Tsl3109 PPG Module

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM
TOPIC 1 INTRODUCTION TO CLASSROOM MANAGEMENT
1.0 SYNOPSIS Topic 1 focuses on the concept of Classroom Management and the role of teachers and pupils in effective classroom management. It provides teachers with a brief description of classroom management, the function and nature of classrooms, the role of instruction as a central classroom activity, and classroom instructions and management practices. It also looks at teacher and pupil responsibility, accountability, expectation, and consistency in effective classroom management.
1.1 LEARNING OUTCOMES y the end of Topic 1, you will be able to!
outline the concept of classroom management
identify the functions " nature of classroom explain the role of teaching as a central classroom activity identify classroom instructions " management practices 1.2 Framework of Top !" Introduction to Classroom Management
Concept of Classroom Management %unction and &ature of Classrooms Instruction as Central Classroom 'ctivity Classroom Instruction " Management (ractices #oles in $ffective Classroom Management #esponsibility 'ccountability $xpectations Consistency )b*ectivity
CONTENT SESSION ONE (6 hours) 1.2.1 T#e Co$!ep% of C&a""room Ma$a'eme$% 's teachers it is your professional responsibility to manage your classroom effectively to provide meaningful and fruitful learning experiences to your pupils. +hat strategies should you possess to be effective and efficient in your classroom, -tudy the scenario below and suggest how you would manage this class! It is an English language lesson and Amin is copying an exercise from the board while the teacher walks around monitoring the pupils at work. One of his classmates Samy, reaches over and pokes his side. Startled, Amin umps from his seat and this results in his exercise book getting scribbled. !e pushes Samy and a scuffle follows "adapted from !ardin, #$$%&. 'n inept teacher, in a disordely, unsafe and hostile classroom environment as above, may not be able to provide favourable instruction and learning experiences to his pupils. The following are research findings on classroom management and instruction! poor classroom management skills and disruptive pupils were ma*or reasons for teachers to perform badly. a safe and orderly classroom is essential for academic success. classroom management is the most important variable for pupil achievement. planning instructional strategies to facilitate learning and using classroom management techni.ues effectively is vital for effective instruction. /Mar0ano and Mar0ano, 12234 5ence teachers need to posses effectual classroom management strategies to manage pupil behaviour and at the same time be able to create a safe, orderly and pupil6friendly environment to execute instruction productively /Manning and ucher 12134.
'lbert and Troutman /17894 emphasised that the ability of teachers to provide a conducive environment for learning by cooperatively managing time, space, resources, and pupil roles and behaviours is the essence of classroom management. In their definition of classroom management Manning " ucher /12134 included strategies to provide physical and psychological safety in the classroom: techni.ues for changing pupil misbehaviours and instruction self6discipline: methods of assuring an orderly progression of events during the school day: and instructional techni.ues that contribute to pupils; positive behaviours. To summarise, the goal of classroom management includes not only a favourable climate that fosters pupils; learning but also instructional and behaviour modification techni.ues that inculcate positive behaviour and self6discipline among the pupils. In other words, the fundamentals of effective classroom management are the methods and strategies used to provide a safe and conducive classroom environment, instil self6discipline and prevent disruptive behaviours, maintain an orderly development of daily activities, and of course implement instruction successfully. ' positive and productive learning environment is the key to academic success and making sure your pupils feel they are in an environment that allows them to achieve is of utmost importance. It is your responsibility to control the environment and interaction in your classrooms so that time is not lost due to desruptive behaviours. <eeping pupils focused in order to get the most out of their daily classroom experiences is also an important factor which can be successfully done through the employment of different instructional techni.ues. Time lost to disruptive behaviour and the inability to keep the pupils focused on the core processes of learning can result in low achievement.
3
In managing their classrooms and executing instruction, teachers need to recognise options, make decisions and take actions based on their own attitudes, intentions, beliefs and values as well as researched educational theories. If teachers are unable to positively recognise options, make decisions and take actions they would be faced with a disorganised classroom. =ndeniably, having poor classroom management skills would make teachers less effective instructional leaders as it could be difficult for them to conduct instruction and learning in a chaotic environment. To be an effective classroom manager teachers need to observe positive behaviours, take into consideration the diverse nature of the classroom population and make appropriate decisions to facilitate and maximise pupils; learning. This includes planning and preparing effectual instructional materials and activities, setting rules and procedures for classroom routines, as well as organi0ing and decorating the classroom to create a productive learning climate. 1.2.1.1 T#e F($!% o$ a$) Na%(re of C&a""room" The classroom generally functions as a place for the process of instruction and learning to take place. %or pupils to be fully engaged in the instructional process, the classroom climate has to be conducive to their intellectual, social and emotional needs. It has to be a safe, friendly and comfortable environment for them to interact productively with the teachers and among themselves. 'ccording to -teele /cited in $llen, 12214, to be an ideal place for maximi0ing instruction and learning, the classroom has to provide security and shelter, opportunities for social contact, symbolic identification, task instrumentality and pleasure. . Se!(r %* a$) S#e&%er 'lthough the classroom should be a safe and comfortable place for instruction and learning, it should not give a feeling of being inviting and soft. The classroom set up should not allow for any form of intrusion and interference, and at the same time it should not make available opportunities for privacy.
. So! a& Co$%a!% 's for social contact, the furniture should be arranged in such a way that it allows pupils to communicate during classroom activities, be it pairwork or small group work. 'rranging the physical setting for instruction is a logical starting point for classroom management because it is a task that teachers face before school begins. Teachers will find it easier to plan other aspects of classroom management once teachers know how the physical features of the classroom will be organi0ed. . S*m+o& ! I)e$% f !a% o$ The walls of the classroom should be a source of information for the pupils at all times. The walls should effectively communicate information about the pupils through their classwork and teachers through the types of information they post on them. (osters and charts created by the pupils should be displayed on the walls as a source of information and motivation for the pupils. There should be a bulletin board on the wall where teachers can rotate pictures that reflect the time or sub*ect matter that goes with the instruction units so the pupils can see real pictures of the time. It would be helpful to tell pupils what is expected of them and how to succeed in the class. >aily routines and procedures should be implemented and posted. ' weekly calendar of assignments and due dates should also be visible. ' consistent use of these things will make pupils familiar with them and achieve a sense of security in the classroom. ,. Ta"k I$"%r(me$%a& %* In terms of task instrumentality, the classroom materials that would be used by the pupils should be made available on bookshelves in a neat, orderly way and arranged accordingly by topic and when it would be used. (athways should be visible and pupils should have the ease to carry their books and place any unused books in their desks or shelves at the back of the classroom. The seating arrangement should allow for ease and clarity of viewing for all aspects of instructional presentations. ,. P&ea"(re
To make it pleasurable for pupils to be in the classroom, the environment should have a pleasant and relaxing atmosphere. The walls should not be brightly coloured as that would be a source for distraction. The furniture should be neatly organised and the floors clean to promote a healthy and comfortable learning environment. To be effective, teachers need to create a positive learning environment through actions and deeds. The foundation of a positive climate is positive interaction between teachers and the pupils and among the pupils. ' positive environment encourages pupils to be excited about their school experience and about learning. 1.2.1.2 T#e Ro&e of I$"%r(!% o$ a" a Ce$%ra& C&a""room A!% , %* The fundamental purpose of classrooms is to provide an environment for the process of instruction and learning. Instruction is the academic process of carrying out activities that induce learning among pupils. $ffective instruction activities can motivate pupils to learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel. Instruction activities in the classroom too involve interaction between the teachers and pupils as well as between pupils and pupils. Through these interactions teachers not only impart content knowledge and language skills, but educate pupils on social skills, relationships, self6discipline, values and beliefs. It is through instruction and learning activities too that pupils learn to communicate and develop confidence and self6esteem. 5ence, the role of instruction as a central classroom activity is to positively develop pupils and e.uip them with the knowledge and skills to be able to ad*ust themselves to society and the environment. 1.2.1.- C&a""room I$"%r(!% o$ a$) Ma$a'eme$% Pra!% !e" Instruction and classroom management are not two separate entities /Manning " ucher, 12134. ' classroom that is well managed can act as a suitable setting for effective instruction and a well planned lesson which engages pupils in purposeful and meaningful tasks will support good behaviours in the classroom. Conversely, poor classroom
6
management will not be supportive toward instruction even though a wide range of effective instruction strategies are used. -imilarly, instruction with weak strategies may not work as expected even if the classroom is effectively managed. . Effe!% ,e C&a""room I$"%r(!% o$" The primary role of teachers is to plan and deliver instructions effectively and efficiently. To be able to do so teachers need to make wise choices about the most effective instruction strategies to employ, which are! selecting appropriate teaching materials and devise suitable activities to facilitate pupil learning: and making effective use of classroom management techni.ues to ensure a conducive environment for learning with minimal disruptive behaviours. /Mar0ano, (ickering, " (ollock, 12214 $ffective classroom instructions thus constitute having! a wide array of instructional strategies at your disposal: being skillful at identifying and articulating the proper se.uence and pacing of your content: and being highly skilled in classroom management techni.ues. . I$"%r(!% o$a& S%ra%e' e" Teachers need to employ instructional strategies that make the most of class time and keep pupils engaged. This involves! considering pupils; attention span when planning instructional activities: alternating teacher6centered activities such as presentation and teacher modeling, and pupil6centered activities like practice sheets and independent reading: and familiarising pupils with transition times and procedures between activities like from small group activities to whole group instruction.
esides these, teachers need to have a time limit for activities so that they can be carried out successfully. $xcessively long or too short presentation and independent activities will negatively impact the overall effectiveness of the lesson as well as hamper the pupils full understanding of the concept being taught. ?roup tasks or hands6on activities that provide pupils with too much or too little time to finish will hinder pupil learning. If teachers are long6winded or the task takes too long to complete, pupils may become bored and tune out. Too easy a task, will result in pupils finishing before the allotted time, giving an opportunity for mischief. Teachers also need to prepare extra activities for pupils who finish tasks early to keep them actively engaged while the other pupils complete the task. In addition, focusing on effective instructional strategies can prevent academic and behaviour difficulties and thereby facilitate increased pupil achievement, especially among poor and minority pupils who tend to lag behind their more affluent peers. The following are findings of researchers on effective instructional strategies! $ffective teachers have higher rates of positive pupil responses. (upils attending to academic tasks cannot at the same time be engaged in disruptive, off6task behaviour. $ffective instruction minimi0es disruptive behaviour through higher rates of academic engagement. /$spin, " @ell, 177A: -utherland, 'lder, " ?unter, 1223 in #egina " >aniel, 122B4. Instruction that is effective in encouraging high rates of academic engagement and on6task behaviour is characteri0ed by the following key features! Appropr a%e &e,e& of $"%r(!% o$a& ma%er a& or %a"k It is particularly important to provide pupils with planned, se.uential instruction, materials and tasks at their appropriate instructional level. If information and materials are beyond pupils; current skill level it will frustrate them and they may engage in
8
behaviours that avoid engagement in the lesson /+ehby, -ymons, Canale, " ?o, 177C in #egina " >aniel 122B4. 's a result, teachers may remove the instructional or task, or the offending pupils from the instructional environment. Too easy materials may result in pupils engaging in inappropriate behaviours out of material
boredom and lack of challenge. +hen pupils are provided with materials of appropriate levels of instructional difficulty, their on6task behaviour, task completion and comprehension increases /?ickling " 'rmstrong, 17B8 in #egina " >aniel 122B4. -tudies show that pupils who are actively engaged and provided with fre.uent opportunities to respond to academic tasks are less disruptive and demonstrate improved academic skills /-utherland " +ehby, 1221 in #egina " >aniel 122B4. $ffective instruction is even more critical for at6risk pupils who display poor academic and social outcomes because they have fewer academic skills and re.uire increased instruction in order to accelerate learning />onovan " Cross, 1221 in #egina " >aniel 122B4. esides, the instructional environment may be experienced differently by them. 's such, instruction has to be ad*usted appropriately /e.g. more opportunities for practice and review, lower reading6level texts, books on tape, or small6group instruction4 in order to increase successful learning opportunities for them. Fee)+a!k $ffective instruction provides feedback for both the pupils and the teachers in a variety of ways! through discussion, in writing and non6verbally, but never solely through testing. Most importantly, the feedback serves to motivate both pupils and teachers, promoting an active learning situation. Tea!#er". per"o$a& /(a& % e" Teachers; personal .ualities are also important for effective instruction. 5aving a mastery of the sub*ect and the enthusiasm to impart the knowledge are paramount. )ther essential characteristics are being approachable, accessible, a sense of humour and having respect for the pupils.
9
$ffective teachers are always willing to sei0e the teachable moment. Teachers should take advantage of a pupilDs .uestion or observation, or some incident from real life and spin it into their lesson. (ulling all these together is genuine passion for teaching which effective teachers show when they enthusiastically and professionally engage pupils in lessons to help them learn and retain what is taught. . Effe!% ,e C&a""room Ma$a'eme$% Pra!% !e" 'lthough effective instruction can reduce behaviour problems, it does not fully eliminate them /$mmer " -tough, 1221 in #egina " >aniel 122B4. The primary purpose of classroom management is to gain control of the classroom so that pupils; time in the classroom is optimised for learning. 'ccording to rophy, /1783 in #egina " >aniel 122B4 a good classroom manager adheres to three principles! be willing to accept responsibility for classroom control: advocate to long6term, solution6oriented approaches to problems and abstain from short6term, control responses: and endeavour to discover underlying personal problems /impulsivity, lack of awareness, home problems, etc.4 for symptomatic behaviour. esides principles, rophy also cited the following theoretical teacher orientations! the self6conceptEpersonal ad*ustment orientated teacher encourages discouraged pupils, builds self6esteem by arranging for and calling attention to success and improving peer relationships: the insight /cognitive4 orientated teacher spends time with problem pupils individually, getting to know them personally, attempting to instruct and inform them: and the behaviouristic teacher offers incentives, negotiates contracts, calls attention to and reinforces desirable behaviour. $ffective classroom management re.uires a comprehensive approach that includes structuring the school and classroom environment, actively supervising pupil engagement
10
and implementing classroom rules and routines. ,. S%r(!%(r $' %#e "!#oo& a$) !&a""room e$, ro$me$% To structure a classroom so that it supports positive pupil behaviour teachers need to have forethought and planning. To be highly effective, teachers have to structure the classroom environment so that it decreases the likelihood of inappropriate pupil behaviour, increases desirable pupil interactions, and sets up pupils for success. $ffective classroom structuring re.uires attention to the following features! Creating a physical arrangement that eases traffic flow, minimi0es distractions, and provides teachers with good access to pupils in order to respond to their .uestions and better control behaviour. Making efficient use of classroom time, including transitions between various classroom activities. $nsuring that the nature and .uality of pupil interactions is positive by clearly communicating appropriate behaviours for particular classroom activities. %or example, pupils may be expected to interact with one another during cooperative learning activities but not during independent work at their seats. /(aine et.al, 1783 in Carolyn and +einstein 12294.
,. R(&e" a$) ro(% $e" The use of rules is a powerful, preventive component of classroom organi0ation and management plans. #ules establish the behavioural context of the classroom by specifying what behaviours are expected of pupils, what behaviours will be reinforced, and the conse.uences for inappropriate behaviour. #ules stated or worded positively to describe the expected behaviour, rather than what not to do, can prevent problem behaviour easily /Colvin, <ame;enui, " -ugai, 1773: <err " &elson, 1221 in Carolyn and +einstein, 12294. ?uidelines for the construction of classroom rules indentified by educators are as follows!
11
#ules should be kept to a minimum to allow pupils to remember them. #ules should contain language that is simple and appropriate to the developmental level of the pupils and classroom. #ules should be positively stated. #ules should be developed for various situations or contexts as needed. #ules should be consistent with the schoolwide behaviour plan. /Martella, &elson, " Marchand6Martella, 1223 4 In addition to establishing rules, teachers also need to incorporate routines into their efforts to organi0e the classroom. #outines for turning in homework or engaging in small6group activities allow the classroom to run efficiently with fewer disruptions from pupils, thus enabling teachers to attend to other aspects of instruction. To be effective, teachers need to teach rules and routines systematically, not only at the beginning but also throughout the school year. $mphasi0e these rules and routines on occasions when increased violations are likely to occur /e.g., before school breaks4 or if warranted by inappropriate behaviour. This type of instructional approach to social behaviour neutrali0es the reactive or extreme approaches to behaviour management that ultimately are ineffective /Colvin et al.,1773 in Carolyn and +einstein, 12294. 'fter classroom rules and routines are established, strategies to acknowledge and encourage pupils; appropriate use of these rules and routines must be incorporated into the classroom management plan. This include! specific, contingent praise: a token economy system, in which pupils earn rewards for behaviour: and behaviour contracts
'rranging conse.uences in order to increase desired behaviour is a critical component of effective classroom organi0ation and management. Fike all behavioural reinforcement, however, these strategies are effective only if they provide initial reinforcement in close
12
temporal proximity to occurrences of the desired behaviour: also, they are more effective if they are linked to the classroom rules and expectations. To be effective, teachers have to implement such strategies appropriately to manage classwide behaviour, the behaviour of targeted groups of pupils, and the behaviour of individual pupils as part of a comprehensive classroom6management plan. Teachers also need to be aware that no single strategy will be effective for every pupil at all times and in all contexts. $ffective classroom management re.uires teachers to be adept at employing multiple strategies and to be skilled at recogni0ing when current strategies are ineffective and modifications are necessary. 1.2.2 Tea!#er" a$) P(p & Ro&e" $ Effe!% ,e C&a""room Ma$a'eme$% Teachers and pupils have specific roles in effective classroom management. This topic will discuss the roles of teachers and pupils in terms of responsibility, accountability, expectations, consistency and ob*ectivity.
1.2.2.1 Re"po$" + & %* It is the teacher;s responsibility to formulate a classroom management plan to facilitate the development of an effective learning environment. Teachers need to provide .uality instruction which is an engaging and interactive learning experience for pupils: and organise classroom activities to meet pupils; need for survival, belonging, power, fun and freedom. This can be done by involving pupils in class matters like deciding classroom rules and procedures: taking charge of classroom duties and resposibilities: making responsible choices regarding the lesson content: and demonstrating their accomplishments.
13
'nother shared responsibility can be creating a discipline solution that would help pupils act more responsibly in the future /<yle, <agan, " -cott;s, 1222 in Charles, 12214. 'lthough teachers and their pupils can share the responsibility of formulating rules and conse.uences, it is the teacher;s responsibility to enforce compliance with the rules. It is also the teacher;s responsibility to manage and control pupil behaviours: develop positive relationships with pupils: and conduct activities that foster friendship and cooperation among pupils /?lasser " >otson, 1787 in Charles, 12214. 'nother vital duty is to communicate with parents and administrators of ongoing problems within the classroom before a situation gets out of control. This builds an atmosphere of trust and respect that motivates all parties to work together for the benefit of the pupils. (upils too have an obligation in the development of a .uality learning environment. ' .uality educational environment will exist only if all pupils! obey disciplinary guidelines, be fully engaged in classroom activities: and meet all behavioural and academic expectations. %or example, in cooperative and collaborative learning environments, each pupil has to contribute for the success of the pro*ect. )ther responsibilities of pupils are! to show respect for self and others which can contribute to a .uality learning environment and reduce disciplinary distractions: not to be tardy as it is disruptive and can negatively impact the academic progress of the class: and to listen actively, which means to pay close attention to fully absorb what the teacher is saying, explaining or teaching. 1.2.2.2. A!!o($%a+ & %*
14
'ccountability is a crucial element for the effectiveness of classroom management. To maintain a positive environment in the classroom at all times, teachers and pupils have to be accountable for every action or behaviour that does not contribute to that environment. Teachers are accountable if teachers hold pupils responsible for their work. If teachers give pupils work and do not check their work it demonstrates a lack of accountability. Checking pupils progress and providing pupils with timely feedback is the key to teacher accountability. %re.uent feedback encourages pupils to persevere, whereas absence of feedback causes pupils to surmise that their work is not valued /5enley, 12294. =ltimately, the goal of any accountability system is to help pupils develop into independent learners: thus, teacher procedures should give as much responsibility as possible to the pupils themselves, rather than having the pupils depend on either teachers or their parents to see that their work is completed. (upils on the other hand are accountable for their learning and behaviour /Manning " ucher, 12134, and the mistakes they make /Charles, 12214. %or example, in cooperative group activities pupils are held individually accountable for the intended learnings /Gohnson et al, 178A in Farrivee, 12274. ?enerally, the basis of pupil accountability consists of class rules of behaviour which they must understand and comply. (upils are accountable for! communicating appropriately with peers and teachers, be it verbal or non6verbal paying attention in class and on task preparing materials they would need for classroom participation asking permission and procedures for various activities, including leaving the room when necessary behaving appropriately toward teacher re.uests and directions keeping the classroom clean and orderly being respectful at all times, and not being tardy
15
/-eganti, 1228 in Charles et al, 12114 In disciplining pupils, accountability means that there is an immediate conse.uence if something is not done or a behaviour is not acceptable, and that conse.uence must matter. In the case of disruptive pupils, they must be made accountable for any behaviour which does not contribute to the desired classroom climate. In the case of a conse.uence where the pupils have to come for detention class for a wrong doing, they are accountable to do so. If pupils do not take heed of a behavioural conse.uence, then the teacher has not made them accountable for their action. 1.2.2.- E0pe!%a% o$ #esearch shows that teacher expectancies on pupils; behaviour and academic performance can strongly affect the academic achievement of the pupils. Teachers can form inaccurate expectations of their pupils and behave differently to various pupils. This may lead to them behaving *ust as the teachers have expected. In other words, pupils tend to conform to teacher erroneous expectations of their behaviour and academic performance. /Tsiplakides " <eramida, 12124. The following is a summary of the factors and sources that affect the formation of teachers; expectations! Teachers; beliefs about pupils; ability and intelligence based on their performance (upils; socioeconomic background, gender, ethnicity and social class (upils; conduct in the school and classroom conduct (upils; test scores, andEor previous academic achievement 'n older siblingDs performance on a younger siblingDs performance /Carolyn and +einstein, 12294 'ccording to #osenthal and Gacobson /in Tsiplakides " <eramida, 12124 teachers can in subtle and unintended ways convey their expectancies of their pupils; behaviour.
16
Fisted below are some of the ways teachers might convey their expectations and the effects! Fabelling pupils as Hless ableI based on their characteristics and using differential practices and behaviour can have a negative effect on ttheir personal *udgments about teacher capabilities to provide effective instruction. (roviding praise to low achievers for success in relatively simple tasks, while withholding blame for failure can have a negative effect on their pupils; motivation and self6esteem as they may think that teachers have little confidence in their abilities and expect little from them. 'dopting different .uestioning techni.ues based on pupil ability can convey that teachers expect much or little from the pupils. %or example, there is a possibility that teachers might pay more attention to the answers of high achievers and wait longer before calling on someone else. -eating the HableI pupils in the front rows and the Hless ableI pupils in the back rows can convey expectations of HhighI and HlowI performance. (roviding capable pupils more opportunities to perform publicly on meaningful tasks, giving them more choices in assignments, and showing them more respect as individuals is showing less care and attention to the less able. Interacting differently with high achievers tells the low achievers that they are not significant. Creating a warmer socioemotional climate for brighter pupils, such as smiling more often to high achievers can also indicate that the not so bright pupils are not important. /Tsiplakides " <eramida, 12124. 's pupils have different ability levels and re.uire different instructional approaches, materials and rates, teachers cannot have the same expectations for all pupils and the same delivery of instruction to them all. Teachers should rather focus on the problems created when differential treatment is given to pupils. >ifferential treatment can either create or sustain differences in pupil performance which would probably not exist if pupils were treated more e.uitably.
17
The following are suggestions on how teachers can promote the communication of positive expectations! Create a classroom culture in which language errors are seen as a normal part of the language ac.uisition process. %ostering the belief that mistakes are opportunities for learning should be given priority />ornyei, 12214. =se cooperative learning in small groups to complete pro*ects. Cooperative learning, promotes peer6cooperation, purposeful communication, and interaction with authentic texts. (eer6cooperation can raise expectations, because it involves all pupils, emphasi0es collaboration over competition and can foster the development of a friendly and supportive language community /-hokouli " Jadeh6>abbagh in <eramida, 1212 4. (rovide effective praise and feedback K the focus should be on the care and effort pupils put into their work and on the knowledge or skills they gain. >o not encourage pupils to compare themselves with others / rophy, 122A4. (rovide criticism that helps pupils reali0e how they could do better rather than critici0ing pupils themselves or using personal criticism. In addition, teachers should not be influenced by pupil performance when providing criticism. #esearch has revealed that teachers are more prone to critisi0ing low6achieving pupils for a wrong answer than high6achieving pupils /?ood " rophy, 12224. =se portfolio assessment because this approach focuses attention on .uality rather than *ust grades, and can encourage pupils to self6improve over time. Moreover, rophy /122A4 posits that teachers need to show their pupils that they 6 6 6 care for them and are committed to their progress: are willing to listen to and value their opinions and feelings: and put priority on collaboration, rather than competition among pupils. Tsiplakides "
18
Communicate expectancies for success by forming groups with pupils from all levels of language performance, and do not marginali0e low achievers. This can be done by 6 not supplying answers impatiently to children of lesser ability depriving them of opportunity to think and answer /Covington, 17784 6 giving e.ually academically challenging tasks and using the same .uestioning strategies for all pupils /'lderman, 122A4. %or example, teachers tend to ask weak pupils .uestions which are at the lowest level /e.g. .uestions of knowledge4. level .uestions /e.g. .uestions re.uiring an analysis or drawing a conclusion4. 'void using the following as they can promote the communication of low expectations 6 6 6 6 6 calling on low6achieving pupils less often to answer .uestions: providing fewer clues to low achievers when they cannot answer .uestions: rarely expressing personal interest in low achievers: and making social comparisons between pupils in front of the classroom. smiling less often to weak pupils, staying farther away physically, or avoiding eye contact with them. /Fevin and &olan, 17794 y contrast, they usually provide high achievers with opportunities to answer higher
>evelop a positive classroom climate by not forming differential expectations for pupils based on .ualities such as gender, ethnicity, or parents; background /-chunk, (intrich, and Meece, 12284. -imilarly, teachers should avoid forming expectations based on such factors as record files, colleagues, information from other teachers or even the family;s reputation /?ood and rophy, 12224. %inally, reassess your expectations from time to time as pupils; performance or behaviour may change in the course of the school year. Teachers; expectancies of pupils; behaviour should be communicated from the very beginning of the year through rules and procedures of how they should behave in class and the conse.uences of breaking the rules. 's for academic work, pupils need to meet re.uirements and deadlines for which there will be conse.uences and incentives.
19
Gust like teachers, pupils have expectations of teachers in the classroom. %irst of all they will expect teachers to deliver instruction effectively and efficiently by taking into considerations all the variables such as pupils; needs, ability, interest, motivation and the diverse nature of pupils. They will also expect teachers to be consistent in implementing the rules and procedures without any form of in*ustice or partiality. 'nd above all pupils will expect teachers to treat all pupils alike and provide e.ual opportunities to experience learning. 1.2.2.1. Co$" "%e$!* )ne of the most important traits that teachers need to have to be effective is consistency. Teachers have to make the policy and then be consistent about applying it throughout the entire duration of the semester or year. (upils will perform at their best if the rules, procedures and routines are kept consistent as they will become familiar to them. Fack of consistency on the teacher;s part will promote a sense of uncertainty among pupils and this often leads to a higher incidence of disruptive behaviour. $stablishing consistent rules, procedures and routines can facilitate classroom
management and pupil achievement. The less time that pupils have to be off6task and the fewer discipline problems, the more likely teachers will be able to have .uality classroom management. ehavioural and academic conse.uences too should be consistently applied to be accepted favourably by pupils. (upils will react negatively if teachers are unfair and show partiality to some pupils over others /Campbell, 17774. +orse still if pupils are allowed to get away with breaking the rules as that will teach them that rules and regulations do not matter and can always be broken without conse.uence. +hat ever the level of the pupils are, being consistent with rewards for good behaviour and punishment for bad behaviour will help teachers run a dynamic, organi0ed and positive classroom. If pupils need to be punished, make sure the punishment fits the crime. If teacher policy does not work as intended, teachers should continue to be consistent and wait till the end of the semester or year before they make any changes. Teachers should
20
not make any acceptance to any rules what ever the situation. 'll violations of the rule should be treated the same /Campbell, 17774 although it is .uite difficult to enforce as pupils might experience genuine problems. In cases where teachers need to make an allowance for one case, they might as well reconsider the policy because there surely will be another pupil who *ust does not fit the circumstances for which the policy was designed. Teachers have to be consistent when making deals with pupils over awarding credit points or deducting marks for late submission of work irrespective of the characteristics of the pupils. +hether they are academically strong or academically weak, pupils must be treated all the same /Campbell, 17774. %ailing which teachers will be faced with the task of *udging whether one pupil;s reason for an infringement is better and more acceptable than another;s. eing consistent will protect teachers from such situations and allow teachers to focus on other instructional matters. 1.2.2.2 O+3e!% , %* Teachers have the professional responsibility to practice effective classroom management and instruction which includes! managing pupil behaviour: establishing safe classrooms: and providing learning experiences for a diverse pupil population in an orderly and pupil6 friendly manner. In addition, teachers have to establish rules, procedures and routines to develop self6 discipline and reduce disruptions during the teaching and learning process. In doing all these teachers need to have specific goals so that teachers do not falter or change policy as situation gets difficult for them to control or make decisions. It is vital that in implementing the policy there should be neutrality, fairness at all times, and no pre*udice whatsoever.
21
In other words, ob*ectivity in classroom management is essential for teachers if they want to effectively manage their classroom and successfully deliver instruction.
E0er! "e 1 1. >iscuss briefly the concept of effective classroom management. 1. $xplain briefly the factors that make classroom management effective. 3. >iscuss briefly the role of instuction as a central classroom activity. A. $xplain briefly the factors that teachers would consider to plan and deliver instructions effectively and efficiently. E0er! "e 2 1. HThe primary purpose of classroom management is to gain control of the classroom so that pupils; time in the classroom is optimised for learningI. >iscuss how teachers would gain control of teachersr classroom to optimise the pupils; time for learning. 1. >iscuss the roles of teachers and pupils in effective classroom management.
T(%or a& 1. >iscuss characteristics of! effective classroom instructions effective management practices
1. >iscuss how different roles played by teachers and pupils would lead to effective classroom management.
22
TOPIC 2 CLASSROOM MANAGEMENT: APPROACHES, THEORIES AND MODELS

