Teacher-Student Relationships at a Kindergarten School as Viewed from Classroom Management Principles

Authors

  • Lucia Geneviave Bella Shinta Pendidikan Bahasa Inggris, Universitas Negeri Malang, Indonesia, Indonesia
  • Adelia Febriani Pendidikan Bahasa Inggris, Universitas Negeri Malang, Indonesia, Indonesia
  • Utami Widiati Pendidikan Bahasa Inggris, Universitas Negeri Malang, Indonesia, Indonesia http://orcid.org/0000-0002-8603-4556

DOI:

https://doi.org/10.31004/obsesi.v6i2.1366

Keywords:

early-childhood students classroom management teacher-student relationships.

Abstract

Quality classroom management contributes to creating learning environment that allows the realization of various teacher roles. One way to support this is by building good teacher-student relationship. This study aims at describing the relationship between teachers and students at a kindergarten school in Malang and discusses its aspects in relation to classroom management principles. After conducting qualitative research using one-week classroom observation and literature study, this study found that almost all aspects of teacher-student relationship were identified, namely conducting informal conversations with students, paying attention to students’ activities, using physical gestures and movements, implementing positive interaction strategies, providing affirmative reactions to incorrect responses, and exhibiting an assertive connection. The other aspect that was missed was acknowledging students’ different characteristics

Downloads

Download data is not yet available.

Author Biography

Utami Widiati, Pendidikan Bahasa Inggris, Universitas Negeri Malang, Indonesia

Utami Widiati is a faculty member of the English Department, Universitas Negeri Malang (UM). She has researched and published extensively in the areas of TEFL, curriculum and material development, SLA, and teacher professional development. She is a pre-service and in-service teacher trainer and has written secondary school English textbooks prescribed by the Indonesian government. She can be reached at utami.widiati.fs@um.ac.id.

References

Alexander, R. (2018). Developing dialogic teaching: genesis, process, trial. Research Papers in Education, 33(5), 561-598. https://doi.org/10.1080/02671522.2018.1481140

Bagus, A. A. G., & Dewi, E. (2018). Pola Komunikasi Guru dan Murid dalam Proses Pembentukan Karakter Anak di PAUD Pancaran Berkat Baturiti Tabanan Bali. Jurnal Kajian Ilmu Komunikasi, 16(1), 30-40.

Bosman, R. J., Roorda, D. L., van der Veen, I., & Koomen, H. M. Y. (2018). Teacher-student relationship quality from kindergarten to sixth grade and students' school adjustment: A person-centered approach. Journal of School Psychology, 68, 177-194. https://doi.org/10.1016/j.jsp.2018.03.006

Bourne, J., & Jewitt, C. (2003). Orchestrating debate: a multimodal analysis of classroom interaction. Reading, 37(2), 64-72. https://doi.org/10.1111/1467-9345.3702004

Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1-7. https://doi.org/10.1016/j.appdev.2016.02.002

Delceva-Dizdarevik, J. (2014). Classroom Management. International Journal of Cognitive Research in Science, Engineering, and Education, 2(1), 51-55. https://www.ijcrsee.com/index.php/ijcrsee/article/view/96

Dwiwarna, & Rahadian, R. B. (2018). The Most Considered Type of Student Characteristics by Primary School Teachers. International Journal on Integrating Technology in Education, 7(3), 29-42. https://doi.org/10.5121/ijite.2018.7303

Felder, R. M., Felder, G. N., & Dietz, E. J. (2002). The Effects of Personality Type on Engineering Student Performance and Attitudes. Journal of Engineering Education, 91(1), 3-17. https://doi.org/10.1002/j.2168-9830.2002.tb00667.x

Hamilton, A. B., & Finley, E. P. (2020). Reprint of: Qualitative methods in implementation research: An introduction. Psychiatry Research, 283, 112629. https://doi.org/10.1016/j.psychres.2019.112629

Hargreaves, A. (2001). Emotional Geographies of Teaching. Teachers College Record, 103(6), 1056-1080. https://doi.org/10.1111/0161-4681.00142

Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children's intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774-795. https://doi.org/10.1037/0033-2909.128.5.774

Hussain, N., Nawaz, B., Nasir, S., Kiani, N., & Hussain, M. (2013). Positive Teacher-Student Relationship and Teacher's Experience-A Teacher's Perspective. Journal of Management and Business Research Interdisciplinary, 13(3). https://globaljournals.org/GJMBR_Volume13/1-Positive-Teacher-Student-Relationship.pdf

Koca, F. (2016). Motivation to Learn and Teacher-Student Relationship. Journal of International Education and Leadership, 6(2). https://files.eric.ed.gov/fulltext/EJ1135209.pdf

Kumar, J. (n.d.). Beginner's Talk (Informal Conversation) in Classroom. https://www.eklavya.in/pdfs/Sandarbh/Sandarbh_72/01-07_Beginners_Talk_in_Classroom_English.pdf

Leitao, N., & Waugh, R. F. (2012). A Rasch measure of teachers' views of teacher-student relationships in the primary school. Journal of Applied Measurement, 13(4), 403-427.

