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Some planned regular procedures are advisable in your attempt to provide your students with a constructive learning environment. Some procedures used by many experienced teachers are listed below:

Orderly entries and dismissals:

For classes up to junior high school, it is important that the students are settled before entering the classroom particularly after a morning tea or lunch break. Universitas Swasta di Bandung  Have your class line up outside the room waiting for you to invite the class to enter. This will allow you to do a quick roll check and see if the class is settled and issue any instructions for the next lesson. The class is then instructed to move quietly to their place and prepare for the next lesson. Have an organised procedure for students to leave the room when breaks occur and the teaching day ends. Include a reference to homework and notices for parents.

Punctual arrivals and dismissals:

Student tardiness in getting to the classroom on time can cause interruptions to the rest of the students’ learning. Late students must be forced to make up the time lost in class in their own time. Late students must wait quietly outside the room until the teacher concludes any teaching with class so as to not disrupt the concentration of the class. Students who are frequently late should have their parents notified as well as the school administration.

A seating plan which accounts for the 5% who are disruptive

Initially, you might let students decide where they sit and with whom. Students who tend to misbehave will often sit with their mates and at the extremities of the room I. e. the four corners. They are on the edges of your vision and are less visible. So to alleviate that, position your desk at a front corner and do most of your teaching from the other corner. Move the misbehaving students close to your desk or to ones detached from the remainder of the class. Separate misbehaving mates. You could decide on a seating plan which you decide at the start of the year. For example, you might organise your seating plan based on the alphabetic listing in your roll to quicken your roll marking.

Have consistent disciplining techniques:

The certainty of punishment is more effective than its severity.

Be fair to all offenders by having the same “punishment” for the same offence.

Punish only those who offend. Never punish the whole class because of a few.

Above all, keep your temper and don’t show anger.

Step back and take a moment to decide how you deal with the student.

Before you speak to the class, insist on their undivided attention.

If some of the members of the class are not listening then you are wasting time and energy beginning to teach. Some primary school teachers I have seen have a sound signal to indicate it is time to stop work, put pencils down and look at the teacher.

Careful attention to setting out of board work:

Use underlining, capitals, spaces, coloured chalk as well As large writing..

Make sure students at the rear of the room can read what you have written.

Use the opposite side of your board from where you teach to write clear

lesson instructions. Print in upper case if your cursory writing is not clear.

Avoidance of talking too much:

The idea you must remember is that to learn the students must be doing. Talking too much to the class takes up learning time. Learn to organise what you want to say in as few words as possible and let the students get on with the learning by doing.

Insistence on clear answers from students:

When a student answers a question, it is both a learning opportunity for the student as well as one for the rest of the class. If the answer is unclear or needs further information, encourage the student with some hint or advice to expand that answer.

Avoidance of repeating instructions: When you repeat instructions more than twice, you are encouraging students to be lazy listeners rather than powerful listeners. After you have given the verbal instructions twice, write those instructions on the opposite side of the board for all to see. As well, teach your class how to be powerful listeners.