THE INSTRUCTIONAL MANAGEMENT

By:

Widya Rahmawati

1504072033

The main aim of education is to produce human beings who are able to appreciate the benefits of education and contribute to the development of the community in different spheres of life be it political, social, economic or technological. Teaching is the process which always needs new and innovative principles, rules, techniques, methods and procedure in order to meet the required needs and desires of the learners. Like the technical and technological changes and developments at global level, the teaching also needs to change to meet the desired needs. A teacher has to tackle the challenges and move forward to the future.

Teachers should understand management of the classroom as well, they play a prominent role in the teaching and learning process. Moreover, they demanded to handle the activities in the classroom and make those effective and interesting. Instructional management helps the teachers to obeserve the development process of their students. How one manages the classroom is the primary determinant of how well your students learn.  Conversely, when students are successful and actively engaged in their work, they tend to be well behaved.  Therefore, keep students involved in their work, have students understand what is expected of them, maximize time on task, prevent confusion or disruption, and run a work simulated but relaxed and pleasant classroom. 

The Definition Of Instructional Management

Tosti and Harmon defined (1972) Instructional management as those events and procedures involved in the decision to initiate a specific activity for an individual student. Riessman (1968) stated that Classroom management covers all of the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can take place. The instructional management is process of monitoring the progress of the pupils and make decisions on the pace of instruction, the grouping of the children, the sequence of the lesson, and the individualization of instruction (Geddes and Kooi: 1969).

Ginott states, “that good classroom management, like surgery, requires precision – no random cuts, no rambling comments.  Above all, a teacher demonstrates self-discipline and good manners – no tantrums, no insults, no blistering language.  His or Her management plan is never sadistic.  He or She lives by the law of compassion, even when challenged by children to defy it,” (Ginott: 1972).  

The Main Mapping of Classroom Management

An Instructional Management System for Classroom Tecahers

The instructional management system helps the teacher by providing insformation almost daily about each child’s achievement and by suggestion specific activities to help the pupils when he or she does not learn what is presented in any particular lesson. The instructional management system provides a framework for making decisions for classroom management at any grade level, but someone level had to be selected for initial development and demonstration (Geddes and Kooi: 1969). The most important factor governing student learning is classroom management.  Several forms of instructional management are identified, including: 1) aspiration management, 2) prescriptive management, 3) achievement management, 4) motivation management, 5) enrichment management, 6) maintenance management, and 7) support management (Tosti and Harmon: 1972).

Reference

Frank Reissman. 1968. Blueprint for the Disadvantaged, B’nai Brith, NY NY

Geddes, L. Cleone and Kooi, Y. Baverly. 1969. An Instructional Management System for Classroom Teachers. Vol. 69 No. 7

Ginott, G. Haim. 1972. Teacher and Child. New York NY: The Macmillan Company

Tosti, Donald T. and Harmon N. Paul. 1972. The Management of Instruction. San Rafael, CA