies also become depressed
when they believe that the emotional pain they are going through is unbearable. Since
Melancholies are deep and introspective people, they often feel the weight of emotional
pain in a different way than the other three personalities. They let it drag them to deeper
levels of pain than the other personalities. When a Melancholy sees no way out from under
this pain, they become depressed. Lastly, Melancholies get depressed because people do
not understand what they are feeling and going through. Melancholies so desperately want
to be understood and loved through the silent pain they are experiencing. When a
Melancholy gets depressed he or she may withdraw from people in an unhealthy manner.
They may take to bed or become agoraphobic refusing to leave their house, and quite
possibly use drugs or alcohol as a way to blot out imperfections and failures. A
Melancholy‘s basic desire is to have perfection.
They are so afraid of making a mistake and being a failure, having to compromise
or lower their standards, or that no one will ever be able to understand them.
STRENGTHS WEAKNESSES
Listener Withdrawn
Analytic Alienated
Orderly Too Introverted
Planner Over planning
Organized Dull
Persistent Depressed
Consistent Pessimistic
Systematic Loner
Rational Unpopular
Quiet Strict
Figure 10.2
3. Powerful Choleric
Choleric are easy to find. Just look for the person who seems to be leading a group
and you‘ve probably got yourself a Choleric. Choleric are the kind of people who will join
organizations if they think there‘s the possibility of getting a leadership position in the
group. Once, I actually joined an organization for the pure purpose of leading it. I didn‘t
know what the organization truly did, their goals, or its purpose, but I sure knew that I

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could lead the organization – and I did. Choleric are also noticeable because of their
intensity, their ―always on the go‖ attitude, and their quick pace. Choleric always have
things to do, people to see, and projects to complete, so don‘t even dare to stand in their
way unless you want to see the wrath of a Choleric. Choleric are always doing, never
being. Choleric are the people who lead motivational seminars on getting rich and being
more productive. These people are very picky about how things should be done, and
generally are right. Where the Melancholy will diligently think about and then implement
a plan of strategy when a problem arises, a Choleric will make a split-second decision on
how to handle the problem and then proceed with all her or his might. And, generally
speaking,
Choleric make good decisions. This often infuriates the Melancholy who will
spend a lot of time trying to come up with an appropriate solution only to find out the
Choleric came up with the same idea and implemented it already. At the same time, this
brashness and split-second decision-making can get a Choleric into trouble.
At one job I had, I was overseeing a good number of people who were
implementing a number of projects conceptualized by myself and a small inner group of
leaders in the organization. One of my subordinates came to me with an idea that he
thought was new. I quickly told him that we had already discussed that idea before he was
hired and had decided not to do it. I told him not to waste his time trying to do it because I
would just be forced to veto it if it came across my desk again. I thought I was being very
judicious in the way that I handled my subordinate, but he (who happened to be a
Melancholy) felt that I had been rude and insensitive to his feelings. We eventually
became friends, but it took a long time before he was able to trust me with his ideas.
Choleric are going so fast, that they often forget that they might be stepping on the ―little-
people‖ in the way of their goals.
You can tell a Choleric by their nonverbal from across the room. A Choleric wears
clothing that looks sharp, but is functional. There area a number of very specific gestures
that are totally Choleric oriented: pointing or shaking their fingers at people; pounding
their fist on objects or in their hands to add emphasis to what they are saying; hand on hip
along with the ―I can‘t believe you just did that look.‖ Cell phones were designed for
Choleric on the go. What better invention of the 20th Century than a tool that allows you
to complete work during that useless driving and walking time!?
Choleric are goal oriented and production oriented. They always have some
direction they are headed in, and do whatever it takes to make sure the task gets

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accomplished. Figure 10.3 has a list of the strengths and weaknesses of a Choleric. The
decisions that a Choleric makes are often dead on target, but sometimes a Choleric may
make bad decisions because he or she does not think the decisions out. A great example of
Choleric making bad decisions in American History can be seen in the Bay of Pigs
mistake. Too many aggressive Choleric got together and did not completely analyze the
situation, but went headstrong into the worst military defeat in the US Military‘s history.
Choleric needs to be careful to get all necessary information before making a hasty
decision.

Littauer and Littauer (1998) proposed that Choleric have four basic emotional
needs: Loyalty, Control, Appreciation, and Credit. Choleric have an emotional need to
have loyalty from those around them. Since Choleric are constantly leading people, having
loyalty from those they are leading becomes very important. If an individual is not loyal, it
makes a Choleric feel as though he or she has not been an effective leader. Choleric also
need to have a sense of control. Choleric like to know that they have control over their
lives at all stages of life. If you are dealing with a Choleric child, giving her or him some
responsibility is a simple way to increase her or his self-esteem and feelings of worth.
Choleric also like to be appreciated for their dedicated service. Choleric are hard workers,
and they want to be appreciated for their loyalty to others or organizations that they work
for, both paid and voluntary work. Lastly, Choleric want to get credit for the work that
they do. Choleric do a lot of work and want to know that other people notice the work that
they are doing.
When I was in high school, I belonged to the youth group at my church. I ran
almost everything possible. I spent more time at the church working on projects than the
minister did (OK slight exaggeration). At first, I was constantly complimented for the
work that I was doing, but after time I became a wall hanging and I stopped getting the
compliments. As soon as I stopped being recognized for the work that I was doing, I
stopped doing the work. At that point, people thought I was mad or angry because I wasn‘t
doing the behaviour that had done for a long time. Choleric thrive on getting credit for
their good works.
Choleric have a basic desire to have control in their lives. Choleric become
depressed when they feel that they are not in control. When a Choleric wakes up and feels
that he or she is no longer in control, depression is going to hit them until they are able to
regain control in their lives. Also, any life problems that cause an unbalance in a

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Choleric‘s life can cause depression. Problems with finances, job, spouse, children, or
health can all be problems that cause a Choleric‘s life to spiral into a depressive state.
Lastly, a Choleric will become depressed when he or she feels totally unappreciated. As a
way to deal with stress and depression, Choleric may work harder, exercise more, or avoid
unyielding situations. While some people will see the working harder and increased levels
of exercise as beneficial, these can become obsessions that lead to an individual becoming
a work-a-holic or possibly developing a body obsession disorder. Choleric, as a whole, are
very prone to social anxiety disorders. When they believe that they will do, or have done,
something wrong or even perceptually wrong they will obsess on this mistake and fear that
it will make them look dumb, inferior, not capable, or irresponsible. Ultimately, Choleric
fear losing control of their lives, financial disasters, and/or becoming weak and
incapacitated.

STRENGTHS WEAKNESSES
Powerful Headstrong
Strong-willed Impatient
Daring Unsatisfied
Confident Domineering
Leader Overly Involved
Bold Aggressive
Decisive Frank
Productive Short-tempered
Sure Stubborn
Doer Fast
Figures 10.3
4. Peaceful Phlegmatic
If a Choleric, Sanguine, Melancholy, and Phlegmatic were trying to get from point
A to point B, very different methods would be used. A Choleric would just quickly, in a
frantic pace, with arms flailing go from point A to point B. A Sanguine would start on
their way, see an old acquaintance along the way get into a great conversation about old
times. They would tell stories, and if the Sanguine ever made it to point B, they probably
wouldn‘t even know why they were there in the first place. A Melancholy would sit down
and map out the most effective way to get from point A to point B. In today‘s world, the

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Melancholy would probably go on the Internet and have a mapping program develop a
number of possible paths that they could take from point A to point B. Then the
Melancholy would cross-reference these computer-generated maps with the most recent
Atlas they can find. While the other three are moving (in different fashions) from point A
to point B, the Phlegmatic person just thinks that there‘s no reason to travel from point A
to point B in the first place, so why not just stay where they are and take a nap. The
primary statement that a Phlegmatic makes is, ―Why stand when I can sit, and why sit
when I can lay down.‖
Where the Choleric are filled with constant energy and an innate desire to move
and get things accomplished, the Phlegmatic is steady, consistent, and evenly balanced.
When they walk across the room they can be noticed because they generally just seem to
flow – as if walking on clouds. They tend to wear the most casual clothing. If they can
spend their entire lives without putting on a dress or tie, their lives could be perfect.
Phlegmatic use minimal gestures, because moving takes energy and why something that is
just not necessary do. Figure 10.4 provides a list of the basic strengths and weaknesses that
a Phlegmatic has.
As a whole, Phlegmatic are easygoing and adaptable. In fact, Phlegmatic are
sometimes referred to as the chameleon personality because they are so easily adaptable.
When they test on the Temperament Testing Scale they can seem fairly balanced because
they have learned how to take on attributes of all four of the personality types. Phlegmatic
have a tendency for being low key and their laidback quality may allow them to become
lazy. Phlegmatic also have no conceptualization of time. I have a number of phlegmatic
friends who do not know the meaning of the phrase ―on time.‖ One time when I had
reservations for a birthday dinner, I had to tell my friend Jennifer to be there an hour early
just to make sure she would be on time. To all of our surprise, she showed up on time and I
hadn‘t even started to get ready. Once, when my best friend Constinia and I had a dinner
date, she got wrapped up in a television show and was nearly two hours late.
The basic desire that Phlegmatic have is to have peace. When a Phlegmatic‘s life is
in chaos, needs to confront something, or has pressure to produce, it may cause a
Phlegmatic to become depressed. My friend Janet was asked to fire one of her employees.
She became seriously depressed because she knew that she was going to have to confront
one her employees and let him go. For days, she made herself sick worrying about the
confrontation that she knew was coming. After two days off because she had made herself
physically ill, she went into her office only to find out that the employee had already put in

