Tsl3109 PPG Module

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM
TOPIC 1 INTRODUCTION TO CLASSROOM MANAGEMENT
1.2 Framework of Topic "ntroduction to #lassroom $anagement

#oncept of #lassroom $anagement 'unction and (ature of #lassrooms "nstruction as #entral #lassroom Activity #lassroom "nstruction ) $anagement *ractices %oles in &ffective #lassroom $anagement %esponsibility Accountability &xpectations #onsistency +b!ectivity
CONTENT SESSION ONE (6 hours) 1.2.1 T!e Co"cep# of C$a room Ma"a%eme"# As teachers it is your professional responsibility to manage your classroom effectively to provide meaningful and fruitful learning experiences to your pupils. What strategies should you possess to be effective and efficient in your classroom? Study 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, #$$%&. An 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 s ills and disruptive pupils were ma!or reasons for teachers to perform badly. a safe and orderly classroom is essential for academic success.
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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. -$ar.ano and $ar.ano, /0012 3ence teachers need to posses effectual classroom management strategies to manage pupil behaviour and at the same time be able to create a safe, orderly and pupil4friendly environment to execute instruction productively -$anning and 5ucher /0612. Albert and Troutman -67892 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. "n their definition of classroom management $anning ) 5ucher -/0612 included strategies to provide physical and psychological safety in the classroom: techni,ues for changing pupil misbehaviours and instruction self4discipline: 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 self4discipline among the pupils. "n other words, the fundamentals of effective classroom management are the methods and strategies used to provide a safe and conducive classroom environment, instil self4discipline and prevent disruptive behaviours, maintain an orderly development of daily activities, and of course implement instruction successfully. A positive and productive learning environment is the ey to academic success and ma ing sure your pupils feel they are in an environment that allows them to achieve is of utmost importance. "t 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 eep the pupils focused on the core processes of learning can result in low achievement. "n managing their classrooms and executing instruction, teachers need to recognise options, ma e decisions and ta e actions based on their own attitudes, intentions, beliefs and values as well as researched educational theories. "f teachers are unable to positively recognise options, ma e decisions and ta e actions they would be faced with a disorganised classroom. =ndeniably, having poor classroom management s ills would
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ma e 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, ta e into consideration the diverse nature of the classroom population and ma e 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 organi.ing and decorating the classroom to create a productive learning climate. 1.2.1.1 T!e F&"c#io" a"' Na#&re of C$a room The classroom generally functions as a place for the process of instruction and learning to ta e 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. "t has to be a safe, friendly and comfortable environment for them to interact productively with the teachers and among themselves. According to Steele -cited in &llen, /00/2, to be an ideal place for maximi.ing instruction and learning, the classroom has to provide security and shelter, opportunities for social contact, symbolic identification, tas instrumentality and pleasure. i. Sec&ri#( a"' S!e$#er Although the classroom should be a safe and comfortable place for instruction and learning, it should not give a feeling of being inviting and soft. The classroom set up should not allow for any form of intrusion and interference, and at the same time it should not ma e available opportunities for privacy. ii. Socia$ Co"#ac# As for social contact, the furniture should be arranged in such a way that it allows pupils to communicate during classroom activities, be it pairwor or small group wor . Arranging the physical setting for instruction is a logical starting point for classroom management because it is a tas that teachers face before school begins. Teachers will find it easier to plan other aspects of classroom management once teachers now how the physical features of the classroom will be organi.ed. iii. S(m)o$ic I'e"#ifica#io" The walls of the classroom should be a source of information for the pupils at all times. The walls should effectively communicate information about the pupils through their classwor and teachers through the types of information they post on them. *osters and charts created by the pupils should be displayed on the walls as a source of information and motivation for the pupils. There should be a bulletin board on the wall where teachers can rotate pictures that reflect the time or sub!ect matter that goes with the instruction units so the pupils can see real pictures of the time. "t would be helpful to tell pupils what is expected of them and how to succeed in the class. >aily routines and procedures should be implemented and posted. A wee ly calendar of assignments and due dates should also be visible. A consistent use of these things will ma e pupils familiar with them and achieve a sense of security in the classroom.
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i*. Ta k I" #r&me"#a$i#( "n terms of tas instrumentality, the classroom materials that would be used by the pupils should be made available on boo shelves 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 boo s and place any unused boo s in their des s or shelves at the bac of the classroom. The seating arrangement should allow for ease and clarity of viewing for all aspects of instructional presentations. *. P$ea &re To ma e it pleasurable for pupils to be in the classroom, the environment should have a pleasant and relaxing atmosphere. The walls should not be brightly coloured as that would be a source for distraction. The furniture should be neatly organised and the floors clean to promote a healthy and comfortable learning environment. To be effective, teachers need to create a positive learning environment through actions and deeds. The foundation of a positive climate is positive interaction between teachers and the pupils and among the pupils. A positive environment encourages pupils to be excited about their school experience and about learning.
1.2.1.2 T!e Ro$e of I" #r&c#io" a a Ce"#ra$ C$a room Ac#i*i#( The fundamental purpose of classrooms is to provide an environment for the process of instruction and learning. "nstruction is the academic process of carrying out activities that induce learning among pupils. &ffective instruction activities can motivate pupils to learn in ways that ma e a sustained, substantial, and positive influence on how they thin , act, and feel. "nstruction activities in the classroom too involve interaction between the teachers and pupils as well as between pupils and pupils. Through these interactions teachers not only impart content nowledge and language s ills, but educate pupils on social s ills, relationships, self4discipline, values and beliefs. "t is through instruction and learning activities too that pupils learn to communicate and develop confidence and self4esteem. 3ence, the role of instruction as a central classroom activity is to positively develop pupils and e,uip them with the nowledge and s ills to be able to ad!ust themselves to society and the environment. 1.2.1.+ C$a room I" #r&c#io" a"' Ma"a%eme"# Prac#ice "nstruction and classroom management are not two separate entities -$anning ) 5ucher, /0612. A classroom that is well managed can act as a suitable setting for effective instruction and a well planned lesson which engages pupils in purposeful and meaningful tas s will support good behaviours in the classroom. #onversely, poor classroom management will not be supportive toward instruction even though a wide range of effective instruction strategies are used. Similarly, instruction with wea strategies may not wor as expected even if the classroom is effectively managed.
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i. Effec#i*e C$a room I" #r&c#io" The primary role of teachers is to plan and deliver instructions effectively and efficiently. To be able to do so teachers need to ma e 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 ma ing effective use of classroom management techni,ues to ensure a conducive environment for learning with minimal disruptive behaviours. -$ar.ano, *ic ering, ) *olloc , /0062 &ffective classroom instructions thus constitute having: a wide array of instructional strategies at your disposal: being s illful at identifying and articulating the proper se,uence and pacing of your content: and being highly s illed in classroom management techni,ues. ii. I" #r&c#io"a$ S#ra#e%ie Teachers need to employ instructional strategies that ma e the most of class time and eep pupils engaged. This involves: considering pupils; attention span when planning instructional activities: alternating teacher4centered activities such as presentation and teacher modeling, and pupil4centered activities li e practice sheets and independent reading: and familiarising pupils with transition times and procedures between activities li e from small group activities to whole group instruction. 5esides 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 tas s or hands4on activities that provide pupils with too much or too little time to finish will hinder pupil learning. "f teachers are long4winded or the tas ta es too long to complete, pupils may become bored and tune out. Too easy a tas , 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 tas s early to eep them actively engaged while the other pupils complete the tas . "n 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.
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*upils attending to academic tas s cannot at the same time be engaged in disruptive, off4tas behaviour. &ffective instruction minimi.es disruptive behaviour through higher rates of academic engagement. -&spin, ) @ell, 677A: Sutherland, Alder, ) ?unter, /001 in %egina ) >aniel, /00B2. "nstruction that is effective in encouraging high rates of academic engagement and on4tas behaviour is characteri.ed by the following ey features: Appropria#e $e*e$ of i" #r&c#io"a$ ma#eria$ or #a k "t is particularly important to provide pupils with planned, se,uential instruction, materials and tas s at their appropriate instructional level. "f information and materials are beyond pupils; current s ill level it will frustrate them and they may engage in behaviours that avoid engagement in the lesson -Wehby, Symons, #anale, ) ?o, 677C in %egina ) >aniel /00B2. As a result, teachers may remove the instructional material or tas , or the offending pupils from the instructional environment. Too easy materials may result in pupils engaging in inappropriate behaviours out of boredom and lac of challenge. When pupils are provided with materials of appropriate levels of instructional difficulty, their on4tas behaviour, tas completion and comprehension increases -?ic ling ) Armstrong, 67B8 in %egina ) >aniel /00B2. Studies show that pupils who are actively engaged and provided with fre,uent opportunities to respond to academic tas s are less disruptive and demonstrate improved academic s ills -Sutherland ) Wehby, /006 in %egina ) >aniel /00B2. &ffective instruction is even more critical for at4ris pupils who display poor academic and social outcomes because they have fewer academic s ills and re,uire increased instruction in order to accelerate learning ->onovan ) #ross, /00/ in %egina ) >aniel /00B2. 5esides, the instructional environment may be experienced differently by them. As such, instruction has to be ad!usted appropriately -e.g. more opportunities for practice and review, lower reading4level texts, boo s on tape, or small4group instruction2 in order to increase successful learning opportunities for them. Fee')ack &ffective instruction provides feedbac for both the pupils and the teachers in a variety of ways: through discussion, in writing and non4verbally, but never solely through testing. $ost importantly, the feedbac serves to motivate both pupils and teachers, promoting an active learning situation.
Teac!er , per o"a$ -&a$i#ie Teachers; personal ,ualities are also important for effective instruction. 3aving a mastery of the sub!ect and the enthusiasm to impart the nowledge are paramount. +ther essential characteristics are being approachable, accessible, a sense of humour and having respect for the pupils.
