CLASSROOM MANAGEMENT

Concerns and Practices

in
Group 1
Classroom Management
Members of Group
1
1. Silviana ( A1B221021 )
2. Nurul Azirah (A1B221024)
3. Jiwa Fursan (A1B221082)
4. Luthfiah Anisah (A1B221102)
5. Indah Dwima Wulandari (A1B221027)
6. Bagas Okta Pratama (A1B221093)
7. Dhea Cempaka (A1B221046)
 5.1 The concerns of classroom
management: educational perspectives
What is classroom management?
Classroom management is the ability of a teacher to
create a smooth learning atmosphere where students
can be academically productive during the learning
process.
There are 3 main concerns in classroom
management, including:
• to establish and maintain order;
• to provide learning opportunity;
• to create a context of care.
 Order In Classroom
Management

Order is one thing that is aimed at or is hoped to be

achieved in classroom management.
This order usually occurs because of 2 things;
1. Order that arises due to coercion.
2. Order that arises because of a negotiation.
 Origins of Disorder

Disorder is an ever-present fact of life in classrooms.

Disorder can be assumed to be a deviation from strict
rules and conventions in behavior. This disruption can
disrupt the status quo or teaching and learning
conditions that are taking place at that time
Managing Classroom
Complexity
Erickson and Shultz (1992: 470) regard the teacher’s attention as central
to the establishment of ‘routine classroom social system and culture’ which
‘makes life predictable for . . . participants’. They point out that teachers’
attention is focused on one of several objects:
• student deportment;
• students’ feelings;• student’s informal identities and pecking orders (especially with younger
children);
• student displays of knowledge and skill;
• development of students’ reasoning capacities.
Opportunity in classroom management
Bowers and Flinders on order and the technicist
(or management) paradigm
. . . research on classroom organization and management . . . [emphasises] behavioural
management [and] reflects the continuing dominance of the technicist approach to
teacher professionalism. . . . The explicit-observable of what is to be known makes it
amenable to measurement and greater certainty. In turn, this fosters a greater emphasis
on reducing classroom interactive patterns to their component parts for the purpose of
reconstituting them in a manner that increases rational control and efficiency.
(1990: 8)
Concept 5.3
High and low structure in teaching

Briggs and Moore (1993) distinguish between

high and low structure classrooms, structure
being the strength of the teacher’s definition of
events and the relative amount of involvement
of the teacher and
learners in decision-making and control
Opportunity & Contingent patterns of classroom
discourse, in which the unpredictable is

contingency normal rather than unexpected. In short,

the discourse is more improvised, open-
ended and rich with possibility.
 5.3 Care in classroom
management.
Jones (1991) McLaughlin. (1991)

The strategies suggested are designed to

manipulate what is assumed to be a difficult
situation – care being employed as a means of
preventing difficulty, and correction invoked when
order breaks down.
not allow the
possibility of ‘caring order’ in classroom
management.
 Negotiated control.
 Development of caring relationships.
There are risks associated with any classroom
management practices, Security and
regularity are threatened.
Classroom management again challenges the vertical and asymmetrical discourses,
characteris by enforcement of rules and the invocation of sanctions if rules are
broken.

A discourse of care is also located in a particular teaching style a concern for caring
and nurturing classroom relationships provides models of behaviour and realises
particular values of self-discipline, listening to students’ voices and, if not making it
the focus of learning per se, highlighting the positive aspects of caring as conducive
to learning.
A. LEGITIMATE
o Derives from interpersonal relationships with students.
oAUTHORITY
When ethical caring is enacted.
o Is conferred [by students] and assumed [taken up by teachers].
o Caring involves commitment, concern and good listening among other things.

B. REJECTION of the ‘MANAGEMENT

o Obedience
METAPHOR’
o Responsibility
o Negotiation
 Professional literature on classroom management has been
written with school teaching in mind. That’s why the teacher of
adults may thus be placed in a dilemma.
How care is manifested in adult education may be a sensitive
issue – care for adults is a different matter from care for children
for whom a teacher is in loco parentis. Care for adults is a
question of respect above all.
 Teachers and classroom manajement tasks

The way teachers teach and

manage the class will be very
closely related.
This is the influence of the teacher’s approach to classroom

management
There are 3 levels of management tasks in

teaching

There are 3 levels of management tasks in

teaching
1. Macro

2. Meso

3. Micro
Relationships Between Management
and Instruction

Legutke and Thomas emphasize the importance of

the instructor role in classroom management,
arguing that instruction is built on a foundation of
order.
 Discoursal
issues

The management/instruction question, and tendencies in classroom manage- ment to order or

opportunity, raise discoursal issues. Bernstein identifies two sets of rules which govern them:
⚫ Regulatory discourse is in governed by distributive rules, which in turn govern social order,
relating to the hierarchical and asymmetrical relations between teacher and student in the
pedagogical relationship, including its conduct, character and manner.
⚫ Instructional discourse is governed by recontextualising rules which order the selection,
sequencing, pacing and criteria for evaluation of knowledge in the classroom.
 5.5 The teacher-as-manager

Briggs and Moore (1993) share Whitaker's view of the 'teacher-as-

manager'. They observe that 'teaching is a matter of establishing a
manageable relation- ship with the entire class, the context being
mutually rewarding engagement in worthwhile tasks' (1993: 494). .
 Leadership
styles/qualities
1. Sayer (1988): Different demands on teachers call for different
modes of management, metaphorically: • train driving (predictability,
clarity of task, following rules) • medicine (emergency, promotion of
healthy lifestyle) • farming (getting maximum yield from different
types of land, equipment, in different weathers) • rod-fishing
(speculation, instinct)
2. Tannenbaum and Schmidt (1958): Styles of decision-making – telling/selling/
consulting/sharing A ‘telling’ style has teacher ordering the student; when ‘selling’;
teacher appeals to student’s reason or emotions; in a consultative mode, the teacher
overtly negotiates and elicits suggestions before agreeing a decision; a ‘sharing’ mode has
a strong and weak version – in the former, the teacher defines the limits and asks students
to work within them. In the latter, students are allowed to follow their own path.

3. Whitaker (1995): Leadership in Teaching ‘...helping people to tackle the prescribed tasks to the
optimum of their ability’ (1995: 32) requires:
• genuine interpersonal behaviour
• warmth, care and respect for colleagues
• empathy
• strong belief in others’ potential to grow, develop and change

This translates into:

• teachers’ ability to understand the classroom experience from each student’s perspective
• respect for each individual student
• ability to relate 1-to-1 with each student
THANK YOU 