2.0 SYNOPSIS Topic 1 focuses on Classroom Management approaches, theories and models. It provides teachers with explanations and discussions of the different approaches, theories and models of classroom management. 2.1 LEARNING OUTCOMES y the end of Topic 1, teachers will be able to! )utline and explain different approaches, theories and models of classroom management. $xplain the 'uthoritarian Classroom Management and ehaviour Modification. $xplain group process E -ocio6 psychological, Instructional classroom management and -ocio6cultural approaches. =nderstand and discuss uilding the %oundation and Theories of 'ssertive Tactics. >iscuss theories of >emocratic Teaching, theories of Instructional Management and theories of Congruent Communication.
23
2.2 Framework of Top !" Classroom Management

'pproaches 'uthoritarian ehaviour Modification ?roup (rocessesE . -ocio6psychological Instructional Management -ocio6cultural Theories and Models uilding %oundation 'ssertive Tactics >emocratic Teaching Instructional Management Congruent Communication
24
CONTENT SESSION TWO (6 hours) 2.2.1 Approa!#e" efore exploring the various approaches, theories and models of classroom management it would be useful to understand the difference between the key concepts Lapproaches;, Ltheories; and Lmodels;. 'n approach is a set of correlative assumptions or beliefs based on theoretical principles on dealing with instructional behaviour, pupil behaviour, classroom environment and the Ldegree of teacher6pupil control; / alson, 17814 in setting rules and procedures for effective classroom management /Manning and ucher, 12134. In other words, approaches describe what a teacher assumes to be the most appropriate way to manage a classroom. Theories on the other hand are underlying principles that provide the foundation for classroom management approaches and strategies. Theories influence the phylosophy of teachers; classroom management strategies which focus on psychological aspects of human behaviour and the interactions between pupils and teachers /5ardin, 12284. Theories underlying classroom management approaches and strategies are based on studies conducted on human behaviour, specific human needs and motives, and skills that teachers need to identify problems and student needs in order to change the class environment and instructional practices to improve student behaviour. Models which are based on approaches and theories, consists of specific strategies and techni.ues used to manage instructional behaviour and student behaviour in the classroom /Manning and ucher, 12134. There can be a number of models for each classroom ehaviour management approach. %or example the Canters; 'ssertive and -kinner;s
Modification models can be classified as models under the authoritarian approaches. The <ounin and Gones models are examples of the -ocio6psychological approach whilst the Inner >iscipline and >iscipline without stress are examples of -ocio6cultural approaches.
25
%or a brief overview of the different approaches of classroom management refer to 'ppendix 1. 2.2.1.1 A(%#or %ar a$ !&a""room ma$a'eme$% 4Power T*pe" a$) Power 5a"e"6 Teachers who adopt the authoritarian approach to classroom management have full responsibility for regulating the classroom. They devise and enforce specific rules to control pupil behaviour in the classroom. They are entirely in power and deal forcefully and .uickly with misbehaviour making the authoritarian approach models of classroom management power systems. The common authoritarian models of classroom management are! . Sk $$er." +e#a, o(r mo) f !a% o$ mo)e& In this model teachers shape pupil behaviour through systematic reinforcement including rewards and negative reinforcements. /Manning and ucher, 12134 . 7o$e". po" % ,e !&a""room ) "! p& $e %rederic Gones; Lpositive classroom disciplineI model emphasises the effectiveness and efficiency of teachers behaviour in getting pupils to get involved in the learning process. Those advocating to this model manage their classrooms by providing engaging lessons, helping pupils with work problems and giving incentives to promote responsibility. They set clear limits and organise their classroom effectively /5ardin, 1228: Charles, 1221: Manning and ucher, 12134 . Ca$%er". a""er% ,e ) "! p& $e Fee and Marlene Canter believe that teachers and pupils have rights in the classroom. They expect teachers to be assertive, to set clear rules of behaviour and expectations, and enforce them calmly through a discipline hierarchy of conse.uences. Teachers have to communicate needs and re.uirements to pupils clearly and firmly, and respond with appropriate actions. They are to get pupils to fully comply to rules without violating the interest of the pupils /5ardin, 1228: Charles, 1221: Manning and ucher, 12134 The following are some of the possible limits and control enforced by authoritarians!
26
(upils are assigned to seats where they have to sit during the lessons and usually for the whole term. (upils are to be often .uiet in the classroom and cannot interrupt the teachers. (upils do very little verbal exchange and discussion and conse.uently do not get the chance to adopt and practice communication skills. (upils are rarely given permission to leave the class /hall passes4 and their excused absences are seldom accepted. (upils have to obey the rules without any .uestion or face the conse.uences. (upils are not taken on trips or other out of classroom events as these are considered as distractions to the learning process. (upils hardly initiate any activity in the classroom. (upils are not motivated or encouraged to set personal goals. 2.2.1.2 5e#a, o(r mo) f !a% o$ The behaviour modification approach is based on the ideas and work of -kinner. The basis of this approach are the assumptions that pupils will change their behaviour in order to get desired rewards /Farrivee, 12274. Teachers who adopt this approach believe that pupil behaviour can be changed by altering the conse.uences that follow their actions and behaviours. They use reinforcement principles systematically to change some aspect of educational practice or pupil behaviour. ?enerally pupils can receive three types of conse.uences for their actions! positive and negative reinforcement to maintain or increase the occurance of a desired behaviour: and punishments to discourage them from inappropriate actions. (ositive reinforcement for desired behaviours include rewards such as praises, grades, stickers and tokens. &egative reinforcement include giving pupils extra weekend homework, denying visits or their seating arrangements changed. There are two levels of punishments which are labelled as (unishment I and (unishment II.
27
(unishment I which involves undesirable stimulus such as a private reprimand, isolation or a trip to the headmaster;s office, is given to pupils who commit undesirable actions.
(unishment II involves stricter actions of removing or withholding a desired or anticipated positive stimulus. %or inappropriate behaviours, pupils can lose free time or be excluded from some fun activities as watching movies or using the computer for a specific period of time.
oth punishment I and II, can eliminate or decrease undesired pupil behaviours provided they are appropriately used. The use of tokens is a reinforcement system whereby pupils earn tokens for their academic performance and positive classroom behaviours. These tokens can then be periodically exchanged for a desired activity or reward. 2.2.1.- Gro(p pro!e""e" $ %#e !&a""room 8 A So! a&9P"*!#o&o' !a& : ew $-F classrooms are social settings! teaching and learning occur through social interaction between teachers and pupils. The interactions and relationships between teachers and pupils, and among pupils, as they work side by side, constitute the group processes of the classroom. ?roup processes are significant in developing interpersonal skills, intrapersonal skills, social competence and empathy which are essential for real life situations. The effectiveness of group processes can be affected by peer6group relationships. ' peer group is a collection of interdependent, interacting individuals with reciprocal influence over one another. In classrooms as few as two people can form groups, as long as the paired individuals have reciprocal influence through communication and mental contact. +hen the teacher engages the whole class in a learning activity common to all, then everyone forms into a single group, or as Thelen /17814 wrote, a Mminiature societyM. The teacher and pupils of one class can be a whole group or from time to time many subgroups. Therefore groups are not simply people in proximity, but an entity, which share and work toward a common goal.
28
%rom the social6psychological perspective, pupils of a class form a miniature society with peers, teachers and aides. 's members of the miniature society they are interdependent and interact with one another striving for common goals. Many subgroups in the class affect how the larger classroom society works as how individuals relate to and interact with one another formally and informally. 5ence over a period of time, these informal relationships with peers increase in power and concentration. In effect, pupil;s self6concept is formed by the peer group influence which can be either threatening or supportive. 's members of a social group, pupils need to achieve the social motives of affiliation, achievement and power in order for them to feel comfortable and secure. Inability to satisfy these goals will lead to negative conditions of loneliness and re*ection, incompetence, powerlessness, and alienation. 5ence, this will result in high self6esteem in pupils and their positive attitudes toward school, and $-F teaching and learning. The group processes in the $-F classroom will contribute to higher learner achievement if the social climate is positive and how teachers manage their teaching and learning effectively. The next section will describe the elements of positive classroom climate and characteristics of effective teachers. . C&a""room C& ma%e $-F classroom climate refers to the emotional tones associated with pupilsD interactions,
>o pupils stand close or far away from the teacher,
their attitudinal to the class, as well as to pupilsD self6concept and their 're pupils reactions at ease or tense, motivational satisfactions and frustrations. Climateby can be measured by 5ow fre.uently is affective support communicated smiles, winks, or pats onobserving the back, physical
>o pupils move .uietly with measured steps to theirinstances desks, or do stroll freely and easily, movements, bodily gestures, seating patterns, and of they verbal interaction /Table
1.14.
showing the class feels safe, 're pupils reluctant to ask the teacher .uestions, 5ow do pupils relate to one another, Ta+&e 2.1; C&a""room C& ma%e I$) !a%or" 're they .uiet, distant, and formal, or do they walk easily and laugh spontaneously, 5ow often do pupils put a peer down or say something nice to one another, >o pupils harass or bully other pupils, 5ow often does fighting erupt, 5ow often does peacemaking occur,
29 or do pupils also take the lead, 're sessions run primarily by the teacher
>o seating patterns shift from time to time, or do they remain the same, regardless of the learning activity, 're pupils working together cooperatively,
' positive climate exists when the following properties are present! leadership occurs as power6with rather than power6over: communication is honest, open and transactional: high levels of friendship are present among classmates: expectations are high for the performance of others and oneself: classroom norms are supportive in maximising pupils; $-F competency: and conflict is dealt with constructively and peacefully. 'lthough each of these six properties of climate can be important by itself, positive climate is an ensemble of all of them. In other words how each property is integrated with one another will shape a general climate of an $-F classroom.
. Effe!% ,e Tea!#er" In general, effective teachers display the following characteristics to create a positive climate in the $-F classroom as described in the next section. Lea)er"# p "%*&e"
30
Fippitt and +hite, with guidance from Fewin /Mills, 122B4, observed effects on youth of three leadership styles! autocratic, democratic, and laisse0 faire. 'utocratic leaders made all decisions about group goals and work procedures. >emocratic leaders specified group goals, but urged group members to decide among alternative ways of working. Faisse06faire leaders abdicated authority, permitting youth to work as they pleased. ?roups with democratic leaders performed best with high .uality work output and high morale. 'utocratically lead groups had high .uality work output, but low morale. ?roups with laisse06faire leaders performed worst overall. Classroom research has shown that although autocratic teachers can get pupils to accomplish high amounts of academic work, they also create conformity, competition, dependency, and resentment. (upils of democratic teachers accomplish both a great deal of excellent academic work, and establish positive social climates. Effe!% ,e Comm($ !a% o$ $ffective communication is the key in understanding differences between autocratic and democratic teachers. 'utocratic teachers use one6way communication in persuading pupils to accept learning goals and procedures as well as rules for classroom behaviour: such unilateral direction giving is often an ineffective way of transmitting information. In contrast, democratic teachers use two6way communication often to encourage pupils to participate in making decisions for themselves and in establishing group agreements for classroom procedures. y using transactional communication whereby pupils and teachers reciprocate in trying to understand one another, democratic teachers help build a climate that is participatory, relaxed, personal, and supportive. 'ttributes of democratic teachers who are effective transactional communicators are receptiveness to pupilsD ideas, an egalitarian attitude, openness, warmth, respect for pupilsD feelings, sensitivity to outcasts, a sense of humor, and a caring attitude. Le,e&" of fr e$)"# p
31
-uch participatory teachers understand that friendships in the classroom peer group cannot be separated from teaching and learning: friendly feelings are integral to instructional transactions between teachers and pupils and among pupils. (upils who view themselves as disliked or ignored by their peers often have difficulty in performing up to their academic potential. They experience anxiety and reduced self6esteem, both of which interfere with their academic performance. 's outcasts they might seek revenge, searching for ways to be aggressive toward teachers and peers. encouragement and praise. Teachers can help re*ected pupils obtain peer support by giving them an extra amount of encouragement and praise in front of their peers, and by assigning them to work cooperatively with popular classmates. Teachers with friendly classes see to it that they talk and attend to every pupil rather than focusing on a few, and often reward pupils with specific statements for helpful and successful behaviour: they seek to control behavioural disturbances with general, group6oriented statements. < '# e0pe!%a% o$" In tandem to positive climate are the expectations that teacher and pupil hold for one another. TeachersD expectations for how each pupil might behave are particularly important because they affect how teachers behave toward that pupil. Thus, teachers should engage in introspection and reflection to diagnose their expectations, and obtain feedback from colleagues about how they are behaving toward particular pupils. Teachers should also use diverse information sources to understand what makes their pupils behave as they do. In particular, teachers should reflect on their expectations and attributions toward girls and boys, pupils of different social classes and ethnic groups. Teachers should deliberately seek new information about pupil strengths in order to free themselves of stereotypes. C&a""room $orm"
32
y watching
their teacher interact with the class, pupils learn who gets left out and who gets
Classroom norms form when most pupils hold the same expectations and attitudes about appropriate classroom behaviours. 'lthough norms guide pupilsD and the teacherDs behaviour, they are not the same as rules. #ules, on the hand are regulations created by administrators or teachers to govern pupilsD behaviour which are not neccessarily group norms. (upil norms fre.uently are in opposition to teachersD goals, and can become counter productive to individual pupil development. Teachers should strive to help pupils create formal group agreements to transform preferred rules into pupil norms. In particular, cooperative peer6group norms enhance pupil self6concept and language learning more than do norms in support of competition. Ma$a' $' !o$f& !% Conflict, natural and inevitable in all groups, exists when one activity blocks, interferes, or keeps another activity from occurring. Conflicts arise in classrooms over incompatible procedures, goals, concepts, or interpersonal relationships. The norms of cooperation and competition affect the management of conflict differently. +ith cooperative norms pupils believe they will obtain their self6interest when other pupils also achieve theirs. Teachers should strive, therefore, to build a spirit of teamwork and cooperation in their classes, so that pupils will feel that it is in their self6interest to cooperate with their peers. +hen a competitive spirit exists, particularly when pupils are pitted against each other to obtain scarce rewards, a pupil succeeds only when others lose. In the competitive classroom, interpersonal conflict will arise fre.uently between pupils. %or teachers to build and maintain successful classrooms with high pupil achievement and positive social climate, they should attend to their leadership style, communication skills, friendliness and warmth, expectations and stereotypes of pupils, tactics for establishing pupil group agreements, and their skills in managing conflict. 2.2.1.1 I$"%r(!% o$a& !&a""room ma$a'eme$% Teachers who use the instructional approach to classroom management prevent most management problems by actively engaging pupils in high6interest lessons geared to meet their interests, needs, and abilities. Thus, pupils are motivated to attend class, positively
33
participate in activities, and manage their own behaviour. <ounin /17B24 and Gones /17B74 in Moore " 5ansen /12114 advocate the instructional approach to classroom management. The premise that forms the basis for the instructional approach to classroom management is that well6planned and well6implemented instruction will prevent most classroom problems. The assumption is that pupils will not engage in disruptive behaviour when well6planned and well6implemented lessons engage pupils in the learning process with activities that meet their interests, needs, and abilities. Fet;s now look at two models of classroom management that focus on the principles of the instructional approach. . T#e =o($ $ Mo)e& In a comprehensive comparison of effective and ineffective classroom managers, Gacob <ounin /17B24 in Mar0ano et al /12234 found that teachers handle classroom problems differently. The primary difference was in the things the successful managers did that tended to prevent classroom problems. They were totally aware of everything in the classroom environment: they kept pupils actively engaged: and they conducted well6 planned lessons with smooth transitions. <ounin concluded that some teachers are better classroom managers because of their skill in four areas! Hwithitness,I overlapping activities, group focusing, and movement management /Charles, 12214. +ithitness is the skill to know what is going on in all parts of the classroom at all times: nothing is missed. H+ithitI teachers respond immediately to pupil misbehaviour and know who started what. ' ma*or component of withitness is scanning the class fre.uently, establishing eye contact with individual pupils, and having eyes in the back your head. H+ithitI teachers don;t make timing errors /waiting too long before intervening4 or target errors /blaming the wrong person and letting the real perpetrators escape responsibility for misbehaviour4. H+ithitI teachers prevent minor disruptions from becoming ma*or and know who the instigator is in a problem situation. $ffective classroom managers are also skilled at overlapping. )verlapping means handling two or more activities or groups at the same time. $ssentially, it is the ability to monitor the
34
whole class at all times. It involves keeping a small group on task, for example, while also helping other pupils with their seatwork. %inally, <ounin notes that successful classroom management also depends on movement management and group focusNthat is, the ability to make smooth lesson transitions, keep an appropriate pace, and involve all pupils in a lesson. Moreover, effective managers do not leave a lesson hanging while tending to something else or change back and forth from one sub*ect or activity to another. They keep pupils alert by holding their attention, by holding them accountable, and by involving all pupils in the lesson. . T#e 7o$e" Mo)e& ased upon over 12 years of researching classroom difficulties, %rederick Gones /17B74 in Moore /122C4, found that teachers lose C2O or more of their instructional time through pupils; time6wasting /e.g., talking and walking around the room4. Gones contends that this wasted instructional time can be reclaimed when teachers correctly implement four strategies! limit setting, good body language, incentive systems, and giving help efficiently. 'imit setting is the establishment of classroom boundaries for appropriate behaviour. 'ccording to Gones, these limits should include the formation of rules of behaviour, as well as descriptions of appropriate work behaviour, procedures for getting supplies and materials, instruction on what to do when stuck on seatwork, and what to do when finished with assigned seatwork. &inety percent of discipline and keeping pupils on task, Gones contends, involved the skillful use of body language. ody language is a set of physical mannerisms that tend to get pupils back to work, the most effective of which are physical proximity to pupils, direct eye contact, body position /body orientation toward pupil4, facial expressions, and tone of voice. Gones contends that incentive systems also can be used effectively to keep pupils on task and to get them to complete their work. Indeed, he suggests that preferred activities, such as time on the computer, free time, use of educational games, and free reading, can serve
35
as motivational rewards for desired behaviours. %urthermore, Gones adds, the use of peer pressure represents a .uite effective motivator. %or example, time can be deducted from the class6preferred activity time when an individual pupil misbehaves. The deduction of time can be recorded, as Gones suggests, with a large stopwatch placed at the front of the room, so the whole class can see. If a large stopwatch is not available, a standard amount of time /e.g., one minute4 can be deducted for each instance of misbehaviour. %inally, Gones found that giving help efficiently is related to time on task. 5is research revealed that teachers on the average spend A minutes helping individual pupils who are having difficulty with seatwork. Gones recommends that this time be cut to no more than 12 seconds per pupil. >oing so allows more pupils to be helped and reduces the tendency for pupils to work only when the teacher is standing near them. -etting limits, using body language, implementing an incentive system, and giving help efficiently will not eliminate all behaviour problems. +hen such problems do develop, Gones suggests, a back6up system, such as in6class isolation or removal from the room, is needed. 2.2.1.1 So! o9!(&%(ra& In Malaysia, a classroom consists of different pupils of a different ethnic background and social setting. ' multicultural setting is a common scene prevalent in $-F classroom. Managing a classroom is challenging because, Hdefinitions and expectations of appropriate behaviour are culturally influenced, and conflicts are likely to occur when teachers and pupils come from different cultural backgrounds /+einstein, Tomlinson6Clarke, and Curran, 122A4 The goal of classroom management is to create an environment in which pupils behave appropriately, not out of fear of punishment or desire for reward, but out of a sense of personal responsibility. +einstein et. al /122A4 outline the following five expectations that teachers should have! ' teacher should recogni0e hisEher own ethnocentrism and biases. ' teacher should know hisEher pupilsD cultural backgrounds.
36
' teacher should understand the broader social, economic, and political context in which the class is situated. ' teacher should be able and willing to use culturally appropriate management strategies. ' teacher should commit to building a caring classroom.
Concepts such as culturally responsive pedagogy or culturally responsive literacy have been explored in academic literature since the 1772s, primarily in the context of primary and secondary education, and the need for teacher training in cultural awareness is now broadly recogni0ed. Multicultural competence can develop a culturally responsive pedagogy in the Malaysian $-F classroom. These competencies are shaped by a number of theories and models that will be discussed in the next section,
E0er! "e 1. Compare and contrast the Canters; assertive model and the behaviour modification model. 1. riefly discuss the conse.uences of actions in the ehaviour Modification approach. 3. $xplain Lwhithitness; in <ounin;s model. A. $xplain the five expectations of teachers in the socio6cultural approach.
SESSION THREE AND FO R (6 hours) 2.2.2 T#eor e" a$) Mo)e&" 2.2.2.1 5( &) $' %#e Fo($)a% o$ 4Sk $$er> G&a""er a$) Gor)o$6 uilding the foundation by -kinner, ?lasser and ?ordon will provide teachers an understanding of the key concepts of a variety of classroom management theorists that will help teachers develop their own philosophy and techni.ues of classroom management. &o one model will provide all the answers that $-F teachers need to manage a classroom
37
effectively but the knowledge of these theories will allow effective teachers to build a management style that combines proactive and reactive elements and that combines $-F instruction and classroom management into a uni.ue, effective style. a. T#e Sk $$er." Mo)e& of S#ap $' De" re) 5e#a, o(r 5uman behaviour can be shaped along desired lines by means of the systematic application of reinforcement. The reinforcers may be teacher praise, good grades, or even such tangible items as stickers or appropriate vouchers. (upils who do not follow the procedures, who misbehave, or who perform poorly are denied desired rewards or are punished in some way. . =e* I)ea" This model includes new applications of -kinnerDs basic ideas. -kinner himself never proposed a model of school discipline. )ther writers have taken his ideas on learning and adapted them to controlling the behaviour of pupils in schools. The following ideas reveal the essence of -kinnerDs model! ehaviour is shaped by its conse.uences, by what happens to the individual immediately afterward. -ystematic use of reinforcement /rewards4 can shape pupilsD behaviour in desired directions. ehaviour becomes weaker if not followed by reinforcement. ehaviour is also weakened by punishment.
In the early stages of learning, constant reinforcement produces the best result. )nce learning has reached the desired level, it is best maintained through intermittent reinforcement, provided only occasionally. ehaviour modification is applied in two ways! The teacher observes the pupil perform an undesired act: the teacher rewards the pupil: the pupil tends to repeat the act.
38
The teacher observes the pupil perform an undesired act: the teacher either ignores the act or punishes the pupil, then praises a pupil who is behaving correctly: the misbehaving pupil becomes less likely than before to repeat the act.
ehaviour modification successfully uses various types of reinforcers. They include social reinforcers such as verbal comments, facial expressions, and gestures: graphic reinforcers such as marks and stars: activity reinforcers such as free time and collaborating with a friend: and tangible reinforcers such as pri0es and printed awards.
. Re $for!er" The -kinner;s model can be a powerful model for classroom teachers, one that can be easily modified and implemented with pupils of all ages and backgrounds. )ne of the key tenets the model are the use of reinforcers. Types of reinforcers that are commonly used in schools fall into four categories! -ocial -ocial reinforcers consist of verbal comments, gestures, and facial expressions. Many pupils work diligently *ust to get a smile, pat, thumbs up /non verbal4 or verbal comment from the teacher, for example , HawesomeI, HexcellentI, Hnice goingI etc. ?raphic ?raphic reinforcers include marks of various kinds such as numerals, checks, happy faces, and special symbols. Teachers make these marks with felt pens and rubber stamps. They may enter them on charts or use a paper punch to make holes in cards kept by the pupils. They may attach stars or stickers that are commercially available in large .uantities and varieties. 'ctivity 'ctivity reinforcers include those activities that pupils prefer to do in school. 'ny activity can be used as a reinforcer if pupils prefer it to another. %or younger pupils /@ear 1634 sitting near the teacher, choosing the song, caring for the pet, sharing a pet or toy is are examples of activities to reinforce academic excellence. 'ctivities for older pupils /@ear A694 are such as playing a game, free reading, decorating the classroom, having extra recess time, going to an assembly
39
Tangible Tangible reinforcers are real ob*ects that pupils can earn as rewards for desired behaviour and are more powerful for some pupils than other types of reinforcers. They are widely used with pupils who have special behaviour problems. Many primary teachers use tangible reinforcers regularly. $xamples of inexpensive reinforcers are! popcorn, raisins, chalk, crayons, felt pens, pencils, badges, etc. . App& !a% o$ The Sk $$er." mo)e& !a$ +e app& e) $ a !&a""room " %(a% o$. T#e fo&&ow $' " a$ e0amp&e %o &&("%ra%e %#e mo)e& $ a pr mar* !&a""room. Classroom scenario Jack, in Mr. <amal;s class, is .uite docile. 5e never disrupts class and does little sociali0ing with other pupils. 5owever, despite Mr. <amal;s best efforts, he can hardly get Jack to participate in class activities. 5e rarely completes an assignment. 5e doesnDt seem to care. 5e is simply there, like a bump on a log, putting forth virtually no effort. ased on the scenario above, these are the possible ways to deal with the situation! Catch Jack being good /doing anything that is appropriate4. #eward him whenever he participates or works. #eiterate the class rules regarding class work. (raise Jack whenever he follows the rule. Consider stronger reinforcers. If praise is ineffective, use points, tokens, or other tangible ob*ects to reinforce and shape JackDs improvement. -et up a contract with Jack. Identify a reward that is exceptionally attractive to him. )utline what he must do in order to earn the reward. -hare the contract with JackDs parents to enlist their support. #einforce every improvement Jack makes. +. T#e G&a""er." Mo)e& of C#o !e T#eor*
40
?lasserDs work in the field of school discipline has two main aims. The first is to provide a classroom environment and curriculum which motivate pupils and reduce inappropriate behaviour by meeting pupilsD basic needs for belonging, power, fun and freedom. The second focus is on helping pupils make appropriate behavioural choices that lead ultimately to personal success. . =e* I)ea" )ften, teachers need to help pupils learn to make good behavioural choices so they can become responsible individuals able to satisfy their needs in the real world. Thus, they must be guided toward reality whereby the onus is on pupils. Fisted below are some of key iideas of ?lasser. (upils are rational beings. They can control their own behaviour. They choose to act the way they do. ?ood choices produce good behaviour. ad choices produce bad behaviour. Teachers must always try to help pupils make good choices. Teachers who truly care about their pupils accept no excuses for bad behaviour. #easonable conse.uences should always follow pupil behaviour, whether it is good or bad. Class rules are essential and they must be enforced. Classroom meetings are effective vehicles for attending to matters concerning class rules, behaviour and discipline. ?lasserDs views about discipline were simple but powerful!
ehaviour is a matter of choice. ?ood behaviour results from good choices. ad behaviour results from bad choices. ' teacherDs duty is to help pupils make good choices.
(sychologists and educators often delve into pupilsD backgrounds for underlying causes of misbehaviour. )ne often hears comments such as, M+hat can you expect, '0nil comes from a broken homeM, or, MFing was an abused child, there;s a reason for her to be aggressiveM. ?lasser neither denies that such conditions exist nor that they influence behaviour. 5e simply says that humans have rational minds and can make rational choices.
41
'ccording to ?lasser, pupils are capable of understanding what is generally regarded as acceptable school behaviour and can choose to behave in acceptable ways. 5owever, in order to make good choices, pupils must see the results of these choices as desirable. If bad behaviour gets them what they want then they will make bad choices. This is where the teacher can be influential in helping pupils become aware that they choose their own actions. The teacher encourages them to acknowledge their behaviour and evaluate introspectively on their behaviour. The teacher refuses to accept excuses for bad behaviour. Instead, the teacher always directs the pupilDs attention to alternative, more acceptable, behaviour. . Tea!#er". Re"po$" + & % e" The essence of discipline then, lies in helping pupils to make good choices. $ven though both teachers and pupils have important roles to play in maintaining effective discipline, ?lasser firmly believes that teachers have greater responsibility to maintain good discipline. 'ccording to ?lasser, the following are some of the teacherDs responsibilities in helping pupils making good choices as described below. $mphasise pupil responsibility -ince good behaviour comes from good choices and since pupils ultimately must live with the choices they make, their responsibility for their own behaviour. is always kept in the forefront. >iscussions in which this responsibility is explored and clarified occur in classroom meetings. These meetings occur as regular parts of the curriculum. (upils sit in a circle with the teacher and discuss matters that concern the class. $stablish rules that lead to success #ules which leads towards personal and group achievement should be established by teachers and pupils together. 'ge, ability, and other realities of the pupils should be taken into consideration when formulating rules. #ules must reinforce the basic idea that pupils are in school to study. 'ccept no excuses
42
%or discipline to be successful, teachers must accept no excuses. ?lasser uses this Mno excuseM dictum in two areas. The first has to do with conditions outside the school. +hat goes on there does not excuse bad behaviour in school. Those conditions may, indeed, cause bad behaviour, but that does not make it acceptable. The teacher must never say Mwe can excuse GamalDs behaviour. today because he has trouble at home. It is okay if he yells and hits.M The second area in which teachers should accept no excuses concerns pupil commitment. )nce a pupil has decided on a course of good behaviour and has made a commitment to it, the teacher must never accept excuses for the pupilDs failing to live up to that commitment. Call for value *udgment +hen pupils exhibit inappropriate behaviour, teachers should help them make value *udgements about it. The following is an example based on ?lasser to illustrate how to help pupils make value *udgement.
(eacher ) *hat are you doing+ /asked in unthreatening tone of voice.4 ,upil ) I-m waiting for a bright idea to appear. /+ill usually give an honest answer if not threatened.4 (eacher ) Is that helping you or the class+ ,upil ,upil ) .o. ) *hy not brainstorm with your friends+ /&ames better behaviour: if pupil cannot think of any, teacher suggests appropriate alternatives and lets pupil choose.4 Invoke reasonable conse.uences.
43
(eacher ) *hat could you do that would help+
?lasser stresses that reasonable conse.uences must follow whatever behaviour the pupil chooses. These conse.uences will be desirable if good behaviour is chosen compared to poor behaviour. Teachers should not manipulate events that stop pupils from experiencing unpleasant conse.uences. Their experience of pleasant and unpleasant conse.uences will help pupils to choose the right behaviour and take charge of their own lives. e persistent Caring teachers work towards one goal 6 getting pupils to commit themselves to desirable courses of behaviour. Commitment means consistency, doing something repeatedly, intentionally, while making sure that it is right. To convey this idea and to instill it in pupils, teachers themselves must be consistent. They must always help pupils make choices and make value *udgments about their bad choices. Carry out continual review. %or ?lasser, the classroom meeting is central to the implementation of a good system of discipline. This Lmagic circle; facilitates pupils in identifying problems and working towards solution for behaviour issues, curriculum matters or pupils; concerns /?artrell, 12114. ?lasser advocates three types of classroom meetings! - social problem solving whereby conflicts are discussed - educational diagnostic whereby educational ideas are addressed, and - open ended meetings are when real life problems are worked out. >iscussions in classroom meetings focus on two things! - identifying the problem, and - seeking solutions to the problem. . App& !a% o$ The following is an example to illustrate G&a""er." mo)e& app& e) $ a pr mar* !&a""room. Classroom scenario
44
Fatif, a pupil in Mr. $ng;s class, is .uite docile. 5e never disrupts class and does little sociali0ing with other pupils. ut despite Mr. $ngDs best efforts, Fatif rarely completes an assignment. 5e doesnDt seem to care. 5e is simply there, putting forth virtually no effort. ased on the scenario above, ?lasser would suggest the following. %irst that Mr. $ng thinks carefully about the classroom and the programme to try to determine whether they contain obstacles that prevent Fatif from meeting his needs for belonging, fun, power, and freedom. 5e would have Mr. $ng talk directly with Fatif about this matter and make necessary changes for him if possible. If no changes seem warranted, ?lasser would have Mr. $ng talk with Fatif so as to accomplish the following! Make sure Fatif understands his work responsibilities as a pupil in the class. Make sure Fatif understands that he can choose his behaviour 6 to work or not 6 and that his choice brings with it either desirable or undesirable conse.uences. 'ccept no excuses from Fatif for not beginning and completing his work. 5elp Fatif identify some alternative behaviours from which he can choose. Continually press Fatif to make value *udgments about his choice of behaviour. Make sure that when Fatif shows improvement, he receives conse.uences that are very attractive to him. &ever give up on Fatif. !. Gor)o$." Mo)e& The central tenet of ?ordon;s approach to classroom management is the importance of developing meaning and mutually beneficial relationships. ?ordon re*ects traditional models of reward and punishment because they are based upon an assertion of power and foster no intrinsic motivation. Instead ?ordon focuses on how pupil;s conflicts can be resolved in a way that will improve their relationships with their teacher and peers /Manning " 12134. . =e* I)ea" ?ordon /17BA4 outlined a $(m+er of )ea" %#a% !o(&) +e mp&eme$%e) $ a$ ESL !&a""room $ ma$a' $' p(p &". +e#a, o(r %owar)" a!# e, $' effe!% ,e %ea!# $' a$)
45
ucher,
&ear$ $' pro!e"". ?ordon;s model is a graphical tool used to identify who owns the problem when someone;s behaviour causes a problem or inconvenience. =sing a simple frame of reference for Hproblem ownershipI, i.e., HI own the problemI, Hthe other owns the problemI, Hno problem areaI, teachers can plot pupil;s behaviour into a diagram called H ehaviour +indowI, which helps teachers to use appropriate communication skills, such as, Hactive listeningI, Hconfrontative I6messagesI, Hshifting gearsI ,Hno6lose conflict resolutionI and Hvalues collisionsI in resolving a conflict. -ome of the key concepts and teachings in ?ordon;s model are!
'uthority 6a condition that can be used to exert influence or control over others. There are several types of authority. (roblem )wnership 6 individual troubled by a problem is said to MownM the problem. ehaviour +indow 6 a visual device of ?ordonDs used to determine if there is a problem and who owns it. MIM messages 6 messages that tell another person how you feel about their behaviour. M@ouM messages 6 blaming statements Confrontative MIM Messages 6messages that attempt to influence another to stop the unacceptable behaviour. -hifting ?ears 6changing from Confrontative to a listening posture +in6Fose conflict resolution 6ends the dispute temporarily with a winner and a loser. &o6Fose conflict resolution 6 everyone wins >oor openers 6 words or actions that invites folks to talk about what is on their minds 'ctive Fistening 6carefully listening and demonstrating understanding of what another person is saying Palues Collisions6 is anything a person believes will make the .uality of life better or very concrete like food or money
. App& !a% o$ In applying the model Gor)o$ propo"e" a " 0 "%ep pro+&em "o&, $' pro!e"" $ ma$a' $' !o$f& !% 4Ma$$ $' ? 5(!#er> 201-6 w# !# are; )ef $ $' a pro+&em 'e$era% $' po"" +&e "o&(% o$"
46
e,a&(a% $' %#e "o&(% o$" )e! ) $' w# !# "o&( %o$ " %#e +e"% )e%erm $ $' #ow %o mp&eme$% %#e )e! " o$ assessing how well the solution solved the problem;s The following is an example to illustrate Gor)o$." mo)e& $ a pr mar* !&a""room. Classroom scenario 5akimi is unable to concentrate on his task while working with his peers on -ocial -tudies task. 5e tends to be playful and diverts his group members; attention by being hilarious. 'pplying the six steps approach the following are the possible ways to deal with the the above situation! 'pproach the problem by asking the pupil neutral open .uestions to gain information about why the pupil cannot concentrate on the task. Fisten attentively to the response to build trust and communication. 'sk the 5akimi for suggestions on ways to help pupils to stay focus on their task. %rom the different ways that 5akimi had suggested ask him list down the strengths and weaknesses. 'sk 5akimi to choose the best way to stay focused. +ork on details on how the chosen way could be implemented. 'fter implementing the way that 5akimi had decided on, assess whether it works for him or not. 2.2.2.2 T#eor e" of A""er% ,e Ta!% !"; Lee ? Mar&e$e Ca$%er." 'ssertive discipline is a structured, systematic approach designed to assist educators in running an organi0ed, teacher6in6charge classroom environment. Canter /12124 believe that teachers have the right to determine what is best for pupils, and to expect compliance. &o pupil should prevent you from teaching, or keep another pupil from learning. (upil
47
compliance is imperative in creating and maintaining an effective and efficient learning environment. To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively. More than being a director, assertive teachers build positive, trusting relationships with their pupils and teach appropriate classroom behaviour /via direct instruction.describing, modelling, practicing, reviewing, encouraging, and rewarding4 to those who donDt show it at present. They are demanding, yet warm in interaction: supportive of the youngsters: and respectful in tone and mannerisms when addressing misbehaviour. 'ssertive teachers listen carefully to what their pupils have to say, speak politely to them, and treat everyone fairly /not necessarily e.ually4. . =e* I)ea" The key i)ea" of A""er% ,e >iscipline are! #ewards and punishments are effective. oth teachers and pupils have rights to feel comfortable. Teachers create an optimal learning environment. Teachers apply rules and enforce conse.uences consistently without bias or discrimination. Teachers use Hdiscipline hierarchyI which informs pupils of conse.uences of misbehaviour and how it dealt with based on the level of severity. Teachers are assertive, not nonassertive or hostile.
In order to use 'ssertive >iscipline, teachers should! >ismiss the thought that there is any acceptable reason for misbehaviour / iologically based misbehaviour may be an exception4. >ecide which rules you wish to implement in your classroom. >evise four or five rules that are specific and easily understood by your pupils.
48
>etermine negative conse.uences for noncompliance /@ou will be providing a conse.uence every time a pupil misbehaves4. Choose three to six negative conse.uences /a Mdiscipline hierarchyM4, each of which is more punitive or restrictive than the previous one. These will be administered if the pupil continues to misbehave.
>etermine positive conse.uences for appropriate behaviour. %or example, along with verbal praise, you might also include gift vouchers that are given to pupils for proper behaviour. (upils write their names on the cut up pieces of paper and drop them into a container for a daily pri0e drawing. $ven if a pupil is having a bad day, there is a reason to improve. (upils might get a gift voucher have a chance to redeem a gift from the local supermarket. )thers might receive notes of praise to be shown to their parents. ?roup rewards are also used. ' marble might be dropped into a *ar for each predetermined interval that the class as a whole has been attentive and respectful. +hen the *ar is full, a special event is held. -ome assertive teachers write a letter of the alphabet on the board for each periodE activity of good group behaviour. +hen the letters spell M(i00a (artyM /or some other activity4, that event is held.
Conduct a meeting to inform the pupils of the rules. $xplain why rules are needed. Fist the rules on the board along with the positive and negative conse.uences. Check for understanding. #eview the rules periodically throughout the year in order to reiterate important points and consolidate the rules. 5ave the pupils write the rules and take them home to be signed by the parentsE guardians and returned. 'ttach a message explaining the rules and re.uesting their help. ecome skilled in the use of other assertive discipline techni.ues! - Communicate your displeasure with a pupilDs misbehaviour, but then be sure to tell the pupil what heEshe should be doing. %or example, consider! /Syihan, please put the pencil down on the desk and pass your paper forward./ &otice that the teacher told the pupil what to do. )ften pupils continue to display inappropriate behaviour when they have been told to discontinue it because they do not know what they should be doing. &ow that you have given a direction, you can reinforce the pupil for
49
compliance or punish the pupil for non compliance. e sure to add emphasis to your directions by using eye contact, hand gestures, and the pupilDs name. - #ecogni0e and .uickly respond to appropriate behaviour. This .uick action will encourage the pupils to display the desired behaviour more often. embarrassment in front of peers. - Fearn to use the Mbroken recordM techni.ue. Continue to repeat your command /maximum of three times4 until the pupil follows your directions. If directions are not followed at that point, the se.uential list of penalties is implemented. >o not be sidetracked by the pupilDs excuses. e aware that some pupils may need to be reinforced .uietly or non6verbally to prevent
2.2.2.- T#eor e" of Demo!ra% ! Tea!# $' $ssentially, every action of the pupil is grounded in the idea that he is seeking his place in the group. ' well6ad*usted pupil will conform to the re.uirements of the group by making valuable contributions. ' pupil who misbehaves, on the other hand, will defy the needs of the group situation in order to maintain social status. +hichever of the above mentioned goals he chooses to employ, the pupil believes that this is the only way heE she can function within the group dynamic successfully. >reikurs states that Mhis goal may occasionally vary with the circumstances! he may act to attract attention at one moment, and assert his power or seek revenge at anotherM />reikurs, 1798 in <ohn, 12294. #egardless if the pupil is well6 ad*usted or is misbehaving, his main purpose will be social acceptance . The main arguments, strategies and usefulness of theories of democratic teaching are described in Table 1.1.
Ta+&e 2.2; Ma $ ar'(me$%"> "%ra%e' e" a$) ("ef(&$e"" of Demo!ra% ! Tea!# $'. Ma $ Ar'(me$%8Te$e%" Classrooms are democratic with apprppriate teaching styles. Mutual respect motivates pupils to behave constructively. Constructive behaviour occurs out of S%ra%e' e"8Te!#$ /(e" (rovide lessons with social interest in mind. (rovide a teaching environment that supports pupils; sense of belonging. Ref&e!% o$8U"ef(&$e"" $-F classes allow pupils to work in small groups and as a large group to support social group belonging. -ocial groups can take place
50