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&ffective teachers are always willing to sei.e the teachable moment. Teachers should ta e advantage of a pupilDs ,uestion or observation, or some incident from real life and spin it into their lesson. *ulling all these together is genuine passion for teaching which effective teachers show when they enthusiastically and professionally engage pupils in lessons to help them learn and retain what is taught. iii. Effec#i*e C$a room Ma"a%eme"# Prac#ice Although effective instruction can reduce behaviour problems, it does not fully eliminate them -&mmer ) Stough, /006 in %egina ) >aniel /00B2. The primary purpose of classroom management is to gain control of the classroom so that pupils; time in the classroom is optimised for learning. According to 5rophy, -6781 in %egina ) >aniel /00B2 a good classroom manager adheres to three principles: be willing to accept responsibility for classroom control: advocate to long4term, solution4oriented approaches to problems and abstain from short4term, control responses: and endeavour to discover underlying personal problems -impulsivity, lac of awareness, home problems, etc.2 for symptomatic behaviour. 5esides principles, 5rophy also cited the following theoretical teacher orientations: the self4conceptEpersonal ad!ustment orientated teacher encourages discouraged pupils, builds self4esteem by arranging for and calling attention to success and improving peer relationships: the insight -cognitive2 orientated teacher spends time with problem pupils individually, getting to now 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 and implementing classroom rules and routines. i*. S#r&c#&ri"% #!e c!oo$ a"' c$a room e"*iro"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 li elihood of inappropriate pupil behaviour, increases desirable pupil interactions, and sets up pupils for success. &ffective classroom structuring re,uires attention to the following features: #reating a physical arrangement that eases traffic flow, minimi.es distractions, and provides teachers with good access to pupils in order to respond to their ,uestions and better control behaviour. $a ing efficient use of classroom time, including transitions between various classroom activities. &nsuring that the nature and ,uality of pupil interactions is positive by clearly communicating appropriate behaviours for particular classroom activities. 'or example,
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pupils may be expected to interact with one another during cooperative learning activities but not during independent wor at their seats. -*aine et.al, 6781 in #arolyn and Weinstein /0092. *. R&$e a"' ro&#i"e The use of rules is a powerful, preventive component of classroom organi.ation 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 -#olvin, <ame;enui, ) Sugai, 6771: <err ) (elson, /00/ in #arolyn and Weinstein, /0092. ?uidelines for the construction of classroom rules indentified by educators are as follows: %ules should be ept 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. -$artella, (elson, ) $archand4$artella, /001 2 "n addition to establishing rules, teachers also need to incorporate routines into their efforts to organi.e the classroom. %outines for turning in homewor or engaging in small4group 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. &mphasi.e these rules and routines on occasions when increased violations are li ely to occur -e.g., before school brea s2 or if warranted by inappropriate behaviour. This type of instructional approach to social behaviour neutrali.es the reactive or extreme approaches to behaviour management that ultimately are ineffective -#olvin et al.,6771 in #arolyn and Weinstein, /0092. After classroom rules and routines are established, strategies to ac nowledge and encourage pupils; appropriate use of these rules and routines must be incorporated into the classroom management plan. This include: specific, contingent praise: a to en economy system, in which pupils earn rewards for behaviour: and behaviour contracts Arranging conse,uences in order to increase desired behaviour is a critical component of effective classroom organi.ation and management. Fi e all behavioural reinforcement, however, these strategies are effective only if they provide initial reinforcement in close temporal proximity to occurrences of the desired behaviour: also, they are more effective if they are lin ed to the classroom rules and expectations.
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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 classroom4management 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 s illed at recogni.ing when current strategies are ineffective and modifications are necessary. 1.2.2 Teac!er a"' P&pi$ Ro$e i" Effec#i*e C$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" i)i$i#( "t 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 li e deciding classroom rules and procedures: ta ing charge of classroom duties and resposibilities: ma ing responsible choices regarding the lesson content: and demonstrating their accomplishments. Another shared responsibility can be creating a discipline solution that would help pupils act more responsibly in the future -<yle, <agan, ) Scott;s, /000 in #harles, /00/2. Although 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. "t 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, 6787 in #harles, /00/2. Another 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 wor together for the benefit of the pupils. *upils too have an obligation in the development of a ,uality learning environment. A ,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:
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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. Acco&"#a)i$i#( Accountability 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 wor . "f teachers give pupils wor and do not chec their wor it demonstrates a lac of accountability. #hec ing pupils progress and providing pupils with timely feedbac is the ey to teacher accountability. 're,uent feedbac encourages pupils to persevere, whereas absence of feedbac causes pupils to surmise that their wor is not valued -3enley, /0092. =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 wor is completed. *upils on the other hand are accountable for their learning and behaviour -$anning ) 5ucher, /0612, and the mista es they ma e -#harles, /00/2. 'or example, in cooperative group activities pupils are held individually accountable for the intended learnings -Gohnson et al, 678A in Farrivee, /0072. ?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 non4verbal paying attention in class and on tas preparing materials they would need for classroom participation as ing permission and procedures for various activities, including leaving the room when necessary behaving appropriately toward teacher re,uests and directions eeping the classroom clean and orderly being respectful at all times, and not being tardy -Seganti, /008 in #harles et al, /0662 "n 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. "n the case of disruptive pupils, they must be made accountable for any behaviour which does not contribute to the desired classroom climate. "n the case of a conse,uence where the pupils have to come for detention class for a wrong doing, they are accountable to do
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so. "f pupils do not ta e heed of a behavioural conse,uence, then the teacher has not made them accountable for their action. 1.2.2.+ E.pec#a#io" %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. "n other words, pupils tend to conform to teacher erroneous expectations of their behaviour and academic performance. -Tsipla ides ) <eramida, /0602. 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 bac ground, gender, ethnicity and social class *upils; conduct in the school and classroom conduct *upils; test scores, andEor previous academic achievement An older siblingDs performance on a younger siblingDs performance -#arolyn and Weinstein, /0092 According to %osenthal and Gacobson -in Tsipla ides ) <eramida, /0602 teachers can in subtle and unintended ways convey their expectancies of their pupils; behaviour. 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 tas s, while withholding blame for failure can have a negative effect on their pupils; motivation and self4esteem as they may thin that teachers have little confidence in their abilities and expect little from them. Adopting 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. Seating the HableI pupils in the front rows and the Hless ableI pupils in the bac rows can convey expectations of HhighI and HlowI performance. *roviding capable pupils more opportunities to perform publicly on meaningful tas s, giving them more choices in assignments, and showing them more respect as individuals is showing less care and attention to the less able. "nteracting differently with high achievers tells the low achievers that they are not significant. #reating 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. -Tsipla ides ) <eramida, /0602.
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As 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. The following are suggestions on how teachers can promote the communication of positive expectations: #reate a classroom culture in which language errors are seen as a normal part of the language ac,uisition process. 'ostering the belief that mista es are opportunities for learning should be given priority ->ornyei, /0062. =se cooperative learning in small groups to complete pro!ects. #ooperative learning, promotes peer4cooperation, purposeful communication, and interaction with authentic texts. *eer4cooperation can raise expectations, because it involves all pupils, emphasi.es collaboration over competition and can foster the development of a friendly and supportive language community -Sho ouli ) Jadeh4>abbagh in Tsipla ides ) <eramida, /060 2. *rovide effective praise and feedbac K the focus should be on the care and effort pupils put into their wor and on the nowledge or s ills they gain. >o not encourage pupils to compare themselves with others -5rophy, /00A2.
*rovide criticism that helps pupils reali.e how they could do better rather than critici.ing pupils themselves or using personal criticism. "n addition, teachers should not be influenced by pupil performance when providing criticism. %esearch has revealed that teachers are more prone to critisi.ing low4achieving pupils for a wrong answer than high4achieving pupils -?ood ) 5rophy, /0002. =se portfolio assessment because this approach focuses attention on ,uality rather than !ust grades, and can encourage pupils to self4improve over time. $oreover, 5rophy -/00A2 posits that teachers need to show their pupils that they 4 care for them and are committed to their progress: 4 are willing to listen to and value their opinions and feelings: and 4 put priority on collaboration, rather than competition among pupils.
#ommunicate expectancies for success by forming groups with pupils from all levels of language performance, and do not marginali.e low achievers. This can be done by 4 not supplying answers impatiently to children of lesser ability depriving them of opportunity to thin and answer -#ovington, 67782 4 giving e,ually academically challenging tas s and using the same ,uestioning strategies for all pupils -Alderman, /00A2. 'or example, teachers tend to as wea pupils ,uestions which are at the lowest level -e.g. ,uestions of nowledge2. 5y
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contrast, they usually provide high achievers with opportunities to answer higher level ,uestions -e.g. ,uestions re,uiring an analysis or drawing a conclusion2. Avoid using the following as they can promote the communication of low expectations 4 calling on low4achieving pupils less often to answer ,uestions: 4 providing fewer clues to low achievers when they cannot answer ,uestions: 4 rarely expressing personal interest in low achievers: and 4 ma ing social comparisons between pupils in front of the classroom. 4 smiling less often to wea pupils, staying farther away physically, or avoiding eye contact with them. -Fevin and (olan, 67792 >evelop a positive classroom climate by not forming differential expectations for pupils based on ,ualities such as gender, ethnicity, or parents; bac ground -Schun , *intrich, and $eece, /0082. Similarly, 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 5rophy, /0002. '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 brea ing the rules. As for academic wor , pupils need to meet re,uirements and deadlines for which there will be conse,uences and incentives. Gust li e teachers, pupils have expectations of teachers in the classroom. 'irst of all they will expect teachers to deliver instruction effectively and efficiently by ta ing 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. And above all pupils will expect teachers to treat all pupils ali e and provide e,ual opportunities to experience learning. 1.2.2./. Co" i #e"c( +ne of the most important traits that teachers need to have to be effective is consistency. Teachers have to ma e 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 ept consistent as they will become familiar to them. Fac 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 off4tas and the fewer discipline problems, the more li ely teachers will be able to have ,uality classroom management. 5ehavioural 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
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partiality to some pupils over others -#ampbell, 67772. Worse still if pupils are allowed to get away with brea ing the rules as that will teach them that rules and regulations do not matter and can always be bro en without conse,uence. What 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, organi.ed and positive classroom. "f pupils need to be punished, ma e sure the punishment fits the crime. "f teacher policy does not wor as intended, teachers should continue to be consistent and wait till the end of the semester or year before they ma e any changes. Teachers should not ma e any acceptance to any rules what ever the situation. All violations of the rule should be treated the same -#ampbell, 67772 although it is ,uite difficult to enforce as pupils might experience genuine problems. "n cases where teachers need to ma e 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 ma ing deals with pupils over awarding credit points or deducting mar s for late submission of wor irrespective of the characteristics of the pupils. Whether they are academically strong or academically wea , pupils must be treated all the same -#ampbell, 67772. 'ailing which teachers will be faced with the tas of !udging whether one pupil;s reason for an infringement is better and more acceptable than another;s. 5eing consistent will protect teachers from such situations and allow teachers to focus on other instructional matters. 1.2.2.0 O)1ec#i*i#( 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 pupil4 friendly manner. "n addition, teachers have to establish rules, procedures and routines to develop self4 discipline and reduce disruptions during the teaching and learning process. "n 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 ma e decisions. "t is vital that in implementing the policy there should be neutrality, fairness at all times, and no pre!udice whatsoever. "n other words, ob!ectivity in classroom management is essential for teachers if they want to effectively manage their classroom and successfully deliver instruction.
