The Strategies of Novice Teachers’ in the Large Class Management

novice teachers, strategies, large class.This research reports which aimed to analyze strategies of novice teachers used in the large classroom management. This work is a comprehensive case study covering all teachers who play an important role in their classroom management. The case study on this research focused on Junior High School novice teachers in Yogyakarta. The researcher choose this school because it has large class that can support the researcher in collecting the data. The subject of this research consists of five novice teachers. The data was gathered through observation and interview. This study indicated the perspectives of the novice teachers in large classroom.The result showed that the teachers mostly divide or organize the students by grouping them, monitoring them to check students’ work and to keep the class calm, give them positive punishment to students who misbehave, and using some teaching method to make students active during the teaching and learning process.

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TYPES, PURPOSE, AND STRATEGIES OF TEACHER’S QUESTIONS IN INDONESIAN EFL CLASSROOM OF JUNIOR HIGH SCHOOL IN BALI

International Journal of Language and Literature ◽

10.23887/ijll.v2i1.16089 ◽

2018 ◽

Vol 2 (1) ◽

Author(s):

AAGY Paramartha ◽

NMS Ramawati ◽

PED Suputra

Keyword(s):

High School ◽

Junior High School ◽

Learning Process ◽

Teaching And Learning ◽

Junior High ◽

Video Recording ◽

English Teacher ◽

Seventh Grade ◽

The Subject

This study was a case study which aimed to analyze the types of questions used by an English teacher, the purposes of questions asked by the teacher, and the strategy used to cope with non-responded questions. The subject of this study was an English teacher who taught seventh grade students at SMPN 1 Singaraja which is located in Singaraja, Buleleng regency, Bali, Indonesia. The data were collected through observation, interview, and video recording. The result of the analysis showed that from 241 questions, the teacher more frequently asked convergent, closed, and display questions rather than divergent, open, and referential questions. Procedural questions were also found. The teacher’s questions served several purposes such as to check students’ knowledge and understanding, to attract students’ activeness, to develop students’ interest and curiosity, and to stimulate students in stating information. It was also found that the teacher used seven strategies to cope with non-responded questions. This study suggested the teacher to balance the number of convergent, closed, and display with divergent, open, and referential questions to be used during teaching and learning process. In addition, the teacher should know more about the strategies for non-responded questions and the proper way to use those strategies to make the teaching and learning process runs smoothly.

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PENERAPAN METODE PEER GROUP TEACHING DALAM PROSES PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) UNTUK MENINGKATKAN HASIL BELAJAR SISWA

J-PAI Jurnal Pendidikan Agama Islam ◽

10.18860/jpai.v5i1.5861 ◽

2018 ◽

Vol 5 (1) ◽

Author(s):

Muslim Muslim ◽

Andrizal Andrizal

Keyword(s):