their heightened sense of social interest. Three types of teachers! autocratic. /harsh boss4, permissive /uninvolved and no expectations4, and democratic /support internal motivation and responsibility4. (upils who do not feel a sense of belonging will resort to! attention gaining, power seeking, revenge, or displaying inade.uacy. (raise supports completion. $ncouragement supports the process. Fogical conse.uences produce better results than punishment. Come up with a set of classroom rules as a group. -upport responsibility through freedom of choices in lesson plans. 'void power struggles and encourage pupils who display inade.uacy. Encourage pupils rather than praise them. (rovide pupils with logical conse.uences to Hmistaken goalsI to support responsibility and avoid punishment. in criticism, aesthetics, and production. 'llow time for each of these. $ncourage pupils who seem discouraged in the process of a product, rather than praising them for their completion. In group criti.ues, ask about process rather than focusing on the final product by itself.
2.2.2.1 T#eor e" of I$"%r(!% o$a& Ma$a'eme$%; 7a!o+ =o($ $ <ounin;s theory on classroom management and discipline /<ounin in $verston, 17794 is important because without some idea on how to control the pupils in an $-F classroom, there will be chaos. The most important aspect of teaching pupils is classroom management and teachers cannot successfully teach a language class if they are not in control. Teachers can implement <ounin;s theory as suggested in Table 1.3.
Ta+&e 2.-; Ma $ ar'(me$%"> "%ra%e' e" a$) ("ef(&$e"" of I$"%r(!% o$a& Ma$a'eme$% Ma $ Ar'(me$%8Te$e%" There is a difference between well managed and ill6run classrooms and this termed as instructional management. H+ithitnessI means the teacher knows what is going on at all times in the classroom. >o not allow for dead time during transitions. <eep momentum by keeping the pupils engaged in language activity at all times. ?roup work is a great time to move throughout the classroom and make sure that everyone is on task and S%ra%e' e"8Te!#$ /(e" +ithitnessNscan constantly, make notes of repeated behaviours, get to know the pupils on a personal level, keep moving through the classroom. Ref&e!% o$8U"ef(&$e"" In an $-F classroom, withitness is very important because teacher is constantly scanning the classroom and observing whether pupils are using $nglish language while communicating with their friends.
51

Momentum keeps the pupils engaged and on track with their material. Fesson presentation should be smooth to keep pupils engaged. (upils may experience satiation when they have been overexposed to a certain topic or strategy. (rovide pupils with en*oyable and challenging lessons. 'sk pupils their input before planning lessons K what interests themE what do they want to learnE what challenging techni.ues do they want to learn, 'sk pupils .uestions to ensure that they are not experiencing satiation. . ?ive lessons multiple times and reflect on your instructional management during teaching. $n*oyable and challenging lessons go hand in hand with $-F classes. Teachers can ask pupils what challenges them the most and what they want to learn. understands the material.
2.2.2.2 T#eor e" of Co$'r(e$% Comm($ !a% o$; <a m G $o%% 5aim ?inott believes that effective classroom management depends a lot on the way in which the teacher interacts with students. It is believed that the teacher is a decisive element in the classroom, who can shape students in anyway depending on the teacher;s behaviour. ?inott promotes the use of congruent messages and to respect students as they are for effective classroom management /Charles, 17774. Congruent communication is open, harmonious with pupils; feelings about themselves and their situations, and without sarcasm. It sends Hsane messagesI /Tauber, 122B4 about a situation that involves a pupil, but not the personality or character of the pupil. These messages are used to guide pupils away from inappropriate behaviour. Teachers should avoid using Hevaluative praiseI as it is destructive to the pupils; character. Instead, teachers should resort to use Happreciative praiseI as it shows appreciation for what the pupil has done and the effort taken. 'ccording to ?inott, both teachers and pupils should interact appropriately to maintain positive classroom behaviour. Congruent communication can be achieved when teachers! promote self6discipline for both teachers and pupils: believe Hthe essence of discipline is finding effective alternatives to disciplineI:
52
accept and acknowledge pupils without labeling, arguing, disputing, or belittling the individual: avoid evaluative praise and use appreciative praise instead: avoid saying HyouI and HII messages to pupils: demonstrate their best behaviours, and invite rather than demand pupil cooperation. (upils, on the other hand should behave properly according to classroom norms and accept responsibility for their behaviour.
E0er! "e 1 1. riefly discuss how you would use the four types of reinforcers in your $-F classroom. 1. ?lasser stressed that rules should be established by teachers and pupils together. ?ive an example on how you would apply it in your $-F classroom and lead towards personal and group achievement of your pupils. 3. +ith reference to the classroom scenario on (age AB, write an HII message that you would like to convey to 5akimi. A. -hamim has been playing truant during your $-F lesson for four times, applying Canter;s Hdiscipline hierarchyI briefly describe how you would handle the situation. C. Gonathan attempts to answer a .uestion that you posed during your $-F lesson but his answer was wrong. Taking into account Hdemocratic teachingI tenets how would you provide feedback to his response.
9. 's an $-F teacher, briefly discuss how you would apply Lwithiness; in your primary classroom.
53
T(%or a&
1. >iscuss how the studied approaches, theories and models would lead to effective classroom management. 1. -imulate a situation in a classroom where the three theories E approaches could be applied. 3. In groups, simulate a situation in a classroom where the three approaches /authoritarian, group process and socio6psychological4 could be applied.
TOPIC - MANAGING RESOURCES AND FACILITIES; RULES> E@PECTATIONS AND PROCEDURES
-.0 SYNOPSIS Topic 3 focusses on the rules, expectations and procedures in managing resources and facilities in a classroom. classroom. -.1 LEARNING OUTCOMES y the end of Topic 3, you will be able to! outline and explain the effective physical classroom management for effective lessons. outline and explain the effective social cultural environment for effective lessons. outline and explain the conventions and routines for organising instructional time. It provides suggestions and strategies in creating a more organi0ed classroom as well as creating a comfortable and conducive environment in the
-.2 FRAMEAOR= OF TOPICS
54
Managing #esources and %acilities