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TOPIC 2 CLASSROOM MANAGEMENT: APPROACHES, THEORIES AND MODELS
2.2 Framework of Topic #lassroom $anagement

Approaches Authoritarian 5ehaviour $odification ?roup *rocessesE . Socio4psychological "nstructional $anagement Socio4cultural Theories and $odels 5uilding 'oundation Assertive Tactics >emocratic Teaching "nstructional $anagement #ongruent #ommunication
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CONTENT SESSION TWO (6 hours) 2.2.1 Approac!e 5efore exploring the various approaches, theories and models of classroom management it would be useful to understand the difference between the ey concepts Lapproaches;, Ltheories; and Lmodels;. An approach is a set of correlative assumptions or beliefs based on theoretical principles on dealing with instructional behaviour, pupil behaviour, classroom environment and the Ldegree of teacher4pupil control; -5alson, 678/2 in setting rules and procedures for effective classroom management -$anning and 5ucher, /0612. "n 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 -3ardin, /0082. Theories underlying classroom management approaches and strategies are based on studies conducted on human behaviour, specific human needs and motives, and s ills that teachers need to identify problems and student needs in order to change the class environment and instructional practices to improve student behaviour. $odels which are based on approaches and theories, consists of specific strategies and techni,ues used to manage instructional behaviour and student behaviour in the classroom -$anning and 5ucher, /0612. There can be a number of models for each classroom management approach. 'or example the #anters; Assertive and S inner;s 5ehaviour $odification models can be classified as models under the authoritarian approaches. The <ounin and Gones models are examples of the Socio4psychological approach whilst the "nner >iscipline and >iscipline without stress are examples of Socio4cultural approaches. 'or a brief overview of the different approaches of classroom management refer to Appendix 6. 2.2.1.1 A&#!ori#aria" c$a room ma"a%eme"# 2Power T(pe a"' Power 3a e 4 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 ,uic ly with misbehaviour ma ing the authoritarian approach models of classroom management power systems. The common authoritarian models of classroom management are: i. Ski""er, )e!a*io&r mo'ifica#io" mo'e$ "n this model teachers shape pupil behaviour through systematic reinforcement including rewards and negative reinforcements. -$anning and 5ucher, /0612
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ii. 5o"e , po i#i*e c$a room 'i cip$i"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 wor problems and giving incentives to promote responsibility. They set clear limits and organise their classroom effectively -3ardin, /008: #harles, /00/: $anning and 5ucher, /0612 iii. Ca"#er , a er#i*e 'i cip$i"e Fee and $arlene #anter 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 -3ardin, /008: #harles, /00/: $anning and 5ucher, /0612 The following are some of the possible limits and control enforced by authoritarians: *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 s ills. *upils are rarely given permission to leave the class -hall passes2 and their excused absences are seldom accepted. *upils have to obey the rules without any ,uestion or face the conse,uences. *upils are not ta en 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 3e!a*io&r mo'ifica#io" The behaviour modification approach is based on the ideas and wor of S inner. The basis of this approach are the assumptions that pupils will change their behaviour in order to get desired rewards -Farrivee, /0072. 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, stic ers and to ens.
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(egative reinforcement include giving pupils extra wee end homewor , denying visits or their seating arrangements changed. There are two levels of punishments which are labelled as *unishment " and *unishment "". 4 *unishment " 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. 4 *unishment "" 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. 5oth punishment " and "", can eliminate or decrease undesired pupil behaviours provided they are appropriately used. The use of to ens is a reinforcement system whereby pupils earn to ens for their academic performance and positive classroom behaviours. These to ens can then be periodically exchanged for a desired activity or reward.
2.2.1.+ Gro&p proce e i" #!e c$a room 6 A Socia$7P (c!o$o%ica$ 8iew &SF 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 wor side by side, constitute the group processes of the classroom. ?roup processes are significant in developing interpersonal s ills, intrapersonal s ills, social competence and empathy which are essential for real life situations. The effectiveness of group processes can be affected by peer4group relationships. A peer group is a collection of interdependent, interacting individuals with reciprocal influence over one another. "n classrooms as few as two people can form groups, as long as the paired individuals have reciprocal influence through communication and mental contact. When the teacher engages the whole class in a learning activity common to all, then everyone forms into a single group, or as Thelen -67862 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 wor toward a common goal. 'rom the social4psychological perspective, pupils of a class form a miniature society with peers, teachers and aides. As members of the miniature society they are interdependent and interact with one another striving for common goals. $any subgroups in the class affect how the larger classroom society wor s as how individuals relate to and interact with one another formally and informally. 3ence over a period of time, these informal relationships with peers increase in power and
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concentration. "n effect, pupil;s self4concept is formed by the peer group influence which can be either threatening or supportive. As members of a social group, pupils need to achieve the social motives of affiliation, achievement and power in order for them to feel comfortable and secure. "nability to satisfy these goals will lead to negative conditions of loneliness and re!ection, incompetence, powerlessness, and alienation. 3ence, this will result in high self4esteem in pupils and their positive attitudes toward school, and &SF teaching and learning. The group processes in the &SF classroom will contribute to higher learner achievement if the social climate is positive and how teachers manage their teaching and learning effectively. The next section will describe the elements of positive classroom climate and characteristics of effective teachers.
i. C$a room C$ima#e &SF classroom climate refers to the emotional tones associated with pupilsD interactions, their attitudinal reactions to the class, as well as to pupilsD self4concept and their motivational satisfactions and frustrations. #limate can be measured by observing physical movements, bodily gestures, seating patterns, and instances of verbal interaction -Table /.62.
Ta)$e 2.19 C$a room C$ima#e I"'ica#or
>o pupils stand close or far away from the teacher? Are pupils at ease or tense? 3ow fre,uently is affective support communicated by smiles, win s, or pats on the bac ? >o pupils move ,uietly with measured steps to their des s, or do they stroll freely and easily, showing the class feels safe? Are pupils reluctant to as the teacher ,uestions? 3ow do pupils relate to one another? Are they ,uiet, distant, and formal, or do they wal easily and laugh spontaneously? 3ow often do pupils put a peer down or say something nice to one another? >o pupils harass or bully other pupils? 3ow often does fighting erupt? 3ow often does peacema ing occur?
A positive climate exists when the following properties are present: leadership occurs as power4with rather than power4over: >o seating patterns shift from time to time, or do they remain the same, regardless of the learning communication is honest, open and transactional: activity? high levels of friendship are present among classmates: Are pupils wor ing together cooperatively? expectations are high for the performance of others and oneself:
Are sessions run primarily by the teacher or do pupils also ta e the lead?
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classroom norms are supportive in maximising pupils; &SF competency: and conflict is dealt with constructively and peacefully. Although each of these six properties of climate can be important by itself, positive climate is an ensemble of all of them. "n other words how each property is integrated with one another will shape a general climate of an &SF classroom. ii. Effec#i*e Teac!er "n general, effective teachers display the following characteristics to create a positive climate in the &SF classroom as described in the next section. Lea'er !ip #($e Fippitt and White, with guidance from Fewin -$ills, /00B2, observed effects on youth of three leadership styles: autocratic, democratic, and laisse. faire. Autocratic leaders made all decisions about group goals and wor procedures. >emocratic leaders specified group goals, but urged group members to decide among alternative ways of wor ing. Faisse.4faire leaders abdicated authority, permitting youth to wor as they pleased. ?roups with democratic leaders performed best with high ,uality wor output and high morale. Autocratically lead groups had high ,uality wor output, but low morale. ?roups with laisse.4 faire leaders performed worst overall. #lassroom research has shown that although autocratic teachers can get pupils to accomplish high amounts of academic wor , they also create conformity, competition, dependency, and resentment. *upils of democratic teachers accomplish both a great deal of excellent academic wor , and establish positive social climates. Effec#i*e Comm&"ica#io" &ffective communication is the ey in understanding differences between autocratic and democratic teachers. Autocratic teachers use one4way 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. "n contrast, democratic teachers use two4way communication often to encourage pupils to participate in ma ing decisions for themselves and in establishing group agreements for classroom procedures. 5y 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. Attributes 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 frie"' !ip Such 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
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pupils. *upils who view themselves as disli ed or ignored by their peers often have difficulty in performing up to their academic potential. They experience anxiety and reduced self4esteem, both of which interfere with their academic performance. As outcasts they might see revenge, searching for ways to be aggressive toward teachers and peers. 5y watching their teacher interact with the class, pupils learn who gets left out and who gets 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 wor cooperatively with popular classmates. Teachers with friendly classes see to it that they tal and attend to every pupil rather than focusing on a few, and often reward pupils with specific statements for helpful and successful behaviour: they see to control behavioural disturbances with general, group4oriented statements. :i%! e.pec#a#io" "n 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 feedbac from colleagues about how they are behaving toward particular pupils. Teachers should also use diverse information sources to understand what ma es their pupils behave as they do. "n particular, teachers should reflect on their expectations and attributions toward girls and boys, pupils of different social classes and ethnic groups. Teachers should deliberately see new information about pupil strengths in order to free themselves of stereotypes. C$a room "orm #lassroom norms form when most pupils hold the same expectations and attitudes about appropriate classroom behaviours. Although norms guide pupilsD and the teacherDs behaviour, they are not the same as rules. %ules, on the hand are regulations created by administrators or teachers to govern pupilsD behaviour which are not neccessarily group norms. *upil norms fre,uently are in opposition to teachersD goals, and can become counter productive to individual pupil development. Teachers should strive to help pupils create formal group agreements to transform preferred rules into pupil norms. "n particular, cooperative peer4group norms enhance pupil self4concept and language learning more than do norms in support of competition. Ma"a%i"% co"f$ic# #onflict, natural and inevitable in all groups, exists when one activity bloc s, interferes, or eeps another activity from occurring. #onflicts arise in classrooms over incompatible procedures, goals, concepts, or interpersonal relationships. The norms of cooperation and competition affect the
