Based on the concepts that were introduced in this chapter reference, which generally bring us to an agreement with the 7 criteria as mentioned in CINI 2017. But, these general 7 criteria, in my categories, I can be classified into 2 major categories, which 01) The basic part, as represented for a time, space, and waves, which are scheduling, classroom designing, and communication. 02) The derive part, which is more like an action that mostly can be seen, analyze, and recorded, as we derive it from the basic part. Those derived parts are like teaching techniques as we are deriving from communication and scheduling, organizing as we are deriving it from classroom designing and scheduling, rules as we are deriving from communication, classroom designing and scheduling, then discipline as we also derive from communication, classroom designing, and scheduling.
This all begins back in the class of 2016-2018, I always like to bring my learners on seeing a concept that comes from the practically general idea of behaving to support their understanding and interest in the material. In the concept of the general idea, I will always involve the theory, application, experiments, and report. Within the practical general idea will be like, while you are seeing a non-moveable object in whatever form, we will know there is a mass of the object, a volume of the object, from this point we will know about the density since a density of the object defines as a mass of the object over the unit of volume.
In the first section, Theory, an idea about what they learn and what will be their learning objective about, in which to lead my students on where all began and how we see things as Physicist. In the last paragraph, we see the example. And with that idea, I also can re-apply the concept throughout the application in the form of questions paper, and my students will be able to find the clue on which information will belong to which kind of quantity, like for a unit of the kilogram that will be representing quantity named mass, for a unit of meter cubic that will be representing of a quantity named volume, then from the two of them we can find quantity named density in which units is kilogram per unit volume. Now, with the same object, if the object makes a movement, therefore an object will have a new location, in which this action quantity will be called a distance, in terms of a difference between the final location with the initial location. Then as we know once the object moves, the movement will be related to a time frame, by means of how long the object needs to move from the initial location to the final location. Then once we know about the distance and time frame, based on our differences in the final and initial location, then we will be able to measure at what speed the object has moved, since the definition of speed is the rate of the object moving in the one-time frame. That theory application got introduced in the early time of the classroom based on how we communicate with our students during the lesson.
With regard to the 2nd reading references under the topic Classroom Management by Great School Partnership. It reminded me of a method in which after the theory application I always like to give them some experiments which look similar to the example students had in the application during questions and answers. While my students were seeing action through that experiments and reminded them of their knowledge, then by the end of the lesson, I will know how many of them totally understand the topic on how my students can demonstrate it throughout an experiment from the topic they just learned, with a perhaps they can realize about the data now becoming more depends on their observation and analytics skills. These beginner experiments will always have to be done in the laboratory and/or assignment location starting from discussing the plan before they execute the plan in the laboratory and their discipline on following the safety rules.
The 3rd action of this classroom management will be about writing a report. I often ask my student to take their own notes, not based on copying and pasting what I have on the whiteboard, the idea of their own taking notes will lead them on how they will be taking a research report that they conduct the experiment in the laboratory. A friendly discipline approach in which not too strict but also not too light, we approach our students on how important is this by trusting them by asking what did you get during the experiment? Once my students are able to share with me what they found in their research then I will ask them on writing their reports in purpose to help them to be more understanding on how to deliver their message for their friends to read.
That connection only can be formed once I can have clear scheduling on which time will I have the class, how many classes in one week, and how long it take for me to introduce it smoothly in my teaching progress. In the meantime, the classroom design will be giving us a space for a section of learners to see and comfortably see the demo that I demonstrate before I go to the next lesson, and later my students will be able to do their experiment or mimic the experiments that they see in the class. Of course, among all of those rules, based on our communication skills, then how I will deliver a message about my class rules. Therefore, my learner will not have a feeling of strictness on the rule, but they do feel self-discipline in following those rules to a better engagement in their learning, and safety during their experimentation. This connectedness between the basic part and the fundamental part of classroom management will be helping each of us, teachers, students, and school administration on give support to each other for a better learning environment.
01. Great Schools Partnership (2014). Classroom management. Retrieved from: https://www.edglossary.org/classroom-management/ [Accessed Feb 4, 2021]
02. Kratochwill,T.R., DeRoos, R., & Blair, S. (n.d.). Classroom management: Teachers modules. Retrieved from: http://www.apa.org/education/k12/classroom-mgmt.aspx [Accessed Feb 4, 2021]
03. American Psychological Association. Top 20 Principles for Teaching and Learning. Retrieved from: https://www.apa.org/ed/schools/teaching-learning/top-twenty [Accessed Feb 4, 2021]
04. Choe, Yoonsun. Becoming a Positive Teacher. Retrieved from: http://www.ascd.org/ascd-express/vol4/405-newvoices.aspx [Accessed Feb 4, 2021]
05. Joan, Young. Encouragement in The Classroom: The Importance of a Positive Classroom. Retrieved from: http://www.ascd.org/publications/books/sf114049/chapters/The-Importance-of-a-Positive-Classroom.aspx [Accessed Feb 4, 2021]