(hysical Classroom $nvironment -ocial Cultural $nvironment Conventions and #outines for )rganising Instructional Time egining " $nding the >ay E(eriod Transitions ClassworkE 5omework
(hysical -pace
-afe $nvironment
(ositive $nvironment
Instructional #esources
Monitoring
Managing Fearner Focation " ?rouping
%eedback
CONTENT
SESSION FI!E -.2.1 P#*" !a& C&a""room E$, ro$me$% Classroom resources should be managed effectively to accommodate and conduct a variety of educational activities. Teachers have different ideas on their ideal classroom and the way they organise and arrange their classroom might be influenced by their different styles of teaching. 5owever, regardless of their teaching styles, teachers should consider all areas of the classroom when organi0ing the physical environment. #esource and facilities management is crucial in creating a conducive physical environment to enable effective teaching and learning. The following section will give you insights on how to optimi0e resources and facilities in the classroom. ' safe, clean, comfortable and attractive classroom can stimulate learning and help build an efficient classroom community. 5owever, setting up the physical environment of your classrooms can be .uite daunting, especially when faced with old buildings, crowded classrooms and insufficient storage space.
55
y organising the physical environment as
proposed by Charles and -enter /122C4 in their six facets of the physical environment you can make the most of your classroom. -.2.1.1 Or'a$ " $' P#*" !a& Spa!e
. F&oor Spa!e In deciding how to utilise your classroom floor space, you have to think of the pupils; movement during the different instructional activities conducted in the classroom. This would affect the pupils; seating arrangements and the layout of the furniture in the classroom.
. Sea% $' -eating arrangement normally depends on how you conduct your lessons. +hen pupils are taught as a group they should be seated as near to you as possible, facing a chalkboard or whiteboard. (rimary pupils may come together on a carpet in front of the class for whole6 group instruction. @ou may sit with them on the carpet or in a chair, often near a small board. >esignating marks or coloured s.uares on the carpet is a common method of arrangement. %or ease of movement aisles and gaps in seating should be maintained, but the distance between you and the farthest pupil should be minimi0ed as possible. +hen pupils are taught in small groups, they may be called to special areas where extra chairs are kept or to which they bring their own chairs. Ideally, the floor arrangement will keep you in fairly close proximity to pupils working at their desks. @ou must be able to oversee everyone in the class and the pupils are aware of that too. . Aork a$) a!% , %* area" ' classroom sometimes is too congested with pupils; desks and chairs and this will affect the work and activity areas in the classroom. 5owever, you do not need so much of the activity areas because most of the class activities are done on the pupils; assigned seats. If there is extra space, you may want to use it to set up for a .uiet reading corner.
56
@our table is also one important area in the classroom. It must represent your authority and position so whenever a pupil is called to come and see you there, they feel honoured and proud. %irst of all, the table must be clean so it can be a good example for pupils. The area can also be made attractive by having an attractive file cabinet, and shelves for a small collection or personal books. The table should also be positioned so it oversees the entire class.
,. Aa&& Spa!e Classroom walls offer excellent instructional possibilities. Chalkboards or whiteboards are normally placed to face the pupils. They are routinely used to post daily information, assignments and also for explanations and demonstrations. ulletin boards tend to be used mostly for decorations and rarely for instruction. It also can be used to display pupils; work. It provides recognition of pupils; achievements which builds their self6esteem and is highly motivating. (upils can learn from each other and at the same time instil their sense of ownership in the classroom. -.2.1.2 Lo!a% $' I$"%r(!% o$a& Spa!e
. S#e&f "pa!e Textbooks, reference books and other special materials can be stored or displayed on shelves. -pecial materials to motivate and extend pupils; experiences can also be kept on shelves in most classrooms. These include video and audio C>s and tapes, games, pu00les, puppets, toys and other materials. . C(p+oar) This is the best place for you to keep pupil supplies, worksheet, audiovisual e.uipments, $-F specific e.uipment. (upil supplies include such things as writing paper, construction papers, pencils, scissors, glue, paints, crayons, rulers and pens.
57
(ersonal set of cleaning materials is can also be kept in the classroom closet and these includes brooms, dust cloths, cleanser, paper towels and rags. In short, a cupboard is a place where you can store any teaching and learning materials or anything that is related to the classroom materials or pupils; worksheets or supplies. +hatever it is, the stuff must be properly arranged and easily accessible.
-.2.2 So! a& C(&%(ra& E$, ro$me$% -.2.2.1 Safe E$, ro$me$% Malaysia is a multi racial country and the pupils; diversity is obviously displayed in the classroom. These different ethnic groups that practise different norms and beliefs, and these cultural diversities in the classroom is something that you need to be aware of since it has an impact on your classroom management. @ou should always bear in mind that it is important for them to build a warm, caring, supportive and challenging classroom climate that will ensure effective social emotional teaching and learning. %raser and ); rien /178C4 suggest that teachers may safely proceed on the premise that classrooms function best when they provide a positive and structured climate, one that reflects warmth, support and pleasant circumstances with very low levels of fear. . P"*!#o&o' !a&&* "afe Teachers are said to be able to create a safe environment when their pupils do not feel threatened mentally or physically. (sychologically pupils would feel safe if they know that teachers are sensitive about their cultural diversity. @our pupils will feel safe because culturally, different ethnic group have different customs or practice which do not comply with their own customs or practice. They do not have to explain about their Lmisbehaviours; and this will create a very peaceful state of mind among them and emotionally they would feel safe knowing that the classroom is a place that does not practice discrimination and has high tolerance towards the cultural diversity.
58
. P#*" !a&&* "afe Piolence and bullying cases in schools are factors that can cause unsafe environments in schools where pupils can be physically harmed by their peers or other pupils in the school. (upils are said to be physically safe if they are not harmed physically either by their peers or teachers. -ometimes teachers want to take the law into their own hands by punishing the pupils physically. This should be avoided because teachers should always be seen as warm and caring individuals who will protect their pupils as they will protect their own children. )nce you have broken the trust that the pupils have in them, most likely learning will not be able to take place naturally and effectively. . S%ra%e' e" I$ Promo% $' a Safe S!#oo& &o one person or group can bear the responsibility for creating and maintaining safe classrooms. Instead, a collaborative effort must be made that includes teachers, pupils and parents /Manning and ucher, 12134. Aork $' w %# %ea!#er" In school, teachers play vital role in promoting a safe environment in school by ! 6 6 6 6 helping pupils to develop social competencies, problem6prevention skills and coping skills: emphasi0ing pro6social attitudes and values about self, others and work and avoids negative labelling and tracking: monitoring pupils; academic progress, behaviour and attitudes on a regular basis: nurturing role models who show supports, warmth, mentoring and responsiveness to pupils needs. Aork $' w %# p(p &" @ou can provide opportunities for pupils to assume responsibility for safer schools by! 6 creating a buddy system in the classroom in which current pupils help the new arrivals: 6 getting the pupils involved in a class pro*ect together such as a classroom beautification campaign: and
59
6 establishing pupils tip lines which provide anonymous, non threatening way for pupils to report school crime. 5owever, it is often controversial because some parents and teachers do not want pupils placed in awkward situations.
Aork $' w %# pare$%" a$) !omm($ %* mem+er" @ou can also enlist the help of parents to promote safe classrooms by! 6 6 $ncouraging them to communicate with teachers and making special effort to know their children;s friends and children;s activities at and away from school. %amiliarising with the school safe school policy as well as an individual teacher;s safe classroom policy. -.2.2.2 Crea% $' Po" % ,e E$, ro$me$% It is your responsibility to establish and maintain a positive psychosocial environment, though pupils can help in this effort. 'ccording to Charles and -enter /122C4, there are many factors that contribute and significantly influence the psychosocial environment of the classroom and one of them is human relations skills. <(ma$ re&a% o$" "k &&" ?ood human relations enable people to interact pleasantly and productively, both of which are essential to a participative environment that promotes school learning. These skills are as follows! 6 %riendliness K is a trait that is admired everywhere and a skill that can be learned bysmiling, speaking in a considerate way, using names, asking how they are, in.uiring about family and work. )thers tend to respond to us in the same way. 6 Maintaining a positive attitude K we show it by looking at the bright side of things and avoiding complaining, faultfinding or backbiting behaviours known to undermine positive climates. (eople with positive attitudes believe that all problems can be solved and deal with problems rather than complaining about them.
60
'bility to listen 6 it shows genuine interest in the other person, indicates that the other;s observations are valued, and enhance the .uality of communication by bringing out a genuine exchange of ideas.
'bility to compliment genuinely K It is evident that most people like to receive compliments and they react positively toward individuals who compliment them. /Charles and -enter, 122C4
-.2.- Co$,e$% o$" a$) Ro(% $e" for Or'a$ " $' I$"%r(!% o$a& T me Conventions and routines are a vital part of efficient classroom operations. -ome researchers and writers term them as rules, procedures, and routines /<aren, 1777: Gones, 178B " >reikurs, 1798 in Manning " uchers, 12134. Teachers using procedures are able to manage time better, have less discipline problems, and are able to complete more curriculum. -ome have routines and procedures for everything, from using the restroom to how to enter the room. Classroom rules, procedures and routines create a smooth running classroom that is beneficial for all students. Conventions and routines are a vital part of efficient classroom operations. -ome researchers and writers term them as #ules, (rocedures, #ights, $xpectations, #esponsibilities, -tandards or Conse.uences. &evertheless all these terms refer to organising classroom instructional time. 'ccording to <aren /17774, H (erhaps the most important item under classroom operation is rules. +hether the teachers refers to them as rules, rights, expectations or responsibilities, these principles govern classroom operation and become the written and unwritten code that allows a classroom to work.I %redric Gones /Gones 178Ba4, cited in Maning et. al. /12134 developed his (ositive Classroom Management Theory to help teachers address an array of pupil behaviour regardless of the grade levels, developmental levels or diversity of pupils. Gones /122B4, suggested specific teacher strategies and recogni0ed the importance of instructional effectiveness in classroom management. 5is key concepts are shown below!
61
>eveloping
classroom
structures,
including
rules,
procedures
and
physical
arrangements. #emaining calm and using body language to set limits. Teaching pupils cooperation and responsibility (roviding backup systems >reikurs /in Manning and ucher, 12134 called for democratic teaching and classroom
management procedures. 5is early work has had significant influence on educators and classroom management theorists, especially those who believe in developing supportive classrooms In >emocratic Teaching and Management, a multifaceted model of classroom management, four aspects stand out! identifying and addressing mistaken goals of misbehaviour, acting as democratic rather than autocratic or permissive teachers, using logical conse.uences rather than punishment, and understand the difference between praise and encouragement. >reikurs believed that when teachers act in a democratic fashion, they demonstrate effective instruction and provide a collaborative learning community where teachers and pupils work towards common goals. ased on the the theoritical concepts and framework mentioned above, here are some suggestions for organising instructional time in the classroom. These are only suggestions not the only ultimate approach. Teachers are expected to organise their instructional time in accordance to physical environment of the classroom, school policies and ethos. 'dopt and adapt according to the theoritical concepts and framework discussed. -.2.-.1 5e' $ $' a$) E$) $' %#e Da* or Per o) 't the beginning of the class period, the pupils come in, hand in their homework, and then immediately get out their notebooks. They will write down the date and the ob*ective/s4 for the day. Then, they will copy down the H%ood %or ThoughtI .uotation of the day and do a .uick6write on what they think the .uote means. This process takes up the first C minutes of class. +hile they are doing the .uick6write, the teachers will be taking down attendance.
62
Then the teachers will have volunteers share their ideas. %or any papers that pupils hand in to the teachers, there is a paper header procedure. The pupils must write their name, date, and bellEblock on the upper right margin of the paper. )n the upper left margin, they must write the title of the assignment. There is a procedure for turning in assignments.The teachers will have large collection bins on the counters. There is a bin for each bellEblock. $ach bin is divided down the center with a divider. )ne side will be for homework, and the other side will be for in6class work. 5omework is deposited in the homework side as soon as the pupils come into the classroom at the beginning of class. 'fter a pupils finishes a class assignment, they go and drop their work into the class work site. Tests are &)T dropped into the bin, however. They are directly given to the teachers when the pupil is finished. . T#e +a%#room pro!e)(re 't the beginning of the year, each pupil makes his own bathroom card /a large neon yellow index card4 with his name on it, and keeps it in his $nglish notebooks. There is a premade hallEbathroom pass by the door. )nly one pupil at a time can leave to use the bathroom. The pupils cue by raising their hand, holding their bathroom pass. +hen the teachers acknowledges by noddinghisEher head, they put their card on their desk, get the hall pass and leave. The large, bright cards helps the teachers to keep track of who is gone. . T#e ) re!% o$9' , $' pro!e)(re %irst the teachers will tell the pupils what the assignment is. Then they will tell them to repeat the assignment back to the teachers /?ive " ?et4. &ext, they will give a time limit. %ollowing which they will tell them how they will be evaluated /whether the assignment will be collected or not, whether the teachers will discuss it or not afterwards4. Then, they will ask if there are any .uestions. If so, they will answer them. %inally, they will hand out the assignment. If this is a group assignment, then they will place them into groups and then hand out the assignment. The procedure for assigning groups is! The teachers use a deck of cards. It contains the same number of face cards for each suite to match the number of pupils heEshe wants in a
63
group. %or example, if the teachers are assigning A groups of C, they would have C face cards from each suite /different shapes or colours4. The teachers shuffle the cards, and walk around, handing one to each pupil. Then they name a suite and the pupil who is holding that suite goes to one corner of the room. The teachers repeat this until everyone is in a group. . T me & m % pro!e)(re The teachers use a countdown timer on (ower(oint. It flashes red at H12 minutesI, HC minutesI, H1 minuteI, and then will say H-T)(.I If the pupils are in groups, someone in the group should also be keeping track of the time.
-.2.-.2 C&a""work8<omework . <omework Fo&)er Pro!e)(re $ach month, the teachers will give two pupils in each bellEblock the role of being the homework keeper. )ne or the other will copy down the homework for the day, the date it was assigned, and the date it is due. They will put this in a file cabinet folder. They will also include any handouts that supplemented the lesson, and that will be helpful for homework. The teachers assign this role to two pupils so that the *ob still gets done if one is absent. 'bsent pupils can go to the homework folder to get homework assignments that they have missed. . <omework po& !* (upils write homework in a composition book every day. It is the pupils; responsibility to bring their composition book to and from school everyday. =nless certain circumstances arise, pupils have one assignment a day that takes approximately twenty to thirty minutes. The teachers can check the homework the following day but does not grade it since asssistance is usually given in the lower grades. (upils who do not hand in homework in a timely fashion make it up in the classroom and make up missed homework during free time in the room. (upils receive a weekly homework sheet with a list of assignments. -.2.-.- Tra$" % o$"
64
. Tra$" % o$" I$%o a$) O(% of %#e Room 5e' $$ $' %#e S!#oo& Da* Teachers should establish a routine to open each class day. The routine should be supervised and led by the teachers so that it is done efficiently and helps pupils Hsettle inI to the classroom. The routine need not be elaborate or time consuming. -ome suggestions for teachers to begin the day!6 riddle for the day a discussion of the day;s lunch menu, the pledge of allegiance date and birthdays discussion of school events or other items of interest
&ot only does this routine establish a whole6class focus, it also gives pupils a chance to get some of their chatter out of the way before beginning academic content activities. Lea, $' %#e room (upils will leave the room en masse at several times during the day! at recess and for lunch, physical education, music, computer lab or perhaps some other instructions. ' common techni.ue used is to have the pupils line up after appropriate materials have been put away, with the .uietest table or row lining up first. Teachers should decide what behaviours are appropriate in line. Re%(r$ $' %o %#e !&a""room %re.uently teachers establish a procedure for this transition, particularly after recess or lunch time. 6 6 (upils are to enter the room .uietly and take their seats: They may read or rest with their heads on their desk:
65
(upils who need to use bathroom, sink, pencil sharpener or drinking water may do so, one at atime at each area.
+hen pupils return from an out6of6room activity that has left them noisy or unusually HchattyI, or if they are excited when returning from recess, the transition activity should give the time to wind down before starting academic work. Teachers might permit .uiet social talk as they settle in and get ready for the next lesson. Monitor pupils so that Hwind downI time doestn;t become Hwind upI time. 5e%wee$ A!% , % e" Movement between activities is more difficult to manage when pupils complete or start them at varying times. The teacher is fre.uently working with one or a few pupils at a time. Fess supervision of movement is possible and pupils may begin to wander around fre.uently, wasting time and distracting other pupils. (upil movement should be regulated by procedures that make clear when and for what purpose pupils may move around, converse with other pupils or be out of their seats. Identifying the reason for excessive wandering or out6of6seat behaviour can be helpful in remedying it. If pupils have completed their work satisfactorily and have nothing to do, then more challenging work or enrichment is appropriate. E$) $' %#e )a* ' routine is needed at the end of the day to ensure that pupils; desks and work areas are cleared off, materials to go home are ready and pupils leave on time. (lanning ahead for the end of the day guards against hurried closings, lost papers and a feeling of confusion and chaos. )ther important end6of6day tasks include briefly reviewing important things learned that day, foreshadowing coming events and checking materials that will be taken home. If teachers have pupils who leave early to ride a bus, do only the essentials with them and complete the rest of the routine after they leave.
66
-.2.-.1 Mo$ %or $' Monitoring is to heighten class teachers; awareness of what is actually occuring in the day6 to6day organi0ation and management of their own classrooms and allow opportunities for considering ! The improvement of practice The improvement of understanding of practice by practitioners: The improvement of the situation in which practice takes place /Carr and <emmis,17894 . C&a"" !o$"e/(e$!e" &on6verbal warning /stern look, positioning, cue4 Perbal +arning (upil6Teacher meeting (hone call homeE>etention #eferralE Meeting with the 5eadmasterE5$( . C&a"" $!e$% ,e" 5omework passes. %ree Time at the end of class /('T time4. (oints towards their overall grade. 't the end of an unit, have an approved movie day. (lay the radio /appropriate music4. Class chooses between two activities to do that day. . C&a"" !(e" -aying HFadies and ?entlemenI or boys and girls to get attention. Turning lights on and off to get attention.
67
(ut index finger to mouth to tell students to be .uiet. (upils put pencils down when done with an assignment. (upils raise hands holding bathroom card to signal. -.2.-.2 Fee)+a!k %eedback, however briefly makes pupils feel valued. )ne way of treating pupils with dignity and respect is to expect them to do well. 5igh expectations are important to pupil acheivement. Teacher feedback and actions can demonstrate this confidence in pupils or undermine pupils; effort. Teachers can offer feedback in! oral comments written comments suggestions during guided practice .uestion and answer suggestions on homework and in6class assignments progress reports and notes home to parents %eedback must be specific, clear and must provide the pupil with the opportunity to act on it. -ome examples of feedback statements are! HThis is good. If you add an example it will be excellentQI H?ood start on that description of the main characterQ Can you add two more ad*ectives,I H@ou have compared two characters, now add some contrast.I +ritten feedback on papers offers so much more to a learner than comments such as LPague;, L'wkard; and L>o overQ;
-.2.-.B Ma$a' $' P(p & Lo!a% o$ a$) Gro(p $' Ideally classrooms should be arranged so that the pupils are in a H=I shape, where the desks on the sides are diagonal, facing the board. +ith this arrangement, the teachers can see every pupil, and every pupil can see the board. This set up puts the focus on the center
68
of the room where the teachers will be teaching. The teachers;s desk is at the back of the room so that heEshe can see all of the pupils. 'lso, this set6up allows for ease of putting them into groups or partners. There is plenty of room to walk in6 front6 of and behind desks, as well as room to walk behind rows.
Teachers can also use other means of pupil location and grouping according to their needs. Classroom management theories and organising instructional time are based on the idea of developing classrooms providing a climate of respect, a democratic environment, cooperatively developed rules, logical conse.uences and a focus on the rights and welfare of both teachers and pupils.
69
E0er! "e 1 D "!("" %#e /(e"% o$" +e&ow. 1. +hat are your considerations when setting up your classroom at the begining of the year, 1. 5ow can a teacher create the right ambience in the classroom that would create a conducive environment for teaching and learning to take place, 3. 5ow can the supportive approaches to classroom management and organiising instructional time be used to help Hcalm down and tame the pupilsI, A. >evise two types of pupil location and grouping for story6telling sessions and role play.
T(%or a& 1. >iscuss how effective physical classroom environment and social cultural environment would contribute to effective lessons. 1. >iscuss how classwork E homework, monitoring and feedbacks help create effective classroom sessions. 3. >iscuss how good management of pupil grouping helps $-F pupils improve their $nglish proficiency. A. >iscuss how effective communication skills would lead to effective lessons. C. >iscuss the impact of personal characteristics of good and bad communicators to young $-F pupils. 9. >iscuss how effective use of different types of verbal and non6verbal communication skills would lead to effective classroom management. B. >iscuss ways to manage verbal and non6verbal communications in a primary $-F classroom.
70
TOPIC 1 COMMUNICATION S=ILLS FOR CLASSROOM MANAGEMENT

1.0 SYNOPSIS Topic A introduces teachers to communication skills for classroom management. It focuses on communication skills, skills for effective communication, (ersonal characteristics of good communicators, verbal and non6verbal communication, and managing verbal and non6 verbal communication in an $-F classroom. 1.1 LEARNING OUTCOMES y the end of Topic A, teachers will be able to! Identify different effective communication skills for classroom management. Identify personal charateristics of good communicators. Identify different effective communication skills for classroom management. >ifferentiate verbal and &on6verbal communication skills. Identify and manage different verbal and &on6verbal communication skills effectively.
1.2 FRAMEAOR= OF TOPICS
Comm($ !a% o$ Sk &&" for C&a""room Ma$a'eme$%

Communication -kills -kills for $ffective Communication (ersonal Characteristics of ?ood Communicators Perbal and &on6verbal Communication Managing Perbal and &on6verbal Communication
71
CONTENT SESSION SI" (6 hours) 1.2.1 Comm($ !a% o$ Sk &&" HCommunication is the act or process of transmitting information about ideas, attitudes, emotions, or ob*ective behaviourI Mirriam +ebster >ictionary 1212 Communication re.uires a sender, a message, and a recipient, although the receiver need not be present or aware of the senderDs intent to communicate at the time of communication: thus communication can occur across vast distances in time and space. Communication re.uires that the communicating parties share an area of communicative commonality. The communication process is complete once the receiver has understood the message of the sender. ' person is said to have good communication skills when heEshe is able to convey the message intelligibly so that the other person understands it. +hen it comes to teaching, communication is the vehicle that moves education forward. It is a process of interchanging thoughts, feelings and information. It is the means by which teachers motivate, inform, guide, encourage, build relationships, meet needs and otherwise stir the eductional pot /Gones, 12224. 1.2.2 Effe!% ,e !omm($ !a% o$
'n effective communication is one in which the receiver understands the senderDs message and is capable of conveying it to other people. $ffective communication is one in which the conversation made by the sender and the receiver is interactive. )ne has to know the intention of the sender. $ffective communication is clear in content and respectful of the other person. @ou can achieve this by choosing your words carefully and selecting ones that correctly represent your thoughts and feelings in a non6*udgmental way.
72
$ffective communication is key to maintaining good personal relationships. Communication can include non6threatening sharing of information, or it may involve emotionally heavy topics that are likely to set off negative reactions in the person listening. efore you begin speaking with a significant other on a difficult sub*ect, first check your feelings and the message you want to communicate. #emove from your speech and body language triggers that suggest you mean something different from what you are saying. It is not far6fetched to say that good and effective communication contributes more to the .uality of teaching and also effective classroom management than does any other skill. 1.2.2.1 Sk &&" for Effe!% ,e Comm($ !a% o$
The list of communication skills presented below, should be helpful in interacting with people in an effective manner. . S%a* $' fo!(""e) -taying focused while communicating is very important. Concentrating hard should help in catching the speakerDs views and responding to them with ease. It can be irritating for a speaker to repeat his words again and again: careful listening is therefore, as important as proper speaking. (roceeding further without listening correctly is even more dangerous. It is therefore, necessary to maintain high concentration levels in order to communicate in a proper manner. . Effe!% ,e & "%e$ $' "k &&" $ffective listening skills is as important as speaking in the communication process. ?ood listeners do not have to spend much time in understanding what the other person has to say. They are capable of responding precisely since the whole thing is understood .uickly. %eedback offered by good listeners reduces the effort of speakers to elaborate on points to be communicated.
. Mak $' e*e !o$%a!%