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management of conflict differently. With cooperative norms pupils believe they will obtain their self4interest when other pupils also achieve theirs. Teachers should strive, therefore, to build a spirit of teamwor and cooperation in their classes, so that pupils will feel that it is in their self4interest to cooperate with their peers. When a competitive spirit exists, particularly when pupils are pitted against each other to obtain scarce rewards, a pupil succeeds only when others lose. "n 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 s ills, friendliness and warmth, expectations and stereotypes of pupils, tactics for establishing pupil group agreements, and their s ills in managing conflict. 2.2.1./ I" #r&c#io"a$ c$a room ma"a%eme"# Teachers who use the instructional approach to classroom management prevent most management problems by actively engaging pupils in high4interest lessons geared to meet their interests, needs, and abilities. Thus, pupils are motivated to attend class, positively participate in activities, and manage their own behaviour. <ounin -67B02 and Gones -67B72 in $oore ) 3ansen -/06/2 advocate the instructional approach to classroom management. The premise that forms the basis for the instructional approach to classroom management is that well4planned and well4implemented instruction will prevent most classroom problems. The assumption is that pupils will not engage in disruptive behaviour when well4planned and well4implemented lessons engage pupils in the learning process with activities that meet their interests, needs, and abilities. Fet;s now loo at two models of classroom management that focus on the principles of the instructional approach. i. T!e ;o&"i" Mo'e$ "n a comprehensive comparison of effective and ineffective classroom managers, Gacob <ounin -67B02 in $ar.ano et al -/0012 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 ept pupils actively engaged: and they conducted well4planned lessons with smooth transitions. <ounin concluded that some teachers are better classroom managers because of their s ill in four areas: Hwithitness,I overlapping activities, group focusing, and movement management -#harles, /00/2. Withitness is the s ill to now what is going on in all parts of the classroom at all times: nothing is missed. HWithitI teachers respond immediately to pupil misbehaviour and now who started what. A ma!or component of withitness is scanning the class fre,uently, establishing eye contact with individual pupils, and having eyes in the bac your head. HWithitI teachers don;t ma e timing errors
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-waiting too long before intervening2 or target errors -blaming the wrong person and letting the real perpetrators escape responsibility for misbehaviour2. HWithitI teachers prevent minor disruptions from becoming ma!or and now who the instigator is in a problem situation. &ffective classroom managers are also s illed at overlapping. +verlapping means handling two or more activities or groups at the same time. &ssentially, it is the ability to monitor the whole class at all times. "t involves eeping a small group on tas , for example, while also helping other pupils with their seatwor . 'inally, <ounin notes that successful classroom management also depends on movement management and group focusNthat is, the ability to ma e smooth lesson transitions, eep an appropriate pace, and involve all pupils in a lesson. $oreover, effective managers do not leave a lesson hanging while tending to something else or change bac and forth from one sub!ect or activity to another. They eep pupils alert by holding their attention, by holding them accountable, and by involving all pupils in the lesson. ii. T!e 5o"e Mo'e$ 5ased upon over 60 years of researching classroom difficulties, 'rederic Gones -67B72 in $oore -/00C2, found that teachers lose C0O or more of their instructional time through pupils; time4wasting -e.g., tal ing and wal ing around the room2. 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. According to Gones, these limits should include the formation of rules of behaviour, as well as descriptions of appropriate wor behaviour, procedures for getting supplies and materials, instruction on what to do when stuc on seatwor , and what to do when finished with assigned seatwor . (inety percent of discipline and eeping pupils on tas , Gones contends, involved the s illful use of body language. 5ody language is a set of physical mannerisms that tend to get pupils bac to wor , the most effective of which are physical proximity to pupils, direct eye contact, body position -body orientation toward pupil2, facial expressions, and tone of voice. Gones contends that incentive systems also can be used effectively to eep pupils on tas and to get them to complete their wor . "ndeed, he suggests that preferred activities, such as time on the computer, free time, use of educational games, and free reading, can serve 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 class4preferred 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
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class can see. "f a large stopwatch is not available, a standard amount of time -e.g., one minute2 can be deducted for each instance of misbehaviour. 'inally, Gones found that giving help efficiently is related to time on tas . 3is research revealed that teachers on the average spend A minutes helping individual pupils who are having difficulty with seatwor . Gones recommends that this time be cut to no more than /0 seconds per pupil. >oing so allows more pupils to be helped and reduces the tendency for pupils to wor only when the teacher is standing near them. Setting limits, using body language, implementing an incentive system, and giving help efficiently will not eliminate all behaviour problems. When such problems do develop, Gones suggests, a bac 4up system, such as in4class isolation or removal from the room, is needed. 2.2.1./ Socio7c&$#&ra$ "n $alaysia, a classroom consists of different pupils of a different ethnic bac ground and social setting. A multicultural setting is a common scene prevalent in &SF classroom. $anaging a classroom is challenging because, Hdefinitions and expectations of appropriate behaviour are culturally influenced, and conflicts are li ely to occur when teachers and pupils come from different cultural bac grounds -Weinstein, Tomlinson4#lar e, and #urran, /00A2 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. Weinstein et. al -/00A2 outline the following five expectations that teachers should have: A teacher should recogni.e hisEher own ethnocentrism and biases. A teacher should now hisEher pupilsD cultural bac grounds. A teacher should understand the broader social, economic, and political context in which the class is situated. A teacher should be able and willing to use culturally appropriate management strategies. A teacher should commit to building a caring classroom. #oncepts such as culturally responsive pedagogy or culturally responsive literacy have been explored in academic literature since the 6770s, primarily in the context of primary and secondary education, and the need for teacher training in cultural awareness is now broadly recogni.ed. $ulticultural competence can develop a culturally responsive pedagogy in the $alaysian &SF classroom. These competencies are shaped by a number of theories and models that will be discussed in the next section, 2.2.2 T!eorie a"' Mo'e$ 2.2.2.1 3&i$'i"% #!e Fo&"'a#io" 2Ski""er< G$a
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er a"' Gor'o"4
5uilding the foundation by S inner, ?lasser and ?ordon will provide teachers an understanding of the ey 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 &SF teachers need to manage a classroom effectively but the nowledge of these theories will allow effective teachers to build a management style that combines proactive and reactive elements and that combines &SF instruction and classroom management into a uni,ue, effective style. a. T!e Ski""er, Mo'e$ of S!api"% De ire' 3e!a*io&r 3uman 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 stic ers 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. i. ;e( I'ea This model includes new applications of S innerDs basic ideas. S inner himself never proposed a model of school discipline. +ther writers have ta en his ideas on learning and adapted them to controlling the behaviour of pupils in schools. The following ideas reveal the essence of S innerDs model: 5ehaviour is shaped by its conse,uences, by what happens to the individual immediately afterward. Systematic use of reinforcement -rewards2 can shape pupilsD behaviour in desired directions. 5ehaviour becomes wea er if not followed by reinforcement. 5ehaviour is also wea ened by punishment. "n 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. 5ehaviour 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. - 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 li ely than before to repeat the act. 5ehaviour modification successfully uses various types of reinforcers. They include social reinforcers such as verbal comments, facial expressions, and gestures: graphic reinforcers such as mar s and stars: activity reinforcers such as free time and collaborating with a friend: and tangible reinforcers such as pri.es and printed awards. ii. Rei"forcer The S inner;s model can be a powerful model for classroom teachers, one that can be easily modified and implemented with pupils of all ages and bac grounds. +ne of
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the ey tenets the model are the use of reinforcers. Types of reinforcers that are commonly used in schools fall into four categories: Social Social reinforcers consist of verbal comments, gestures, and facial expressions. $any pupils wor diligently !ust to get a smile, pat, thumbs up -non verbal2 or verbal comment from the teacher, for example , HawesomeI, HexcellentI, Hnice goingI etc. ?raphic ?raphic reinforcers include mar s of various inds such as numerals, chec s, happy faces, and special symbols. Teachers ma e these mar s with felt pens and rubber stamps. They may enter them on charts or use a paper punch to ma e holes in cards ept by the pupils. They may attach stars or stic ers that are commercially available in large ,uantities and varieties. Activity - Activity reinforcers include those activities that pupils prefer to do in school. Any activity can be used as a reinforcer if pupils prefer it to another. 'or younger pupils -@ear 6412 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. Activities for older pupils -@ear A492 are such as playing a game, free reading, decorating the classroom, having extra recess time, going to an assembly 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. $any primary teachers use tangible reinforcers regularly. &xamples of inexpensive reinforcers are: popcorn, raisins, chal , crayons, felt pens, pencils, badges, etc. iii. App$ica#io" The Ski""er, mo'e$ ca" )e app$ie' i" a c$a room i#&a#io". T!e fo$$owi"% i a" e.amp$e #o i$$& #ra#e #!e mo'e$ i" a primar( c$a room. #lassroom scenario Jac , in $r. <amal;s class, is ,uite docile. 3e never disrupts class and does little sociali.ing with other pupils. 3owever, despite $r. <amal;s best efforts, he can hardly get Jac to participate in class activities. 3e rarely completes an assignment. 3e doesnDt seem to care. 3e is simply there, li e a bump on a log, putting forth virtually no effort. 5ased on the scenario above, these are the possible ways to deal with the situation: #atch Jac being good -doing anything that is appropriate2. %eward him whenever he participates or wor s.
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%eiterate the class rules regarding class wor . *raise Jac whenever he follows the rule. #onsider stronger reinforcers. "f praise is ineffective, use points, to ens, or other tangible ob!ects to reinforce and shape Jac Ds improvement. Set up a contract with Jac . "dentify a reward that is exceptionally attractive to him. +utline what he must do in order to earn the reward. Share the contract with Jac Ds parents to enlist their support. %einforce every improvement Jac ma es. ). T!e G$a er, Mo'e$ of C!oice T!eor( ?lasserDs wor 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 ma e appropriate behavioural choices that lead ultimately to personal success. i. ;e( I'ea +ften, teachers need to help pupils learn to ma e 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 ey 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. 5ad choices produce bad behaviour. Teachers must always try to help pupils ma e 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. #lass rules are essential and they must be enforced. #lassroom meetings are effective vehicles for attending to matters concerning class rules, behaviour and discipline. ?lasserDs views about discipline were simple but powerful:
5ehaviour is a matter of choice. ?ood behaviour results from good choices. 5ad behaviour results from bad choices. A teacherDs duty is to help pupils ma e good choices.