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his two-week notice. Also, Phlegmatic are not production-oriented people. My best friend
Constinia and myself were writing an article together. I kept getting irate because I didn‘t
think she was writing her portion fast enough. My constant nudging of her to get her
portion done, only made it harder for her to get it done. The more I pressured her, the more
helpless she felt, and the harder it was for her to get the article written.
When confronted with stress and depression, Phlegmatic have a tendency to find
escape in books or television. To a Phlegmatic, finding escapes in books and television
shows allows them to disassociate themselves with the problem that is plaguing them, and
allows them to find momentary peace and relaxation. Phlegmatic will also eat and sleep as
a way to be merry and happy. Phlegmatic eat to get to a relaxed state. Phlegmatic will also
withdraw from people and just kind of tune out life. Phlegmatic do not want to be in a
chaotic state. Some Phlegmatic will turn to drugs and alcohol as a way to blot out reality of
a problem or to get power to overcome a fear. The basic fears that Phlegmatic have an that
they will be pressured to work all the time, get left holding the bag on a project, or face a
conflict that appears overwhelming.
STRENGTHS WEAKNESSES
Peaceful Hesitant
Follower Compromising
Slow Worrier
Adaptable Timid
Patient Indecisive
Satisfied Lazy
Diplomatic Doubtful
Mediator Uninvolved
Laid-back Nonchalant
Obliging Watcher
Figure 10.4
E. Rangkuman Materi

When people decide to teach, their temperamental and personality patterns are not
separated from their classroom. Your biological temperament does impact your classroom.
Often teachers teach out of their own temperamental patterns. Even the way that we
control our students is done through our temperaments. Sanguine control by charm and wit
– ―You‘ll just love this new idea that I‘ve had.‖ Melancholies control through a threat of

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moods – ―If you do that I‘m probably going to get depressed.‖ Cholerics control others
through a threat of anger – ―You know what happened last time you did that!‖, and
Phlegmatic control through procrastination. ―If I wait long enough, someone else will do it
and get it done.‖ Our temperaments are such an important part of who we are and how we
behave.
If you want to know your students‘ temperaments, you can use the scale discussed
in this chapter. If you are teaching younger students, ask them to think about a play. Would
they rather be an actor? The person was in the spotlight soaking up the applause, having
fun? Would they rather be the writer? Meticulously going over each revision of the script
trying to make it perfect? Would they rather be a director? The person telling everyone
where they need to be and when they need to get there having complete control over the
show? Or would they rather be in the audience? Sitting back and just enjoying the show in
a peaceful atmosphere? This is a good way to get a quick picture of what a person‘s
personality is.
Remember, ―So far as it depends on you, be at peace with all men [and women]‖
Romans 12:18. When you enter into your classroom, realize that your temperament and
personality affects the affect in your classroom. If you are dealing with a Sanguine student,
and you‘re a Melancholy teacher, expecting them to become just like you is unrealistic.
Help each of your students to become fulfilled in your classroom in the way that is best for
them. For a further discussion on teaching with Personality Plus, see Littauer and
Littauer‘s (1998) book Getting Along with Almost Anybody.

F. Referensi.
Beatty, M. J., & McCroskey, J.C. with Valencic, K.M. (2001). The biology of
communication: A communibiological perspective. Cresskill, NJ: Hampton.
Begley, S. (1998, May 5). A gene for genius? Smart DNA could explain how IQ is
inherited. Time, CXXXI (21), 72.
Begley, S. (2000, April 10). Decoding the human body. Newsweek, CXXXIV (15), 50-57.
Eysenck, H. J. (1998). Dimensions of personality. New Brunswick: Transaction.
Eysenck, H. J., & Eysenck, M. W. (1995). Mind watching: Why we behave the way we
do. London: Prion.
Golden, F., & Lemonick, M. D. (2000) The race is over. Time, 156 (1), 18-23 Lemonick,
M. D. (1999, September 13). Smart genes? A new study sheds light on how

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 memory works and raises questions about whether we should use genetics to
make people brainier. Time, 154 (11), 54-58.
Laittauer, F. L. (1995). Put power in your personality! Match your potential with
America’s leaders. Grand Rapids, MI: Fleming H. Revell.
Wrench, Jason S, Virginia Perk Richmonth, and Joan Gorhan. 2009. Communication,
Affect, and Learning in the Classroom. Virginia:Tapestry Press
G. Tes Formatif
1. Look at yourself, analyze yourself based on four types of teachers temperaments
which are your type and explain them?
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________

2. Explain one of your lecturer in the STKIP PGRI SUMBAR what are type of teacher
temperament that she has and why do you think it?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________
_________________________________________________________________

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 CHAPTER XI

ASSESSMENT, GRADING, AND CHEATING

Find a group of people who challenge and inspire, spend a lot of time with them,
And it will change your life.
-Amy Poehler-

A. Deskripsi Topic
Pada bab ini akan dibahas teori tentang berbagai cara dalam memberikan tugas,
penilaian dan cara menghadapi ketika siswa mencontek di saat mengerjakan tugas dan
ujian.
B. Relevansi
Topik ini sangat membantu anda ketika anda akan mengajar bahasa Inggris pada tingkat
SMP atau SMA dalam mengatur atau memanage kelas anda.
C. Capaian Pembelajaran (Learning Outcome)
1. Mahasiswa mampu memahami penilaian umpan balik atau Feedback kepada
siswa.
2. Mahasiswa mampu memahami cara – cara yang harus dilakukan dalam
memberikan nilai kepada siswa.
3. Cara menghadapi anak yang mencontek dengan memberikan tindakan yang lebih
baik sehingga akan terjadi perubahan perilaku untuk lebih baik.
D. Isi

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 Assessment and grading are essential tasks for all educators, including Peace Corps
Volunteers. Whether you share assessment and grading tasks with a team teacher or have
sole responsibility, you are likely to encounter cultural differences that are challenging.
Throughout this chapter, Volunteers offer ideas for resolving assessment, grading, and
cheating concerns and share time-saving tips.
As a rule of thumb, make daily learning objectives clear and use a variety of
assessment tools to ensure that all students have an opportunity to demonstrate mastery of
the material. Students will learn more and produce better results and teachers will have an
easier time managing the daily life of the classroom.
Try to observe other classes and watch how teachers and students behave. Ask
local teachers for their best grading tips, how they assess students, and their cheating
prevention techniques. Invite other teachers into your class and request their feedback.
Select and adapt ideas to fit your teaching situation and host culture based on your reading,
interviews, and observations.
Remember, when planning and implementing your assessment and grading
procedures, one size does not fit all. What is natural for teachers and students in one
context may appear confusing or unfair to others.

1. Discover Your School’s Assessment Culture

Schools often have a unique assessment and grading culture based on ministry of
education requirements, tradition, as well as the educational philosophies of administrators
and teachers. As a new teacher, your assessment and grading policies need to reflect the
culture of your host school. A valuable first step is discovering how the grading culture
affects student assessment practices.
Review the following questions and select questions to ask a few administrators,
teachers, students, and parents. Add additional questions you think are relevant.
 How are students assessed?
 How frequently is student learning evaluated: daily, with a few tests, or with an
end-of-the-term examination, etc.?
 Are points awarded for class participation, group work, homework, etc.?
 Does attendance count in assessment and determining grades?
 Are points deducted for late work? If so, how many?
 Are students allowed to make up missed work?

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  Are opportunities provided for extra credit?
 Are students allowed to ―toss out‖ a low test, quiz, or assignment?
 Are students allowed to retake exams if they do poorly?
 How and when are grades communicated to students, parents, and administrators?
 What percentage of students is usually promoted to a higher class?
 Are there any current assessment and grading policies you would like to see
changed?
After completing this activity, work with your counterpart(s) to develop an
assessment and grading plan. Review it with your supervisor. Once you have a policy for
your class, post it and provide students copies of the policy, or have students write the
policy in their notebooks. Make sure the assessment and grading policies and practices are
clear to your students, as well as to other teachers, parents, and school administrators.
a. Formative Assessment
Formative assessment is the process of collecting information about students‘
performance for the purpose of making instructional decisions. Timely assessment helps
students and teachers identify where students excel and where they need additional help.
Quizzes, tests, and assignments provide assessment information, as does informal teacher
observation.
Ongoing assessment identifies small learning gaps
before they grow into large ones.