73
Making eye contact while speaking and listening is a way to assure the speaker that you are following the communication process interestedly. Fooking away from the speaker or not *ust concentrating properly would exhibit your poor communication skills. ,. 5o)* &a$'(a'e ody language should be given as much importance as verbal communication. It is one of the important elements in the list of interpersonal skills. 'n open stance indicates that a person is interested in communicating. If the arms are kept crossed and shoulders placed in a hunched position, it suggests that the person is not interested in communicating. ,. A%% %()e 'ttitude of the speaker also holds great importance in the communication process. Fistening to the speaker patiently and then keeping forth your views should be the right thing to do. The attempt should not be that of winning over an argument but, understanding the sub*ect being discussed. , . Speak $' !&ear&* -peaking clearly is an important thing to keep in mind. Merely pronouncing the words clearly is not enough. The listener should be able to understand your viewsEthoughts clearly. 'ny kind of ambiguity can lead to confusion. ,. 5e $' po& %e @ou should not use harsh language even if you find the speakerDs views conflicting with that of yours. >isagreeing or displaying your disapproval about a certain conflict in a polite manner is always possible. )nce again, patience is the key to handle such type of situations.
, . =eep $' a$ ope$ m $)
74
<eeping an open mind helps in understanding the thoughts of others without getting into conflict6mode. )b*ective analysis of a particular statement helps in preventing arguments and carrying on with the communication process. $xplaining a particular concept to an audience re.uires you to be aware of the level of understanding of listeners. %or the communication process to be fruitful, both the thinking plane of the audience and speaker should be the same. There are instances when you need to repeat your statement or message to the listeners without getting irritated. <eeping your head and staying patient is the key to maintaining the communication process hurdle6free. Making your communication process creative is possible with a little bit of effort. %or example, teachers in a school may have conflicting views. 5owever, expressing them tacitlyEcreatively should keep them from using a negative tone while presenting their viewpoints. +e often make mistakes while speaking and listening /not concentrating enough4, and thereby, respond in a wrong way. @ou should always learn from the mistakes you have made in the past. This approach helps in culling the errors one6by6one and thereby, improving the communication process /http!EEwww.ehow.com4.
1.2.- Per"o$a& C#ara!%er "% !" of A Goo) Comm($ !a%or 'll the skills in the world will not help you communicate effectively if you are not interested in other people and in the world around you. @ou should think about how you would like people to treat you and then treat them in the same way. ' good communicator! remembers pupils; names, greets them in a friendly manner and speaks to them with courtesy and respect. always sends suitable non6verbal messages that supports his words as he knows that what is communicated non6verbally can be more meaningful than words. focuses on the person with whom he is speaking making the person feel very important, which enhances the effectiveness of the communication.
75
listens effectively as listening is an effective way to show interest in another person. $ffective listening involves not *ust remaining silent, but nodding one;s head in agreement, making little response noises, using prompters like HinterestingDD or Htell me more,DD or asking pertinent .uestions to show one is paying attention. )pen6ended .uestions that re.uires longer answers encourage the other person to talk.
masters the rules of eti.uette and good manners to be positive and polite as these are vital for effective interpersonal relationships. usually reads great books to develop his communication skills. 5e is also interested in learning the proper way to speak well because he believes in the saying H-peech is a mirror of the soul. 's a man speaks, so is heH. 1.2.1 <ow Effe!% ,e Comm($ !a% o$ Sk &&" <e&p 5( &) Goo) ESL Le""o$" 5aving effective communication skills will make teachers non6*udgemental towards their pupils: thus treating them with respect. (sychologically the pupils will feel appreciated, which will help develop their self6confidence and self6esteem as well as enhance their class performance. Teachers too will improve their self6confidence and ability to conduct good lessons. 5ence effective communication skills! . Promo%e P(p &". Se&f E"%eem (upils will feel that their thoughts or ideas are appreciated when teachers listen to their opinions. This increases their self esteem and confidence. Confident pupils are less likely to second guess their answers on tests, and self6assured pupils are more likely to speak up in class. Class participation leads to increased learning for the entire class. . 5( &) Tea!#er". Se&f9Co$f )e$!e Communicating effectively also boosts teachers; self6confidence over time which in turn helps them to effectively deal with pupils. Conse.uently, they will be able to deliver their lessons efficiently and motivate as well as inspire their pupils to excel in their studies. . Pre,e$% M "($)er"%a$) $'" Communicating and expressing effectively can minimi0e the risk of misunderstanding among pupils. Teachers will be able to deliver their lesson in the best possible way so that teaching and learning takes place in the classroom. They will use various communication
76
strategies to ensure that the lesson is well understood and the pupils achieve the learning outcome for that day. ,. Impro,e C&a"" Performa$!e Teachers who practise effective communication will notice an improvement in the overall class performance. Teachers can gauge the effectiveness of a lesson through their pupils; feedback. y asking .uestions, teachers can determine if their pupils were able to retain the imparted information. -ince there will be less room for misunderstanding to occur in the class, the pupils will learn better and this will contribute to better class performance. /http!EEwww.ehow.comEfacts) 1.2.2 Ma$a' $' :er+a& Comm($ !a% o$ $ %#e C&a""room Throughout the school day, teachers will be communicating with the pupils and most of the time the communication can be divided into various purposes such as to inform, to instruct, to relate, to control and to motivate. . I$form $' P(p &" a$) Co$)(!% $' I$"%r(!% o$ Teachers inform pupils most of the time and this is done regularly. &ormally after a teacher has informed the pupils, he will continue checking the pupils; understanding by asking .uestions or repeating himself. . Co$)(!% $' I$"%r(!% o$ Teachers use most of their communication skills in deliivering a lesson to gain the pupil attention, provide motivation, give directions, explain cncepts and procedures, pose .uestions, provide feedback, reteach by providing corrective instruction and second chances and redirect inappropriate behaviour. . Ga $ $' A%%e$% o$ %re.uently attention is gained by making statement such as! H$veryone listen Q H H-imon says, listenQ H H%ree0eQI / for a hyper active class.4
77
)ften non6verbal signals are used such as! <nock on the table #hythmic hand clap #aising handEs (upils should be taught to respond immediately to these words or signals. It is very important for teachers to gain their pupils; full attention before they start a new lesson. ,. Pro, ) $' Mo% ,a% o$ Teachers provide motivation and encouragement as they engage their pupils in lessons. Teachers should reali0e that teaching does not *ust mean imparting knowledge, but it is also a process of nurturing one;s personal growth. +hatever the teacher says to the pupils has a great impact on them. Compare the folowing statements by teacher ' and ! '! HThere you go. I know you can do itQI ! H+hy are you so slowQ This is such an easy .uestion. >on;t tell me you cannot do itQI )bviously teacher ' is able to motivate and boost the pupils; self esteem, while Teacher would definitely kill the pupils; interest and motivation. The motivation that Teacher ' gives is known as intrinsic motivation! motivation that Lmoves; the pupils from inside. They want to learn because they are motivated to learn. Teachers can also provide motivation with statements such as! H oys and girls, this is a contest lesson to see if you can set a new record for youself or for the class.I HThere is a surprise hidden somewhere in the lesson, watch for it.I ,. G , $' D re!% o$" ?iving good directions is essential for good classroom management which can help to evade problems. Therefore in giving instructions a teacher should ! be clear: short and precise:
78
model what he means and if necessary show examples: and check to make sure pupils understand ,. Po" $' C(e"% o$" Ruestions keep pupils focussed and active. ' good .uestion might be asked to encourage pupils; participation. Ruestions also force pupils to use various level of thoughts, loom /17C94 listed six levels in application, analysis, synthesis and evaluation. ,. Pro, ) $' S(ppor% ,e a$) Corre!% ,e Fee)+a!k ?iving comments and feedback are common practice in classroom activities, however the main issues here is how supportive your comments are and also how effective your feedbacks are. This comments can be given either publicly or privately depending on the manner of the comments and the teacher;s reasons for providing the comments. Pr ,a%e 4I$) , )(a& fo!("6 In general, comments should be private if they single out a pupil. %or example when a teacher wants to boost one;s self esteem or to provide corrective feedbacks, he can give out these comments. HThis is some of the best work I;ve seen you do.M H@ou;ve made a mistake here. 5ow can you correct here.I HI think something is bothering you. 5ow can I help,I en*amin a hierachy of thinking! memory comprehension,
P(+& ! 4Gro(p Fo!("6 Comments can also be given out publicly when a teacher wants to give reminders or procedures which are appropriate to the entire class. elow are some of the comments that can be made publicly. HThis is some of the best work we;ve done.I
79
HIt seems that many of you are mking the same mistakes. Fet me explain that part again before I continue with the lesson.I , . Re) re!% $' I$appropr a%e 5e#a, o(r -ometimes, pupils do not act appropriately in the class, There are many factors that contribute to these behaviours but whatever the reasons are a teacher needs to be aware of this inapproprite behaviour immediately. (upils can normally put back on course through redirection such as the following! H'h -engI. /Gust say the pupils; name .uietly4 H@ou need to be finished in five minutes.I HI know you are tired, but let;s see if we can finish this. I;ll help you.I 1.2.B No$9:er+a& Comm($ !a% o$ Communication is the transfer of information from one person to another. Most of us spend about BC percent of our waking hours communicating our knowledge, thoughts, and ideas to others. 5owever, most of us fail to reali0e that a great deal of our communication is of a non6verbal form as opposed to the oral and written forms. &on6verbal communication includes facial expressions, eye contact, tone of voice, body posture and motions, and positioning within groups. It may also include the way we wear our clothes or the silence we keep. In person6to6person communications our messages are sent on two levels simultaneously. If the nonverbal cues and the spoken message are incongruous, the flow of communication is hindered. #ight or wrong, the receiver of the communication tends to base the intentions of the sender on the non6 verbal cues he receives. <nowledge of non6verbal communication is important managers who serve as leaders of organi0ational Mteams,M for at least two reasons!
To function effectively as a teacher or the manager must interact with the pupils successfully. &on6verbal cues, when interpreted correctly, provide him with one means to do so.
80
The teachers pro*ect attitudes and feelings through non6verbal communication. -ome personal needs such as approval, growth, achievement, and recognition may be met in effective teams. The extent to which these needs are met is closely related to how perceptive the teacher and the pupils are to non6verbal communication in themselves and in others on the team.
If the pupils show a true awareness to non6verbal cues, the class will have a better chance to succeed, for it will be an open, honest, and confronting unit.
1.2.D Ma$a' $' No$9:er+a& Comm($ !a% o$ $ %#e C&a"""room In an effective classroom, one would see that the teacher is able to conduct his or her lesson peacefully and properly where pupils listen attentively to their teacher and at the same time participate and interact positively. This situation may occur in a very ideal situation where you have a class of very motivated and well behaved pupils: but nothing is perfect in this world. Most of the time teachers will be facing pupils with various background and various attitudes in the classroom. To create a harmonious and effective teaching and learning environment, creative and resourceful teachers may use various means and strategies in their teaching and one of it may involve nonverbal communication. =sing nonverbal communication may save a lot of the teachers; energy and at the same time the flow of the teaching process will be smoother and more efficient.
. Fa! a& E0pre"" o$" %acial expressions usually communicate emotions. The expressions tell the attitudes of the communicator. #esearchers have discovered that certain facial areas reveal our emotional state better than others. %or example, the eyes tend to reveal happiness or sadness, and even surprise. The lower face also can reveal happiness or surprise: the smile, for example,
81
can communicate friendliness and cooperation. The lower face, brows, and forehead can also reveal anger. #eserchers believe, verbal cues provide B percent of the meaning of the message: vocal cues 38 percent: and facial expressions CC percent. This means that, as the receiver of a message, you can rely heavily on the facial expressions of the sender because his expressions are a better indicator of the meaning behind the message than his words. 't the same time as the sender of the message, your facial epression will determine whether your message will not *ust be understood by your pupils but appreciated at the same time /5ealy, 17774. ' teacher who delivers his lesson accompanied by the right facial expression will display his own enthusiasm and sincerity that would be appreciated by his observant pupils. . E*e Co$%a!% $ye contact is a direct and powerful form of non6verbal communication. The teacher generally maintains eye contact longer than the pupils. The direct stare of the sender of the message conveys candour and openness. It elicits a feeling of trust. >ownward glances are generally associated with modesty. $yes rolled upward are associated with fatigue. In many instances the simplest and most effective corrective move is for the teacher to make solid eye contact with the pupils. (roficient classroom managers often rely heavily on their eyes as basic tools for keeping a class orderly and attentive. This avoids the unnecessary use of the voice to deal with the locali0ed and relatively routine problems, thereby avoiding a potential distraction for pupils who are busy working. . Para&a$'(a'e Is the content of your message contradicted by the attitude with which you are communicating it, #esearchers have found that the tone, pitch, .uality of voice, and rate of speaking convey emotions that can be accurately *udged regardless of the content of the message. The important thing to gain from this is that the voice is important, not *ust as the conveyor of the message, but as a complement to the message. 's a communicator you
82
should be sensitive to the influence of tone, pitch, and .uality of your voice on the interpretation of your message by the receiver. ,. C(e $' 8 Ge"%(r $' Cueing may involve consistent gestures that may suggest or indicate the teachers; intentions or instructions. %or example, a teacher might raise her hand as a cue for pupils to volunteer to answer a .uestion. ' teacher might also hold a book in the air to accompany a re.uest that the class take it out too. There are many other creative gestures that a teacher can use in the class so he or she will not repeat herself all the time. y pointing emphatically to a pupil;s seat , a teacher may effectively signal H-it down, please.I )n a different occasion, and with a younger class, a finger to the lips serves as a reminder to pupils that the present activities re.uires silence. Most good classroom managers have cultivated their sign language to the point where they are able to save themselves and their pupils a lot of unnecessary verbali0ation, at the same time maintain orderly and productive classrooms. ,. Pa(" $' In the middle of a lesson, when pupils start talking and disrupting the class, a teacher can *ust stop and pause. (ausing can be a very effective move in getting the pupils; attention. 5owever, it must be done deliberately and dramatically for example by pausing in the middle of your sentence. 't the same time your body should be paused too with your arms folded and accompanied by a look that demand something from the pupils such as HI;m waitingI or HFet me have your attention nowI. @ou should be prepared to wait several seconds or longer for everyone to focus their attention on you. , . Mo, $' I$ >uring a lesson, there will always be some pupils who are not paying attention or simply ignoring you by chit6chatting with their friends. Instead of yelling their names and interrupting your own lesson, you can walk around the class and move deliberately in the direction of the misbehaving pupilEs. In these instances, your physical presence is sufficient
83
to check the pupils; misbehaviour without the need for verbal intervention. Teachers can lean over the pupils and give them the kind of facial expression and penetrating eye contact that would definitely send the message such as H(ay attentionQI /5ealy, 17774.
E0er! "e 1 1. Communiction skills are very important and they are even more important to teachers. +hy, 1. +hat problems may arise if one;s communication is not effective, C. >escribe a situation where you would use non verbal communications to check pupils; misbehaviour. 9. >iscuss the importance of giving comments and feedbacks to pupils.
T(%or a& C(e"% o$" 1. >iscuss how effective use of different types of verbal and non6verbal communication skills would lead to effective classroom management. 1. >iscuss ways to manage verbal and non6verbal communications in a classroom. primary $-F
TOPIC 2
O5SER:ING AND RECOGNIEING PATTERNS OF 5E<A:IOUR
2.0 SYNOPSIS Topic C focuses on patterns of behaviour in a classroom. It discusses the general concept of behaviour and misbehaviour highlighting the two types of misbehaviour namely disruptive and non6disruptive behaviour as well as patterns of behaviour for each type. It also discusses the effects of and reasons for disruptive behaviours in a classroom from social
84
and psychological perspectives. This topic ends with discussions on ways to manage disruptive behaviours in classrooms. 2.1 LEARNING OUTCOMES y the end of Topic C, teachers will be able to! #ecogni0e and identify different patterns of behaviour. Compare and contrast between disruptive and non6disruptive behaviours. $xplain ways to manage the different patterns of behaviour. 2.2 FRAMEAOR= OF TOPIC
)bserving and #ecogni0ing (atterns of ehaviour

>isruptive ehaviour Piolent ehaviour &on6Piolent ehaviour $ffects of disruptive behaviours on $-F classroom #easons for disruptive behaviour Managing disruptive behaviour &on6>isruptive ehaviour
CONTENT SESSION SE!EN (3 hours) 2.2.1 Pa%%er$" of O+"er,a+&e 5e#a, o(r Classrooms are complex social sytems in which teachers and pupils interact in a variety of ways across contexts. In a normal si0e classroom in Malaysia, usually there are 32 to A2 pupils who have different individual needs, values as well as individual ways of behaving, interacting and sociali0ing with one another during teaching6learning activities. In such situation, it seems rather challenging for pupils with different characteristics and
85
personalities to sit through a class period and share the same environment without causing any disruptions. -imilarly, it is also challenging for teachers to create effective learning environments and at the same time to recogni0e individual emotional needs and deal with behavioural problems. The multiple dynamics of a classroom can be a challenge for any teachers. 5ence, teachers need knowledge on recogni0ing patterns of pupils; behaviour and skill on managing pupil behaviour to ensure the teaching6learning process is effectively delivered . Def $ % o$ of 5e#a, o(r In order to understand behavioural problem and how they affect pupils; engagement in the learning process, first we need to define the concept L behaviour-. Charles /12214 defines behaviour as L everything people do, good or bad, right or wrong, helpful or useless, productive or wasteful; /p.14. 5e also claims that behaviour is context6specific and may be communicated or displayed through a combination of attitudes, words and actions. In other words, it may be expressed verbally and non6verbally. 's behaviour cannot be separated from the context and situation in which it occurs, it explains why some pupils may behave in one way at school and another way at home. )ther than being context6specific and situational, behaviour is shaped by one;s values, expectations of significant others as well as society. (upils; relationships with teachers, peers, parents and school community shape their interactions and responses to the situation or environment. 5ence, the ways a pupil responds to situations or environments reflect hisEher behaviour. This suggests that behaviour is social in nature and its social norms determine what is considered appropriate and inappropriate behaviour. Inappropriate behaviour, in this context of discussion, is also referred to as Lmisbehaviour;. . U$)er"%a$) $' M "+e#a, o(r +hile the concept of behaviour is fairly straightforward and explicit, the concept of misbehaviour is indistinct and implicit. It involves a high degree of sub*ectivity as different teachers place different interpretations on what is appropriate and inappropriate behaviour
86
according to many factors such as their personal teaching philosophies and personalities. 5ence, it is difficult in arriving at a definition which all can agree and interpret consistently. 'ccording to Charles /12214, misbehaviour is regarded as behaviour that is inappropriate in a situation or setting and that it occurs and done willfully or intentionally. %ighting, interfering with the work of other children, running about the class, talking out of turn and shouting out are some examples of misbehaviour. ?ordon / in Charles,12214 regards misbehaviour as L a specific action of the child seen by the adult as producing an undesirable conse.uence for the adult L /p.724. 5e uses the concept Lproblem ownership; to explain the extent of the effects of pupil behaviour in a classroom from non6disruptive to disruptive. If a pupil;s behaviour does not bother anyone else in the classroom, then the problem owner is the pupil. ut if a pupil;s behaviour affect others in the classroom and causes difficulties for the teachers /pupils become inattentive and lesson is disrupted4, then the problem owner is the teacher. In this case, since the teacher is the problem owner, she has to take corrective actions to overcome the problem.; In addition, Manning " ucher /1213: p.94 summari0e general descriptions of misbehaviour as follows! behaviour problems challenge all teachers, regardless of the school, grade level, or geographical location ehaviour problem differ in fre.uency and intensity, yet thay are similar in type. 'lthough some schools do not experience any violence, all schools have some pupils who generally goof off and disturb others. ehaviour problems disturb teachers and pupils, negatively affect the teaching and learning process, and ultimately hinder academic achievement. . T*pe" of M "+e#a, o(r -ince behaviour is shaped by individual;s values, expectations, nature of relationships with others and is context6specific, the fre.uency and intensity of misbehaviours are considered Luni.ue; to each individual and in each setting /Manning "
87
ucher, 12134. Misbehaviours
can range from relatively minor off6tasks behaviours to more serious acts of violence. It is
imperative for teachers to be able to identify, analyse and classify pupils; behavioural pattern before planning for intervention strategies. Meyers /12234 classifies pupil misbehaviour into two types, namely overt and covert. )vert misbehaviours are more open and observable such as pupils talking during lesson, kicking others, damage properties, etc. Covert misbehaviours are more passive such as sleeping during lesson, arriving late to class, acting bored and disengaged. Charles /1221: p.34 on the other hand, classifies misbehaviour into five types according to degree of seriousness. The relative seriousness of the five types of misbehaviour is in descending order. 'ggression! physical and verbal attacks on teachers, pupils, or property. Immorality! acts contrary to accepted morality, such as cheating, lying and stealing. >efiance of authority! refusal to do as the teachers re.uests. Class disruptions! talking loudly, calling out, walking the room, clowning, tossing things. ?oofing off! fooling around, out of seat, not doing assigned tasks, dawdling, daydreaming. The first two /aggression and immorality4 are considered more serious compared to the last three /defiance of authority, class disruptions and goofing off4 and of which are more prevalent in classrooms. 'lthough the last three are much less serious, they have detrimental effects on teachers;s ability to teach effectively and pupils; learning. ehavioural problems that disrupt a lesson is identified as disruptive behaviour. )n the contrary, behavioural problems that do not disrupt a lesson is regarded as non6disruptive behaviour.
2.2.2 D "r(p% ,e 5e#a, o(r
88
It is important to differentiate between disruptive classroom behaviour from non6disruptive classroom behaviour. eing able to correctly identify and distinguish these two types of misbehaviours will help teachers to employ appropriate strategies for intervention. Fevin " &olan /1771:p.1A4 define disruptive behaviour as having the following characteristics! Interferes with the teaching act: Interferes with the rights of others to learn: (sychologically and physically unsafe: and >estroys property. To help teachers recogni0e and gain a better understanding of the nature of disruptive behaviours in a classroom, analyse the following behavioural problems according to the characteristics of disruptive behaviour described above /Table C.14.
Ta+&e 2.1; #ecogni0ing disruptive behaviours /adapted from &olan " Fevin,17714 De"!r p% o$" of +e#a, o(ra& pro+&em 4M "+e#a, o(r6 1. ' pupil continually calls out while the teachers is explaining material D "r(p% ,e +e#a, o(r +e!a("e %#e +e#a, o(r..... interferes with the teaching act interferes with the rights of others to learn /i.e the whole class4 destroys school property
1. ' pupil .uietly scratches his name into his desk.
3. ' pupil .uietly passes notes to his neighbour
interferes with the teaching act interferes with the rights of others to learn /i.e his neighbour4 interferes with teaching act interferes with the rights of others to learn is psychologically and physically unsafe /intimidating others and evoke anger4
A. ' pupil continually teases and harasses his classmates
C. Making faces at others when the teachers is not looking.
Interferes with the right of others to learn Is psychologically and physically unsafe /evoke anger4 Is psychologically and physically unsafe
9. ' pupil doesn;t wear safety goggles while welding in industrial arts class.
89
)ther patterns of disruptive behaviour which have the same characteristics include! wanders about classroom fidgets in seat shows disrespect for other people;s property refuses to follow instructions talks when teacher talks threatens other pupils or teacher throws ob*ects in class +hile ability to merely recogni0e disruptive behaviours in classrooms can provide useful information about pupil behaviour in general, it is still inade.uate because teachers also need to be able to identify specifically types of disruptive behaviours, namely violent and non6violent. This is especially important when developing strategies for prevention and intervention because H crime "violent& and routine classroom misbehaviour "non0violent& are inherently different problems that re1uire different solutions 2 / Fevin " &olan, 1771: p.174.
2.2.1.1. : o&e$% 5e#a, o(r $ffective teaching and learning can take place only in a harmonious learning environment. 5ence, schools should be safe places where children can grow and learn. =nfortunately, lately episodes of violence and aggression are increasing in educational settings instilling fear in both the teachers and the children. The occurence of violence in schools if not addressed promptly will destroy the fabric of learning and the growth as well as the development of children. 5istorically, school violence is *ust about pupils who committed crime but today school violence is multifaceted incorporating aspects of victimi0ation, aggression, hostility,bullying, sexual assault and criminal activity /Manning " ucher, 12134. Piolent behaviours, therefore, comprise many dimensions.
90
+orld 5ealth )rgani0ation /+5)4 describes a person with violent behaviour as having the following features! Intentional use of force or power Threatens against, attempts to harm or does harm oneself, another person, a group or community ' high likelihood to cause death, psychological harm, maldevelopment and deprivation. /+5) ?lobal Consultation on Piolence and 5ealth,17794 (upils who have the propensity for violence to self and others usually exhibit violence6 related behaviour patterns. These behaviour patterns which are also considered as warning signs of potential violent acts inform school administration and teachers,in particular, to act responsibly so that schools remain safe. ased on research findings, patterns of violence6 related behaviour or warning signs of violence include! 5igh tendency to be argumentative with adults $xplosive temper tantrums Perbal and physical aggression >eliberately damage and destroy school property (hysical and Mental ullying 'lcohol andEor drug use Took something from others by force Pulgarly insulted someone Threw things at someone else rought weapons to school
'nnoyed teachers and other pupils in the classroom Intolerance for differences Fow tolerance for frustration / asch, 1211: Manning " utcher, 1213: 5oltappels, 12224
91
#esearch on the impact of violence in the schools has confirmed that violence6related behaviour has created an enormous threat to the emotional, physical, and spiritual well being of pupils who are not only victims of violence but also perpetrators, that is, the person who commit the violent acts /Chisholm " +ard,122A4. 2.2.1.2 No$9: o&e$% 5e#a, o(r oth violent and non6violent disruptive behaviour have an adverse effect on the .uality of teaching and learning as well as learning environment. 5owever, unlike violent disruptive behaviour, non6violent disruptive behaviour does not lead to psychological harm to others and crime or cause death. 5ence, managing non6violent disruptive behaviour is different from managing violent behaviour. Managing non6violent behaviour is within the responsible of teachers and school /sometimes parents4. )n the other hand, managing violent behaviour involves not only school administration and parents but aslo outside law enforcement agencies /police4 and outside professional assistance /non6government organi0ations4 / Fevin " &olan, 17714. &evertheless, pupils who display non6violent disruptive behaviour have a high tendency to exhibit violent behaviour if pre6emptive actions are not taken to defuse the inappropriate act from escalating and spreading. %inger tapping on desk, talking loudly, calling out, walking the room, clowning, tossing things may not only interfere with the teaching acts and the rights of others to learn but can escalate into intervention. 2.2.1.Effe!%" of D "r(p% ,e 5e#a, o(r" o$ ESL C&a""room violence and aggression if there is no
' classroom is a physical context in which a wide range of teaching and learning experiences takes place. 's such the ultimate success of pupils will be heavily dependent upon the success that is facilitated in classrooms, where ma*ority of their time is spent /Moyles, 1227: Manning " ucher,1213: Charles, 1221: Fevin " &olan, 17714. 5ence, if the classroom is characteri0ed by disruptive behaviours, it will have an adverse effect on pupils and teachers in terms of !
92
Tea!# $' a$) Lear$ $' e$, ro$me$%
's mentioned earlier, disruptive behaviour interferes with pupil academic learning time . >ealing with fre.uent disruptive behaviours every day erodes teaching and learning time in $-F classrooms, undermines .uality classroom climate, builds trauma and increases teacher;s dissatisfaction with teaching, which in turn affect .uality of instructions. Moreover, as teachers begin to deal with more behavioural problems their motivation to teach and assist pupils in learning $nglish will deteriorate. To make matters worse, if teachers themselves have a low tolerance for frustration, their motivation to teach is replaced by L who cares; and Lget even; attitude resulting in teacher6pupil power struggles /Fevin " &olan,17714. This, in effect, will build up tension, anxiety and hostility between the teachers and disruptive pupils which subse.uently will lead to more disruptive problems. Thus perpetuating a vicious cycle. . P(p &". P"*!#o&o' !a& "afe%* Continued occurences of violent behaviours and aggressions instil fear in pupils. This atmosphere is not conducive to the provisons of a safe environment. +hen pupils begin to feel that their own safety is threatened their ability to focus on the lesson and pay attention to schoolwork will be greatly affected. They will even lose their confidence in their teachers; ability to protect them from peer victimi0ation. +hen this fear escalates and reaches a high enough level, they will decide not to attend school or school activities, contributing to low academic achievement. . F(%(re +e#a, o(r" Childhood is the foundation period of life where attitudes, habits and patterns of behaviour are established and moulded. 5ow a child is moulded during this crucial period will determine his ability to ad*ust to life as he grows older /Cooper, 122A4. $vidence from research suggests some continuity and consistency as well as change in behaviour during child development, implying that behaviour problems appear to be *ust a phase in development. Thus a child who is seen as a disruptive child in primary school may or may not be a disruptive child in secondary school. -o, if teachers ignore repeated behavioural problems in her class, there is a strong tendency that the unacceptable
93
behaviour will reoccur in future. %rom the perspective of behaviourists, all behaviour including unacceptable behaviour occurs because it is reinforced. In terms of social learning, other pupils who observe their teachers not taking actions against the disruptive pupil will imitate the unacceptable behaviour in future. This is because pupils who are exposed to fre.uent acts of problem behaviour tend to use these acts as socially acceptable models of behaviour. 2.2.1.1 Rea"o$" for D "r(p% ,e 5e#a, o(r
(upils misbehave for a variety of reasons and knowing the underlying cause of a pupil;s misbehaviour helps the teacher to determine which intervention strategies may or may not be successful. ehavioural problems are usually caused by a mixture of interacting factors, some of which reside within the individual pupil, while others are related to conditions within environment in society, school and home.
. I$) , )(a& Se&f9Per!ep% o$ of a!a)em ! !ompe%e$!e 'ccording to andura /17894, a personal belief in self6efficacy influences how much effort an individual will invest and how long she or he will persevere when facing the obstacles and even failures. ' combination of both, effort and failure may be a serious threat to self6worth. (upils with insubstantial or low academic self6esteem may seem to be reluctant to invest much effort in academic tasks. Their fear of failure and the potential damage this can have on their self6esteem makes them choose to dawdle and potter around disturbing others in class instead of staying on6task. $vidence from research has shown that a learning climate which strongly highlights social comparison /e.g. comparing one;s ability with another pupil or class4 is likely to create anxieties among pupils. and threaten their self6confidence. In a case of pupils who have experienced repeated failures in school sub*ects, such social comparison
94
reminds them of their own shortcomings and incompetence, and therefore leads to frustration. They develop hatred and seek revenge against teachers who they believed to be responsible for the experience of failures and for making failures public. This may in turn lead to aggressive behaviour towards the teachers. So! a& Re!o'$ % o$ 'ccording to 'lbert;s principal teaching /in Charles,1221: pB14, 3pupils need to feel that they belong in the classroom- which suggests pupils must perceive themselves to be important, worthwhile and valued. socially unacceptable behaviour -ome pupils misbehave because they want recognition and acceptance. They misbehave under the mistaken believe that the will result in the recognition they seek /Fevin " &olan,17714. >isruptive behaviours such as attention6seeking, power6seeking and revenge6seeking are common misbehaviour exhibited by pupils who seek recognition and acknowledgement from others. 'ttention6seeking pupils ask irrelevant .uestions, some continually ask for teacher;s approval or assistance during lessons. They behave in this way to seek teacher;s attention, and to make others in the class notice them, hence making them feel important and belong in the classroom as others acknowledged their presence. 5owever, if these pupils do not get the attention they seek or a teacher reprimands them for disrupting a lesson, they usually react negatively against the reprimands and confront the teacher openly. They seek power to challenge teacher;s authority through misbehaviour believe LI can do what I want to do and nobody can make me do anything I don;t want to do;. These power6seeking pupils argue, ignore, become stubborn and become disobedient to show that they are in control of the situation /ibid4. +hen power6seeking pupils fail to control their environment and see themselves as losing the intended recogniton they seek, they become vengeful. #evenge6seeking pupils vent their anger and frustration by hurting, disturbing and harrassing others as
95
well as damaging class furniture. They learn that when they misbehave, they become the center of teacher;s and pupil;s attention. . So! e%* -ocial problems such as drugs, rape, crime, road rage, child abuse and teenage pregnancy which are consistently reported in newspapers, internet, and on television can have significant effect on children;s view of the world and their psycho6social development behaviour. This is because children develop behaviour patterns, attitudes and values about social interaction at ages between 3 and 11 years and it is claimed that during these formative years, engagement and exposure to inappropriate behaviours can create distorted views of society and the acceptability of certain behaviours /Cyntia,12234. ' diverse body of research demonstrates that for many children, repeated exposure to harassment or physical violence on television contributes to an acceptance of violence as a way of solving interpersonal conflicts and desensiti0es children to violence or harassment. +hen children are desensiti0ed to violence, they tend to be inconsiderate or less empathetic. They are more likely to imitate what they observe from media when they find themselves in a situation with some degree of similarity such as a situation of conflict. . S!#oo& E$, ro$me$% Meaningful learning will take place when the learning environment facilitates pupils to engage fully with the range of opportunities available to them. If pupils are engaged in interesting academic activities, disruptive behaviour will be less likely to occur. 'dopting teaching strategies that appeal to pupils; learning style, interest and needs will engage pupils to learning and keep pupils on task throughout the lesson. +hen pupils are not engaged in classroom, they are less likely to benefit from instruction and more likely to disrupt the teacher or other pupils. In many cases, pupils display disruptive behaviour in classroom as a reaction to poor teaching or a de6motivating environment. ,. P#*" o9P"*!#o&o' !a& Nee)" Mo% ,a% o$
96
-chool;s failure to meet pupils; physiological needs has also been cited as one of the factors that contribute to disruptive behaviour. %rom the perspective of Maslow;s hierachy of individual needs, pupil motivation can significantly influence the learning environment. +hen learning is effectively facilitated and pupils are able to successfully demonstrate understanding of new knowledge and skills which they have learned in class, they feel positive about themselves and are motivated to learn. This positive feelings about themselves will lead to the development of self6esteem and self6respect which subse.uently will further motivate pupils to learn and stay focus on the lesson, hence reducing off6task behaviours in class. La!k of "e$"e of +e&o$' $' (upils who exhibit behavioural problems are more likely to be re*ected by peers.The re*ection factor can escalate their already diminished sense of belonging. Moreover, pupils who are re*ected by peer group will often form bonds with others with similar behavioural problems to form their own Lpeer group; or Lgang;. P#*" !a& a$) p"*!#o&o' !a& "afe%* -chools which have high rates of behavioural problems does not only threaten the physical and psychological safety of pupils but also influence pupils who observe it to act in similar harmful ways. This can encourage initiation or maintenance of anti social behaviour, thus perpetuating a viscious cycle. eing a victim of any form of violent acts or harassment can also affect pupils; achievement, feeling unsafe at school and lower
emotional well6being , academic
connectedness with school. They may feel isolated, withdrawn and insecure which may result in development of fear and resentment. %ear and resentment repressed over a long period may lead to hostility. ,. <ome E$, ro$me$%
97
Children learn from seeing, say things they have heard, copy things they have seen and learn actions and attitudes from others. 5ome environment has great influence on children;s psychological and moral development. Initial and minor violent act begins within the parent6child bond or within the parent6parent bond, which in turn influences the behaviour of the child. Manning " ucher /1213: p.84 point out L when pupils see violent and aggressive behaviours at home , they might begin to consider such behaviours as acceptable methods of dealing with problems4. -ince violent behaviour is usually persistent, the aggresive behaviour has time to develop and become enduring. Child6 rearing practices engaged in within the family also have a direct influence on the pupils; behaviour in school. 5omes that could be considered abusive where parents were hostile to the child and handed out angry physical punishment tend to develop patterns of aggressive and violent behaviour. There is a tendency for the child to use the same aggressive behaviour patterns with his peers in school. In other words, what is learned at home will influence what the pupil would do in school. 2.2.1.2 Ma$a' $' D "r(p% ,e 5e#a, o(r
%undamental to the understanding of behaviour problems is recognition that there is no one method or strategy to manage disruptive behaviour. It is thus important for schools and teachers to have an accurate picture of the nature and prevalence of behaviour that interfere with teaching and learning. )nce the disruptive behaviour has been identified and clarified, it is important for teachers to consider causes for the disruptive behaviours before selecting and adopting strategies to prevent the behavioural problems from escalating. ased on insights from theories and research on effective behaviour management, suggested strategies to prevent and manage disruptive behaviours include! . E$'a'e p(p &" a!a)em !a&&* a$) "o! a&&*
98
$ngagement in the classroom includes behaviours that are important for learning /attending to instructions and completing seatwork4 and social behaviours that facilitate learning /following classroom rules, working cooperatively with other pupils4. +hen pupils are not engaged in the classroom either academically or socially, they are less likely to actively involve in the learning process and more likely to disrupt other pupils or the teacher. Increasing pupils; on6task behaviour in the classroom will enable teachers to maximise learning time. y varying the types of activities during a lesson according to the developmental level of pupils and ensuring the duration of the learning activities match pupil attention spans will increase pupils; engagement in the learning tasks, thus minimise disruptive behaviours.
. Se% a$) ma $%a $ !&ear a$) !o$! "e !&a""room r(&e" a$) pro!e)(re" Teachers are advised to keep classroom rules simple and to state rules in terms of what pupils should do than what pupils should not do. The purpose is to set reasonable limits for behaviour, create norms for classrom behaviour and communicate thoughts and concerns for the learning environment. To ensure that pupils understand what is expected from them, the rationale for each rule and procedure, teachers need to teach and demonstrate the class rules and procedures consistently and fairly so that they fully accept the logical conse.uences in which they will be imposed if they violate any of the rules or procedures. . Se% !&ear&* )ef $e) &ear$ $' 'oa&"8o+3e!% ,e" -etting clearly defined goals for each lesson communicates pupils; accountability and responsibility for learning. 't the beginning of a lesson, teachers can tell pupils what they did during the previous class, what they will do during the present lesson including the activities or tasks for the lesson in order to achieve the set learning goalsE ob*ectives. +hen the learning goals or ob*ectives are clearly communicated, pupils will direct their focus and commitment toward achieving the goals. >isruptive behaviours are less likely to occur as
99
their accountability for completing a definite task in a given time motivates them to engage in the learning activities. ,. :er+a& Re!o'$ % o$ -ome pupils display an abnormally strong need for attention from a teacher. They are out of their seat most of the time or ask irrelevant .uestions. Teacher can subtly ignore their attention6seeking behaviour by praising all other pupils for in6seat behaviour. (raise and give encouragement to the Lattention6seekingL pupil when heEshe demonstrates appropriate behaviour. ,. De,e&op a$ a!k$ow&e)'eme$% "*"%em 'n effective way to focus pupil attention on desired behaviour is to set a good acknowledgement system. 'cknowledgements are positive verbal statements such as H Thanks for helping me distribute the papersI, HThanks for behaving good todayI. 'cknowledgements such as these are crucial if teachers wish to establish a positive classroom environment. 'cknowledgement system may also involve predefined rewards awarded to individual pupilss for selected target behaviour. #ewards can be in the form of tokens or merit points and pupils can trade points or tokens for a variety of tangible /stickers, school supplies, stamps4 and intangible items / a note to parents, extra timefor recess, first to line up, class leader for the day4. , . Do a per!ep% o$ !#e!k -ometimes pupils can be disruptive simply by displaying nonverbal behaviours aimed at the the teacher that communicate disapproval, such as making faces or rolling their eyes. This can be a form of passive aggresive behaviour intended to challenge the teacher. If these behaviours are one6time reactions, tehy are probably best ignored, but if they persist and annoyed, it is time to deal with them.
100
Teacher can do a perception check either by describing the behaviour in neutral, ob*ective terms /e.g. H 'li, I noticed that you were rolling your eyes *ust now;4 or by asking for feedback / e.g. H Can you tell me what was going on,I4. 5ere, the teacher communicates curiosity rather than accusation which will make the pupils become aware of their inappropriate behaviours. , . De,e&op week&* pro're"" repor% -imilar to acknowledgement system, developing a progress report works especially well with pupils who exhibit fre.uent and consistent patterns of disruptive behaviour. (rogress report can be a simple checklist item that a teacher can use to monitor targeted pupil disruptive behaviour at the end of the week. ' point is given each time the pupil behaves appropriately or has improved hisEher behaviour. The points collected can be exchanged for rewards at a later time. , . P(p &9%ea!#er !o$fere$!e Communicating with pupils who displayed disruptive behaviour either before or after class can be a powerful strategy to curb disruptive behaviours. 'part from showing them that the teacher care for them, it also communicates teacher;s expectations. +hen communicating with the pupil to find out why heEshe is misbehaving, teacher must make sure that it is done in a non6threatening and non6*udgemental manner. The communication should only focus on the pupil;s behaviour. 'void negative statements / L@ou always give me headaches. @ou can;t sit still for a second and you can;t stop talkingI4, instead start off by pointing out the positive attributes of the pupil. Communicate how the pupil;s disruptive behaviour affects the lesson and other pupils. The teacher can ask the pupil to change and then develop a plan of action including a progress report to monitor the changes in hisEher behaviour.
2.2.2 No$9D "r(p% ,e 5e#a, o(r &on6disruptive behaviours are minor irritants and merely motivational problems but if these behaviours are prolonged, repetitive, persistent and spread they may become disruptive
101
/ Charles, 1221: Fevin " &olan, 17714. $xamples of non6disruptive behaviours are pupils who! refuse to turn in homework
are not prepared for class are daydreaming, doodling and looking out the window spend a lot of time looking through own things, desk, book , etc say they are getting to the task or are working on something but they are not. .uietly draw pictures on a piece of paper while lesson is being presented talk during a transition between activities
These behaviours generally do not interfere with other pupils; learning and teaching acts, or threaten and intimidate others or damage school property. They are minor irritants as long as they are brief in duration. 5owever, teachers need to employ effective motivational strategies to work with these pupils individually in order to protect the class;s rights to learn in a safe learning environment.
E0er! "e 1 1. Compare and contrast the differences and similarities between disruptive and non6 disruptive behaviour. 1. >iscuss the different patterns of misbehaviour. 5ow are these patterns similar to or different from pupils in teachersr classroom, 3. -tudy the scenario below and suggest ways to manage the behavioural problem. -cenario ' @ear 3 pupil is a HdrummerI and drums with his fingers on everythingKthe walls walking down the hallway, on his desk, on other people etc. 5is drumming on his desk during independent work time is becoming increasing annoying to other pupils.
102
TOPIC B
DE:ELOPING> MONITORING AND MAINTAINING PRODUCTI:E PUPIL 5E<A:IOUR
T(%or a& 1. >iscuss effective ways to recogni0e different patterns of behaviour. 1. #eflect on past experiences on how teachers handled disruptive behaviours in an $-F classroom. 3. >iscuss ways on how to develop, monitor and maintain positive behaviours in an $-F classroom. A. Identify ways how pupils; misbehave and how to handle them positively.
B.0
SYNOPSIS
Topic 9 focuses on ways to develop. monitor and maintain productive behaviour. It defines the concept of productive behaviour and discusses patterns of productive behaviour both for individual and group behaviour. It also provides teachers with suggestions on ways a teachers can develop and monitor productive behaviour of pupils in a classroom. It also discusses concepts of and differences between motivation, encouragement and criticism as well as ways to motivate and encourage pupils. B.1 LEARNING OUTCOMES
't the end of Topic 9, pupils will be able to! >evelop, monitor and maintain productive pupils; behaviours. Identify the productive behaviours of pupils. >ifferentiate between motivation, encouragement and criticism. $xplain ways to motivate and encourage B.2 TOPIC FRAMEAOR=
103
>eveloping, Monitoring and Maintaining (roductive (upil ehaviour

