Name: Maria Elsa Maharrani
Student ID: A1B221055
Developing a Classroom Management Plan
1. Teaching Context
This teaching context will be implemented in class 6 of elementary schools with a
planned maximum number of students of 15 people. The subject that will be taught is
English. Grade 6 elementary school students are at the A2 English level, where they
can understand frequently used sentences and expressions.
The material that will be taught is about describing places. In this material, students
are expected to be able to describe objects and their locations in the classroom and the
rooms and public places around the school.
2. Physical Design
In one class, of course, students come from various backgrounds that are different in
every aspect. So I want a classroom atmosphere that respects students, a cheerful
classroom atmosphere, and comfortable so that all students are enthusiastic about
learning and participating in it. In my opinion, this atmosphere is suitable for
implementation in elementary schools in various locations (cities and villages).
To support the achievement of the objectives of this classroom atmosphere,
supporting equipment or furniture is needed. The author decided to use this
equipment:
1. Round table. It can encourage students to interact with each other, and this can
foster a sense of equality between students because they are at the same table.
Apart from
that, the chairs used are light and easy to move.
Picture 1.1 Round Table Picture 1.2 Chair
2. Fan. According to the author, this equipment must be in the classroom because, in
terms of price, it is not too expensive to provide, in contrast to AC, which has to
cost more. This equipment makes the classroom atmosphere comfortable for the
teaching and learning process.
Picture 1.3 Fan
3. Photos of the president, vice president, Pancasila, wall clock, and whiteboard.
4. Storage shelves. These are used to help the classroom environment stay organized.
Picture 1.4. Storage Shelves
This class will be decorated in line with the classroom atmosphere that the author
mentioned at the beginning, which contributes positively to the learning environment
and is not excessive. By adding a reading corner in the corner of the classroom and
providing a small carpet, this encourages students to be enthusiastic about reading and
learning. Then add lesson schedule posters, picket schedules, and class structures with
the aim of ensuring the class is well organized, and don't forget posters that display
positive messages. Then an interactive bulletin board will be added, which is divided
into four parts. The first part contains special content for English subjects, for
example, adding vocabulary (objects in the classroom or school environment). The
second section contains “questions of the week,” which can be related to the subject
or outside the subject. The question will be posted by the questioner; the teacher or
student can try to answer the question, and if it has been answered, the question will
be removed. The third part contains “What do you feel?” so that students can match
what they feel and paste it in a place that matches the students’ feelings. The fourth
part is positive motivational words for students. Below is an illustration of what an
interactive bulletin board looks like in our classroom.
Picture 1.5 Reading Corner Picture 1.6 Buletin Board
Student desks will be arranged in a circle. For the author, this seating arrangement
makes it easier for students to interact with other students and even teachers and
makes it easier for students to recognize their friends’ faces. Teachers in this
position have two options. First, the teacher will sit between them at the same
table as the class instructor. Second, the teacher’s desk is located at the front, but
at a slight angle. This option arises because when students do assignments in
groups, they will not hesitate, and they will have more freedom if they have to
work in groups.
Picture 1.7 Picture 1.8
Circle Seating Arrangement (1) Circle Seating Arrangement (2)
The author believes that the physical design of this class is responsive to culture
through posters and reading corners in the class, so that students do not lose their
original culture.
3. Rules and Routines
The author’s plan for developing classroom rules is summarized in the following
steps:
1. Setting goals. Here, the teacher must explain the importance of classroom
rules to create a comfortable and conducive classroom environment.
2. Discussion. Discuss potential rules and routines that are important for class
success.
3. Sorting, prioritizing, and narrowing After discussing and getting many kinds
of classroom rules and routines, we will prioritize which ones we think will be
more implemented, then narrow them down to 3 or 5 that have the potential to
be successful in the classroom.
4. Simplify and clarify. After selecting 3 or 5 classroom rules and routines, you
must simplify the sentences so that they are easy for 6th grade elementary
school students to understand and make sure they are clear so there will be no
misinterpretations.