Successful assessment begins with learning objectives that clearly describe what students
are expected to learn. Once these learning objectives are established, you can decide how
to assess student performance.
Effective teachers build formative assessment into their lesson plans. Ongoing,
classroom-based assessment helps teachers identify how well students are learning and
then make instructional adjustments. Experienced teachers use a variety of assessment
practices throughout a term so students have multiple opportunities to demonstrate their
knowledge and skills and teachers have multiple opportunities to help students who may
need extra help.
After all, a teacher‘s main objective is to teach the prescribed learning objectives as
effectively as possible to all students. If a teacher is assessing student progress on an
ongoing basis with a variety of strategies, students will do better on whatever nationally

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prescribed tests are required, and teachers will know with a greater degree of confidence
whether or not the course‘s goals and objectives have been met.
Keep in mind that assessment that leads to a grade may motivate students
positively or negatively. Grades seen as unfair can damage student-teacher relationships.
The anxiety surrounding examination grades may cause students to cheat, and there are
many reasons students engage in behaviour that we might consider cheating. By assessing
student learning on an ongoing basis, you and your students will be more confident about
the level of mastery of the material and it may deter cheating. Strategies to avoid cheating
will also be discussed later in this chapter. By setting clear goals and expectations and
assessing progress along the way, you and your students will have a better idea of what
your students have really learned if cheating is unavoidable, for whatever reason.
Teachers who assess continuously rather than periodically
reduce the risk of students dropping behind, not having the
knowledge or skills to tackle new material, becoming discipline
problems, or resorting to cheating.

b. Assessment tools and strategies

There are many ways to gauge student progress quickly. The following assessment
ideas can be adapted to fit a variety of age groups and subjects.
Assessment tools can be used for
 pre-assessment (gather baseline data);
 monitoring progress (formative assessment); or
 post-assessment (evaluation).
 Tools to assess and measure learning (or gather evidence)
 Tests (national, local, teacher made)
 Quizzes
 Worksheets
 Performances (skits, role plays, etc.)
 Projects and presentations (including models and experiments)
 Portfolios with sample work and checklists
 Journal entries, writing samples, reports
 Interviews (which can also be taped as pre/post
 documentation of language or reading proficiency)

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Strategies to find out if students feel as if they understand he content

1) Which face am I?
Hang three posters in the classroom: one with a smiling face, one with a
neutral face, one with a frowning face. Give each student a sticky note to stick on
the poster that best represents his or her present understanding of the material.
2) Classroom opinion polls
Have students line up in the classroom to indicate their present
understanding of a topic from ―confident‖ to ―needing more time‖ to ―understand.‖
Variations might include designating the room‘s corners to represent different
levels of understanding. using physical signals, if culturally appropriate. For
example, ask students to use their thumbs to indicate their level of confidence in
their mastery of the material. Thumbs up means confidence is high; thumbs
sideways means confidence is o-so; thumbs down means they feel they need more
time to understand. (Adapt as necessary with appropriate hand signals, or simply
use a show of hands for each category.)
3) Minute paper
Several minutes before the end of class, stop and ask students to
write a ―minute paper.‖ Provide variations of the two questions below for students
to address in a couple of minutes. Ask students to hand in their minute papers
before leaving.

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  ―What is the most important thing you learned in class today?‖
 ―What questions do you have about the material we covered today?‖
You can also do this orally. Taking a few minutes to hear how students
respond orally to similar questions can be just as effective as writing minute papers.
This might be a better strategy for younger students or for students with lower
writing proficiency.
As you review completed minute papers, compare students‘ answers to the
question ―What is the most important thing you learned in class today?‖ against
what you think is the most important idea of the class. If the students‘ answers
match yours, you have delivered the curriculum with appropriate balance. If a
number of students mention ideas that you consider relatively trivial, you have a
clue that you may not be getting your main points across effectively.
Next, look at students‘ responses to ―What questions do you have about the
material we covered today?‖ If students‘ responses are all over the map, you might
conclude that your class had no major sticking point. But if a number of students
raise questions about a particular point, you know that you may need to modify
your instruction to make that idea more understandable.
4) Muddiest point
At the end of a class or a lecture, ask students to write for one or two
minutes about the ―muddiest point‖ of the lesson (the part of the lesson that is still
not understood clearly). Collect papers before students leave, and use the feedback
to adjust your teaching, if necessary.
One sentence summary
Ask students to summarize what they learned in one sentence.
Bell work
Use a bell work question or problem to estimate students‘ understanding of
yesterday‘s lesson.
c. Assessment strategies to find out if students have learned the content
Classroom games
Jeopardy, BINGO, or relays where students have to run to get the right
answer, are a few examples. Volunteers who teach English as a foreign language
might also check out Grammar Games [ICE No. ED102] which has some classic
games that could be adapted for other content subjects, too.

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 Skits and performances
Invite groups of students to make up and perform a skit depicting an
historical event, environmental concern, parent/youth discussion, etc., to show their
knowledge about the topic or life skill.
Journals
Teachers can determine if students are grasping key points correctly by
reading brief summaries of lessons or other things students write in their journals.
Reflecting on what they have learned and writing it in their journal encourages
students to develop synthesis and metacognitive skills. Journals can be very time-
consuming to read and evaluate. If you do not have time to read and comment on
every journal entry, ask students to put a mark (such as a star or a sticky note) on
one or two entries they would like you to read and evaluate. Comment on those;
skim others if you have time.
K-W-L Chart
Ask students to divide a piece of paper into three columns. Title the first
column ―what I know,‖ the second column ―what I want to know‖ and the third
column ―what I learned.‖
K W L
What I LEARNED
What I KNOW What I WANT to Know

Before you start the lesson, activate students‘ prior knowledge and ask them to fill
in the ―K‖ column and write all they KNOW about the topic you are about to teach. Give
them a few more minutes to set learning goals (either collaboratively or individually) and
write in the
―W‖ column what they WANT to know about this subject. Collect the K-W-L charts and
go on with your lesson. After the lesson (or the unit), return the papers and ask students to
write in the ―L‖ column about what they have LEARNED about the subject. After a few
minutes of writing, have students share what they have written. As students share, invite
the class to add to their own third column. Give students a few minutes to think about the
subject and add to their ―W‖ column by writing what else they would like to know. This
could be collected and used to develop further lessons on the topic or students could be
encouraged to do some independent research you could also ask students to look back at

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what they have written in the first column and clear up misconceptions or misinformation
that they had before the lesson.
d. Using feedback from ongoing assessment
A clear benefit to assessing student progress along the way is to be able to catch
students who have not mastered material before moving on to new material. Once learning
gaps are identified, you can modify new lessons or perhaps use some of these ideas to fill
in those gaps. Pair students who have mastered the material with students who need
additional help and offer some peer-teaching time in class or after class.
 If team teaching, have one teacher take aside a group of students who need
additional time on a subject and work with those students.
 Consider re-teaching a topic using a different instruction method.
 Arrange more practice by preparing an additional homework assignment or an
additional brief review in class.
2. Grading
Unfortunately, or perhaps fortunately, there are no hard-and fast rules about
the best way to grade. Grading is an evaluation process—judgments are made about
the value of a student‘s work and points or grades are assigned.
Grades are used to
 inform the teacher about what students have or have not learned.
 stimulate and encourage good work by students.
 improve students‘ capacity to reflect and evaluate their learning.
 select individuals for continued education or recognition.
For some students, grades are also a sign of approval or disapproval—
students take them very personally. Because grades affect students‘ lives, teachers
have a responsibility to develop and communicate a clear, rational grading policy—a
policy that students, parents, and school administrators consider fair. When assigning
grades, apply the mantra:
Be clear! Be fair! Be consistent!
A clear, fair, culturally appropriate evaluation policy makes grading easier. And, if
you grade carefully and consistently, you can reduce the number of students and
parents who ask you to defend a grade. Use the activity completed at the beginning of
this chapter to identify culturally appropriate grading practices at your host school.

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 How Do I Handle Grading?
Grading can often be a source of stress at school, especially at the end of a
semester or term. Students who did not do so well in thebeginning of the
term suddenly feel pressure from their parents or classmates. They may feel
pressure to make up for lost time.

The following tips will help you avoid discrepancies in grading:

1. Know the rules.
Generally, American teachers use more assessments and provide
more grades per term than host teachers. Be aware of this as you
grade your students, and make sure you understand the grading
terms set by the Ministry of Education. Negotiate with your teaching
partner(s) how you will assess and grade students.
2. Make your grading criteria clear. When you give an assignment, let
students know what is expected before beginning the assignment. Tell
students what you are looking for in an assignment before they begin
working and make sure they understand your expectations and how it
will be graded.
3. Explain your grading system. Whether you grade on a point system
or with a rubric, be sure your students know how your system works
from the very beginning of the term. If you explain to them how you
calculate their grades, it may help promote self-discipline in terms of
staying on top of their grades. In some countries, the students keep a
journal or special book to keep track of their grades.
4. Post your grading policy. Your grading policy should be posted and
available for students, parents, and administrators.
5. Have parents sign tests. After you have returned an assignment or
test with the grade written on it, have your students get their parents’
signature and return it to you. Keep the assignment and test on
record in the event of any future dispute about the grade. (Tip: Find
out if this would be culturally acceptable in your school.)

—Adapted from Peace Corps/Bulgaria

a. Student-friendly grading practices

 Offer alternative assignments to demonstrate the understanding of a concept or
mastery of a skill. Student portfolios are one way to implement this idea.
 Assure consistency by using a scoring guide or rubric.

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 Familiarize yourself with the question format of national examinations. Use similar
formats with classroom assessments to help students gain proficiency in taking the
exams.
 Ask your counterpart or another teacher to review some papers you have scored or
graded to determine if your scoring/grading is consistent with the norms in your
school.
 Highlight what a student did well in addition to items that were wrong or need
improvement.
Rubrics help remove some of the subjectivity of grading. A
well-developed rubric helps the teacher and student see
areas of strength and weakness and allows students to focus
on areas that need improvement. Rubrics help teachers
monitor individual and class progress on learning objectives
so teachers can adjust instruction accordingly.
 Retest on the same material a week or so later, after providing additional
assistance, when most of the class does poorly on a test.
 If students complain, have them write out the specifics of their complaint or
justification for a grade change before you begin discussing a complaint.