High School ◽

Student Learning ◽

Learning Outcomes ◽

Junior High School ◽

Teaching And Learning ◽

Junior High ◽

Teaching Method ◽

Peer Group ◽

Student Learning Outcomes ◽

Class Viii

The development of quality education in the teaching and learning process must be able to choose and apply various approaches and methods to improve student learning achievement. The quality of learning achievement of students in Islamic Education (PAI) subjects with scores below the KKM (Not Complete) reaches 70%. Even though the minimum completeness criteria (KKM) of PAI subjects in class VIII 2 of Kuantan Hilir 1 Junior High School are 77. Therefore, this study was tried to deal with the problem of low student learning outcomes. One method that can be applied is the Peer Group Teaching method. The Peer Group Teaching method provides an opportunity for students who have completed learning to provide assistance to their peers, so they will not be awkward to ask if something is unclear. The purpose of this study were: (1) to determine the application of the Peer Group Teaching method in PAI Subjects in Class VIII 2 of Kuantan Hilir 1 Junior High School, (2) to find out the application of the Peer Group Teaching method to improve results student learning in PAI learning in class VIII 2 of Kuantan Hilir 1 Junior High School. This study uses a Classroom Action Research (CAR) design of 3 cycles, namely pre-cycle, Cycle I and Cycle II. Each cycle consists of one meeting and four stages, namely: (1) action planning stage; (2) the stage of implementation of the action; (3) observation stage; (4) Analysis and reflection stages. The target of this study was class VIII 2 of Kuantan Hilir 1 Junior High School. Meanwhile, the data obtained in the form of the results of competency test and observation of group learning activities. From the results of research data analysis, PAI learning with the use of the Peer Group Teaching method (peer tutoring) can improve student learning outcomes. This is evident from 30 students, 26 students (87%) have reached the specified KKM, 77, although there are 4 (13%) students who have not achieved individual completeness. But this has exceeded the set of success indicators as many as 80% of students reach KKM (Completed). However, it seems that further efforts are still needed in empowering student learning outcomes in the school. The teacher is expected to deliver material not only with oral and monotonous information but also by using various learning methods. In addition, it is expected that this learning model can be used as one of the PAI learning alternatives because with this method students become more active in thinking and doing during teaching and learning activities.Keywords: Peer Group Teaching Method; Learning Outcomes; Islamic Education

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Professional Teachers’ Perspective toward an Effective Teaching Technique: A Case Study

International Journal of Learning and Development ◽

10.5296/ijld.v7i4.12112 ◽

2017 ◽

Vol 7 (4) ◽

pp. 53

Author(s):

Nurus Sobakh

Keyword(s):

Classroom Management ◽

Effective Teaching ◽

Junior High School ◽

Field Note ◽

Teaching Technique ◽

Professional Teacher ◽

The Subject ◽

The Government ◽

Teaching Learning

This study aims to describe the teachers’ perspective about the effective teaching technique to teach young leaner in Pasuruan Indonesia. The research design was qualitative case study design. This study tried to investigate the effective teaching technique to teach young learner. The teaching process had been implemented by the teachers. In this study, the teachers would describe their teaching learning process in their classroom. The subject of this study was the professional teachers’ of junior high school in SMPN 1 Gempol and SMPN 1 Beji. The classroom was chosen based on the teacher’s approval and suggestion. The professional teachers were the teachers who had legal certificate as the educator from the government and who had taught more than ten years. The researcher collected the data from the observation sheets, field note, and teachers’ interview. The researcher found that the teachers ordered the steps of teaching technique from the beginning until the end effectively and systematically. The teachers had fulfilled the criteria of professional teacher. They had a better classroom management skill and ordered various kinds of teaching activities and practices in their classroom splendidly.

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Laptops, Technology and Algebra 1: A Case Study of an Experiment

Mathematics Teacher ◽

10.5951/mt.97.2.0136 ◽

2004 ◽

Vol 97 (2) ◽

pp. 136-142

Author(s):

Lawrence E. Levine ◽

Victorina Wasmuth

Keyword(s):

High School ◽

New Jersey ◽

Teaching And Learning ◽

Algebra 1 ◽

Learning Tool ◽

Academic High School ◽

The Subject ◽

And Algebra ◽

Traditional Manner

During the spring 2002 semester, an informal experiment at McNair Academic High School in Jersey City, New Jersey, dealt with the use of laptop computers as a teaching and learning tool in an algebra 1 class. One class of students used laptops as an integral part of their study of algebra, whereas a second class studied the subject in a traditional manner. This article reports on the experiment. It details how the study was conducted, the classroom approach taken by the teacher, problems encountered, the students' reaction, and so on.

