Definition, Objectives and Principles of Class Management

Class management is the provisions and procedures needed to create and maintain an environment where learning and teaching activities occur. Class management can also be interpreted as a set of behaviors and teacher activities that are directed to attract reasonable, appropriate, and appropriate student behavior and efforts to minimize distractions (Hasri, 2009: 41).

Class

Class Management is the teacher’s effort to organize and manage classroom management starting from curriculum planning, structuring learning procedures and resources, managing the classroom environment, monitoring student progress, and anticipating problems that may arise in class.

Here are some definitions of class management from a number of book reference sources:

  • According to Nawawi (1982: 115), class management is the ability of a teacher or homeroom teacher to utilize class potential in the form of providing the broadest opportunities for each person to carry out creative and directed activities, so that the available time and funds can be utilized efficiently to carry out class activities related to the curriculum and student development.
  • According to Arikunto (1992: 67), class management is an effort made by the person in charge of teaching and learning activities or who helps with the intention of achieving optimal conditions, so that learning activities can be carried out as expected.
  • According to Djamarah (2000: 173), class management is an effort to utilize the potential of existing classes as optimal as possible to support the educational interaction process to achieve learning objectives.
  • According Suhardan et al (2009: 106), class management is all efforts directed to create an atmosphere of learning that is effective and fun and can motivate students to learn well according to ability. Or it can be said that class management is a conscious effort to organize the activities of the teaching and learning process systematically.
  • According to Sulistiyirini (2006: 66), class management is a process or effort made by a teacher systematically to create and realize dynamic and conducive classroom conditions in order to create effective and efficient learning.

Classroom Management Objectives 

The purpose of classroom management is inherently contained in the objectives of education. In general the goal of classroom management is to provide facilities for a variety of student learning activities in the social, emotional and intellectual environment in the classroom. The facilities provided that enable students to learn and work, the creation of a social atmosphere that provides satisfaction, an atmosphere of discipline, intellectual development, emotional and attitudes and appreciation for students (Djamarah and Zain, 2010: 178).

The objectives of class management are as follows (Wijaya and Rusyan, 1994: 114):

  1. So that teaching can be done optimally, so that teaching objectives can be achieved effectively and efficiently.
  2. To make it easy to monitor student progress in their lessons. With Class Management, the teacher is easy to see and observe any progress / development achieved by students, especially students who are classified as slow.
  3. To provide convenience in raising important issues to be discussed in class for the sake of improving teaching in the future.

Meanwhile, according to Mudasir (2011: 20), the objectives of class management or management are as follows:

  1. Create classroom situations and conditions, both as a learning environment and as a study group.
  2. Removing various learning barriers that can prevent the realization of learning activities.
  3. Provide and manage learning facilities and furniture that support and enable students to learn in accordance with the social, emotional and intellectual environment of students in the class.
  4. Fostering and guiding according to social, economic and cultural backgrounds and individual traits.

Class Management Principles 

In class management there are several principles that must be considered as a prerequisite for creating an effective and efficient learning model, namely (Muhaimin, 2002: 137-144):

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