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 Cultural note:
Final grades are not always a teacher’s prerogative. In some countries where
Volunteers teach, final grades are based on national examinations which favor
students with good reading and test-taking skills. National exams may be given in a
country’s second official language— so proficiency in the test language sometimes
becomes more important than knowledge of the subject.

Students may be beaten by parents if they do not achieve an expected grade.

Because resources are limited, only a few students may be allowed to pass national
examinations, even though others have the skills and ability to succeed at the next level
of education.

Gender inequity may affect grades. In certain societies, girls are at a disadvantage
when they miss school or have little study time due to heavy household responsibilities
or when a family feels a son’s education is more important than a daughter’s. In other
societies (South Pacific societies are examples), boys’ grades tend to be lower than
girls’ because families grant boys more freedom. Absenteeism and lack of attention to
homework are reflected in lower grades and reduce the boys’ opportunities for higher
education.

In many countries where Volunteers serve, grades play a big role in denying or
permitting students’ access to the next level of education. The pressure to succeed can
cause great anxiety among teachers, students, parents, and administrators. This may
lead to cheating on the students’ part, or bending and/or manipulating rules and
policies by teachers, administrators, and parents.

Volunteers often cringe when students’ grades are publicly announced, from highest to
lowest in the class, at end-of-school assemblies or published in the paper. This practice
may be a longstanding tradition in the community.

Some Volunteers have reported that teachers accept payment for higher grades or that
grades are given based on the standing of a student’s family in the community.

Culturally based grading practices viewed as unfair may cause Volunteers a

considerable amount of stress. Railing about these inequities rarely results in change. A
better approach is to model more effective assessment practices and to keep reminding
yourself: ―A mountain is climbed one step at a time.‖
b. Time-saving grading tips
 Have students exchange papers and score or correct each other‘s quizzes and
homework as you review them. This practice also reinforces correct answers.
 Establish and teach a standard procedure for the placement of names and dates on
student papers. Assign each student a number that corresponds to his or her name
in your grade book, and have students place their numbers, as well as their names,

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 on all papers. This facilitates sorting and recording and enables classroom
assistants to do these tasks with greater accuracy.
 Lay five or so papers side by side and grade all of one question or problem before
moving to the next. This technique saves me and increases grading consistency.

3. Cheating

Most Volunteers will have to deal with cheating within their classrooms and will
find that the issue has cultural implications that may be new and foreign to them. However,
it is a student behaviour that is better addressed through understanding and prevention,
rather than punishment.
a. How does cheating affect individual and group learning?
 Students do not remember as well when they copy from others as when they do
their own work.
 Students are aware when cheating is allowed to occur—the teacher‘s credibility is
diminished, honest students are disadvantaged, and they may feel compelled to
cheat just to keep up.
 Unchecked cheating can become an individual and/or group habit that erodes
students‘ motivation to learn.

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 Cultural note:
Motivation for behaviors perceived as cheating probably differ in
individualistic and cooperative cultures. Also, cultural norms play a major role
in determining what behaviors are labeled ―cheating.‖

In a discussion with students, David Callahan, author of ―The Cheating

Culture: Why More Americans Are Doing Wrong to Get Ahead,‖ identified
three forces driving widespread cheating in the individualistic U.S. culture:
1. a focus on money and winning;
2. fear and insecurity (employment is less secure; students are afraid they
cannot get into or pay for good schools); and
3. sleeping watchdogs (those who should enforce a level playing field in
society are not doing their jobs).

b. Loss of face and cooperative values

Loss of face and cooperative values are two of the forces that drive
cheating in other societies. For example, in many countries students must excel on
national tests in order to get into good schools and universities. In other countries,
education is the one area where individuals can excel above others.
First try to understand WHY students cheat, WHAT is considered cheating, and HOW
cheating takes place before planning how you will prevent cheating in your classroom.
Brainstorm with your teaching counterparts about
what is considered cheating in your own respective
cultures and why students cheat.
Through your discussion with your counterparts, you are likely to find that students
―cheat‖ for several reasons, although the behaviour might not be considered cheating
in the same way that we think of it in the United States.

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 Understanding Cheating
Conduct this activity in your classroom at the beginning of the term to help you
and your students develop a better understanding of the concept of cheating.
Note: Consider having your teacher counterpart conduct this activity if it is
culturally more appropriate or if language barriers make discussion difficult.

Instructions: Give small groups time to discuss the three questions below. Ask
each small group to present its list to the whole group.

Discuss the lists’ similarities and differences and what might be done to reduce
or eliminate the reasons for cheating.

What actions What are the top How does

are considered five reasons cheating affect
cheating? students cheat? student learning?

1. 1. 1.
2. 2. 2.
……. ……. ……

From your discussion with counterparts and students you may discover that:
 In highly collaborative cultures students are expected to help one another. They
want to support their friends or siblings to succeed (which is often focused on test
scores/grades rather than focused on the learning process).
 Students often take entrance exams to be in a ―good school‖ and those who get in
to the good schools are considered especially smart and clever wit administrators,
parents, and other students expect them to always get good grades. If one of these
students is struggling, others may feel obliged to help them. In such a case,
changing grades or promoting a student is not considered cheating.
 In many countries students are placed in classes geared toward one academic
profile, such as mathematics, science, social studies, humanities, etc. These
students typically will do well within their profile, but they may struggle in other
subjects. For example, a gifted physics student may perform poorly on English
exams. These students feel compelled to get high grades in all subjects so they can
continue to higher levels, so teachers, students, and parents might go to great
lengths to make sure the science whiz also gets top grades in English, even if
his/her work is not strong in that area.

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 Keep in mind that in the end, cheaters only cheat themselves, and as difficult as
it might be, in some cases it may simply be easiest to „let it go‟.❞
—Peace Corps/Bulgaria Volunteer

Be slow to make judgments. Remember, school administrators, teachers, and

students in other cultures do things in certain ways because it works for them. Your
methods may be better for you, but maybe not for them. By all means, share your
ideas, but don‘t be surprised if they are not enthusiastically received.
c. Ideas to prevent cheating
Volunteer teachers in many countries have faced the problem of cheating and have
developed numerous creative cheating prevention tactics and some suggested
consequences. Adapt the ideas you feel comfortable with and that have merit in the
cultural context of your host country.
1) Before you administer your first exam
 Make sure that your test accurately represents what you have taught and that it isn‘t
too difficult. Utilize spot-check assessment strategies prior to big exams to make
sure your students are prepared.
 Discuss policies concerning cheating with your director and/or other teachers in
your school before implementing innovative ideas.
 Define and, if necessary, demonstrate what cheating is before the first quiz or
examination. Discuss what you consider cheating, what is unacceptable, and what
you expect from your students. Be sure the consequences for cheating are clear.
 Discuss personal responsibility and accountability as important life skills.
 Provide a grading rubric so students will know the factors on which they will be
evaluated.
 Post rules about cheating and review them briefly before each test.
 Establish your exam-taking policies prior to exam time. For example, if you will
not allow visits to the restroom during the exam, let your students know in
advance.
2) Make adjustments as you go
 Give a ―practice‖ test to assess the cheating situation. Modify future tests
accordingly.

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 Give questions that require short answers rather than fill-inthe- blank or multiple-
choice tests so it isn‘t easy to copy.
 Ask students to keep their exam papers covered with a piece of extra paper to keep
neighbors from easily seeing their exam papers.
 Make multiple versions of the test.
 Use positive reinforcement (or incentives) to encourage students not to cheat (e.g.,
if no one is caught cheating during a test, the class will get to see a movie/DVD the
next afternoon).
3) Evaluate creatively
 Use alternatives to tests. A review game is often as effective as a quiz.
 Capitalize on students‘ willingness to help each other succeed. Give a test to be
completed as a group effort. You will learn a lot about your students as you
monitor the group work.
 Allow students to come into the test with ―cheat sheets‖— notes that they are
allowed to use during the test. For example, students may bring in two 3-by-5 cards
with notes written on them, or give an ―open-note test‖ where they may use all of
their notes from class. This may allay some of the anxiety that test taking provokes.
And, the process of making he note cards supports review and learning!
 When possible, give exams that include short essay questions or require personal-
experience answers so that students must give original ideas.
 Use a rubric that is distributed before an exam or project. After the exam, have
students exchange papers and evaluate based on the rubric.
4) Change things up, move things around
 Ask another teacher to come in and help you administer and observe during an
exam, particularly if you have a large class.
 Have students place their book bags between themselves and their neighbors to
provide a bit of a physical barrier.
 Change the seating assignment on exam days—perhapsalternate boys and girls in a
row (or alternate boy bench, girl bench). Separate friends.
 On exam days, move to a larger space and spread out, or build more benches to
give students more room.
 Move repeat offenders—preferably closer to you.