*sychologists and educators often delve into pupilsD bac grounds for underlying causes of misbehaviour. +ne often hears comments such as, MWhat can you expect, A.nil comes from a bro en 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. 3e simply says that humans have rational minds and can ma e rational choices. According to ?lasser, pupils are capable of understanding what is generally regarded as acceptable school behaviour and can choose to behave in acceptable
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ways. 3owever, in order to ma e good choices, pupils must see the results of these choices as desirable. "f bad behaviour gets them what they want then they will ma e 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 ac nowledge their behaviour and evaluate introspectively on their behaviour. The teacher refuses to accept excuses for bad behaviour. "nstead, the teacher always directs the pupilDs attention to alternative, more acceptable, behaviour. ii. Teac!er , Re po" i)i$i#ie The essence of discipline then, lies in helping pupils to ma e 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. According to ?lasser, the following are some of the teacherDs responsibilities in helping pupils ma ing good choices as described below. &mphasise pupil responsibility Since good behaviour comes from good choices and since pupils ultimately must live with the choices they ma e, their responsibility for their own behaviour. is always ept 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. Age, ability, and other realities of the pupils should be ta en into consideration when formulating rules. %ules must reinforce the basic idea that pupils are in school to study. Accept no excuses '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. What goes on there does not excuse bad behaviour in school. Those conditions may, indeed, cause bad behaviour, but that does not ma e it acceptable. The teacher must never say Mwe can excuse GamalDs behaviour. today because he has trouble at home. "t is o ay 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. #all for value !udgment
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When pupils exhibit inappropriate behaviour, teachers should help them ma e value !udgements about it. The following is an example based on ?lasser to illustrate how to help pupils ma e value !udgement. (eacher ,upil honest (eacher ,upil (eacher ,upil if pupil and lets ) *hat are you doing+ -as ed in unthreatening tone of voice.2 ) I-m waiting for a bright idea to appear. -Will usually give an answer if not threatened.2 ) Is that helping you or the class+ ) .o. ) *hat could you do that would help+ ) *hy not brainstorm with your friends+ -(ames better behaviour: cannot thin of any, teacher suggests appropriate alternatives pupil choose.2
"nvo e reasonable conse,uences. ?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 ta e charge of their own lives. 5e persistent #aring teachers wor towards one goal 4 getting pupils to commit themselves to desirable courses of behaviour. #ommitment means consistency, doing something repeatedly, intentionally, while ma ing 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 ma e choices and ma e value !udgments about their bad choices. #arry 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 wor ing towards solution for behaviour issues, curriculum matters or pupils; concerns -?artrell, /0662. ?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 wor ed out. >iscussions in classroom meetings focus on two things: - identifying the problem, and - see ing solutions to the problem.
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iii. App$ica#io" The following is an example to illustrate G$a c$a room. #lassroom scenario
er,
mo'e$ app$ie' i" a primar(
Fatif, a pupil in $r. &ng;s class, is ,uite docile. 3e never disrupts class and does little sociali.ing with other pupils. 5ut despite $r. &ngDs best efforts, Fatif rarely completes an assignment. 3e doesnDt seem to care. 3e is simply there, putting forth virtually no effort. 5ased on the scenario above, ?lasser would suggest the following. 'irst that $r. &ng thin s 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. 3e would have $r. &ng tal directly with Fatif about this matter and ma e necessary changes for him if possible. "f no changes seem warranted, ?lasser would have $r. &ng tal with Fatif so as to accomplish the following: $a e sure Fatif understands his wor responsibilities as a pupil in the class. $a e sure Fatif understands that he can choose his behaviour 4 to wor or not 4 and that his choice brings with it either desirable or undesirable conse,uences. Accept no excuses from Fatif for not beginning and completing his wor . 3elp Fatif identify some alternative behaviours from which he can choose. #ontinually press Fatif to ma e value !udgments about his choice of behaviour. $a e sure that when Fatif shows improvement, he receives conse,uences that are very attractive to him. (ever give up on Fatif. c. Gor'o", Mo'e$ 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. "nstead ?ordon focuses on how pupil;s conflicts can be resolved in a way that will improve their relationships with their teacher and peers -$anning ) 5ucher, /0612. i. ;e( I'ea ?ordon -67BA2 outlined a "&m)er of i'ea #!a# co&$' )e imp$eme"#e' i" a" ESL c$a room i" ma"a%i"% p&pi$ , )e!a*io&r #owar' ac!ie*i"% effec#i*e #eac!i"% a"' $ear"i"% proce . ?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., H" own the problemI, Hthe other owns the problemI, Hno problem areaI, teachers can
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plot pupil;s behaviour into a diagram called H5ehaviour WindowI, which helps teachers to use appropriate communication s ills, such as, Hactive listeningI, Hconfrontative "4messagesI, Hshifting gearsI ,Hno4lose conflict resolutionI and Hvalues collisionsI in resolving a conflict. Some of the ey concepts and teachings in ?ordon;s model are: Authority 4a condition that can be used to exert influence or control over others. There are several types of authority. *roblem +wnership 4 individual troubled by a problem is said to MownM the problem. 5ehaviour Window 4 a visual device of ?ordonDs used to determine if there is a problem and who owns it. M"M messages 4 messages that tell another person how you feel about their behaviour. M@ouM messages 4 blaming statements #onfrontative M"M $essages 4messages that attempt to influence another to stop the unacceptable behaviour. Shifting ?ears 4changing from #onfrontative to a listening posture Win4Fose conflict resolution 4ends the dispute temporarily with a winner and a loser. (o4Fose conflict resolution 4 everyone wins >oor openers 4 words or actions that invites fol s to tal about what is on their minds Active Fistening 4carefully listening and demonstrating understanding of what another person is saying Palues #ollisions4 is anything a person believes will ma e the ,uality of life better or very concrete li e food or money ii. App$ica#io" "n applying the model Gor'o" propo e a i. #ep pro)$em o$*i"% proce ma"a%i"% co"f$ic# 2Ma""i"% = 3&c!er< 2>1+4 w!ic! are9 'efi"i"% a pro)$em %e"era#i"% po i)$e o$&#io" e*a$&a#i"% #!e o$&#io" 'eci'i"% w!ic! o$&i#o" i #!e )e # 'e#ermi"i"% !ow #o imp$eme"# #!e 'eci io" assessing how well the solution solved the problem;s The following is an example to illustrate Gor'o", c$a room. #lassroom scenario i"
mo'e$ i" a primar(
3a imi is unable to concentrate on his tas while wor ing with his peers on Social Studies tas . 3e tends to be playful and diverts his group members; attention by being hilarious.
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Applying the six steps approach the following are the possible ways to deal with the the above situation: Approach the problem by as ing the pupil neutral open ,uestions to gain information about why the pupil cannot concentrate on the tas . Fisten attentively to the response to build trust and communication. As the 3a imi for suggestions on ways to help pupils to stay focus on their tas . 'rom the different ways that 3a imi had suggested as him list down the strengths and wea nesses. As 3a imi to choose the best way to stay focused. Wor on details on how the chosen way could be implemented. After implementing the way that 3a imi had decided on, assess whether it wor s for him or not. 2.2.2.2 T!eorie of A er#i*e Tac#ic 9 Lee = Mar$e"e Ca"#er, Assertive discipline is a structured, systematic approach designed to assist educators in running an organi.ed, teacher4in4charge classroom environment. #anter -/0602 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 eep another pupil from learning. *upil 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. $ore 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 rewarding2 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. Assertive teachers listen carefully to what their pupils have to say, spea politely to them, and treat everyone fairly -not necessarily e,ually2. i. ;e( I'ea The ey i'ea of A er#i*e >iscipline are: %ewards and punishments are effective. 5oth 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. "n order to use Assertive >iscipline, teachers should:
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>ismiss the thought that there is any acceptable reason for misbehaviour -5iologically based misbehaviour may be an exception2. >ecide which rules you wish to implement in your classroom. >evise four or five rules that are specific and easily understood by your pupils.
>etermine negative conse,uences for noncompliance -@ou will be providing a conse,uence every time a pupil misbehaves2. #hoose three to six negative conse,uences -a Mdiscipline hierarchyM2, 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 pri.e 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 supermar et. +thers might receive notes of praise to be shown to their parents. ?roup rewards are also used. A marble might be dropped into a !ar for each predetermined interval that the class as a whole has been attentive and respectful. When the !ar is full, a special event is held. Some assertive teachers write a letter of the alphabet on the board for each periodE activity of good group behaviour. When the letters spell M*i..a *artyM -or some other activity2, that event is held. #onduct 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. #hec for understanding. %eview the rules periodically throughout the year in order to reiterate important points and consolidate the rules. 3ave the pupils write the rules and ta e them home to be signed by the parentsE guardians and returned. Attach a message explaining the rules and re,uesting their help. 5ecome s illed in the use of other assertive discipline techni,ues: #ommunicate 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 now what they should be doing. (ow that you have given a direction, you can reinforce the pupil for compliance or punish the pupil for non compliance. 5e sure to add emphasis to your directions by using eye contact, hand gestures, and the pupilDs name. %ecogni.e and ,uic ly respond to appropriate behaviour. This ,uic action will encourage the pupils to display the desired behaviour more often. 5e aware that some pupils may need to be reinforced ,uietly or non4verbally to prevent embarrassment in front of peers. Fearn to use the Mbro en recordM techni,ue. #ontinue to repeat your command -maximum of three times2 until the pupil follows your directions. "f directions are not followed at that point, the se,uential list of penalties is implemented. >o not be sidetrac ed by the pupilDs excuses.
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2.2.2.+ T!eorie of Democra#ic Teac!i"% &ssentially, every action of the pupil is grounded in the idea that he is see ing his place in the group. A well4ad!usted pupil will conform to the re,uirements of the group by ma ing valuable contributions. A pupil who misbehaves, on the other hand, will defy the needs of the group situation in order to maintain social status. Whichever 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. >rei urs states that Mhis goal may occasionally vary with the circumstances: he may act to attract attention at one moment, and assert his power or see revenge at anotherM ->rei urs, 6798 in <ohn, /0092. %egardless if the pupil is well4ad!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 /./.
Ta)$e 2.29 Mai" ar%&me"# < #ra#e%ie a"' & ef&$"e Mai" Ar%&me"#6Te"e# #lassrooms are democratic with apprppriate teaching styles. $utual respect motivates pupils to behave constructively. #onstructive behaviour occurs out of their heightened sense of social interest. Three types of teachers: autocratic. -harsh boss2, permissive -uninvolved and no expectations2, and democratic -support internal motivation and responsibility2. *upils who do not feel a sense of belonging will resort to: attention gaining, power see ing, revenge, or displaying inade,uacy. *raise supports completion. &ncouragement supports the process. Fogical conse,uences produce better results than punishment. of Democra#ic Teac!i"%. Ref$ec#io"6U ef&$"e &SF classes allow pupils to wor in small groups and as a large group to support social group belonging. Social groups can ta e place in criticism, aesthetics, and production. Allow time for each of these. &ncourage pupils who seem discouraged in the process of a product, rather than praising them for their completion. "n group criti,ues, as about process rather than focusing on the final product by itself. S#ra#e%ie 6Tec!"i-&e *rovide lessons with social interest in mind. *rovide a teaching environment that supports pupils; sense of belonging. #ome up with a set of classroom rules as a group. Support responsibility through freedom of choices in lesson plans. Avoid power struggles and encourage pupils who display inade,uacy. Encourage pupils rather than praise them. *rovide pupils with logical conse,uences to Hmista en goalsI to support responsibility and avoid punishment.