(roductive ehaviour (atterns of (roductive ehaviour
of >evelop, Monitor, Maintain

(roductive ehaviours
Motivation
$ncouragement
Criticism
CONTENT SESSION EIGHT (6 hours) B.2.1 Pro)(!% ,e P(p & 5e#a, o(r ?enerally, teachers have clear ideas about the behaviour and attitude of their pupils which they like to see in classrooms. (roductive pupil behaviours do not only make the *ob of teaching less stressful, but also enable teachers to focus on their teaching and ultimately increase pupils; academic success. 's behaviours are learned and are influenced by situation in which it occurs, teachers can help those pupils who regularly misbehave develop productive and responsibe behaviours by altering some aspects of the classroom situation. In other words, prevention of problem behaviours involves the establishment of classroom environment that promotes and maintains productive pupil behaviours >esirable or productive pupil behaviour, according to +ent0el /12214, can be defined in terms of the absence of negative or disruptive actions. -he described productive behaviours as positive actions where the outcomes /e.g. positive classroom environment4 benefit others in the classroom. Their positive actions are prompted by empathy, moral values, and a sense of personal responsibility. (upils exhibiting productive behaviours fre.uently display normative or socially competent behaviour /e.g. cooperative, respect for others, compliant4. This suggests that, encouraging productive behaviours can have extended effects in the
104
classroom and for individual pupil. )ne of the positive effects is positive ecological and psychological classroom environment. 's discussed in earlier topic, a positive classroom environment enriches the teaching and learning experience for teachers and pupils. (roductive behaviours are influenced by many contextual factors including interpersonal interactions and relationships with teachers and peers. Interactions with teachers and peers can provide pupils directly with resources /information, advice, modeled behaviour4 that facilitate learning. 5owever, the ways pupils interact with peers and teachers as well as with the demands of the classrooms, tend to shape and define classroom6specific social competence for pupils to function in positive and productive ways. This, in turn will influence their behaviours. There are views that suggest pupils are competent and productive when they are able to achieve goals that are valued by themselves and their teachers. In addition, these goals should be accomplished in ways that lead to other positive outcomes for the pupils. %or instance, positive interactions with peers can enhance the development of a range of intellectual skills such as problem6solving and decision making ,which in turn can enhance intellectual development /+ent0el, 1221: >amon " (helps,17874. B.2.2 Pa%%er$" of Pro)(!% ,e 5e#a, o(r (upils are most likely to display productive behaviour and are socially competent when they believe they can achieve the goals inherent in the demands of classroom life and their own personal goals. ased on research related to teachers; perception of pupil productive behaviour in a classroom /Corrie, 1211: +ent0el, 17784, teachers perceive productive behaviours, both for individual and group behaviour, as having three characteristics. These characterics can serve as a guide to identify productive behaviours in pupils. The three characteristics are! i. -ocially integrative characteristics such as sharing, being helpful to others and being responsive to rules. ii. Motivational .ualities such as hardworking, doing seat work, follow the flow of lesson
105
iii. (erformance outcomes such as getting good grades and completing homework. 'ccording to self6determination theory, pupils have a psychological need to relate to other people . +hen pupils have positive interpersonal interaction involvement with peers or with the teachers, they will develop positive image about themselves and will become more engaged in learning tasks. =sually, pupils who as an individual displays productive behaviour in classroom will also exhibit productive behaviours when sheEhe is working with others or in groups. 5ence, the examples of patterns of pupil productive behaviour as listed below in Table 9.1 include productive behaviours prevalent for individual and working in groups!
Ta+&e B.1; Pro)(!% ,e 5e#a, o(r De"!r p% o$" of pro)(!% ,e +e#a, o(r 1 1 3 A C 9 B 8 7 12 11 11 13 1A 1C 19 1B 18 17 =nderstand how the system in classroom works ?et along well, courteous and tactful when talking with others Comply with the classroom rules Conform to the social norms and culture of the class community ehave well when follow teachers;s instructions Consistently stay on tasks #espect others in groupEclass 'lways pay attention in class #esponsible Complete homeworkEtask Turn in .uality work -tay in seat #esilient Take initiativeE (roactive Treat class property with care 'sk permission in responsible manner =se time wisely Cooperative ?ive and accept compliments I$) , )(a& / / / / E / / E / / / / / / / / / E E Gro(p / / / / E / / E / / / / / / / / / E E
106
12 11 11 13 1A
#espect diversity of others 'llow opportunities for other group members to participate -haring and helping others solve learningEsocial problems #espect group leader-upport team win and lose-
6 6 -
/ E E / /
/Corrie, 1211: Morgan,-., 1228: +ent0el, 12224 B.2.De,e&op> Mo$ %or a$) Ma $%a $ Pro)(!% ,e 5e#a, o(r" are following expectations,
Monitoring and maintaining productive classroom behaviour for the purpose of improving teaching and learning is critical. Classrooms where pupils engaging in learning are classrooms where teachers! (lan lessons that highlight Hproductive timeI, that is, time spent on lessons adapted to pupils; needs and interests, rather than *ust engaged time, which involves tasks designed to keep pupils busy and .uiet. Modify or adapt instructional strategies when necessary to meet individual needs of pupils. 'sk, H5ow can I better capture pupils; interest and excitement, 're my pupils bored,I
=se positive classroom rules. 's rules create clear behaviour expectations, make sure the desired behaviours are explicitly described and reinforced on a regular basis. Include pupils in creating the rules .
?ive rewards, praise and encouragement when pupils demonstrate productive behaviour. $ffective use of contingent praise will reinforce and increase a variety of productive pupil behaviours and academic skills,
#esolve minor inattention and disruptions before they become ma*or problems. ' teacher can monitor the rest of the class, acknowledge other re.uests for assistance and handle disruptions promptly by scanning the classroom for misbehaviours regularly, making regular eye contact with pupils and demonstrating teacher L+hit6it6ness;
Minimise delays in teaching6learning activities and provide work that reduces frustration. In this way pupils will have less time to talk, walk around the classroom, and otherwise use time unproductively.
107
Create positive interdependendence by designing a group task where participation of every member is necessary to its completion. (upils must clearly understand their interdependence in accomplishing the task.
$ncourage exchange of ideas by providing groups a considerable face6to6face interaction. esides consolidating and building new understanding, face6to face interaction allows everyone in the group be prepared, has a chance to contribute and responsible for the task assigned.
Create and provide accountability system which provides feedback to the individual pupil as well as to the group. members of the group should be aware that each individual will receive a grade and that each is a participant in the evaluation process.
Teach social competency skills in order to develop ability to maintain peer relationships and exhibit pro6social behaviour in classroom and school.
Teach and practice interpersonal and small group skills to develop ability to resolve conflict in a constructive manner and communicate effectively. Create meaningful tasks which support cooperative learning. ' challenging problem solving group task accompanied by scaffoldings will encourage pupils to rely on one another.
Teach metacognitive strategies to help each member become self6regulated pupils, develop thinking and problem solving skills. Consistently and clearly inform pupils of intended learning ob*ectives, teach them expected learning strategies, and monitor learning progress. 45enry,>., " #iddoch, 1229: -evers, 1223: >amon " (helps, 12214
>eveloping, monitoring and sustaining productive behaviour does not only reduce behaviour problems in a classroom, but can also lead to higher pupil achievement. Therefore, an environment conducive to pupil productive behaviour should be promoted and maintained in order to sustain pupil productive behaviour.
B.2.1
Mo% ,a% o$
108
Motivation is an inner drive that arouses pupils, steers them in particular directions, goals,or tasks and causes them to be persisitent in trying to achieve the goals or completing the task successfully /Fenin " &olan,17714. ' pupil;s motivation is influenced by a number of beliefs, interests and attitudes which can be positive and negative in their effects. ' pupil who is positively motivated would always pay attention to the lesson, involve actively in the lesson, direct herEhis energy to the learning tasks and believe sheEhe has the ability and confidence to succeed. In contrast, a pupil who is not motivated or lacking in motivation would aim to only do enough to avoid failure, have little confidence or expectation of succeeding in the task and have low interest in the lesson. There are two types of motivation, namely intrinsic motivation and extrinsic motivation. Intrinsic motivation deals with behaviour performed for its own sake in order to experience satisfaction. This is to say, intrinsically motivated pupils work on academic tasks because they find them en*oyable and interesting. They do not rely on explicit rewards or recognition. Task participation is its own reward. They pursue an academic task on their own initiative without having to be coerced and regularly evaluate their own progress using their own criteria. $xtrinsic motivation, on the other hand, deals with behaviour performed to receive some extrinsic rewards or recognition. (upils who are extrinsically motivated rely solely on tangible rewards and desirable results for their work or effort such as receiving good grades or special privileges in the classroom. -ince they rely primarily on rewards, there is a tendency that once these rewards are no longer available or considerably diminished, pupils will show little inclination to continue the academic task or activity. (revious studies /5idi " 5arackiewic0, 1222: -chunk et al, 12284 have indicated that intrinsic motivation can promote pupil learning and achievement better than extrinsic motivation. 5owever, teachers need to reali0e that the presence of extrinsic and intrinsic motivation is always not mutually exclusive. There are cases where pupils may be both intrinsically and extrinsically motivated.
109
a. Aa*" %o mo% ,a%e p(p &" It is easy to tell when pupils are motivated to learn and stay on task: they pay attention to teachers, they begin working on task immediately and volunteer to answer .uestions. Thus, it is important that teachers have a good understanding of the strategies that can be used to motivate pupils. Teachers can actively manipulate many of the environmental and contextual variables to increase pupil motivation. 'dapted from &olan " Fevin /17714, some of the variables which teachers can actively manipulate to motivate and encourage pupils are! . P(p & I$%ere"% - #elate teaching and learning materials to pupil interest in life outside school. - >esign variety of activities which pupil en*oy such as simulation, group work,video viewing, games to avoid boredom. . P(p & Nee)" Create activities that provide ample opportunities for pupils to meet some of their basic human needs such as sense of belonging and self6esteem through group work and pair work. . S(!!e"" Create success for pupils by designing activies that are manageable within the time duration given and according to pupils; ability level. $nsure pupils experience success by making learning goals or ob*ectives clear and teaching content of the lesson clearly in small steps. $ncourage success by teaching pupils study skills. ,. :ar e%* a$) No,e&%* $nsure variety in topics and activities when teaching as this can encourage mastery learning. Pariety of topics and activities can maximi0e different pupils with different learning styles.
110
learning opportunities for
>esign variety in classroom activities that can promote novelty and will capture pupils; attention such as simulation, language games, storytelling and ama0ing facts. &ovelty can occur when pupils experience something new, unusual or unexpected. ,. Te$" o$ Create a moderate amount of tension to enhance motivation and increase pupil learning. +hen there is no tension in the learning situation, pupils tend to be relaxed and not serious about learning. , . Fee& $' To$e Create and establish a moderately positive atmosphere where the climate is friendly and pleasant but focused on the learning task at hand. 'n extremely positive feeling tone or climate can direct pupil attention away from the learning task. ' neutral tone is non6stimulating while an extreme negative feeling tone is threatening and can lead to tension overload. , . Fee)+a!k ?ive specific feedback to pupils soon after or at the time of performance or presentation. The feedback must focus on pupils; performance / assignment, test score and pupil work4, not on pupils; personal attributes. These feedbacks allow pupils to keep track of their own progress over time.
B.2.2 E$!o(ra'eme$% $ncouragement, is Ha comment which shows acceptance, emphasi0es effort and improvement, appreciates contributions, gets one to evaluate hisEher own performance, and instills faith and confidenceI /'dler,17A9: p. C274. It is a a process that focuses on the individual;s potential and ability in order to enhance self6esteem ,self6confidence and self6 worth. +hen a teacher uses encouragement /e.g. 2I noticed you put a lot of effort into this assignment4,4 I-m really proud of you. 5our effort really seems to have paid off4, 2 I like reading your essay. 5ou used many descriptive words
111
to describe your vacation4&, it
inspires them with confidence, allows pupils to to become aware of their own strengths and
stimulates motivation from within them /intrinsic motivation4. It focuses on what the pupils do, highlighting their capabilities, contibutions positive behaviour. . Co$" )era% o$" w#e$ (" $' e$!o(ra'eme$% There are many ways and techni.ues of using encouragement in classroom management. <elly " Chick /17814 propose 'dlerian approach to using encouragement in helping pupils to accept their own basic worth as a given and to stimulate pupils to evaluate the value of their own behaviour as well as classroom such as! value pupils as they are use words that build the pupil;s self6esteem plan for experiences that create success demonstarte genuineness to pupils demonstrate non6verbal acceptance through touch recogni0e pupils; effort avoid emphasis on liabilities show appreciation for pupils; cooperation take greater responsibility for their own actions. They highlight considerations a teacher has to take when planning to use encouragement in a and efforts. In context of classroom management, encouragement is a more psychologically healthy approach to stimulating
B.2.B Cr % ! "m Criticism is the act of making comment about someone;s performance or behaviour. This implies that the comments can be presented in a positive or negative tone. Comments that highlights individual shortcomings, limitations and focuses on past wrongdoings are called destructive criticism. =nlike encouragement which shows acceptance and focuses on individual;s potentials and abilities > destructive criticism focuses on individual;s inade.uencies and personhood which can erode hisEher self6esteem / aron, 17884.
112
and self6efficacy
5owever, when the comment acts as a catalyst for growth and change, exposes individual to alternative options which leads to reassessment of task performance, then this type of criticism is called positive or constructive criticism /ibid4. Constructive criticism is intended to help individuals recogni0e or interpret ways to improve past performance or future attempts. %or young children, wheather or not the comments made about their work or performance are destructive or constructive criticism depends on their sociocognitive maturity and understanding /Cutting " >unn, 12214. Children with mature sociocognitive understanding are able to Lread; and correctly interpret what their teacher says may take criticism more seriously than children who are less able to interpret their teacher;s comments. ' well developed social cognition may help children to deal with criticism. This is to say, children who are better at understanding others will be more able to rationali0e teacher criticism and understand that criticism of school work is constructive and is intended to promote learning and improvement.
E0er! "e 1 1. Fist some examples of expected productive behaviours you wish to have in your class. ?ive reasons. 3. @ou plan to organi0e a group work activity for your $nglish lesson. +hat are the considerations you would take to promote productive group behaviour. >iscuss. A. (upil motivation is an essential element necessary for .uality education. 5ow do teachers know when pupils are motivated, C. Compare the differences between motivation, encouragement and criticism.
113
T(%or a& 1. >iscuss the effects of good and poor motivating strategies on young $-F pupils. 1. >iscuss ways on how to develop, monitor and maintain productive behaviours of young $-F pupils. 3. %ind and present successful cases of good motivation strategies on young $-F pupils.
114
TOPIC D
DE:ELOPING A PERSONAL CLASSROOM MANAGEMENT PLAN
1.0 SYNOPSIS Topic B focuses on developing a personal classroom management plan. It provides teachers with brief descriptions on teacher reflection, theoretical approaches of classroom management, expectations, rules and conse.uences, procedures, and communication skills. D.1 LEARNING OUTCOMES
y the end of Topic B, teachers will be able to! )utline and develop a personal Classroom Management (lan /CM(4 Identify and differentiate different approaches, theories and models in (ersonal CM( $xplain how to do reflective sessions in managing an $-F classroom. )utline the expectations of teachers and pupils in the management of an $-F classroom Identify the rules, conse.uences and procedures in developing a (ersonal CM( Identify and explain the effective communication skills in preparing a good (ersonal CM(
D.2 Framework of Top !"
>eveloping a (ersonal Classroom Management (lan