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  Monitor students closely, and if you see wandering eyes, take out your red pen.
Sometimes this silent caution is enough to keep eyes where they should be.
 Rearrange seating so students are not seated near each other. For example: facing
outward in a circle so they cannot see the person next to them; seat students in rows
far apart, etc.
 Move around during the test so you have many different views of students.
5) Consequences for cheating
It is easier and more pleasant in the classroom if negative behaviour, including
cheating, is prevented, but this is not always possible. You must be ready, willing, and able
to assign appropriate consequences when cheating is observed. Remember to be fair and
consistent in your approach to all students.
Suggested consequences
General
 Discuss the problem with the student outside of class. Give the student a chance to
explain the behaviour and tell the student what will happen in the future if this
behaviour occurs again.
 Take away privileges, give detention, void the test for everyone, or don‘t let the
student participate in a special event, etc.
 For widespread cheating, give a new assignment or exam, or fail everyone, if
culturally acceptable in your school.
Cheating on homework assignments or class assignments
 Give a failing grade (or do not give a grade) on the original assignment and have
the student complete the same or equivalent task after school, under supervision.
Determine if you will give full credit or partial credit for the effort.
Cheating on exams
 Warn your students prior to the exam that anyone caught cheating will
automatically receive a failing grade on the exam—stick to this policy if you catch
someone cheating.
 If you see someone cheating, quietly remind the whole class during the exam that
cheating is not acceptable. If the student persists, consider taking his or her paper
away, if it would be culturally acceptable.
 Take test paper away, but give a new one and allow the student to start over using
only the remaining time.

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  Write a red question mark on the top of the student‘s test as a warning. Allow one
or two red question marks before revoking the examination at the third instance of
cheating.
—Adapted from Peace Corps posts in Bulgaria, Mauritania, Mozambique, and Nepal
It is not realistic to expect that you will be able to stop all cheating. But you can
model professional assessment and grading practices that facilitate learning and increase
awareness of how cheating diminishes a student‘s ability to learn.
E. Rangkuman Materi

In teaching assessments are very crucial thing that should be done by the teachers
because it can give more information for the teacher about the student‘s progress and
understanding related to materials. For students and their parents, it has function to know
the students successful in learning or their study, and to see the level of student‘s
smartness. They can see them all through student‘s grade or score. To get successful in
learning, they should follow the examination. If they want good score, they should work
hard. However, there are some students who want to get good score but they do not want
to study, so they do cheating in examination. Thus, the teacher should know and the
psychology the way of the students in doing cheating and why they cheat.
F. Referensi
Beatty, M. J., & McCroskey, J.C. with Valencic, K.M. (2001). The biology of
communication: A communibiological perspective. Cresskill, NJ: Hampton.
Charles, C.M. (2000). The synergetic classroom: Joyful teaching and gentle discipline.
New York: Longman.
Charles, C. M. and Senter, G. W. (2002). Elementary classroom management (3rd edn).
Boston: Allyn & Bacon.
Charles, C. M. (2002). Essential elements of effective discipline. Boston: Allyn & Bacon.
Connolly, T., Dowd, T., Criste, A., Nelson, C. and Tobias, L. (1995). The well-managed
classroom: Promoting student success through social skill instruction. Boys
Town: NE: Boys Town Press.
Corps, Peace. 2000. Classroom Management. Washington: Idea book.
Dreikurs, R., Grunwald, B. and Pepper. F. (1982). Maintaining sanity in the classroom:
Classroom management techniques (2nd edn). New York: Harper & Row.
Edwards, C. H. (1997). Classroom discipline and management (2nd edn). Upper Saddle
River, NJ: Merrill.

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Fields, M. V. and Boesser, C. (1994). Constructive guidance and discipline: Preschool
and primary school. New York: Merrill.
Ginott, H. (1972). Teacher and the child. New York: Macmillan.
Gordon, T. (with N. Burch) (1974). Teacher effectiveness training. New York: Wyden.
_________(1989). Teaching children self-discipline at home and in school. New York:
Harper Collins.
Jones, V. F. (2000). Tools for teaching: Discipline instruction motivation. Santa Cruz,
CA: Frederic
H. Jones and Associates, Inc.Jones, V. F. and Jones, L. S. (2001). Comprehensive
classroom management: Creating communities of support and solving
problems (6th edn). Boston: Allyn & Bacon.
Larrivee, B. (1999). Authentic classroom management: Creating a community of
learners. Boston: Allyn & Bacon.
Nichols, P. (1992). The curriculum of control: Twelve reasons for it, some arguments
against it. Beyond Behaviour, Winter: 5–11.
Rogers, C. (1957). The necessary and sufficient conditions of therapeutic personality
change. Journal of Consulting Psychology, 21(2): 95–103.
_______(1982). Education — A personal activity. In E. Elliott-Kemp and C. Rogers, The
effective teacher: A person-centered development guide. Sheffield: Sheffield
Hallam University.
Rogers, F. R. (1959). A theory of therapy, personality and interpersonal relationships, as
developed in the client-centered framework. In S. Koch, Psychology: A study
of science (vol. 3). New York: McGraw Hill.
Shores, R. E., Gunter, P. L. and Jack, S. L. (1993). Classroom management strategies:
Are they setting event for coercion? Behaviour Disorders, 18: 92 –102.
Steinberg, Z. (1992). Pandora‘s children. Beyond Behaviour, Spring: 5–13.
Williams, P. A., Alley, R. D. and Henson, K. T. (1999). Managing secondary
classrooms. Boston: Allyn & Bacon.
Wrench, Jason S, Virginia Perk Richmonth, and Joan Gorhan. 2009. Communication,
Affect, and Learning in the Classroom. Virginia:Tapestry Press

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G. Tes Formatif
1. Have you ever done cheating when you are as the students of STKIP PGRI, if your
answer is yes, explain why, or if your answer is not, explain it why?
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________

2. Look at the picture, analyzed the students answer. What do you think about his
answer and what are the student‘s characteristics?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________
_________________________________________________________________
3. Give explanation about what should the teacher do in making the students do not
want to chaet in examination?
_________________________________________________________________
_________________________________________________________________

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 CHAPTER XII

TEACHERS – STUDENTS RELATIONSHIP

The number one reason people fail in life is

because they listen to their friends, family, and neighbors.
~Napoleon Hill

A. Deskripsi Topic
Pada bab ini akan dibahas teori tentang bagaimana seorang guru mengenali dirinya
sendiri dan dapat mengatur emosi dan dirinya dalam profesinya sebagai seorang guru
sehingga terjalin hubungan yang baik antara seorang guru dan murid – muridnya..

B. Relevansi
Topik ini sangat membantu anda ketika anda akan mengajar bahasa Inggris pada tingkat
SMP atau SMA dalam mengatur atau memanage kelas anda.

C. Capaian Pembelajaran (Learning Outcome)

1. Mahasiswa mampu memahami tentang pentingnya komunikasi antara guru dan
murid.
2. Mahasiswa mampu memahami factor – factor yang memfasilitasi komunikasi.
3. Mahasiswa mampu memahami bagaimana membangun i – messages.
D. Isi

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 Communication is crucial for good teacher-pupil relationships. This chapter
examines
ways of inviting communication which is productive for teacher-pupil relationships, and of
inhibiting communication, which is not. It goes on to discuss barriers to communication,
such as the use of labelling, preaching and interrogating. The use of ―I-messages‖ is
suggested and steps for constructing them are introduced, and the chapter also discusses
techniques for active listening. By combining good communication and listening skills,
teachers can establish rapport and positive teacherpupil relationships in schools. Strategies
for maintaining relationships are analysed so that teachers can learn how to apply them in
their own classrooms.
The way teachers talk and communicate with students affects greatly the behaviour
of
students and interaction in the classroom. Good communication generates a climate
conducive to quality learning as students are willing to cooperate and demonstrate positive
discipline. However, when teachers find their students are being boisterous, destructive
and even revengeful, they may become frustrated and annoyed. They tend to be
judgmental and use warnings, orders or advice to change the students‘ behaviour; and even
worse, they may use labels to stereotype them. These statements of blame are provocative,
causing further disturbance or embarrassment, and may lead students to withdraw or,
sometimes, respond aggressively — they are roadblocks to communication, inhibiting it
rather than inviting dialogue from the students. The use of ―I-messages‖ is effective in
showing teachers‘ feelings about students‘ misbehaviour without making judgments and
criticisms. Teachers should not only invite students to talk and share but also need to be
good listeners. They have to show acceptance of students‘ strong emotions and feelings
and be patient in listening to them, and need to trust that their students can solve their own
problems. Establishing and maintaining good teacher-pupil relationships is crucial for
student cooperation and effective teaching
and learning.
1. Communication in the Classroom
Communication in the classroom can be defined as the interchange of thoughts,
feelings and information between the teacher and the pupils. Through good
communication,

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the teacher motivates, guides and encourages student learning; and without such
interaction, good relationships cannot be established and maintained nor can the teacher
meets pupils‘ needs (Charles and Senter, 2002).
Communication is commonly viewed as referring to verbal means of exchange but
non-verbal means of communicating, such as facial expression and eye-contact, are very
often more powerful (Jones, 2000). Good teachers must be able to communicate with
students, colleagues, administrators, parents and many others. Teaching is not simply the
delivering of knowledge, but requires a blending of competent teaching techniques and
communication skills that motivate and encourage students to learn; and through their
effective use of communication skills teachers convey respect, care and concern for
students. Good teachers are good managers of communication.
2. Inviting and Inhibiting Communication

In communicating their feelings, teachers should express themselves in ways that

do not hurt the pupils and encourage them to converse. Expressing your personal needs
without inviting your pupils to participate in communicating often closes the door to
further exchange. Blaming students is even worse as this often inhibits communication
(e.g. ―I feel that it is your fault and you have to change now.‖). The difference between
inviting and inhibiting communication is that the former is reciprocal and opens a channel
for further communication while the latter blocks later opportunities for dialogue.