2.2.2./ T!eorie of I" #r&c#io"a$ Ma"a%eme"#9 5aco) ;o&"i" <ounin;s theory on classroom management and discipline -<ounin in &verston, 67792 is important because without some idea on how to control the pupils in an
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&SF 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.
Ta)$e 2.+9 Mai" ar%&me"# < #ra#e%ie a"' & ef&$"e Mai" Ar%&me"#6Te"e# There is a difference between well managed and ill4run classrooms and this termed as instructional management. HWithitnessI means the teacher nows what is going on at all times in the classroom. $omentum eeps the pupils engaged and on trac with their material. Fesson presentation should be smooth to eep pupils engaged. *upils may experience satiation when they have been overexposed to a certain topic or strategy. *rovide pupils with en!oyable and challenging lessons. S#ra#e%ie 6Tec!"i-&e WithitnessNscan constantly, ma e notes of repeated behaviours, get to now the pupils on a personal level, eep moving through the classroom. >o not allow for dead time during transitions. <eep momentum by eeping the pupils engaged in language activity at all times. ?ive lessons multiple times and reflect on your instructional management during teaching. As pupils ,uestions to ensure that they are not experiencing satiation. As pupils their input before planning lessons K what interests themE what do they want to learnE what challenging techni,ues do they want to learn? of I" #r&c#io"a$ Ma"a%eme"# Ref$ec#io"6U ef&$"e "n an &SF 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. ?roup wor is a great time to move throughout the classroom and ma e sure that everyone is on tas and understands the material. &n!oyable and challenging lessons go hand in hand with &SF classes. Teachers can as pupils what challenges them the most and what they want to learn. .
2.2.2.0 T!eorie of Co"%r&e"# Comm&"ica#io"9 :aim Gi"o## 3aim ?inott believes that effective classroom management depends a lot on the way in which the teacher interacts with students. "t 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 -#harles, 67772. #ongruent communication is open, harmonious with pupils; feelings about themselves and their situations, and without sarcasm. "t sends Hsane messagesI -Tauber, /00B2 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. "nstead, teachers should resort to use Happreciative praiseI as it shows appreciation for what the pupil has done and the effort ta en.
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According to ?inott, both teachers and pupils should interact appropriately to maintain positive classroom behaviour. #ongruent communication can be achieved when teachers: promote self4discipline for both teachers and pupils: believe Hthe essence of discipline is finding effective alternatives to disciplineI: accept and ac nowledge pupils without labeling, arguing, disputing, or belittling the individual: avoid evaluative praise and use appreciative praise instead: avoid saying HyouI and H"I 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.
TOPIC + MANAGING RESOURCES AND FACILITIES9 RULES< E?PECTATIONS AND PROCEDURES
+.2 FRAME@OR; OF TOPICS

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$anaging %esources and 'acilities

*hysical #lassroom &nvironment Social #ultural &nvironment #onventions and %outines for +rganising "nstructional Time 5egining ) &nding the >ay E*eriod Transitions #lasswor E 3omewor
*hysical Space
Safe &nvironment
*ositive &nvironment
"nstructional %esources
$onitoring
$anaging Fearner Focation ) ?rouping
'eedbac
CONTENT SESSION FIVE +.2.1 P!( ica$ C$a room E"*iro"me"# #lassroom resources should be managed effectively to accommodate and conduct a variety of educational activities. Teachers have different ideas on their ideal classroom and the way they organise and arrange their classroom might be influenced by their different styles of teaching. 3owever, regardless of their teaching styles, teachers should consider all areas of the classroom when organi.ing the physical environment. %esource and facilities management is crucial in creating a conducive physical environment to enable effective teaching and learning. The following section will give you insights on how to optimi.e resources and facilities in the classroom. A safe, clean, comfortable and attractive classroom can stimulate learning and help build an efficient classroom community. 3owever, setting up the physical environment of your classrooms can be ,uite daunting, especially when faced with old buildings, crowded classrooms and insufficient storage space. 5y organising the physical environment as proposed by #harles and Senter -/00C2 in their six facets of the physical environment you can ma e the most of your classroom. +.2.1.1 Or%a"i i"% P!( ica$ Space i. F$oor Space "n deciding how to utilise your classroom floor space, you have to thin of the pupils; movement during the different instructional activities conducted in the classroom.
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This would affect the pupils; seating arrangements and the layout of the furniture in the classroom. ii. Sea#i"% Seating arrangement normally depends on how you conduct your lessons. When pupils are taught as a group they should be seated as near to you as possible, facing a chal board or whiteboard. *rimary pupils may come together on a carpet in front of the class for whole4group instruction. @ou may sit with them on the carpet or in a chair, often near a small board. >esignating mar s 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 minimi.ed as possible. When pupils are taught in small groups, they may be called to special areas where extra chairs are ept or to which they bring their own chairs. "deally, the floor arrangement will eep you in fairly close proximity to pupils wor ing at their des s. @ou must be able to oversee everyone in the class and the pupils are aware of that too. iii. @ork a"' ac#i*i#( area A classroom sometimes is too congested with pupils; des s and chairs and this will affect the wor and activity areas in the classroom. 3owever, you do not need so much of the activity areas because most of the class activities are done on the pupils; assigned seats. "f there is extra space, you may want to use it to set up for a ,uiet reading corner. @our table is also one important area in the classroom. "t 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 boo s. The table should also be positioned so it oversees the entire class. i*. @a$$ Space #lassroom walls offer excellent instructional possibilities. #hal boards or whiteboards are normally placed to face the pupils. They are routinely used to post daily information, assignments and also for explanations and demonstrations. 5ulletin boards tend to be used mostly for decorations and rarely for instruction. "t also can be used to display pupils; wor . "t provides recognition of pupils; achievements which builds their self4esteem 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 Loca#i"% I" #r&c#io"a$ Space i. S!e$f pace
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Textboo s, reference boo s and other special materials can be stored or displayed on shelves. Special materials to motivate and extend pupils; experiences can also be ept on shelves in most classrooms. These include video and audio #>s and tapes, games, pu..les, puppets, toys and other materials. ii. C&p)oar' This is the best place for you to eep pupil supplies, wor sheet, audiovisual e,uipments, &SF specific e,uipment. *upil supplies include such things as writing paper, construction papers, pencils, scissors, glue, paints, crayons, rulers and pens. *ersonal set of cleaning materials is can also be ept in the classroom closet and these includes brooms, dust cloths, cleanser, paper towels and rags. "n 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; wor sheets or supplies. Whatever it is, the stuff must be properly arranged and easily accessible. +.2.2 Socia$ C&$#&ra$ E"*iro"me"# +.2.2.1 Safe E"*iro"me"# $alaysia 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 +;5rien -678C2 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. i. P (c!o$o%ica$$( 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 now 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 nowing that the classroom is a place that does not practice discrimination and has high tolerance towards the cultural diversity. ii. P!( ica$$( 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
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harmed physically either by their peers or teachers. Sometimes teachers want to ta e 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 bro en the trust that the pupils have in them, most li ely learning will not be able to ta e place naturally and effectively. iii. S#ra#e%ie I" Promo#i"% a Safe Sc!oo$ (o one person or group can bear the responsibility for creating and maintaining safe classrooms. "nstead, a collaborative effort must be made that includes teachers, pupils and parents -$anning and 5ucher, /0612. @orki"% wi#! #eac!er "n school, teachers play vital role in promoting a safe environment in school by : 4 helping pupils to develop social competencies, problem4prevention s ills and coping s ills: 4 emphasi.ing pro4social attitudes and values about self, others and wor and avoids negative labelling and trac ing: 4 monitoring pupils; academic progress, behaviour and attitudes on a regular basis: 4 nurturing role models who show supports, warmth, mentoring and responsiveness to pupils needs. @orki"% wi#! p&pi$ @ou can provide opportunities for pupils to assume responsibility for safer schools by: 4 creating a buddy system in the classroom in which current pupils help the new arrivals: 4 getting the pupils involved in a class pro!ect together such as a classroom beautification campaign: and 4 establishing pupils tip lines which provide anonymous, non threatening way for pupils to report school crime. 3owever, it is often controversial because some parents and teachers do not want pupils placed in aw ward situations @orki"% wi#! pare"# a"' comm&"i#( mem)er @ou can also enlist the help of parents to promote safe classrooms by: 4 &ncouraging them to communicate with teachers and ma ing special effort to now their children;s friends and children;s activities at and away from school. 4 'amiliarising with the school safe school policy as well as an individual teacher;s safe classroom policy. +.2.2.2 Crea#i"% Po i#i*e E"*iro"me"# "t is your responsibility to establish and maintain a positive psychosocial environment, though pupils can help in this effort. According to #harles and Senter -/00C2, there are many factors that contribute and significantly
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influence the psychosocial environment of the classroom and one of them is human relations s ills. :&ma" re$a#io" ki$$ ?ood human relations enable people to interact pleasantly and productively, both of which are essential to a participative environment that promotes school learning. These s ills are as follows: 4 'riendliness K is a trait that is admired everywhere and a s ill that can be learned bysmiling, spea ing in a considerate way, using names, as ing how they are, in,uiring about family and wor . +thers tend to respond to us in the same way. 4 $aintaining a positive attitude K we show it by loo ing at the bright side of things and avoiding complaining, faultfinding or bac biting behaviours nown to undermine positive climates. *eople with positive attitudes believe that all problems can be solved and deal with problems rather than complaining about them. 4 Ability to listen 4 it shows genuine interest in the other person, indicates that the other;s observations are valued, and enhance the ,uality of communication by bringing out a genuine exchange of ideas. 4 Ability to compliment genuinely K "t is evident that most people li e to receive compliments and they react positively toward individuals who compliment them. -#harles and Senter, /00C2 +.2.+ Co"*e"#io" a"' Ro&#i"e for Or%a"i i"% I" #r&c#io"a$ Time #onventions and routines are a vital part of efficient classroom operations. Some researchers and writers term them as rules, procedures, and routines -<aren, 6777: Gones, 678B ) >rei urs, 6798 in $anning ) 5uchers, /0612. Teachers using procedures are able to manage time better, have less discipline problems, and are able to complete more curriculum. Some have routines and procedures for everything, from using the restroom to how to enter the room. #lassroom rules, procedures and routines create a smooth running classroom that is beneficial for all students. #onventions and routines are a vital part of efficient classroom operations. Some researchers and writers term them as %ules, *rocedures, %ights, &xpectations, %esponsibilities, Standards or #onse,uences. (evertheless all these terms refer to organising classroom instructional time. According to <aren -67772, H *erhaps the most important item under classroom operation is rules. Whether 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 wor .I 'redric Gones -Gones 678Ba2, cited in $aning et. al. -/0612 developed his *ositive #lassroom $anagement Theory to help teachers address an array of pupil
41
behaviour regardless of the grade levels, developmental levels or diversity of pupils. Gones -/00B2, suggested specific teacher strategies and recogni.ed the importance of instructional effectiveness in classroom management. 3is ey concepts are shown below: >eveloping classroom structures, including rules, procedures and physical arrangements. %emaining calm and using body language to set limits. Teaching pupils cooperation and responsibility *roviding bac up systems >rei urs -in $anning and 5ucher, /0612 called for democratic teaching and classroom management procedures. 3is early wor has had significant influence on educators and classroom management theorists, especially those who believe in developing supportive classrooms "n >emocratic Teaching and $anagement, a multifaceted model of classroom management, four aspects stand out: identifying and addressing mista en 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. >rei urs believed that when teachers act in a democratic fashion, they demonstrate effective instruction and provide a collaborative learning community where teachers and pupils wor towards common goals. 5ased on the the theoritical concepts and framewor 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. Adopt and adapt according to the theoritical concepts and framewor discussed.