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The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study

International Journal of Learning and Development ◽

10.5296/ijld.v9i4.15724 ◽

2019 ◽

Vol 9 (4) ◽

pp. 1

Author(s):

Makrina Zafiri ◽

Vassiliki Vakalopoulou ◽

Vassiliki Pliogou

Keyword(s):

High School ◽

Foreign Language ◽

Differentiated Instruction ◽

Junior High School ◽

Teaching And Learning ◽

Language Teaching ◽

Small Scale ◽

Structured Interviews ◽

Before And After

In recent years, dyslexia has become an important issue in the field of foreign language teaching and learning. In this research we will explore dyslexia in connection to teaching and learning a foreign language. More particularly, in this research, we will be probing into the teaching of German as a foreign language. The purpose of this research is to investigate the effectiveness of the application of Differential Instruction, the application of the Grammar –Translation Method, the Audio-Visual Method, the Communicative Approach to language teaching as well as the Multisensory Method to a Greek student with dyslexia. The girl is in the first year of junior high school and is being taught German as a foreign language at school. The research method, which was applied, focused on qualitative research through the use of semi - structured interviews. This research is also a case study. Action research was conducted, for the needs of this small-scale research, through ten differentiated instruction lessons which were taught to a student with dyslexia. The student and her mother were the major sources of data collection. More particularly, the semi - structured interviews were conducted before and after the implementation of differentiated instruction with the student and her mother. We initially attempted to collect information through semi-structured interviews, on the student's family profile, and after conducting the ten lessons, we tried to verify the effectiveness of the approaches and methods which were applied. The results of this research showed that the effectiveness of differentiated instruction was immense as the student’s performance improved in the foreign language.

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EFFECTIVE MANAGEMENT CLASS CONCEPT (Case Study: Student Behavior Problematics)

JISAE JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION ◽

10.21009/jisae.v4i2.11195 ◽

2018 ◽

Vol 4 (2) ◽

pp. 83-94

Author(s):

Bambang Afriadi

Keyword(s):

Classroom Management ◽

Family Environment ◽

Student Behavior ◽

Teaching And Learning ◽

Research Literature ◽

Effective Management ◽

The Family ◽

The Subject ◽

Study Student

The effectiveness of the learning process is part of good classroom management. But be aware that every individual in the class (student) does not have a homogeneous but heterogeneous character. Implementation of classroom management will encounter various inhibiting factors. Reviews These barriers can come from teachers Themselves, from students, the family environment, and or because of the facilities. The condition of teaching and learning will be sustained while teachers during the process of concentration can maintain student learning and student behavior. Therefore, management in the class Becomes important to be Discussed, and found the solution. In writing this article using research literature from various sources related to this topic related to the subject.

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EFFECTIVE MANAGEMENT CLASS CONCEPT (Case Study: Student Behavior Problematics)

JISAE JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION ◽

10.21009/jisae.042.07 ◽

2018 ◽

Vol 4 (2) ◽

pp. 83-94

Author(s):

Bambang Afriadi

Keyword(s):

Classroom Management ◽

Family Environment ◽

Student Behavior ◽

Teaching And Learning ◽

Research Literature ◽

Effective Management ◽

The Family ◽

The Subject ◽

Study Student

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THE EFFECTS OF COVID-19 PANDEMIC TOWARD LEARNING FROM HOME PROCESS IN JUNIOR HIGH SCHOOL IN AMBON CITY: AN EXPLORATION STUDY

EDU SCIENCES JOURNAL ◽

10.30598/edusciencesvol1iss3pp146-152 ◽

2020 ◽

Vol 1 (3) ◽

pp. 146-152

Author(s):

Jotty Sartje Haumahu

Keyword(s):

High School ◽

Junior High School ◽

Learning Process ◽

Teaching And Learning ◽

Learning Activities ◽

Case Study Method ◽

Additional Work ◽

Offline Learning ◽

Teachers And Parents

The purpose of this study was to identify and obtain information on the constraints of the online teaching and learning process at home as a result of the Covid-19 pandemic. The research use the exploratory case study method and the research approach utilised the qualitative case study method which was applied to obtain information on the constraints and consequences of the Covid-19 pandemic on teaching and learning activities in junior high school. In this study, respondents were 3 teachers and 3 parents at the Kusu-kusu Sereh Christian Middle School in Ambon. Semi-structured interviews were conducted and a list of questions compiled for interviews was developed based on related literature. The results of this study are that there are several obstacles experienced by students, teachers and parents in teaching and learning activities both online and offline. Obstacles in the online learning process are mainly the lacking technology mastery, the additional cost of internet quota, and lastly the reduced communication and socialization between students, teachers and parents. Obstacles in offline learning are the distance the teacher travels to when visiting the student's residence which is quite far away and the additional work for the teacher in arranging the schedule for student home visits. The same constraints faced in online and offline learning are the existence of additional work for parents in accompanying children to study, and unlimited working hours for teachers because they have to communicate and coordinate with parents, other teachers, and school principals