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 Avoiding frustrating and negative statements
a. Keep calm when you see misbehaviour in the classroom.
b. Do not rush into commenting. Pause before communicating your feelings to
the student.
c. Express how you feel in a positive way, not blaming or criticizing the
student.
d. Indicate why the behaviour causes a problem in a non-provocative way.
e. Invite the student or the class to solve the problem
What is “inhibiting communication”?
Inhibiting communication involves shutting down channels for two-way
communication, with one party having taken over. It fails to promote understanding
and has detrimental effects on relationships as it is often characterized by the use of
language that shows lack of acceptance, invokes defensiveness, and provokes hostility
and resistance (Larrivee, 1999: 13). This kind of language is often called You-
language or the language of disrespect and it creates barriers to communication, as
seen below.
 The language of disrespect: Communication is strengthened when it is
carried out on an equal basis — no one should feel superior to others.
Giving orders and criticism is a sign of lack of respect while using
―moralizing‖ language is a sign of a sense of superiority. Such
communication fosters distrust and defensiveness.
 “You-language”: Fault-finding statements destroy reciprocal
communication. Such messages tend to be accusatory by pointing to what
one has done wrongly and should not be doing. Remarks such as ―You
always . . . ‖ and ―You should never try this . . . ‖ put students on the
defensive and fail to show understanding or empathy for them. When the
―You-language‖ is full of ―shoulds‖, this is often felt by the listener to be
humiliating.
a) Barriers to communication
Barriers are roadblocks on the highway of communication. They inhibit
reciprocity and make further communication difficult and sometimes impossible.
These roadblocks are confrontational and indicate that pupils‘ misbehaviour or
attitudes are unacceptable. However, they are unlikely to bring about the desired

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results as, at best, they seek submissive compliance from the pupils which often has
negative effects on them.
Gordon (1974) identifies twelve roadblocks to communication. These
barriers contain information on what the teacher thinks about the students, but
show hardly any consideration of the students‘ points of view. As a result, they will
have little success in changing pupils‘ behaviour, but instead motivate them to be
defensive or fight back.

Checklist for roadblocks to communication

 Giving orders: ―Come on. Don‘t talk anymore, write you poem
now!‖
 Warning: ―If you fail again, I am going to talk to your parents.‖
 Preaching: ―You have to complete this and learn it. It‘s for your
own good. All pupils should know this before leaving school.‖
 Advising: ―Let me tell you, you must follow this rule — otherwise
you will find yourself wasting time.‖
 Criticizing: ―I feel very disappointed to find you fooling around the
room without doing anything constructive.‖
 Questioning: ―What‘s happening? Why can‘t you start your project
in the right way?‖

b) Overcoming communication roadblocks

To guard against blockages in communication, teachers first need to unlearn
all the practices mentioned in this chapter which make communicating difficult.
They should then project an attitude which facilitates genuine and open
communication with the pupils. This often requires them to change their mindsets,
not just learn the skills for enhancing communication. Rogers (1959: 210–211)
reminds us of the importance of empathy which involves perceiving ―the internal
frame of reference of another with
accuracy and with the emotional components and meanings which pertain thereto
as if one were the person but without ever losing the ‗as if‘ condition. Thus, it
means to sense the hurt or the pleasure of another as he senses it and to perceive the
causes thereof as he perceives them, but without ever losing the recognition that it
is as if I were hurt or pleased and so forth.‖ This is the basis for genuine

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 understanding, sharing and communication, without which active listening is
impossible. Empathy also generates a sense of acceptance, sincerity and a non-
judgmental attitude which dissolves resistance and avoidance in communication.
Adopting an empathetic attitude produces a caring atmosphere which further
strengthens the relationship between the parties involved.
What is “inviting communication”?
Inviting communication is reciprocal communication, involving pupils and their
teacher, which opens opportunities for further exchange. It is characterized by the
use of language of respect and consideration for others‘ feelings. It does not create
enemies or defensiveness but allies and friends. The purpose of inviting
communication is to strengthen relationships, and provide mutual understanding
and support, and this can be achieved by using, for example, congruent
communication and ―I-messages‖ (which were mentioned in Chapters 4 and 5, and
will be discussed in the following section).
3. Confronting Messages and Their Consequences
It is not easy for teachers to respond to pupils‘ behaviour with positive and
nonjudgmental statements under great pressure, especially when pupils appear to be
noncooperative and hostile. Quite often, the teacher will resort to punishment or deliver
warnings that provoke anger and reduce student self-esteem. This is so common that, in a
Teacher Effectiveness Training course, Gordon (1974) found that over 90 percent of the
teachers were using messages that encoded negative feelings and frustration. He regards
warnings, orders, preaching, criticism, stereotyping, praise and interrogating as examples
of confrontational messages that convey feelings of disappointment and exasperation. Here
are some illustrations:
• ―You know what the classroom will turn into if you keep on doing this!‖
(analysing)
• ―Shut your mouth!‖ (order)
• ―You are an idiot. You don‘t use your brain at all!‖ (labelling)
• ―If you don‘t do that you‘ll have to stay after class with the low achievers!‖
(embarrassing)
• ―Do you think you can really challenge me?‖ (provocative)
• ―You are stubborn. Stop doing that.‖ (criticizing)
Gordon (1974: 126–41) asserts that all these messages are destructive because they result
in:

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 • student resistance;
• the belief that the students are stupid and incompetent; the belief that the
teacher is thoughtless and irresponsible;
• the generation of guilt feelings among students;
• the lowering of students‘ self-esteem;
• student defensiveness;
• hostility and challenges to the teacher;
• feelings of helplessness and withdrawal.
Roadblock Description Message to students and their
reactions
Ordering and ―You must …‖ • Your feelings are not important.
commanding ―You will …‖ • Feelings of resentment, fear or
resistance
Warning ―If you don‘t do that, …‖ • I have no respect for your needs and
―Either you do … or … ‖ wants.
• Feelings of fear, submission,
hostility
Preaching ―You shouldn‘t do . . . ‖ • Your judgement cannot be trusted.
and ―Everybody in this • Guilt feelings, resistance
moralizing school should … ‖
Advising ―What I would do is …‖ • You are incompetent and incapable.
―If I were you, I would • Feeling of dependency
…‖
Providing ―You may think like that • You are being ignorant and not good
logical but the fact is …‖ enough
arguments ―You have to learn …‖ • Feeling inadequacy, resentment,
rejection of the argument
Criticizing ―You are wrong because • You are no good.
and blaming …‖ • Feeling incompetent, retaliation
―You are not listening to
…‖
Labelling and ―You are a slow learner • You are unworthy of …
stereotyping …‖ • Feeling helpless, retaliation, acting
―You are immature …‖ as labelled
Interpreting ―What you really want to • You have to follow my way of
and analysing do is … ‖ thinking.
―You do that because …‖ • Feeling threatened, frustrated,
embrassed
Praising and ―You are smart and I • You don‘t have a problem.
evaluating think you can do it….‖ • Feeling dependency, patronized
―I don‘t think you can

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 solve the sum because
…‖
Reassuring ―I know how you feel • Stop feeling the way you do.
and …‖ • Feeling misunderstood
sympathizing ―You will feel better
tomorrow …‖
Interrogating ―Why do you have to do • I don‘t trust you.
and probing this … ?‖ • Feeling defensive, reacting with
―Are you sure you are avoidance
going to …?‖
Withdrawal ―Don‘t talk about it any • I am not really interested.
and sarcasm more, …‖ • Feeling dismissed
―Forget about this …‖

4. Using Congruent Communication

Instead of using confronting messages, teachers are encouraged to use congruent
communication. Congruent messages are statements by teachers that are helpful to pupils
while being in line with their feelings about the situation and themselves (Charles, 2000:
79). According to Ginott (1972) who developed this concept, it has the power to address
pupils‘ misbehaviour without embarrassing them. Instead of saying ―You are naughty. You
have scattered the books all around the floor‖, a teacher can say ―Can you tidy up the
floor during recess‖. Instead of constructing communication roadblocks, the teacher
respects the pupils and treats them as social equals who are able to make reasonable
choices. Constructive and positive statements made to pupils will avoid angering them and
are more likely to get their cooperation in class. In addition, the teacher is unlikely to lose
his/her temper or self-control by treating pupils as people with self-worth. Congruent
communication holds that the best way to correct misbehaviour is to remind pupils to
behave properly; any blaming, preaching, or criticizing is unhelpful and will generate more
excuses and frustration (Charles, 2002).
5. “I-messages” in Communication
An ―I-message‖ is a concept for inviting communication as well as a particular
format which conveys a non-blameful message and positive evaluation in communication
(Gordon, 1974). One major advantage of ―I-messages‖ is that they allow teachers to speak
from their perspectives in a non-evaluative way while at the same time respecting students‘
self-esteem. The idea in expressing ―I-messages‖ is not to find fault with or blame others,
but rather to express why the behaviour is a problem and what can be done to solve it in a