+.2.+.1 3e%i"i"% a"' E"'i"% #!e Da( or Perio' At the beginning of the class period, the pupils come in, hand in their homewor , and then immediately get out their noteboo s. They will write down the date and the ob!ective-s2 for the day. Then, they will copy down the H'ood 'or ThoughtI ,uotation of the day and do a ,uic 4write on what they thin the ,uote means. This process ta es up the first C minutes of class. While they are doing the ,uic 4write, the teachers will be ta ing down attendance. 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 bellEbloc 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
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teachers will have large collection bins on the counters. There is a bin for each bellEbloc . &ach bin is divided down the center with a divider. +ne side will be for homewor , and the other side will be for in4class wor . 3omewor is deposited in the homewor side as soon as the pupils come into the classroom at the beginning of class. After a pupils finishes a class assignment, they go and drop their wor into the class wor site. Tests are (+T dropped into the bin, however. They are directly given to the teachers when the pupil is finished. i. T!e )a#!room proce'&re At the beginning of the year, each pupil ma es his own bathroom card -a large neon yellow index card2 with his name on it, and eeps it in his &nglish noteboo s. 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. When the teachers ac nowledges by noddinghisEher head, they put their card on their des , get the hall pass and leave. The large, bright cards helps the teachers to eep trac of who is gone. ii. T!e 'irec#io"7%i*i"% proce'&re 'irst the teachers will tell the pupils what the assignment is. Then they will tell them to repeat the assignment bac to the teachers -?ive ) ?et2. (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 afterwards2. Then, they will as if there are any ,uestions. "f so, they will answer them. 'inally, they will hand out the assignment. "f 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 dec of cards. "t contains the same number of face cards for each suite to match the number of pupils heEshe wants in a group. 'or example, if the teachers are assigning A groups of C, they would have C face cards from each suite -different shapes or colours2. The teachers shuffle the cards, and wal 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. iii. Time $imi# proce'&re The teachers use a countdown timer on *ower*oint. "t flashes red at H60 minutesI, HC minutesI, H6 minuteI, and then will say HST+*.I "f the pupils are in groups, someone in the group should also be eeping trac of the time. +.2.+.2 C$a work6:omework i. :omework Fo$'er Proce'&re &ach month, the teachers will give two pupils in each bellEbloc the role of being the homewor eeper. +ne or the other will copy down the homewor for the day, the date it was assigned, and the date it is due. They will put this in a file cabinet folder. They will also include any handouts that supplemented the lesson, and that will be helpful for homewor . The teachers assign this role to two pupils so that the !ob still
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gets done if one is absent. Absent pupils can go to the homewor folder to get homewor assignments that they have missed. ii. :omework po$ic( *upils write homewor in a composition boo every day. "t is the pupils; responsibility to bring their composition boo to and from school everyday. =nless certain circumstances arise, pupils have one assignment a day that ta es approximately twenty to thirty minutes. The teachers can chec the homewor the following day but does not grade it since asssistance is usually given in the lower grades. *upils who do not hand in homewor in a timely fashion ma e it up in the classroom and ma e up missed homewor during free time in the room. *upils receive a wee ly homewor sheet with a list of assignments. +.2.+.+ Tra" i#io" i. Tra" i#io" I"#o a"' O&# of #!e Room 3e%i""i"% #!e Sc!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. Some suggestions for teachers to begin the day:4 riddle for the day a discussion of the day;s lunch menu, the pledge of allegiance date and birthdays discussion of school events or
- does other this items of interest (ot only routine establish a whole4class focus, it also gives pupils a chance to get some of their chatter out of the way before beginning academic content activities. Lea*i"% #!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. A 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"i"% #o #!e c$a room 're,uently teachers establish a procedure for this transition, particularly after recess or lunch time. 4 *upils are to enter the room ,uietly and ta e their seats:
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4 4
They may read or rest with their heads on their des : *upils who need to use bathroom, sin , pencil sharpener or drin ing water may do so, one at atime at each area.
When pupils return from an out4of4room 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 wor . Teachers might permit ,uiet social tal as they settle in and get ready for the next lesson. $onitor pupils so that Hwind downI time doestn;t become Hwind upI time. 3e#wee" Ac#i*i#ie $ovement between activities is more difficult to manage when pupils complete or start them at varying times. The teacher is fre,uently wor ing 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 ma e clear when and for what purpose pupils may move around, converse with other pupils or be out of their seats. "dentifying the reason for excessive wandering or out4of4seat behaviour can be helpful in remedying it. "f pupils have completed their wor satisfactorily and have nothing to do, then more challenging wor or enrichment is appropriate. E"'i"% #!e 'a( A routine is needed at the end of the day to ensure that pupils; des s and wor 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 end4of4day tas s include briefly reviewing important things learned that day, foreshadowing coming events and chec ing materials that will be ta en home. "f 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. +.2.+./ Mo"i#ori"% $onitoring is to heighten class teachers; awareness of what is actually occuring in the day4to4day organi.ation and management of their own classrooms and allow opportunities for considering : The improvement of practice The improvement of understanding of practice by practitioners: The improvement of the situation in which practice ta es place -#arr and <emmis,67892 i. C$a co" e-&e"ce (on4verbal warning -stern loo , positioning, cue2 Perbal Warning
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*upil4Teacher meeting *hone call homeE>etention %eferralE $eeting with the 3eadmasterE3&* ii. C$a i"ce"#i*e 3omewor passes. 'ree Time at the end of class -*AT time2. *oints towards their overall grade. At the end of an unit, have an approved movie day. *lay the radio -appropriate music2. #lass chooses between two activities to do that day. iii. C$a c&e Saying HFadies and ?entlemenI or boys and girls to get attention. Turning lights on and off to get attention. *ut index finger to mouth to tell students to be ,uiet. *upils put pencils down when done with an assignment. *upils raise hands holding bathroom card to signal. +.2.+.0 Fee')ack 'eedbac , however briefly ma es pupils feel valued. +ne way of treating pupils with dignity and respect is to expect them to do well. 3igh expectations are important to pupil acheivement. Teacher feedbac and actions can demonstrate this confidence in pupils or undermine pupils; effort. Teachers can offer feedbac in: oral comments written comments suggestions during guided practice ,uestion and answer suggestions on homewor and in4class assignments progress reports and notes home to parents 'eedbac must be specific, clear and must provide the pupil with the opportunity to act on it. Some examples of feedbac statements are: HThis is good. "f you add an example it will be excellentQI H?ood start on that description of the main characterQ #an you add two more ad!ectives?I H@ou have compared two characters, now add some contrast.I Written feedbac on papers offers so much more to a learner than comments such as LPague;, LAw ard; and L>o overQ; +.2.+.A Ma"a%i"% P&pi$ Loca#io" a"' Gro&pi"%
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"deally classrooms should be arranged so that the pupils are in a H=I shape, where the des s on the sides are diagonal, facing the board. With this arrangement, the teachers can see every pupil, and every pupil can see the board. This set up puts the focus on the center of the room where the teachers will be teaching. The teachers;s des is at the bac of the room so that heEshe can see all of the pupils. Also, this set4up allows for ease of putting them into groups or partners. There is plenty of room to wal in4 front4 of and behind des s, as well as room to wal behind rows.
Teachers can also use other means of pupil location and grouping according to their needs. #lassroom 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.
TOPIC / COMMUNICATION S;ILLS FOR CLASSROOM MANAGEMENT
/.2 FRAME@OR; OF TOPICS
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Comm&"ica#io" Ski$$ for C$a
room Ma"a%eme"#
#ommunication S ills S ills for &ffective #ommunication *ersonal #haracteristics of ?ood #ommunicators Perbal and (on4verbal #ommunication $anaging Perbal and (on4verbal #ommunication
CONTENT SESSION SI (6 hours) /.2.1 Comm&"ica#io" Ski$$ H#ommunication is the act or process of transmitting information about ideas, attitudes, emotions, or ob!ective behaviourI $irriam Webster >ictionary /060 #ommunication 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. #ommunication 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. A person is said to have good communication s ills when heEshe is able to convey the message intelligibly so that the other person understands it. When it comes to teaching, communication is the vehicle that moves education forward. "t is a process of interchanging thoughts, feelings and information. "t is the means by which teachers motivate, inform, guide, encourage, build relationships, meet needs and otherwise stir the eductional pot -Gones, /0002. /.2.2 Effec#i*e comm&"ica#io" An 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 now 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 non4!udgmental way.
