INVESTIGATING PRE-SERVICE TEACHERS' CLASSROOM MANAGEMENT PRACTICE IN A BILINGUAL CLASS

  • Dwiniasih Dwiniasih Universitas Swadaya Gunung Jati
    (ID)
  • Farah Sukmawati Wahidah Universitas Swadaya Gunung Jati
    (ID)
  • Susanto Susanto Universitas Bandar Lampung
    (ID)

Abstract

 For the decades, managing classroom becomes one of the most important topics as the concern to be developed by educational department in improving students' quality. One of them is preparing pre-service teachers by strengthening their teaching skills such as managing classroom. Therefore, this study aims to investigate pre-service teacher's classroom management and its problem faced, where observation checklist is used by other participants in reviewing forty respondents’ teaching performance. Meanwhile in supporting the second purpose; Interview is used to delve more the problem faced by pre-service teacher while managing classroom. The results reveal that the skill which is still not optimal related to the creation and maintenance of optimal learning conditions is the skill that shows response attitude because of nervous and tend to focus to the certain group or students considered comfortable. Meanwhile, skills related to the control of optimal learning conditions that is still not done optimally by the participants, namely finding and overcoming behavior that poses problems with the way of exile caused by frightened by pre-service teachers against increasingly poor or rebellious student responses. However, referring to overall indicator of classroom management skills, pre-service teacher could be categorized as having done a grade managing skills well.

Downloads

Download data is not yet available.

References

Almog, T. (2002). What can be done before giving-up. Hed Hachinuch, 76(5), 22–27. (In Hebrew.)

Bear, G. G. (2015). Preventive and classroom-based strategies. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 15–39). New York: Routledge.

Ben‐Peretz, M., Eilam, B., & Landler‐Pardo, G. (2011). Teacher education for classroom management in Israel: structures and orientations. Teaching Education, 22(2), 133–150. doi:10.1080/10476210.2011.567842

Becker, E. S., Keller, M. M., Goetz, T., Frenzel, A. C., & Taxer, J. L. (2015). Antecedents of teachers’ emotions in the classroom: an intraindividual approach. Frontiers in Psychology, 6(635), doi:10.3389/fpsyg.2015.00635

Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., Burke, P., & Louviere, J. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education, 38(3), 8.

Chang, M. L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37(4), 799–817

Englehart, J. M. (2011). Five Half-Truths about Classroom Management. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(2), 70–73. doi:10.1080/00098655.2011.616919

Keller, M. M., Chang, M. L., Becker, E. S., Goetz, T., & Frenzel, A. C. (2014). Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study. Frontiers in psychology, 5, 1442.

Kibler J. (2011) Classroom Management. In: Goldstein S., Naglieri J.A. (eds) Encyclopedia of Child Behavior and Development. Springer, Boston, MA

Luebbering B. (2010) Classroom Management. In: Clauss-Ehlers C.S. (eds) Encyclopedia of Cross-Cultural School Psychology. Springer, Boston, MA

Mason S.A. (2013) Classroom Management. In: Volkmar F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY

Romi, S., & Freund, M. (1999). Teachers’, students’ and parents’ attitudes towards disruptive behavior problems in high school: A case study. Educational Psychology, 19(1), 53–70.

Shinn, M. R., Walker, H. M., & Stoner, G. E. (2002). Interventions for academic and behavior problems II: Preventive and remedial approaches. National Association of School Psychologists.

Stough, L. M. (2006). The place of classroom management and standards in teacher education. In C. Evertson & C. Weinstein, (Eds.). Handbook of classroom management: Research, practice, and contemporary issues (pp. 909-923). Mahwah, NJ: Erlbaum. 10.4324/9780203874783.ch34

Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173–189

Wan, S. W.-Y. (2015). Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs. Teachers and Teaching, 22(2), 148–176. doi:10.1080/13540602.2015.1055435

Wardani, Igak. (2005). Dasar-dasar Komunikasi dan Keterampilan Dasar Mengajar. Pusat Antar Universitas untuk Peningkatan dan Pengembangan Aktivitas Instruksional – Direktorat Jenderal Pendidikan Tinggi – Departemen Pendidikan Nasional, Jakarta.

Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally Responsive Classroom Management: Awareness Into Action. Theory Into Practice, 42(4), 269–276. doi:10.1207/s15430421tip4204_2.

Wesley, D.A., & Vocke, D.E. (1992, February). Classroom discipline and teacher education. Paper presented at the annual meeting of the Association of Teacher Educators, Orlando, FL. https://eric.ed.gov/?id=ED341690

Woolfolk Hoy, A., & Weinstein, C. S. (2006). Student and teacher perspectives on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 181–219). Mahwah, NJ: Lawrence Erlbaum Associates.

Wright T. (2005) Managing Engagement: The Affective Dimension of Classroom Life. In: Classroom Management in Language Education. Research and Practice in Applied Linguistics. Palgrave Macmillan, London

Wubbels, T. (2011). An international perspective on classroom management: what should prospective teachers learn? Teaching Education, 22(2): 113–131. doi:10.1080/10476210.2011.567838

Published
2020-12-31
How to Cite
Dwiniasih, D., Wahidah, F. S., & Susanto, S. (2020). INVESTIGATING PRE-SERVICE TEACHERS’ CLASSROOM MANAGEMENT PRACTICE IN A BILINGUAL CLASS. ETERNAL (English, Teaching, Learning, and Research Journal), 6(2), 230-244. https://doi.org/10.24252/Eternal.V62.2020.A4
Section
Volume 6, Number 02 December 2020
Abstract viewed = 433 times