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mutually agreed way. ―I-messages‖ are often constructed using the language of respect
which brings about mutual understanding. Since it takes others‘ feelings and perspectives
into consideration, students‘ self-esteem is not at stake. It is very likely that students will
be cooperative, not defensive or hostile in this mode of exchange; and it allows them to
make appropriate changes or adjustments in their behaviour in a voluntary way.
Constructing “I-messages”
―I-messages‖, in which teachers use non-judgmental language to maintain a
positive learning environment in the classroom, generally consist of three parts
(Williams et al., 1999: 66) which are described below in detail.
a) Part I (describing the situation)
It is important for teachers to let students know the specific situations, events or
behaviours that are troubling them. Begin ―I-messages‖ with ―when‖ and give
an account of the specific event:
• When the books were . . . [describing a situation] (Compare this with:
―Nancy, you are naughty!‖)
b) Part II (expressing the associated feeling)
The account, which is non-judgmental and evaluative, tells the pupils exactly
what is the cause of the problem. It is an expression of the feelings associated
with the situation or event described.
• When your books were scattered around the floor [describing], I had a
difficult time when I walked in the aisle [feelings]. (Compare this with:
―Nancy, you are naughty. I will punish you if you don’t pick up those
books.‖)
c) Part III (describing the effect)
Here the teacher expresses the effect of the event or situation in concrete terms:
• When your books were scattered around the floor [describing], I am afraid it
caused a lot of inconvenience to classmates [feelings] and we‘ll spend time
tidying them up [effect]. Can we think of a solution? (Compare this with:
―Nancy, you are naughty. I will punish you if you don’t pick up your books.
I won’t allow you to come to my class.‖)
When teachers expresses their feelings with ―I-messages‖, students are able to
understand how they feel and what problems are. They will recognize what caused the
feelings and can work with the teacher for a solution or a change of behavour (Larrivee,
1999: 121).

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 This analysis suggests that ―I-messages‖ have five key elements as they: (1) are
expressed from the teacher‘s perspective; (2) aim to clarify what has happened and why
the behaviour or event is a problem; (3) give information to pupils about their behaviour;
(4) communicate respect to the pupils as their purpose is to describe what has happened
without blaming anyone; and (5) invite pupils to communicate and to solve the problem
together with the teacher. However, all teachers should be cautioned that when using ―I-
messages‖, they are vulnerable to self-disclosure and there is always a chance that they
will go unheard.
Why use “I-messages”?
Gordon (1974) argues that ―I-messages‖ are an effective means of communication
for changing students‘ behaviour and strengthening teacher-pupil relationships, e.g.
1. These non-judgmental statements only convey teachers‘ feelings on the
specific behaviour or event. They clarify the cause of the problem
without blaming students and so should not lead to hostility, guilt
feelings and retaliation but rather increase the chances of students being
willing to change their behaviour.
2. While conveying teachers‘ feelings, they respect students‘ sense of self-
worth and enhance mutual understanding and reciprocal
communication.
3. The statements harm no one and encourage students and teachers to
solve the problem together.
Once a problem has been identified and defined, teachers and students can work together
to generate possible solutions. They can both evaluate the merits of each solution and,
once a decision is made, can then cooperate in assessing to what extent the problem has
been successfully solved.
6. Essential Attitudes and Conditions for Communication
Rogers (1982) argues that everything teachers do is a form of communication and
that
good communication promotes learning and personal growth. Teachers understand that by
means of good communication (using ―I-questions‖ or some other effective approach) they
are nurturing educational experiences which enable pupils to (Rogers, 1982: 1):
• become critical learners who are able to evaluate information;
• make intelligent choices and be self-directed;
• acquire knowledge relevant to real life;

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 • use this knowledge in meeting new and difficult situations;
• take self-initiated and responsible action to resolve problems;
• find learning enjoyable, thus becoming life-long learners.
Rogers (1957: 95–103) identifies three qualities or attitudes for making progress in the
goals listed above:
a) Congruency (or genuineness)
The teacher must be a real person when communicating with students. In Rogers‘s
words, ―he is what he actually is, in this moment of time‖. There is no pretence and
there is ―transparency‖ in the relationship.
b) Unconditional positive regard
In interacting with students, the teacher must show positive, caring and
nonjudgmental attitudes which are unconditional. As Rogers says: ―[the teacher]
finds himself experiencing a warm acceptance of each aspect of the client‘s
experiences as being a part of that client . . . ‖.
c) Empathetic understanding
The teacher must show an ability to understand the inner world of pupils and to
express this understanding to them as they perceive it — once again, in Rogers‘s
words, ―to sense the client‘s private world as it were your own, but without ever
losing the ‗as if‘ quality . . . ‖.
In short, teachers must be good listeners who readily understand the world as
perceived by pupils. They should have a caring and respectful attitude to all pupils so that
they feel secure and are willing to talk openly about their feelings.
7. Be a Good and Active Listener
Communication consists of sending and receiving messages, with listening lying at
the receiving end of the process. The ability to be an active and effective listener is integral
to good communication Listening is one of the most important elements in developing
good rapport with students as it shows respect for them. It also makes genuine dialogue
possible as students are more articulate with the support of a good listener, perhaps in
particular timid students who may have difficulty in finding words to express themselves
and talk things out. It is hardly surprising that students‘ expression is often vague and
indirect when there is no good listener to assist them in reconstructing their experience by
encouraging them to express their needs and concerns clearly and in a confident manner. It
may be argued that teachers are not counsellors and their class time is too precious to be
spent on listening. While this may contain an element of truth, without genuine listening it

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is impossible to establish meaningful relationships between pupils and teachers which lead
to understanding pupils‘ problems and provide a constructive environment to resolve their
strong feelings and emotional difficulties (Williams et al., 1999: 69). It is often said that
good listening can be therapeutic and can heal
people who are deeply troubled by negative emotions and feelings.

Useful techniques for listening

1. Use verbal cues such as ―Ah-ha‖, ―I see‖ and ―That‘s true‖ to show you are listening
and attentive.
2. Use body language such as a nod, smile or frown to show your responses and
feelings.
3. Body language and verbal messages should be congruent.
4. Use ―door-openers‘, such as ―Would you like to say something more about this to
me?‖ or ―It sounds that this is something important. Would you like to talk more
about it?‖, to promote better communication and probe problems which are bothering
the students.
5. State clearly your interpretation of students‘ messages and make sure your
interpretation represents their true meaning.
6. Ask for feedback and ask questions if you are not sure about students‘ messages.
7. Paraphrase students‘ feelings to convey acceptance and understanding.
8. Avoid making judgments and giving approving or disapproving feedback during the
process.
9. Try to understand students‘ messages with your heart and let them know that having
feelings and emotions is not ―bad‖;
10. Let your students talk things out, analyse the issues and solve the problems.

Active listening
You can prepare yourself for listening by stopping talking and paying attention to
the
speaker. However, this in itself is just passive listening and a more active
approach
requires accepting and respecting pupils‘ opinions and, at times, probing
problems by showing eagerness to learn more. When a student comes to a teacher,
the teacher often feels compelled to suggest solutions and ideas to tackle the
problems and so deprives pupils of opportunities to express themselves fully. It is
not suggested that teachers should remain silent in such situations — they should
engage in active listening.
As argued by Gordon (1989), active listening is more productive by reflecting to
pupils what has been heard and assuring them that it has been heard correctly. It is
a
mutual effort to ensure that the communication is carried out genuinely, with trust
and acceptance (Fields and Boesser, 1994) and the exchange of true feelings.

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 During active listening, pupils are confident that what they say is not only heard
but also fully understood, which makes them feel secure enough to reveal their
deep emotions and feelings to the teacher. It helps the student to fully express and
explore the underlying problems and issues, and releases the emotions of
individuals who are deeply troubled.

Checklist for active listening:

 Avoid being manipulative or patronizing when meeting with students.
 Show active listening to establish a trusting relationship.
 Respect students‘ privacy and confidentiality in whatever they reveal.
 Show care and concern for students.
 Have a deep sense of trust and confidence in students‘ ability to
understand their own problems and find solutions to them.
 Accept students and their true feelings by letting them express
themselves freely and openly.
 Show empathy to students and yet remain separate from their feelings.
 Show eagerness and willingness to help students and assist them in
solving their problems.

Why some teachers are not good listeners

(adapted from Gordon, 1974: 75–76)

It should be recognized that some teachers are not good listeners. It is often
said that pupils do not like to listen to teachers because they are always talking,
appraising and giving advice. This is not a trivial comment as advice-giving or
commenting is a sign of not listening and indicates a serious roadblock in the
communication process as it obstructs the exchange of genuine feelings and
emotions. One of the most obviousreasons why some teachers are poor listeners is
that they often do not like listening to pupils, an attitude which can be attributed to
the following factors. Teachers:
• like to make comments and judgments on what students say and that makes
genuine communication impossible.
• often think that students‘ problems are insignificant.
• are busy and pay lip-service to pupils‘ feelings.

