REFOKUS

ACTIVE TEACHER Model Pembelajaran

Disiplin Manajemen Kelas

Norma Wewenang Awareness

OVERVIEW

Goals of Classroom Management

Classroom Management Strategies
Classroom Routines
Classroom Environment
Classroom Questioning
 SUMBER MASALAH DALAM MANAJEMEN KELAS (1)

Motivation Problems Instructional Problems

1. Siswa tidak diberikan aktivitas 1. Monoton
2. Siswa apatis 2. Bad tempo
3. Attitude negatif guru 3. Tujuan tidak tersampaikan/ dipahami
4. Daydreaming 4. Kurang pengetahuan awal
5. Kegagalan 5. Ketidakpuasan terhadap hasil evaluasi
6. . 6. .
7. . 7. .
 SUMBER MASALAH DALAM MANAJEMEN KELAS (2)

Procedural Problems Disruptive Problems

1. Tugas tidak jelas / tidak dipahami 1. Fail to enforce rule
2. Pindah kelas 2. Visitor
3. Lupa peralatan penunjang 3. Attention seeker
4. Fail to reserve special place 4. Terlambat
5. Media failure 5. Prying into private subject
6. . 6. .
7. . 7. .
 CLASSROOM ROUTINES

Rules must be introduced, applied,

Planning and Preparing Your Classroom
and enforced consistently
Karakteristik aturan kelas yang efektif:
1. Jelas
2. Jumlah terbatas
Selecting and Establishing Classroom Rules
3. Dapat diobservasi
4. Siswa paham dan setuju

Kualitas tugas, presensi, performa di kelas, circle of friends,

Maintaining Student Records Efficiently bahasa, penampilan, cheating, perilaku di luar kelas,
perilaku di luar lingkungan sekolah etc
 CLASSROOM ENVIRONMENT

Key element
Tahapan Pra-instruksional

Effective Guidance
Tahapan Instruksional
Monitoring Classroom Environment

Managing Classroom Interruptions Tahapan Evaluasi

 EFFECTIVE GUIDANCE (Orlich, 2010)

Give the Guidance

1. Get the class attention
Follow up the Guidance
2. Deliver
1. Monitor closely
3. Explain expectation
2. Positive correcting
4. Ask the student to restate
5. Repeat
 CLASSROOM ENVIRONMENT

1. Room arrangement

2. Observing
3. Questioning
Gambar: various
MANAGING CLASSROOM INTERRUPTION

Anticipated Interruption Unanticipated Interruption

1. Transisi antar bahan kajian 1. Sakit

2. Perubahan aktivitas dari teacher- 2. Tamu / telepon
centered ke student-centered
3. Pengumuman
3. Opening / Closing kelas
4. Material shortages
4. Distribusi bahan ajar
5. Equipment malfunction
5. Setting peralatan penunjang
6. ….
6. ….
7. ….
7. ….
 CHAPTER II:
INSTRUCTION AS DYNAMIC PROCESS
Part II:
“The Process of Classroom Questioning”
REMIND IT: “COGNITIVE DOMAIN”

Pengetahuan (C1) Mengingat kembali konsep yang telah dipelajari

Pemahaman (C2) Menjelaskan makna atau arti suatu konsep

Penerapan (C3) Menerapkan konsep pada situasi tertentu

Analisis (C4) Menguraikan fakta, prinsip, dan prosedur dari beberapa konsep

Evaluasi (C5) Menilai konsep berdasarkan maksud atau kriteria tertentu

Kreasi (C6) Menciptakan atau mengembangkan konsep

 QUESTIONING STRATEGY (1)
CONVERGENT
• Short & common response
• Digunakan untuk apersepsi
• Guru harus memberikan hard & clear feedback
• LOTS ; C1 & C2, sebagian C3
DIVERGENT
• Array of response
• Stimulus rasa percaya diri siswa
• Guru harus:
1. Eliciting & accepting multiple response
2. Don’t interfere, if possible
• LOTS - HOTS ; C3, sebagian C4
 QUESTIONING STRATEGY (2)

EVALUATIVE REFLECTIVE
• Rational response • Thoughtful response
• Stimulus logika siswa • Stimulus reflective-thinking siswa
• Guru harus: • Idealnya diberikan apabila:
1. Memberikan kriteria yang spesifik 1. Materi telah tersampaikan seluruhnya.
2. Eliciting & accepting multiple response 2. Siswa telah dipastikan memahami materi
3. Don’t interfere, if possible • Bersifat hypothetical / irreverent / probing /
• HOTS; C4 , sebagian C5 provocative / unanswerable.
• HOTS; C4 & C5, sebagian C6
 LEARNING GOALS

40%

REFLECTIVE
30% 10%

EVALUATIVE
Deduktif 20% 20%

DIVERGENT
10% 30%
Induktif
CONVERGENT
40%
 QUESTIONING ATTITUDE

Use as Positive Reinforcement

Positive Correcting

A–P–C

Student benefit:
- Encouraging non-volunteer
- Develop student questioning skills
- More responses from slower students
- Lebih banyak siswa yang terlibat
- Lebih banyak interaksi antar siswa
- More confidence
- Higher achievement
 INAPPROPRIATE QUESTIONING ATTITUDE
“AVOID IT! IF POSSIBLE”

Mengulang pertanyaan

Mengulang respon siswa

A Good Teacher make
Pertanyaan dijawab sendiri every student enjoy
positive
Menyela jawaban siswa
reinforcement and
Tidak memberikan atensi terhadap siswa yang merespon the feeling of success
Favoritism