5. Visual representation Use posters with interesting colors, illustrations, or
symbols to make them easy to remember.
6. Explanation and Agreement. The teacher here will explain the reasons behind
classroom rules and routines to students, and then the teacher will encourage
students to comply and continue to be committed. In this way, it will foster a
sense of responsibility for each student.
In this process, it would be good if students were involved in the process of
developing classroom rules to channel their thoughts about potential rules. Teachers
should encourage students to share ideas about what behaviors or expectations are
important for classroom success. The following are classroom rules and routines that
can be applied to 6th grade elementary school students.
Picture 1.9
Classroom Rules and Routines
4. Relationship
In developing a caring relationship between teachers and students, the author has
several strategies. The first strategy is getting to know students. In this strategy, the
teacher takes time to learn about the students’ interests, backgrounds, and
personalities. Also engage in conversation with students; it could be about students’
hobbies or experiences. The second strategy is empathy and understanding. Here, the
teacher must show empathy for the students’ feelings or difficulties. Teachers must
create a safe space for students to express their concerns or emotions without fear of
judgment.
To develop a sense of community between students, ice-breaking is needed. The
author chose “Charades.” This is how to play “Charades’.
1. Divide the team into groups of four or five people.
2. The person who goes first is given or shown a random object (e.g., printer, stapler,
keyboard) in private.
3. The person who goes first, have to demonstrate how to use the object.
4. Their team gets 30 seconds to guess the correct object (you can adjust the time
depending on the difficulty of the objects).
5. Then take turns with the other team in the same way.
Picture 1.10 Example of Charades
5. Engaging Instruction
Teachers, in motivating and involving students, are designing lessons according to
students’ interests; of course, they still have to be in line with the curriculum. Then
carry out class activities such as group discussions and interactive assignments that
will encourage student participation and help them better understand the lesson. Of
course, teachers must provide appreciation to recognize student achievements. Last
but not least, it is important to build a supportive classroom environment and create a
classroom culture that values curiosity, resilience, and creativity. So that students feel
safe and comfortable when expressing their opinions.
The relevant academic content plan that the author will include in 6th grade English
lessons is: 1) Describing places. The knowledge and skills learned are that students
are able to describe objects and the location of objects in the classroom, and students
are able to describe rooms or public places in the school environment. 2) Make and
respon to requests. The knowledge and skills learned are that students are able to say
polite requests and answer polite requests.
The topics that will be more challenging to motivating students is vocabulary
expansion. Learning advanced vocabulary can be daunting. Engaging students might
involve interactive word games and discussing the relevance of new words in various
contexts.
In recording student work, the author uses a type of regular assessment system.
Administer a variety of assessments, including quizzes, tests, class discussions, and
group projects, to measure understanding. To provide feedback on student progress
with parent-teacher communication. It should run regular meetings with parents to
discuss their child’s progress. Feedback can also be written by the teacher in narrative
form for each student’s assignment.
6. Discipline
As the author says, dealing with misbehavior in 6th-grade elementary school involves
a balanced approach that prioritizes discipline, empathy, and opportunities for
learning and growth. Here’s my plan: First, for minor misbehavior that may occur in
the classroom. An example of this is two students who are busy talking about
something other than the lesson topic without paying attention to the teacher who is
explaining. The first thing the teacher had to do was warn the two students personally.
They were warned that what they had done was wrong and had violated the classroom
rules that had been mutually agreed upon. Then the teacher advised that in the future,
students should pay attention to the teacher when explaining.
Second, more serious misbehaviour. Must be handled by resolving the problem, not
judging students for their behavior, but must still be given punishment according to
their actions. For example, a student deliberately pulls his friend’s chair when she
wants to sit down, causing his friend to fall and cry because of the pain. On this issue,
teachers cannot just remain silent. The teacher must immediately take the victim who
fell to the nearest health center and call the student who was the perpetrator. Teachers
must first provide education about the impact that doing this will have on his friends.
After that, bring the perpetrator to the victim to apologize for his actions and promise
never to repeat. And every teacher must monitor and approach the perpetrator to see
how things develop next.