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 • are more interested in solving students‘ problems rather than in taking the
time to listen to them.
• like to show they are competent and so rush to give advice whenever they
hear about any problem.
• do not like to help students and tend to brush them off with some light
comments or distract them by raising other issues without listening to them.
• sometimes do not know how to deal with pupils‘ real feelings.
These approaches or attitudes fail to lead to genuine listening and real
understanding and show no respect for students‘ ability to tackle their problems. To
be effective, teachers need to be good listeners (Fields and Boesser, 1994: 127) as
positive relationships can only be built when students perceive that adults are
willing to listen to them actively. With the support of a good listener, pupils can
embrace their strong feelings and work out solutions to their problems.
8. Building and Maintaining Relationships
Good communication and relationships are the foundation for transforming a
classroom into a learning community where pupils embrace a spirit of acceptance, respect
and
security. The quality of teacher-pupil relationships often determines whether or not pupils‘
needs are met and affects their attitudes to classroom behaviour.
Why care about teacher-pupil relationships?
Good teacher-pupil relationships go beyond controlling students and fostering
ompliance in the classroom: they aim to create a classroom climate that represents
an affective blend of warmth, care, tolerance, respect, acceptance and competent
teaching (Connolly et al., 1995). It is commonly understood that students like
teachers who are warm and friendly. Studies have shown that a positive classroom
climate supported by high quality teacher-pupil relationships is able to meet pupils‘
needs and enhance their classroom learning (Shores et al., 1993; Nichols, 1992;
Steinberg, 1992). The quality of the process is directly related to the extent of
cooperation between pupils and the teacher in an interactive process which
mutually reinforces each party‘s behaviour in the classroom. How students
perceive themselves as learners affects the way they behave in school, and good
teacher-pupil relationships built on trust, care and respect not only enhance
students‘ self-esteem but also meet their personal and psychological needs (Jones
and Jones, 2001) and develop group cohesion in the classroom. At the same time,

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teachers serve as role models for their pupils (Bandura, 1969, 1977) and students
are more likely to identify with them if they feel positive about their relationship.
Teaching must go beyond the delivery of knowledge to develop a classroom
climate which is conducive to the development of affection and positive attitudes in
pupils.

Assessing teachers’ attitudes

One of the first things teachers can do to improve relationships with their
students is to assess their own attitudes and behaviour towards them. They
should ask themselves questions such as:
• Am I courteous towards my students?
• Do I listen carefully to students‘ questions and requests?
• Do I listen to students and respect their opinions?
• Do I control my temper when students behave inappropriately?
• Do I like to be with students?
• Do I treat students fairly?

It is also helpful for teachers to discover the attitudes of students towards them
and the subjects they teach. Teachers can ask students such questions as:
• How relevant are the topics covered in this class?
• What topics do you like most?
• What topics do you like least?
• Do you think that I like you?
• Do I take the time necessary to help you understand difficult concepts?
• Do I treat you courteously?
• Do I have any distracting habits?
• Do I listen to suggestions you make?
• Do your needs and interests receive my attention?
(Edwards, 1997: 343)

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Improving teacher-pupil relationships
Teacher-pupil relationships develop continuously: while it may be difficult to
measure this precisely over time, they change and evolve significantly with
particular events or
issues. Connolly et al. (1995) suggested that there are two major variables which
influence how relationships between teachers develop. They are (a) personal or
affective quality of the relationships, and (b) how the teacher communicates or
relates to the pupils.
Some ways of strengthening human relationships are outlined below:
a) Socially acceptable skills
Socially acceptable skills refer to a set of behaviours or attitudes — such as
sensitivity, respect, caring, trust, willingness to listen and helpfulness — that
are valued by members of society. While teachers have to demonstrate that
these skills and attitudes are productive for communication in the classroom,
they also have the responsibility to teach them to their pupils. This enables
teachers to not only exercise quality interaction in the classroom but also help
their pupils to develop positive relationships among themselves.
b) Quality verbal and non-verbal behaviours
High quality verbal and non-verbal behaviours are useful means to convey
acceptance, warmth and positive interpersonal interactions. Common examples
include eye contact, talking to students pleasantly, having a cheerful facial
expression, using humour, expressing empathy and concern, using physical
contact appropriately and sharing common experiences. Students appreciate
teachers who attend their activities or have meals with them. By using such
verbal and non-verbal behaviours, teachers can enhance teacher-pupil
relationships.
c) Making a good impression
It is important for teachers to make a good impression, especially when they
are meeting pupils for the first time, as this has a major effect on the way
pupils perceive them. For example, you can smile, memorize and use names,
and say something courteous and interesting.
d) Reacting positively to others
It is also important to react positively to others when you are sharing
information or talking to them. Even when you disagree, you should do it

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 gently and politely so that there is less defensiveness in the exchange and the
door for communication remains open.
e) Not reacting in a negative way
If you want to talk to others, try to give them your full attention and do not
show dissatisfaction as these are roadblocks to good human relationships.

In conclusion, building and maintaining good teacher-pupil relationships is an

important part of being a professional teacher. If teachers fail to establish a good rapport
with students, they cannot expect students to cooperate with them. Good communication is
crucial for conveying positive messages that contribute to good relationships, and it
requires teachers to display appropriate verbal and non-verbal behaviour to promote
understanding and respect for others. Human relationships develop continuously and they
are a powerful means for developing a school environment in which effective teaching and
learning take place.
E. Rangkuman Materi

This chapter distinguishes two forms of communication: inhibiting and inviting

communication, with the former making communication difficult and the latter facilitating
interaction. Teachers are advised to pay attention to barriers that adversely affect the
communication process and to avoid at all costs messages which confront pupils as they
are detrimental to student-teacher relationships.
―I-messages‖ are presented as an effective and positive means for inviting
communication and establishing good rapport with students. It is proposed that teachers
should learn how to construct such messages, following the suggestions by Gordon (1974).
They should know that ―I-messages‖ are characterized by non-judgmental statements and
clear and concrete expression of the effects of the event or situation that is troubling the
teacher, and that they encourage teachers and pupils to work together to solve problems.
Essential attitudes and conditions for communication are discussed, including
Rogers‘s identification of three qualities which are useful indicators, namely congruency
or genuineness, unconditional positive regard and empathetic understanding. In this
respect, the potential perils of praising pupils should be considered carefully.
It is argued that good listening is essential for establishing effective communication
with students. It is often said that teachers are not good listeners because, on the one
nhand, they regard students‘ problems as trivial and do not pay enough attention to them

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and, on the other, they often like to give advice instead of listening to students‘ problems
in a genuine way. Without trust, regard and care, students will not talk about their
problems honestly, and so they remain unheard and unsolved. Students must perceive that
full attention is given to what they say and that their ability to solve their problems is
respected.
Finally, the chapter focuses on teacher-pupil relationships which are crucial for
generating a positive and encouraging classroom climate that can meet students‘ needs and
enhances their learning. Good teacher-pupil relationships can be seen as an affective blend
of warmth, care, respect, acceptance and competent teaching. Teachers must always reflect
on their own attitudes towards their students. Without positive human relationships in the
classroom, effective teaching and learning is impossible.
F. Referensi.
Beatty, M. J., & McCroskey, J.C. with Valencic, K.M. (2001). The biology of
communication: A communibiological perspective. Cresskill, NJ: Hampton.
Charles, C.M. (2000). The synergetic classroom: Joyful teaching and gentle discipline.
New York: Longman.
Charles, C. M. and Senter, G. W. (2002). Elementary classroom management (3rd edn).
Boston: Allyn & Bacon.
Charles, C. M. (2002). Essential elements of effective discipline. Boston: Allyn & Bacon.
Ginott, H. (1972). Teacher and the child. New York: Macmillan.
Gordon, T. (with N. Burch) (1974). Teacher effectiveness training. New York: Wyden.
_________(1989). Teaching children self-discipline at home and in school. New York:
Harper Collins.
Jones, V. F. (2000). Tools for teaching: Discipline instruction motivation. Santa Cruz,
CA: Frederic
Larrivee, B. (1999). Authentic classroom management: Creating a community of
learners. Boston: Allyn & Bacon.
Nichols, P. (1992). The curriculum of control: Twelve reasons for it, some arguments
against it. Beyond Behaviour, Winter: 5–11.
Rogers, C. (1957). The necessary and sufficient conditions of therapeutic personality
change. Journal of Consulting Psychology, 21(2): 95–103.
_______(1982). Education — A personal activity. In E. Elliott-Kemp and C. Rogers, The
effective teacher: A person-centered development guide. Sheffield: Sheffield
Hallam University.

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 Rogers, F. R. (1959). A theory of therapy, personality and interpersonal relationships, as
developed in the client-centered framework. In S. Koch, Psychology: A study
of science (vol. 3). New York: McGraw Hill.
Shores, R. E., Gunter, P. L. and Jack, S. L. (1993). Classroom management strategies:
Are they setting event for coercion? Behaviour Disorders, 18: 92 –102.
Williams, P. A., Alley, R. D. and Henson, K. T. (1999). Managing secondary
classrooms. Boston: Allyn & Bacon.
Wrench, Jason S, Virginia Perk Richmonth, and Joan Gorhan. 2009. Communication,
Affect, and Learning in the Classroom. Virginia:Tapestry Press
G. Tes Formatif
1. List the barriers to communication which are often found in classrooms.?
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2. Based on your experiences as students or college students, what can a teacher do to
establish and maintain good teacher-pupil relationships?
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3. What can teachers do when they see pupils who have strong feelings and want to
talk to them? What are the ―dos and don‘ts‖ for promoting genuine listening and
understanding? What can a teacher do to show respect and acceptance to a student?
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