Li, Q. (2020). Teachers' Responses to Children's Mistakes in Kindergarten Mathematics Classrooms [Purdue University]. https://hammer.purdue.edu/articles/thesis/Teachers_responses_to_children_s_mistakes_in_kindergarten_mathematics_classrooms/12707780/files/24065024.pdf
https://doi.org/10.1037/e509572019-001

Mag, A. G. (2019). The value of students' feedback. MATEC Web of Conferences, 290, 13006. https://doi.org/10.1051/matecconf/201929013006

María Dolores, V.-M., Fernando, J.-J., & E., F.-D. H. (2016). Teacher assertiveness in the development of students' social competence. Electronic Journal of Research in Educational Psychology, 14(2), 310-332. https://doi.org/10.14204/ejrep.39.15078

Marzano, R. J., Gaddy, B. B., Foseid, M. C., Foseid, M. P., & Marzano, J. S. (2005). A Handbook foor Classroom Management that Works. Association for Supervision and Curriculum Development.

Mulvahill, E. (2018). What Is Classroom Management. We Are Teachers. https://www.weareteachers.com/what-is-classroom-management/

Nugrohoningsih, D., Syukri, M., & Sutarmanto. (2015). Pola Komunikasi Guru dalam Pembelajaran pada Anak Usia 5-6 Tahun di Taman Kanak-kanak Ananda Pontianak Barat. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 4(11). https://jurnal.untan.ac.id/index.php/jpdpb/article/view/12075

Oliver, R. M., & Reschly, D. J. (2007). Effective Classroom Management: Teacher Preparation and Professional Development. National Comprehensive Center for Teacher Quality. https://files.eric.ed.gov/fulltext/ED543769.pdf

Ostrosky, M. M., & Jung, E. Y. (n.d.). Building Positive Teacher-Child Relationships (Series 12). https://challengingbehavior.cbcs.usf.edu/docs/whatworks/WhatWorksBrief_12.pdf

Peneva, I., & Mavrodiev, S. (2013). A Historical Approach to Assertiveness. Psychological Thought, 6(1), 3-26. https://doi.org/10.5964/psyct.v6i1.14

Prasanti, D., & Fitriani, D. R. (2018). Building Effective Communication Between Teachers and Early Children In PAUD Institutions. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(2), 259. https://doi.org/10.31004/obsesi.v2i2.96

Prino, L. E., Pasta, T., Maria Gastaidi, F. G., & Longobardi, C. (2016). A STUDY ON THE RELATIONSHIP BETWEEN TEACHERS AND STUDENTS WITH SPECIAL NEEDS. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 3(1), 119. https://doi.org/10.17060/ijodaep.2014.n1.v3.488

Rampaola Mokhele, P. (2006). The teacher-learner relationship in the management of discipline in public high schools. Africa Education Review, 3(1-2), 148-159. https://doi.org/10.1080/18146620608540448

Roviello, C. (2004). Gesture: nonverbal communication between teachers and students [Rowan University]. https://rdw.rowan.edu/etd/1228

Rudasill, K. M., Reichenberg, R. E., Eum, J., Barrett, J. S., Joo, Y., Wilson, E., & Sealy, M. (2020). Promoting Higher Quality Teacher-Child Relationships: The INSIGHTS Intervention in Rural Schools. International Journal of Environmental Research and Public Health, 17(24), 9371. https://doi.org/10.3390/ijerph17249371

Safitri, A., Kabiba, K., Nasir, N., & Nurlina, N. (2020). Manajemen Pembelajaran bagi Anak Usia Dini dalam Meningkatkan Kualitas Pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1209-1220. https://doi.org/10.31004/obsesi.v5i2.811

Sieberer-Nagler, K. (2015). Effective Classroom-Management & Positive Teaching. English Language Teaching, 9(1), 163. https://doi.org/10.5539/elt.v9n1p163

Yoleri, S. (2016). Teacher-child Relationships in School Period: The Roles of Temperaments and Language Skills. International Journal of Elementary Education, 9(1), 210-224. https://www.iejee.com/index.php/IEJEE/article/view/153/150

Downloads

Published

19-06-2021

Indexing Check

Google Scholar

How to Cite

Shinta, L. G. . B., Febriani, A., & Widiati, U. (2021). Teacher-Student Relationships at a Kindergarten School as Viewed from Classroom Management Principles. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(2), 611–621. https://doi.org/10.31004/obsesi.v6i2.1366

Issue

Vol. 6 No. 2 (2022)

Section

Articles

License

Authors who publish with this journal agree to the following terms:
  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).