#eflection -essions $xpectations Conse.uences 'pproaches, Theories and Models #ules and (rocedures Communication -kills
CONTENT
115
SESSION NINE AND TEN (6 hours) D.2.1 Ref&e!% ,e Se"" o$" $vertson et al. /17874 26ood classroom management doesn-t ust happen. Smoothly running classroom where pupils are highly involved in learning activities and that are free from desruption and chronic misbehaviour do not happen accidently.4 Indeed such classrooms exists because teachers have a plan to make them happen and are prepared to carry out the plan and meet that goal. +hen teachers develop a (ersonal CM( /'ppendix A 6 84, they integrate classroom management theory and practice into how they teach, how their pupils learn and how the classroom works. The (ersonal CM( places this theory and practice into a structure where teachers can implement in a classroom, emphasi0ing teachers; strengths and supporting weaknesses. The plan structures teachers teaching and pupils learning, and supporting teacher and pupil autonomy and promotes a sense of community. The (ersonal CM( maximi0es instructional and learning time and minimi0es interruptions, distractions and disruptions. Classroom management, instruction and teacher behaviour interact to create a productive and positive learning environment. The (ersonal CM( reflects teachers; personality, experience and skills and includes their own ideas and practices they have observed in effective classrooms, ideas the teachers have read in textbooks and professional *ournals, ideas from education courses, and ideas colleagues have shared. =ltimately, a teacher;s (ersonal CM( style must become an extension of the teacher;s personality and philosophies combined with the chemistry of the pupils in the classroom. The (ersonal CM( must be personal, realistic and filled with meaningful content and insights. Teachers can maintain their plan easily throughout the year as it supports who they are and what they want to be in the classroom.
116
#eflection is an important part of the practice of teaching and essential in pulling together the teacher;s personality and philosophies as well as classroom experiences to devise an effective personal CM(. To be and remain effective, teachers need to assess their own as well as pupil;s classroom performance and behaviour, analy0ing and evaluating how they work and how the classroom works. #eflecting is a criti.ue of a teaching lesson, learning activity, classroom management or behavioural problem. The evaluation aspects of reflection provide teachers with an opportunity to get in touch with their teaching selves, analyse their teaching goals and classroom management. <ohn /1779 in goals are animated in their classrooms. osch, < /17774, refers to reflective recall as the method designed for reflection and revising the Classroom Management (lan /CM(4. 'ccording to her, reflective recall is a method that lets teachers use time, thought and insight to impact how they and the classroom work.
REFLECTION CUESTIONNAIRE
osch, 17774,
suggests that teachers must think about their long term goals and reflect on whether these
#eflective recall comprises four6steps which are L-top, #ecall, #eview and #evise;. In the first step, teachers must physically stop everything to spend time reflecting on a lesson, situation, problem orphilosophy classroom management. In the next statements step they about recallteaching. lessons, events, 1. #eflect on your of education. +rite five HI believeI situations and experiences. In the review step, they think about the recalled information and
3. Fist your strengths. Think about both want personal strengths and talents. Circle that particularly apply the connect it to the CM(. Teachers may to reflect on this information alone or discuss 1. +hat does the term classroom management mean to you,
lesson, event, situation or experience with a fellow teacher or friend. In the final step teachers revise their strategies by adding, changing or eliminating ideas or linking the
A. 'sk several family members and friends to tell teachers what they like best about
to classroom teaching.
components and ideas to each other conse.uently enhancing you, and list their responses below. &ote responses similar to yours. their classroom instruction and classroom management skills.
C. 9. Fist your weaknesses. Circle those the CM( may need to support. Fist the most important .ualities you wish to foster in your pupils.
. Ref&e!% o$ C(e"% o$$a re
To help teachers think and promote further understanding of their teaching self they can use a reflection .uestionnaire /%igure Their answers to the .uestionnaire will make them B. 5ow do you introduce yourself toB.14. the class, reflect on their own practice and subse.uently assist them in planning and implementing
8. own Complete a concept map onManagement H+hat is ?ood Teaching,I their (ersonal Classroom (lan / osch, 17774. 7. +rite a brief paragraph on how you make a difference in the lives of your pupils.
117
12. %ind and copy a favorite .oute, poem or story that conveys an understanding of your teaching self.
F '(re D.1; Ref&e!% ,e C(e"% o$$a re
D.2.2
Approa!#e"> T#eor e" a$) Mo)e&"
efore teachers can make any classroom management plan for their classroom, it is vital for teachers to be aware of the principles and conse.uences of decisions and strategies they wish to implement. ' good understanding of the different approaches, theories and models of classroom management and 2...consideration of teachers- own beliefs of pupil-s developmentI /$dwards and +atts, 122A4 will help teachers make the right decisions and select strategies that will work for their situation. 't this point, it would be useful to have an
118
overview of the different approaches, theories and models of classroom management /'ppendix 14. %rom the overview, classroom management theories, approaches and models differ in terms of pupil self6regulation to the degree of teachers; control over their pupils. These differences can be categorised as 3teacher0directed approach, collaborative approach and pupil0directed approach- as shown in Table B.1 / alson, 17814.
Ta+&e D.1; Ca%e'or e" of Approa!#e" Re&a% ,e Power Teachers; Control ehaviour Modification 'ssertive >iscipline Mixed D "! p& $e Mo)e&" >emocratic >iscipline Choice Theory (ositive ehaviour Feadership Teacher6directed 'pproach Collaborative 'pproach T#eore% !a& 5a"e" Teachers $ffectiveness Training #esponsible Thinking (rocess (ain (upil6directed 'pproach (upil;s 'utonomy
D.2.2.1 Tea!#er9D re!%e) Approa!# . T#eor* Teacher6directed theory believes that human behaviours can be promoted or reinforced by the environment, so that children;s behaviours can be changed under the influence of environment conditions, such as rewards, encouragements, conse.uences and punishments. Therefore, teachers give pupils little autonomy because they do not believe that pupils are able to self6monitor or self6regulate ade.uately. 5ence, teachers should ad*ust the external conditions to achieve expected behaviours only /Martin and (ear, 122B4. . Mo)e& Demo$"%ra% o$ $ pra!% !e )ne of the famous discipline models based on the teachers6directed theory is Canter;s assertive discipline model, which gives teachers a system to set up their expectations and rules, avoid negative behaviours by negative conse.uences and reinforce preferred
119
behaviours through rewards or encouragements. There are a few steps to apply assertive discipline model to classroom management problems. $stablishing positive pupil6teachers relationships is the first step. Teachers need to establish good relationship with pupils based on mutual trust and respect in order to make sure their expectations are met. 5ence, teachers could attend pupils; activities, such as sports events and drama plays and so on, and praise their achievements in these activities to promote a better relationship. The next step is to clarify rules and expectations. #ules in class are mostly based on teachers;s needs, and they need to be clearly specified and explained. ' short list of rules is preferable rather than long one since it is easier for pupils to understand, remember and follow. The following step is to track misbehaviours, which is to make sure their demands are met after they clarified their rules and expectations. Through the step, pupils would know that their behaviours are monitored and examined. 'll following rewards and conse.uences are provided based on the observation as well. /$dwards and +atts, 122A4 The three steps above is the basis of the assertive discipline model. &ext is to use conse.uences to enforce boundaries. +ith advance preparation, the discipline hierarchy could be set up to differentiate severity of misbehaviours. Conse.uences or punishments could become more and more serious when pupils continue to misbehave. esides negative conse.uences, positive conse.uences also need to be applied to encourage desirable behaviours. %re.uently supplying negative conse.uences will increase the tense and depression in classroom, while praise, rewards and encouragements will ease the tense and depression. 5owever, the Canters claimed that rewards can not replace punishments, and a balance between positive and negative conse.uences are needed in the assertive discipline system. The last but not the least, establishing strong parent support is very important. (arents play a vital role in helping teachers maintain good classroom discipline. ' successful teachers6
120
parent communication could also show parents that teachers are really interested in helping their kids /$dwards and +atts, 122A4.
D.2.2.2 Co&&a+ora% ,e Approa!# . T#eor* Collaborative theory assumes that children;s behaviours are influenced from both inner and outer factors, and the purpose of their behaviours is always to satisfy some needs. (upils would like to control their own life to meet their needs, so that they are able to achieve responsible self6determination, if teachers could offer appropriate guidance. In other words, teachers have to teach pupils how to be responsible and allow them to gain more self6 control over their behaviours.
. Mo)e& )emo$"%ra% o$ $ pra!% !e +illiam ?lasser;s Choice Theory model is based on the collaborative theory. It explains why and how all human beings behave and that all behaviours are driven by five basic needs! survival, belonging, power, fun and freedom. Teachers, therefore, need to teach pupils how to control their behaviour in a way that they can satisfy their needs, and meanwhile, they do not deprive others to satisfy theirs. /Charles, 12214 In practice, choice theory includes significant prevention components. ?lasser suggested three types of classroom meetings to prevent discipline problem 6 social6problem6solving meetings, open6ended meetings and educational diagnosis meetings. -ocial6problem6solving meetings are focused on class. It encourages pupils to solve discipline problems from class expectations. The behaviours that the class finds unacceptable are listed through collective discussions. 5ere, pupils gain a chance to make decisions to create their own classroom circumstance based on sufficient information which is provided by teachers. It is a way to maximum satisfaction in class. (upils are also welcomed to contribute on the rule formulations, conse.uently, pupils would feel more obligations to the class issues, and the classroom rules would make more sense to them as it also contains their own determinations.
121
)pen6ended meetings are used to support regular curriculum, in which pupils could ask .uestions relevant to their learning circumstance. 'lso, it encourages pupils input on the class operations in order to promote a more en*oyable and productive learning environment. $ducational diagnosis meetings are for pupils to evaluate their academic achievements and find out the blind side of their knowledge. Teachers should offer .uality teaching and activate pupils; genuine motivation by locating their needs and interests. $ncouraging pupils to go through a process of self6evaluation, improvement and repetition could achieve a better work .uality and protect their self6esteem as well. +hen class rules are broken, ?lasser /in Manning and ucher, 12134 suggested that
teachers; intervention should not be punitive, but make logic sense to pupils. 'lthough negative conse.uences would be applied when the classroom rules are breached, pupils are encouraged to accept and consider these conse.uences as reasonable outcomes for contravening rules rather than pure punishments.
D.2.2.- P(p &9D re!%e) Approa!# . T#eor* The pupil6directed theory believes that children are capable for complete rational self6 regulations, since the HblueprintI of their future is already in them. (upils would grow up naturally and teachers; role in this process is to promote their self6growth by providing conditions.
. Mo)e& Demo$"%ra% o$ $ pra!% !e ' well6known model of the theory is the teachers effectiveness training model, which believes that pupils will make correct decisions and solve problems with the assistance from parents and teachers. esides, punishments are not going to stop pupils; contrary to ucher, 12134 The teachers effectiveness training model is regulations. In contrast, the punitive punishment would cause aggression in children. /?ordon, 1787 in Manings and
122
relied on good connection between teachers and pupils, which is based on good communication. 'pplying the teachers effectiveness training model to solve discipline problems, first of all, the problem ownership has to be located. If pupil;s behaviour causes problems for the pupil only, the pupil owns the problem: if pupil;s behaviour causes no problem for either teachers or the pupil, no one owns the problem: if pupil;s behaviour causes problems for teachers or other pupils, teachers own the problem. +hen teachers own the problem, they should deal with pupils; misbehaviours in a positive, non6adversarial manner. =sually, teachers may minimi0e or eliminate the behaviour problems by modifying the physical or psychological environment. esides, sending pupil a confrontive I6message to clarify the problem, its effect and teachers; feeling is also a method to gain the pupil;s cooperation and support. +hen a pupil responses the I6message in a resisting way, teachers need to shift gears from an assertive position to a listening position to reach an acceptable solution by considering the pupil;s needs and feeling. In addition, if a conflict occurs in the classroom, trying to find a no6lose method of conflict resolution is much better than a win6lose one. +hen pupils own the problem, they need a way to release the distressful feelings and emotions, so that, as teachers, *ust listening to their problems will help a lot, which exhibits a posture of willingness to help the pupil. -ome body movements, facial expressions and door openers could show teachers; positive attitude and promote the conversation. %urthermore, teachers should avoid expressions such as giving order, warning, preaching, analy0ing, lecturing and critici0ing, since these expressions will restrain pupil;s willingness of talking, which will block the communication road between teachers and pupil. There are also some explicit strategies regarding the prevention of discipline problems. %irstly, preventing I6message could be used to modify the possible misbehaviours later and receive desirable future support and cooperation from the pupils. Then, in order to achieve a safe, efficient and harmonious classroom, rules of the class should be set up by both teachers and pupil through discussions, which is much like the way to obtain no6lose conflict resolution. esides, teachers need to share the power and decision making with pupils to
123
manage the class with the anticipation of pupils. Conse.uently pupils will have more confidence and self6esteem in the class, and they are re.uired to behave more responsibly. . D "!("" o$ The strengths and limitations of the example models 6 assertive discipline model, choice theory and the teachers; effectiveness training model 6 are listed in Table B.1 below, in which the advantages and disadvantages of each approaches would be located as well. /$dwards and +atts, 122A4
Ta+&e D.2; A),a$%a'e" a$) D "a),a$%a'e" of Mo)e&"8T#eor* D "! p& $e Mo)e& A),a$%a'e" -imple for application %ocus on teachers;s desire (arents and administrators are involved in discipline process D "a),a$%a'e" Inhibition of pupil;s self6regulation (unishments may cause conse.uences such as embarrassing, rebellion or revenge =nderlying the causes of discipline problems >ifficult for pupils to experience true sense of autonomy if the outside influences are too strong >ifficult for teachers to show respectful behaviour if pupils keep challenging them Time consuming Time consuming &ot applicable in emergency or dangerous situations )ver reliance on pupil;s willingness
'ssertive >iscipline /Teachers6directed4
Choice Theory /Collaborative4
>eveloping effective teachers6pupil relationship (romotion of self6autonomy and self6 determination to meet pupil;s need 5igh6lighting the teachers;s need (romotion of honest communication $ncouraging self6discipline %orming good teachers6pupil relationship
Teachers $ffectiveness Training /(upil6 directed4
The three approaches are essentially different in the cognition of pupils. The teachers6 directed theory does not believe that pupils are able to self6regulate, so the strategies emphasi0e on the teachers; desire and neglect pupil;s needs. The pupil6directed theory believes pupil;s self6regulation, so its strategies highlight the pupil;s willingness, but impair teachers; interventions. The collaborative theory believes that pupil;s self6regulation must be guided by teachers, so that strategies of collaborative theory are trying to balance both of their needs. 5ence, in practice, factors such as the age group of pupils and school learning environment could be considered to find a suitable classroom management plan.
124
D.2.- E0pe!%a% o$" #esearch has explored the complex factors and the many potential sources that affect the formation of teacher expectations. %or example, 'lderman /122A4 provides a useful summary of the ma*or sources of the expectations that teachers hold for their pupils based on research by 'lvidre0 " +einstein /17774 and aron, Tom " Cooper /178C4. . Tea!#er". +e& ef" a+o(% p(p &". a+ & %* a$) %#e r +e& ef" a+o(% $%e&& 'e$!e 'lderman /122A! 1BA4 explains that when teachers consider intelligence as a fixed pupil characteristic, they are more likely to label pupils as Hsmart or dumb and teach them according to the labelI. +einstein argues that Hone contributor to teacher *udgments of ability is pupil performanceI /+einstein, 1221!CA4. . P(p &". "o! oe!o$om ! +a!k'ro($)> 'e$)er a$) e%#$ ! %* . >usek and Goseph conducted a meta6analysis of research on teacher expectancies and concluded that pupil characteristics such as pupilDs conduct in the school, race, classroom conduct, and social class Hwere related to teacher expectanciesI />usek and Goseph, 1783! 31B4.
. P(p &". %e"% "!ore"> a$)8or pre, o(" a!a)em ! a!# e,eme$% #ivers /17824 .uoted in />usek and Goseph, 17834 has found that in the early elementary school years an older siblingDs performance may influence teachers; expectancies /either positive or negative4 for a younger siblingDs performance. In addition, van Matre et al /12224 suggest that teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle6socio economic status /-$-4 than low6-$- pupils which can be similar to $-F primary school teachers; expectations of their pupils. The following are differing ways teachers treat and respond to pupils who are low6acheiving versus pupils who are high6achieving /?ood and rophy, 12214.
125
+aiting less time for pupils
who are low6acheiving than for pupils who are high6
acheiving to answer .uestions before giving the anser or going to another pupil. ?iving pupils who are low6acheiving the correct answer rather that offering clues or repharising the .uestions. Calling on pupils who are low acheiving less often. 'sking pupils who are low6acheiving only easy .uestions. $xpecting less academic work from pupils who are low6acheiving. Making fewer efforts to improve the performance of pupils who are low6acheiving. 'ccepting and using fewer ideas of pupils who are low6acheiving. The anxiety created by the often unreasonable expectations and demands of today;s
classroom, a teachers;s own dissatisfaction with self, adds to the feelings of helplessness. -ometimes teachers fail to discriminate between the actual expectation of teaching and their own self6imposed expecations. Idealism, dedication and commitment can result in unreasonable and virtually unattainable expectations. The teachers; own assumptions about a problem, or a pupil perceived as a problem, can drive behaviour in unproductive directions. The pressure to conform to a picture of the perfect teacher lies at the root of much self6 induced stress. The teacher;s own thoughts and feelings undermine more effective behaviour. -uch limiting beliefs are expressed in self6verbali0ations. Teachers should learn to replace negative thought patterns with affirming ones. Two especially destructive ways of thinking about problems and issues are! A&&9or9No$e T# $k $' Mr. (uven doesn;t like me, so none of the teachers here likes me. My 5eadmaster let me down. I;ll never trust him again. Ca%a"%rop# ! T# $k $' I messed up again. I can;t do anything right.
126
+hy even try, It won;t do any good K she;s a hopeless case. The following I K should statements represent some commonly held teaching myths, /Farrivee 12274. I "#o(&) Fike and care for all pupils 5ave no preferences or pre*udices e consistent in my actions with pupils
#emain calm and collected at all times 5ide my true feelins and place pupils; feelings above mine. e able to solve all problems.
Cope with all situations without anxiety, stress or conflict. #un my classroom so that there is no confusion, uncertainty or chaos. 5aving realised the various sources that affect the formation of teachers; expectations, it is important for teachers to plan ways to achieve their behavioural expectations of their pupils. >etermining, teaching and reinforcing over time appropriate rules, procedures and conse.uences will help teachers to meet these expectations.
D.2.1 R(&e" a$) Pro!e)(re" Classrooms are unpredictable places. )n the first day of school, pupils do not know when they can go to the washroom, if they will be punished for leaving their seats, or how the person in front of the room will treat them all year. 't any moment, the fire alarm could ring, the intercom could blare with announcements, someone could start a fight, the overhead light could blow, a child could have a sei0ure, a senior assistant could ask teachers to step out into the hall during the lesson, a snake slithering in the classroom or a strong wind and heavy rain causing havoc. These and a host of other distractions and dangers create a lot of potential areas for confusion and rather unsafe feelings for pupils.
127
>etermining rules and procedures, teaching them to pupils and outlining the benefits of working within them, is a critical up6front investment of a teacher;s time and energy. These pieces of classroom management plan help to promote appropriate pupil behaviour, prevent pupil misbehaviour and create a sense of order and conse.uences in the classroom. #ule, procedures and explanation of them, tell pupils how the teachers expects them to behave. Teachers can adopt the guidelines in Table B.3 when crafting classroom rules /?imbert, 12124.
Ta+&e D.-; G( )e& $e" o$ Craf% $' C&a""room R(&e" C#ara!%er "% !" 1. #ules should be in positive statements and not in negative statements. Ra% o$a&e (ositive rules explain what pupils should be doing. &egative stated rules simply tell pupils what to avoid and challenge pupils to find inappropriate behaviours that fall outside the scope of the rule. (upils should be able to understand the behavioural expectation. E0amp&e" %o fo&&ow #espect your classmates in your words and actions. Fisten when someone else is talking. Class time is for class activities. Come to class prepared with all re.uired materials. %ollow the teacher;s direction. $very pupil will demostrate habits of a responsible pupil. 'lways use appropriate conduct. E0amp&e" %o a,o ) &o disrespectful comments. &o talking out of turn. &o toys or games in class.
1. #ules need to be stated clearly. /'void vague rules unless intended to be discuss extensively with pupils4.
3. #ules should be few.
+hen there are fewer rules, each rule will seem more important. %ewer rules are easier for pupils to remember and for teachers to enforce. Gust a few rules will avoid the sense that the teacher is trying to control a pupil;s every movement.
#ules such as Class time is for class activities or %ollow the teacher;s directions. 'ddress many behaviours in one rule.
&o gum, food or drink in class. ring homework, book, norebook and penEpencil to class everyday. e on tim. &o profanity. &o leaving the room without permission.
<eeping rules short, few and at the same time clear to pupils is not easy. In order to establish such rules and procedures teachers have to make sure each rule is broad enough to cover more than one specific behavioural expectation and yet not too explicit. To ensure
128
their expectations are fair and realistic, teachers need to determine the kind of classroom environment they want to establish and also consider the age and maturity of the pupils. D.2.2 Co$"e/(e$!e" +hile conse.uences are often framed as something used only after a rule has failed, they are more accurately viewed as part of the structure that makes rules work. ' pupil needs to know up6front, what would happen if heEshe were to break a rule or does not comply with the procedure. The pupil can choose to follow the rule or break the rule and incur the negative conse.uences. 5elping pupils reali0e this cause and effect relationship, and they have the power to choose the resulting HeffectI, is one of the many ways teachers can empower their pupils and help them develop self6discipline. ?imbert /12124 posits that self6 discipline involves the capacities to regulate oneself, to anticipate conse.uences and to give up immediate gratification to receive a long term goal. This is one of the most important behavioural skills teachers can teach their pupils. In establishing conse.uences, the teacher will want to take into account what characteristics make some conse.uences more effective than others. %irst, the degree of conse.uences should increase gradually, so as to give pupils ade.uate warning before imposing a more severe penalty. $ffective conse.uences flow logically and naturally from the pupil;s behaviour. %inally, effective conse.uences keep the pupil;s dignity intact. Table 1.A illustrates the characteristics of effective conse.uences /?imbert, 12124
Ta+&e D.1; C#ara!%er "% !" of Effe!% ,e Co$"e/(e$!e" C#ara!%er "% !" Ra% o$a&e E0amp&e" %o fo&&ow E0amp&e" %o a,o )
129
Conse.uences should be gradual, progressing from less severe to more severe as misbehaviour is reapeated.
This sends the message that pupils have potential to behave and simply need to understand and choose to follow the expectation. +hen they repeat the misbehaviour, they choose the more severe conse.uences.
1. Mild +arning 1. -hort detention after class or school 3. +ritten plan for improvement A. ?uardian contact C. -evere clause! -ent to 5eadmaster If a pupil runs to be the first in line, he receives a mild warning and is asked to walk instead at the end of the line. /&atural4 +hen a pupil misbehaves during rehearsal for an activity, heEshe receives a mild warning and is told that if the poor behaviour continues, heEshe will have to sit out of the rehearsal until the next day. /Fogical4 If three pupils interrupt the teacher during a class period, they all receive mild warning.
1. +arning 1. -ent to office or 1. (hone call home 1. (arent conference 3. In school detention
Conse.uences should be natural andEor logical
&atural conse.uences follow from the event or situation, as pupils are allowed to experience the outcome of their poor choices or behaviour, highlighting the rationale of the rule. Fogical conse.uences are structured learning opportunities arranged to teach appropriate behaviour.
+hen a pupil is disrespectful to a group member during group work, heEshe is allowed to remain in the group but is held in from recess. /neither logical or natural
Conse.uences should maintain the dignity of the pupil.
Conse.uences should be consistent from pupil to pupil and delivery of conse.uences should always address the particular behaviour in .uestion, not the pupil and hisEher behavioural history.
If three pupils interrupt the teacher during a class period, the first gets ignored, the second gets a harsh warning and the third pupil, who had a history of not raising hisEher hand, gets detention after school because the teacher is so so Hfed upI by that time.
D.2.B
Comm($ !a% o$ Sk &&" oth verbal and non verbal communication strategies of teachers should
$ffective communication help teachers to show that they care about pupils and want them to succeed. reflect the cultures of pupils. Teachers should use familiar words and expressions and refer to things that the pupils are interested ini. To communicate clear expectations, the tone should be firm. >irectives should be straighforward. 5umor can be used to lighten
130
situations: however, it should be culturally and developmentally appropriate. -arcasm is inappropriate and *okes should never be made at the expense of individual pupils / ondy et al., 122B4. Teachers should use communication patterns that are familiar to different cultural groups. %or example, pupils from working class families are often used to direct orders /+ork on your exercises now4 rather than polite re.uests /(lease begin to work on your assignment4 or indirect re.uests /+ould you like to begin your work....4. -tressing logical conse.uences /if you don;t study, you won;t pass the test4 may not work with some cultural groups. 5owever, they might respond to comments about bringing shame to the family if they are successful on the test /+einstein et al., 1213
E0er! "e" 1 1. Fist an array of potential conse.uences and discuss how to implement them in the classroom. 1. >iscuss the Collaborative 'pproach in (ersonal Classroom Management and its effectiveness in your own school. 3. $xplain briefly the effective communication skills that you would consider in preparing your own (ersonal CM(,
T(%or a& 1. >iscuss strategies to develop a (ersonal Classroom Management (lan. 1. >iscuss characteristics of a good (ersonal Classroom Management (lan.
131
3. >iscuss what would you need to consider when preparing a (ersonal Classroom Management (lan. A. (repare a (ersonal Classroom Management (lan and share with friends.
REFERENCES 'lderman, M. <. /122A4. 7otivation for achievement) ,ossibilities for teaching and learning /1nd ed.4. Mahwah, &ew Gersey! Fawrence $rlbaum 'ssociates. alson, Maurice. /17814. 8nderstanding classroom behaviour. Melbourne! 'ustralian Council for $ducational #esearch. andura, '. /17894. Social foundations of thought and action. A social cognitive theory.
132
$aglewood Cliffs,n*! (rentice 5all. asch,C.$. /12114. 'ggression " Piolence and the 'chievement ?ap 'mong =rban Minority Teachers. 9ournal of School !ealth, 81/124, 9176 91C. andura, '. /177B4 Self0Efficacy) (he Exercise of :ontrol. &ew @ork! +. 5. %reeman. aron, #. '. /17884 &egative effects of destructive criticism! Impact on conflict, self6efficacy and task performance. 9ournal of Applied ,sychology, B3,177612B.
asch, C. $. /Ganuary 21, 12114. 'ggression and violence and the achievement gap among urban minority youth. (he 9ournal of School !ealth, %;, 12, 91761C.
osch, <.'. /17774. ,lanning :lassroom 7anagement for :hange . Illinois! -kylight (rofessional >evelopment rophy, G. /122A4. 7otivating pupils to learn /1nd.ed.4. &ew Gersey! Fawrence $rlbaum. rown, ?., " @ule, ?. /17834. (eaching the spoken language. Cambridge! Cambridge =niversity (ress. rown, 5.>. /177A4. (eaching by principles) An interactive approach to language pedagogy. $nglewood Cliffs, &G! (rentice 5all #egents. Campbell, G. /17774. ,upil <iscipline ,roblems in the :lassroom. $mmitsburg! Charles Thomas (ublisher. Canter, F. /12124. 'ee :anter=s assertive discipline) ,ositive behaviour management for today=s classroom. loomington, I&! -olution Tree (ress. Carolyn, M. $. and +einstein, C. -. /$d4 /12294 !andbook of :lassroom 7anagement) >esearch, ,ractice, and :ontemporary Issues. &ew Gersey! $rlbaum 'ssociates.
133
Charles C.M., -enter ?.+. /122C &. Elementary :lassroom 7anagement oston !(earson $ducation Inc.
?ourth Edition,
Charles, C. M. /12214. @uilding classroom <iscipline /Bth ed.4. oston! (earson $ducation. Charles, C. M. /12284. @uilding :lassroom <iscipline. oston, M'.! (earson $ducation. Charles, et. al. /12114. @uilding :lassroom <iscipline. oston, M'.!(earson $ducation. Chisholm, G.%. " +ard, '.+. /122A4. *arning Signs) School Aiolence ,revention. In >enmark, %.F. Aiolence
in Schools ) :ross0.ational and :ross0:ultural

