Classroom Management Practices: Two Efl Teachers’ Perceptions On Classroom Management Practices

Abstract

The present study aims to investigate the comparison of Indonesian Junior High School teachers' perspectives of practicing their classroom management to create a conducive classroom environment for learning in rural and remote areas. This research method is qualitative descriptive which is able to explore the perspectives of participants regarding their understanding and experience in managing classrooms to create conducive learning. The participants in this study were two teachers who taught at two public junior high schools. The process of recruitment of the participants was using purposive sampling. Data were collected fromone to one interview and were analyzed using thematic analysis. one-to-one interviews. The findings show teachers have built accord by recognizing students' names and paying attention to their attitudes and intelligence. Teachers also tried to have a good appearance, good performance, good attitude. Regarding punishment, teacher 1 gave academic punishments such as memorizing vocabulary and teacher 2 gave social punishments such as taking out the trash. Furthermore, the teacher did not involve students in managing class rules, but made them individually or privately. Finally, both teachers have similarities and differences in perspective in classroom management practice to create a conducive atmosphere. Comparison of classroom management practices is that teacher 1 uses several strategies in classroom management, namely seeing faces and greeting students, having good performance, good appearance, good attitude, giving academic law, creating rules independent, and presenting classroom procedure in first meeting. Meanwhile, teacher 2 uses strategies, such as paying attention to the cognitive level and attitudes of students, creating game activities, giving social law, creating personal rules, and informing classroom procedures in the beginning of the semester.