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Team-based learning in large enrollment classes

AJP Advances in Physiology Education ◽

10.1152/advan.00095.2016 ◽

2016 ◽

Vol 40 (4) ◽

pp. 435-442 ◽

Cited By ~ 22

Author(s):

Jonathan D. Kibble ◽

Christine Bellew ◽

Abdo Asmar ◽

Lisa Barkley

Keyword(s):

Classroom Management ◽

Teaching And Learning ◽

Teaching Method ◽

Current Evidence ◽

Critical Elements ◽

First Case ◽

Team Based Learning ◽

Large Enrollment ◽

First Time

The goal of this review is to highlight the key elements needed to successfully deploy team-based learning (TBL) in any class, but especially in large enrolment classes, where smooth logistics are essential. The text is based on a lecture and workshop given at the American Physiological Society's Institute on Teaching and Learning in Madison, WI, in June 2016. After a short overview of the TBL method, its underpinning in learning theory, and a summary of current evidence for its effectiveness, we present two case studies from our own teaching practices in a new medical school. The first case study explores critical elements of design and planning for a TBL module, and the second explores best practices in classroom management. As medical educators in the fields of physiology, pediatrics, nephrology, and family medicine, we present the objective views of subject matter experts who adopted TBL as one teaching method rather than TBL experts or advocates per se. The review is aimed primarily at faculty contemplating using TBL for the first time who are interested in exploring the significant benefits and challenges of TBL.

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The Effect of Class Management and Identity Crisis on Class 7 of Students’ Behavior Digression at Junior High School in Sambas District

JETL (Journal Of Education Teaching and Learning) ◽

10.26737/jetl.v4i2.1902 ◽

2019 ◽

Vol 4 (2) ◽

pp. 354

Author(s):

Juni Hartono ◽

Aswandi Aswandi ◽

Sukmawati Sukmawati

Keyword(s):

High School ◽

Classroom Management ◽

Junior High School ◽

Student Behavior ◽

Junior High ◽

Identity Crisis ◽

Student Identity ◽

Class Management ◽

And Behavior ◽

Teacher Classroom

Students' behavior digression can be caused by factors that originate in students who are experiencing an identity crisis or teacher classroom management in the class is less effective. This study aims to describe the effect of class management and identity crisis together on behavior digression of class VII ( 7th Grade) students in the state junior high school class in Subrayon 4 Tebas, Sambas District. The research method used is descriptive expost method, with a quantitative research approach. The population in this study were all public junior high school teachers in Subrayon 4 Tebas, Sambas District as many as 174 people and the samples were taken by random sampling. The data needed in this study are in the form of questionnaires regarding class management, student identity crisis, and behavior digression of state junior high school students in Subrayon 4 Tebas, Sambas District. The data sources in this study were primary sources (through respondents) and secondary (through documents) consisting of teachers who taught at State Junior High School in Subrayon 4 Tebas of Sambas District, students who sat in class VII of state junior high school in Subrayon 4 Tebas of Sambas District, the results of data from BP teacher and homeroom teacher. The data collection technique chosen in this study was using indirect communication techniques with a data collection tool using closed questionnaires. The results of the research obtained are (1) teacher class management influences student behavior digression; (2) there is significant influence between student identity crisis and behavior digression; (3) there is a jointly significant relationship between teacher class management variables and student identity crisis towards student behavior digression. Based on the results of the research conducted, it can be concluded that teacher classroom management and student identity crisis significantly influence students' behavioral deviations in the class VII of state junior high school in Subrayon 4 Tebas, Sambas District.

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