oston, M' ! -pringer -cience " usiness Media, Inc.
,erspectives. p.B%0CD.
Corrie, F. /12214. Investigating :lassroom @ehaviour) ,ractical (ools ?or (eachers . Fondon! #outledge %almer. Cotton, <. /17874. Expectations and ,upil Outcomes! School improvement research series. #etrieved 1C Gan 1213 from http!EE www. nwrel.orgEscpdEsirsECEcu7.html. Cotton, <. /12214. Schoolwide and :lassroom <iscipline. #etrieved 1C Gan 1213 from http!EE www. nwrel.orgEscpdEsirsECEcu7.html. Covington, M.P./17784 (he *ill to 'earn. Cambridge!C=( Cutting, '. F. " >unn, G. /12214. The cost of understanding other people! social cognition predicts teachersng children;s sensitivity to criticism. 9ournal of :hild ,sychology and ,sychiatry , A3!B, 8A7K892 Cynthia, C. /12234. Aiolence and the 7edia. uckingham ! )pen =niversity.
134
>amon, +. " (helps,$./12214. -trategic uses of peer learning in children;s education. In T.G. erndt " ?.+. Fadd /$ds.4.,eer relationships in child development /pp 133 6 1CB4, &@! Gohn +iley " -ons. >Srnyei, J. /12214. 7otivational Strategies in the 'anguage :lassroom. Cambridge! Cambridge =niversity (ress. $dwards, C., " +atts, P. /122A4. :lassroom discipline and management) An Australasian perspective. Milton, )ld! Gohn +iley " -ons. $llen, -. /12214 (eachers ,erceptions and 8se of :lassroom Space. #etrieved on 1C Gan 1213 from http! EEsdpl.coe.uga.eduEresearchEteachersperceptions.htm $vertson, C. M. /17794. :lassroom management for elementary teachers . oston! 'llyn and acon. %raser, ., ); rien,(. /178C4. ,upil and teachers perceptionsof the environment of elementaryschool classrooms. Elementary School 9ournal, %B"B&, BCE0B%$ ?artrell, >. /12114. A guidance approach for the encouraging classroom . elmont, C'! +adsworth Cengage. ?imbert, ., /12124 The #esponsive Classroom! ' (ractical 'pproach for Teaching Children to Care. In Classroom Management and Care /12114 Teach %or 'merica. http!EEwww.teachingasleadership.orgEsites EdefaultEfilesE#elated6#eadingsE CMCT1211. pdf. #etrieved 1C Gan 1213 ?ood, T. F., " rophy, G. $. /12224. 'ooking in classrooms /8th ed.4. &ew @ork! Fongman. ?ordon, T. /17BC4 #etrieved from http!EEwww.nobleednews.comE theTgordonTmodel. htmUInitiating O12theO12?ordonO12Model.
135
5ardin, C. G. /12284. Effective classroom management) 7odels and Strategies for (oday-s :lassroom /1nd ed.4. =pper -addle #iver, &G! (earson $ducation. 5enley, M. /12294. :lassroom 7anagement) A ,roactive Approach . &G! (earson $ducation. 5idi, -., " 5arackiewic0,G. /12224. Motivating the academically unmotivated. >eview of Educational >esearch, B2,1C161B7. 5oltappels,5.?.,Meier,=. /12224. Piolence in -chools. European Education,31 /1&,996B7. Gohnson, -.F. /12274. Improving the -chool $nvironment to #educe Piolence. 9ournal of School !ealth, B7 /124, AC16A9A. Gones, %. /12224. (ools for (eaching ) <iscipline instruction motivation . -anta Cru0, C' ! %redric 5. Gones and association. <elly, %. >., " Chick, G. M. /17814. asic parent counseling skills. Individual ,sychology, D%, ;%E0;F#. <ohn, '. /12294. @eyond discipline) ?rom compliance to community . 'lexandria, Pa! 'ssociation for -upervision and Curriculum >evelopment. <ounin, G. -. /17B24. <iscipline and group management in classrooms . &ew @ork, &@ Vu.a.! 5olt, #inehart " +inston. Farrivee, . /12274 Authentic :lassroom management) :reating a 'earning :ommittee and @uilding >eflective ,ractice /3rd ed.4 =pper -addle #iver, &G! (earson $ducation. Fevin, G., " &olan, G. %., /17794. ,rinciples of :lassroom 7anagement) A ,rofessional <ecision07aking 7odel /1nd ed.4. =-'! 'llyn and acon.
136
Fevin. G. "
&olan, G. %., /17714. ,rinciples of :lassroom 7anagement) A !ierachical
Approach. M'! 'llyn " acon. Mac>onald #.$, 5ealy -.>., /17774 A !andbook ?or @eginning (eachers, Second Edition. C' ! 'ddison +eslye Fongman Inc. Mannings, M.F. " ucher, <.T. /12134. :lassroom 7anagement) .odels, Application and :ases /3rd.ed.4. =pper -addle #iver, &G! (earson $ducation. Martella, #.C., &elson, G.#. " Marchand6Martella, &.$. /12234. 7anaging <esruptive @ehaviours in the Schools) A Schoolwide, :lassroom, and Individualise Social 'earning Approach. oston! 'llyn and acon.
Martin, ?., " (ear, G. /17B84. @ehavior modification) *hat it is and how to do it . $nglewood Cliffs, &.G! (rentice65all. Mar0ano, #. G. /12234. *hat works in schools. 'lexandria! '-C>. Mar0ano, #. G., Mar0ano, G. -., " (ickering, >. /12234. :lassroom management that works) >esearch0based strategies for every teacher. 'lexandria, P'! 'ssociation for -upervision and Curriculum >evelopment. Mar0ano, #.G., (ickering, >.G. " (ollock, G.$. /12214 :lassroom Instruction that *orks) >esearch0based Strategies for Increasing ,upil Achievement. 'lexandria! '-C>.
Meyers,-. /12234. -tategies to prevent and reduce conflict in classrooms. :ollege (eaching. Pol.A/A4, 39163B9. Minority @outh. 9ournal of School !ealth, 81/124, 917691C. Mills, '. G. /122B4. OrganiGational behaviour in a global context . (eterborough, )nt! roadview (ress.
137
Moore, <. >. /122C4. Effective instructional strategies) ?rom theory to practice . Thousand )aks! -'?$ (ublications. Moore, <. >., " 5ansen, G. #. /12114. Effective strategies for teaching in H0% classrooms . Thousand )aks! -'?$ (ublications. Morgan, &.-. /12284. Iuick, Easy and Effective @ehaviour 7anagement Ideas for :lassroom. FondonF <ingsley (ublishers. )rmrod, G.$. /12284. !uman 'earning /9th ed.4 =pper -addle #iver,&G! (earson. #egina, M.). " >aniel, G.#. /122B4. Effective :lasroom 7anagement) (eachers ,reparation and ,rofessional <evelopment. +ashington! &ational Comprehensive Centre for Teachers Ruality. -chunk, >. 5., (intrich, (. #., " Meece, G. F. /12284. 7otivation in education) (heory, research, and applications /3rd ed.4. =pper -addle #iver, &G! (earsonEMerrill (rentice 5all. 91. -evers,(. /12234. ' system to boost personal achievement and esteem. School Science >eview, 8C/3114,A36A8. Tauber, #. T. /122B4. :lassroom management) Sound theory and effective practice . +estport, Conn! (raeger (ublishers. Tauber, #. T. /122B4. :lassroom management) Sound theory and effective practice . +estport, Conn! (raeger (ublishers. Thelen, 5. '. /17814. (he classroom society) (he construction of educational experience . ?. ! Croom 5elm.
138
Tsiplakides, F. " <eramida, '. /12124. (he >elationship between (eachers Expectations and ,upil Achievement in the (eaching of English as A ?oreign 'anguage . #etrieved 1C Gan 1213 from www.ccsenet.org. +einstein, C., Tomlinson6Clarke, -., " Curran, M. /)ctober 21, 122A4. Toward a conception of culturally responsive classroom management. Educational Administration Abstracts, JF, A.4 +ent0el,<.#. /12224. -ocial support and ad*ustment in middle school. The role of parents, teachers and peers. 9ournal of Educational ,sychology. 72, 1216127. +hat it is and how to do it /eighth edition4. $nglewood Cliffs, &G! (rentice65all, Inc. +5) ?lobal Consultation on Piolence and 5ealth /17794. Aiolence) a public health priority. In >enmark, %.F. Aiolence
in Schools ) :ross0.ational and :ross0:ultural
,erspectives. p.;D.
oston, M' ! -pringer -cience " usiness Media, Inc.
139
A##$%&'( 1 The following table shows a comparison of early influential writers and contemporary models in classroom management.
P o$eer" $ C&a""room Ma$a'eme$% T#eor "%" 1. %rit0 #edl and +illiam +attenberg .%. -kinner Gacob <ounin Mo)e&" Classroom haviour and classroom discipline ehaviour modification Instructional management Congruent communication >emocratic teaching Approa!#e" 'uthoritativeE democratic 'uthoritarian 'uthoritativeE democratic >emocratic Ma $ A""(mp% o$" (upils in groups behave differently to individuals: teachers support pupil self6control and offer Lin the moment; help to change behaviour. Teachers shape pupil behaviour through systematic reinforcement including rewards and negative reinforcements. Teachers prevent misbehaviours through awareness in the classroom and by using effective lesson management techni.ues /pupil movement, group awareness, smoothness of lesson delivery4 to influence pupil behaviour. Teachers encourage pupil autonomy through dignity and awareness of pupils; feeling about situations and themselves. Teachers assists pupil self6discipline by focusing on the situation not the pupil and view pupils as capable of making good decisions. Teachers promote pupil self6discipline in a democratic classroom where pupils and teachers make decisions on how the class will work. (upil behaviour is goal directed and all pupils want to belong. (upils misbehave out of mistaken goals. Teachers use logical conse.uences and encouragement instead of praise, and should never use punishment. >isciple is best achieved through pupil self6control.Teachers use LI; messages in influencing pupil behaviour, preventive strategies and incorporate a no6lose approach to conflict. The teachers and pupils have rights in the classroom. Clear rules of behaviour and expectations are written and enforced through a discipline hierarchy of cose.uences. Teachers and school meet pupil needs in order for them to flourish. Ruality teachers instruction assists in meeting these needs. Teachers encourage pupil involvement and responsible behaviour.
1. 3.
A.
5aim ?inott
C.
#udolph >reikurs
>emocratic
9.
Thomas ?ordon Fee and Marlene Canter +illiam ?lasser
Teachers effectiveness training 'ssertive discipline Choice theory and .uality school
Fiberal
B.
'uthoritarian
8.
>emocratic
Co$%emporar* Mo)e&" $ C&a""room Ma$a'eme$%
140
T#eor "%" 1. Finda 'lbert
Mo)e&" Cooperative discipline
Approa!#e" >emocratic
Ma $ A""(mp% o$" >iscipline is best achieved through cooperation. Teachers need to establish a classroom that is safe, where pupils feel connected and belong. (upils assist in the development of a code of conduct. (upil behaviour is viewed as an opportunity for learning. Teachers work to instil an inner sense of control in pupils. The classroom is structured to allow opportunities for responsibility. It is based on a belief that pupils will make good decisions, are worth the effort and have the capacity to take positive charge of teachersr lives. Teachers provide a classroom where pupils come to view themselves as capable and able to have control in teachersr lives. The classroom climate is built on mutual respect and cooperation. Class meetings are key to class relationship building. Teachers maintain pupils involvement in learning through effective and efficient teachers behaviours such as engaging lessoins, setting clear limits, classroom organisation, helping pupils with work problems and incentives to promote responsibility. 's a part of school6wide approach, teachers provides learning communities that are built on trust, cooperation and consistency of message across the school. (upils take on leadership roles and responsibility in developing self6discipline. $ffective instruction and increasing pupil achievement are important in taking pupils from being Ltourists; to citi0ens. Teachers need to have clear classroom procedures that are taught to pupils in the first weeks of school in order to teach effectively. Teachers planning and organisation are essential and pupil behaviour is the result of poor teachers classroom management. Teachers and pupils work cooperatively to solve problems in the class. Misbehaviour is seen as a starting point in helping pupils develop self6responsibility. Teachers work with pupils, as if on the same side /win6win4 to solve problems and continually reaffirm self management and proactive life skills. Teachers maintain a positive learning environment that supports pupil dignity and gives a sense of hope to those pupils struggling with school. Teachers consider individual situations rater than relying on a rigid hierarchy of conse.uences and provide choices for pupils. Teachers model the values promoted in the classroom.
1.
arbara Coloroso
Inner discipline
>emocratic
3.
Gane &elson and Fynn Folt %rederic Gones
(ositive discipline (ositive classroom discipline Cosistency management and cooperative discipline (ragmatic Classroom Management +in6win discipline
'uthoritativeE democratic 'uthoritarian
A.
C.
Gerome %reiberg
>emocratic
9.
5arry and #osemary +ong -pencer <agan, (atricia <yle and -ally -cott #ichard Curwin and 'llen Mendler
'uthoritarian
B.
'uthoritativeE democratic
8.
>iscipline with dignity
>emocratic
141
'lfie <ohn
eyond discipline
>emocratic
Teachers work to develop classrooms as learning communities. In these communities pupils and teachers develop respectful relationships and collectively solve problems /class meetings4. Teachers respect pupil interest in instruction and costructing learning that movespupils to deeper levels of thinking. Teachers focus on pupil responsibility and empower pupils to make choices about behaviour. (upils are more likely to behave when given responsibility. (upils are taught a framework for behaving appropriately. Teachers are positive, offer choices and develop self6reflection as a step towards changing behaviour. Teachers provide guidance and support for pupils to behave responsibily. (upils need to be taught right from wrong, to comply with adult authority, and when developmentally ready, to begin to make choices about behaviour. Teachers train pupils so that they can work successfully in society. -chools are set within society and therefore we need to educate pupils to live in a democratic society. The focus is on pupil rights and responsibilities and in developing ethical behaviour as reflected in society;s laws. The teachers organises the classroom for effective instruction and learning opportunities.The organisation includes teaching rules and procedures from day one of the school year and developing pupil accountability for behaviour and learning. The classroom is viewed as a social and communicative setting suited to pupil6centred instruction.
12
Marvin Marshall
>iscipline without stress
'uthoritativeEd emocratic
11
#onald Morrish
#eal discipline
'utocratic
11
%orest ?athercoal Carolyn $vertson and 'lene 5arris
Gudicious discipline Classroom organisation and management program /comp4
'uthoritativeEd emocratic 'uthoritativeEd emocratic
13
142
A##$%&'( ) The following table highlights the characteristics of effective conse.uences. /?imbert, 12124
Characteristics Conse.uences should be 'ra)(a&, progressing from less severe to more severe as misbehaviour is reapeated. #ationale This sends the message that pupils have potential to behave and simply need to understand and choose to follow the expectation. +hen they repeat the misbehaviour, they choose the more severe conse.uences. &atural conse.uences follow from the event or situation, as pupils are allowed to experience the outcome of their poor choices or behaviour, highlighting the rationale of the rule. Fogical conse.uences are structured learning opportunities arranged to teach appropriate behaviour. $xamples to folow 1. Mild +arning 1. -hort detention after class or school 3. +ritten plan for improvement A. ?uardian contact C. -evere clause! -ent to 5eadmaster $xamples to 'void 1. +arming 1. -ent to office or 1. (hone call home 1. (arent conference 3. In school detention
Conse.uences should be $a%(ra& a$)8or &o' !a&
If a pupil runs to be the first in line, he receives a mild warning and is asked to walk instead at the end of the line. /&atural4 +hen a pupil misbehaves during rehearsal for an activity, heEshe receives a mild warning and is told that if the poor behaviour continues, heEshe will have to sit out of the rehearsal until the next day. /Fogical4 If three pupils interrupt the teachers during a class period, they all receive mild warning.
+hen a pupil is disrespectful to a group member during group work, heEshe is allowed to remain in the group but is held in from recess. /neither logical or natural
Conse.uences should maintain the ) '$ %* of the pupil.
Conse.uences should be consistent from pupil to pupil and delivery of conse.uences should always address the particular behaviour in .uestion, not the pupil and hisEher behavioural history.
If three pupils interrupt the teachers during a class period, the first gets ignored, the second gets a harsh warning and the third pupil, who had a history of not raising hisEher hand, gets detention after school because the teachers is so so Hfed upI by that time.
A##$%&'( 3
143
The following table gives examples of rules that do and do not meet these guidelines, /?imbert, 12124 C#ara!%er "% !" 1. R(&e" "#o(&) +e $ %#e form of po" % ,e "%a%eme$%. A,o ) r(&e" frame) a" $e'a% ,e "%a%eme$%". Ra% o$a&e (ositive rules explain what pupils should be doing. &egative stated rules simply tell pupils what to avoid and challenge pupils to find inappropriate behaviours that fall outside the scope of the rule. (upils should be able to understand the behavioural expectation E0amp&e" %o fo&&ow #espect teachersr classmates in teachersr words and actions. Fisten when someone else is talking. Class time is for class activities. E0amp&e" %o a,o ) &o disrespectful comments. &o talking out of turn. &o toys or games in class.
2. R(&e" $ee) %o +e "%a%e) !&ear&*. 4A,o ) r(&e" %#a% are ,a'(e ($&e"" %ea!#er" $%e$) %o ) "!("" %#e r(&e $(*$%s'+$,- w %# p(p &"6. -. R(&e" "#o(&) +e few.
Come to class prepared with all re.uired materials. %ollow the teachers;s direction.
$very pupil will demostrate habits of a responsible pupil. 'lways use appropriate conduct. &o gum, food or drink in class. ring homework, book, norebook and penEpencil to class everyday. e on tim. &o profanity. &o leaving the room without permission.
$ach rule appears more important when there are fewer of them. %ewer rules are also easier for pupils to remember and for teachers to enforce. %inally, having *ust a few rules avoids the sense that the teachers is trying to control a pupil;s every movement.
#ules such as Class time is for class activities or %ollow the teachers;s directions. 'ddress many behaviours in one rule.
A##$%&'( . CF'--#))M )#?'&I-'TI)&

144
M* Per"o$a& C&a""room Ma$a'eme$% P&a$ Teaching ?oal ! C&a""room Or'a$ "a% o$ C&a""room E$, ro$me$% >raw or describe room arrangement
-ketch bulletin board ideas
Class Motto Classroom )peration #ules 1. 1. 3. A. C. A##$%&'( / M* Per"o$a& C&a""room Ma$a'eme$% P&a$ #outine and procedures
145
Conse.uences 1. 1. 3. A. C. Incentives
Cues
A##$%&'( 6 M* Per"o$a& C&a""room Ma$a'eme$% P&a$ I$"%r(!% o$
146
Le""o$" Instructional -trategies
Individual Instructional -trategies
Ruestioning -trategies
$xamples of .uestions
#espo nses to pupils +hen a pupil gives a correct answer. +hen a pupil gives a partially correct answer. +hen a pupil gives an incorrect answer (upil self6evaluation opportunities
A##$%&'( 0 M* Per"o$a& C&a""room Ma$a'eme$% P&a$ Effe!% ,e Tea!# $' Pra!% !e" uilding positive relationships
147
etween teachers and pupils
'mong classmates +ith parents -trategies to develop pupil social skills -trategies to develop pupil problem6solving and decision6making skilss -trategies to develop pupil self6control (reventive discipline strategies Classroom technology plan ASSESSMENT Gra) $' P&a$ #ecording grades in the grade book A##$%&'( 1 M* Per"o$a& C&a""room Ma$a'eme$% P&a$
5omework policy
148
(rogress #eport
(upil opportunities to impacr grades
$xtra credit
#ewrites
>rop a grade
-pecial assignment
Collection of points to be factored into the final grade
REFLECTION
PANEL PENULIS MODUL PROGRAM PENSISAAEA<AN GURU MOD PENDIDI=AN 7ARA= 7AU< 4PENDIDI=AN RENDA<6
NAMA M=5'M'> #'G' ' >=FF'5 (ensyarah T$-)F mdra*aendran1211Wgmail.com =ELULUSAN;

149
=ELAYA=AN
M.$-F =niversiti Malaya .$d./5ons4 T$-)F =niversiti of Feeds, =<
TSL3109 MANAGING THE PRIMARY ESL CLASSROOM 'ss. >iploma in T$-)F -heffield City (olytechnicE Trinity College Fondon -i*il (erguruan T$-)F M(<&(<T
PENGALAMAN =ER7A
1A tahun sebagai guru di sekolah rendah 9 tahun sebagai guru di sekolah menengah 13 tahun sebagai pensyarah di I(?
># -ITI #)5'&I T. M)5> J'I& (ensyarah T$-)F siti0ain2BWyahoo.com.my
=ELULUSAN
(5> $d. =niversiti -ains Malaysia M.' Finguistics Indiana =niversity, lomington, =-' .'. $nglish Indiana =niversity, lomington, =-'
PENGALAMAN =ER7A (=P$&$-+'#$& 'EF <'#=((I'5 (ensyarah T$-)F eswaranpuWyahoo.com
C tahun sebagai guru di sekolah menengah 17 tahun sebagai pensyarah di I(?
=ELULUSAN
M.$d. /$ducational Management " 'dministration4, =niversiti -ains Malaysia .$d./5ons4 T$-F =niversity of &ottingham, =< -i*il (erguruan T$-)F M(< Ipoh
PENGALAMAN =ER7A
T'#-'M$ -I&?5 'EF M'-' -I&?5 (ensyarah T$-)F tarsameWtm.net.my
(ensyarah dalam bidang T$-)F 1C tahun sebagai guru di sekolah rendah C tahun sebagai guru di sekolah menengah 11 tahun sebagai pensyarah di I(?
=ELULUSAN
M.$d. /$ducational Technology4 =niversiti -ains Malaysia .$d./5ons4 T$-)F =niversity of Fancaster, =< -i*il (erguruan <has M(I< <F -i*il (erguruan T$-F M(
PENGALAMAN =ER7A '5M'> <'M'F I& ' >=F ?5'&I (ensyarah T$-)F
11 tahun sebagai guru di sekolah menengah A tahun sebagai pensyarah di I(? 150
ringo1721Wyahoo.com =ELULUSAN M.'.Finguistics =niversiti Malaya . $d. T$-F /5ons4 =(-I <>(< T$-)F M( <inta -i*il (erguruan T$-)F M( Ipoh PENGALAMAN =ER7A 1A tahun sebagai guru di sekolah rendahE menengah B tahun sebagai pensyarah di I(?
I=ON Re#a% Per+ $!a$'a$ 5a#a$ 5a!aa$
151
5(k( R(3(ka$ La% #a$ Mem+(a% No%a Se$ara Semaka$ La*ar I$%er$e% Pa$)(a$ Pe$''($a Me$'(mp(& Mak&(ma% T(%or a& Mem k r
Tama% NOTA; SILA GUNA=AN I=ON9I=ON D ATAS 5AGI TU7UAN 8 MA=SUD SEPERTI YANG DINYATA=AN.
152

Tsl3109 PPG Module

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Tsl3109 PPG Module

Încărcat de

Drepturi de autor:

Formate disponibile

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TOPIC 1 INTRODUCTION TO CLASSROOM MANAGEMENT

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TOPIC 2 CLASSROOM MANAGEMENT: APPROACHES, THEORIES AND MODELS

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

2.2 Framework of Top !" Classroom Management

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

(eacher ) *hat could you do that would help+

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TOPIC - MANAGING RESOURCES AND FACILITIES; RULES> E@PECTATIONS AND PROCEDURES

-.2 FRAMEAOR= OF TOPICS

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

Managing #esources and %acilities

Managing Fearner Focation " ?rouping