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&ffective communication is ey to maintaining good personal relationships. #ommunication can include non4threatening sharing of information, or it may involve emotionally heavy topics that are li ely to set off negative reactions in the person listening. 5efore you begin spea ing with a significant other on a difficult sub!ect, first chec 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. "t is not far4fetched to say that good and effective communication contributes more to the ,uality of teaching and also effective classroom management than does any other s ill. /.2.2.1 Ski$$ for Effec#i*e Comm&"ica#io" The list of communication s ills presented below, should be helpful in interacting with people in an effective manner. i. S#a(i"% foc& e' Staying focused while communicating is very important. #oncentrating hard should help in catching the spea erDs views and responding to them with ease. "t can be irritating for a spea er to repeat his words again and again: careful listening is therefore, as important as proper spea ing. *roceeding further without listening correctly is even more dangerous. "t is therefore, necessary to maintain high concentration levels in order to communicate in a proper manner. ii. Effec#i*e $i #e"i"% ki$$ &ffective listening s ills is as important as spea ing 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 ,uic ly. 'eedbac offered by good listeners reduces the effort of spea ers to elaborate on points to be communicated.
iii. Maki"% e(e co"#ac# $a ing eye contact while spea ing and listening is a way to assure the spea er that you are following the communication process interestedly. Foo ing away from the spea er or not !ust concentrating properly would exhibit your poor communication s ills. i*. 3o'( $a"%&a%e 5ody language should be given as much importance as verbal communication. "t is one of the important elements in the list of interpersonal s ills. An open stance indicates that a person is interested in communicating. "f the arms are ept crossed and shoulders placed in a hunched position, it suggests that the person is not interested in communicating.
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*. A##i#&'e Attitude of the spea er also holds great importance in the communication process. Fistening to the spea er patiently and then eeping forth your views should be the right thing to do. The attempt should not be that of winning over an argument but, understanding the sub!ect being discussed. *i. Speaki"% c$ear$( Spea ing clearly is an important thing to eep in mind. $erely pronouncing the words clearly is not enough. The listener should be able to understand your viewsEthoughts clearly. Any ind of ambiguity can lead to confusion. *. 3ei"% po$i#e @ou should not use harsh language even if you find the spea erDs 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 ey to handle such type of situations.
*ii. ;eepi"% a" ope" mi"' <eeping an open mind helps in understanding the thoughts of others without getting into conflict4mode. +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 thin ing plane of the audience and spea er 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 ey to maintaining the communication process hurdle4free. $a ing your communication process creative is possible with a little bit of effort. 'or example, teachers in a school may have conflicting views. 3owever, expressing them tacitlyEcreatively should eep them from using a negative tone while presenting their viewpoints. We often ma e mista es while spea ing and listening -not concentrating enough2, and thereby, respond in a wrong way. @ou should always learn from the mista es you have made in the past. This approach helps in culling the errors one4by4one and thereby, improving the communication process -http:EEwww.ehow.com2.
/.2.+ Per o"a$ C!arac#eri #ic of A Goo' Comm&"ica#or All the s ills 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 thin about how
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you would li e people to treat you and then treat them in the same way. A good communicator: remembers pupils; names, greets them in a friendly manner and spea s to them with courtesy and respect. always sends suitable non4verbal messages that supports his words as he nows that what is communicated non4verbally can be more meaningful than words. focuses on the person with whom he is spea ing ma ing the person feel very important, which enhances the effectiveness of the communication. 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, ma ing little response noises, using prompters li e HinterestingDD or Htell me more,DD or as ing pertinent ,uestions to show one is paying attention. +pen4ended ,uestions that re,uires longer answers encourage the other person to tal . 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 boo s to develop his communication s ills. 3e is also interested in learning the proper way to spea well because he believes in the saying HSpeech is a mirror of the soul. As a man spea s, so is heH. /.2./ :ow Effec#i*e Comm&"ica#io" Ski$$ :e$p 3&i$' Goo' ESL Le o" 3aving effective communication s ills will ma e teachers non4!udgemental towards their pupils: thus treating them with respect. *sychologically the pupils will feel appreciated, which will help develop their self4confidence and self4esteem as well as enhance their class performance. Teachers too will improve their self4confidence and ability to conduct good lessons. 3ence effective communication s ills: i. Promo#e P&pi$ , Se$f E #eem *upils will feel that their thoughts or ideas are appreciated when teachers listen to their opinions. This increases their self esteem and confidence. #onfident pupils are less li ely to second guess their answers on tests, and self4assured pupils are more li ely to spea up in class. #lass participation leads to increased learning for the entire class. ii. 3&i$' Teac!er , Se$f7Co"fi'e"ce #ommunicating effectively also boosts teachers; self4confidence over time which in turn helps them to effectively deal with pupils. #onse,uently, they will be able to deliver their lessons efficiently and motivate as well as inspire their pupils to excel in their studies. iii. Pre*e"# Mi &"'er #a"'i"% #ommunicating and expressing effectively can minimi.e the ris of misunderstanding among pupils. Teachers will be able to deliver their lesson in the best possible way so that teaching and learning ta es place in the classroom. They will use various communication strategies to ensure that the lesson is well understood and the pupils achieve the learning outcome for that day.
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i*. Impro*e C$a Performa"ce 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; feedbac . 5y as ing ,uestions, teachers can determine if their pupils were able to retain the imparted information. Since 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)
/.2.0 Ma"a%i"% 8er)a$ Comm&"ica#io" i" #!e C$a room Throughout the school day, teachers will be communicating with the pupils and most of the time the communication can be divided into various purposes such as to inform, to instruct, to relate, to control and to motivate. i. I"formi"% P&pi$ a"' Co"'&c#i"% I" #r&c#io" Teachers inform pupils most of the time and this is done regularly. (ormally after a teacher has informed the pupils, he will continue chec ing the pupils; understanding by as ing ,uestions or repeating himself. ii. Co"'&c#i"% I" #r&c#io" Teachers use most of their communication s ills in deliivering a lesson to gain the pupil attention, provide motivation, give directions, explain cncepts and procedures, pose ,uestions, provide feedbac , reteach by providing corrective instruction and second chances and redirect inappropriate behaviour. iii. Gai"i"% A##e"#io" 're,uently attention is gained by ma ing statement such as: H&veryone listen Q H HSimon says, listenQ H H'ree.eQI - for a hyper active class.2 +ften non4verbal signals are used such as: <noc on the table %hythmic hand clap %aising handEs *upils should be taught to respond immediately to these words or signals. "t is very important for teachers to gain their pupils; full attention before they start a new lesson. i*. Pro*i'i"% Mo#i*a#io" Teachers provide motivation and encouragement as they engage their pupils in lessons. Teachers should reali.e that teaching does not !ust mean imparting nowledge, but it is also a process of nurturing one;s personal growth. Whatever the
52
teacher says to the pupils has a great impact on them. #ompare statements by teacher A and 5:
the
folowing
A: HThere you go. " now you can do itQI 5: HWhy are you so slowQ This is such an easy ,uestion. >on;t tell me you cannot do itQI +bviously teacher A is able to motivate and boost the pupils; self esteem, while Teacher 5 would definitely ill the pupils; interest and motivation. The motivation that Teacher A gives is nown 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: H5oys 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 *. Gi*i"% Direc#io" ?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: model what he means and if necessary show examples: and chec to ma e sure pupils understand i*. Po i"% B&e #io" Ruestions eep pupils focussed and active. A good ,uestion might be as ed to encourage pupils; participation. Ruestions also force pupils to use various level of thoughts, 5en!amin 5loom -67C92 listed six levels in a hierachy of thin ing: memory comprehension, application, analysis, synthesis and evaluation. *. Pro*i'i"% S&ppor#i*e a"' Correc#i*e Fee')ack ?iving comments and feedbac are common practice in classroom activities, however the main issues here is how supportive your comments are and also how effective your feedbac s 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. Pri*a#e 2I"'i*i'&a$ foc& 4 "n 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 feedbac s, he can give out these comments. HThis is some of the best wor ";ve seen you do.M H@ou;ve made a mista e here. 3ow can you correct here.I H" thin something is bothering you. 3ow can " help?I P&)$ic 2Gro&p Foc& 4
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#omments can also be given out publicly when a teacher wants to give reminders or procedures which are appropriate to the entire class. 5elow are some of the comments that can be made publicly. HThis is some of the best wor we;ve done.I H"t seems that many of you are m ing the same mista es. Fet me explain that part again before " continue with the lesson.I *i. Re'irec#i"% I"appropria#e 3e!a*io&r Sometimes, pupils do not act appropriately in the class, There are many factors that contribute to these behaviours but whatever the reasons are a teacher needs to be aware of this inapproprite behaviour immediately. *upils can normally put bac on course through redirection such as the following: HAh SengI. -Gust say the pupils; name ,uietly2 H@ou need to be finished in five minutes.I H" now you are tired, but let;s see if we can finish this. ";ll help you.I /.2.A No"78er)a$ Comm&"ica#io" #ommunication is the transfer of information from one person to another. $ost of us spend about BC percent of our wa ing hours communicating our nowledge, thoughts, and ideas to others. 3owever, most of us fail to reali.e that a great deal of our communication is of a non4verbal form as opposed to the oral and written forms. (on4verbal communication includes facial expressions, eye contact, tone of voice, body posture and motions, and positioning within groups. "t may also include the way we wear our clothes or the silence we eep. "n person4to4person communications our messages are sent on two levels simultaneously. "f the nonverbal cues and the spo en message are incongruous, the flow of communication is hindered. %ight or wrong, the receiver of the communication tends to base the intentions of the sender on the non4 verbal cues he receives. <nowledge of non4verbal communication is important managers who serve as leaders of organi.ational Mteams,M for at least two reasons: To function effectively as a teacher or the manager must interact with the pupils successfully. (on4verbal cues, when interpreted correctly, provide him with one means to do so. The teachers pro!ect attitudes and feelings through non4verbal communication. Some personal needs such as approval, growth, achievement, and recognition may be met in effective teams. The extent to which these needs are met is closely related to how perceptive the teacher and the pupils are to non4verbal communication in themselves and in others on the team. "f the pupils show a true awareness to non4verbal cues, the class will have a better chance to succeed, for it will be an open, honest, and confronting unit. /.2.C Ma"a%i"% No"78er)a$ Comm&"ica#io" i" #!e C$a
54
room
"n 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. $ost of the time teachers will be facing pupils with various bac ground and various attitudes in the classroom. To create a harmonious and effective teaching and learning environment, creative and resourceful teachers may use various means and strategies in their teaching and one of it may involve nonverbal communication. =sing nonverbal communication may save a lot of the teachers; energy and at the same time the flow of the teaching process will be smoother and more efficient. i. Facia$ E.pre io" '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, 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 18 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. At 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 -3ealy, 67772. A 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. ii. E(e Co"#ac# &ye contact is a direct and powerful form of non4verbal communication. The teacher generally maintains eye contact longer than the pupils. The direct stare of the sender of the message conveys candour and openness. "t elicits a feeling of trust. >ownward glances are generally associated with modesty. &yes rolled upward are associated with fatigue. "n many instances the simplest and most effective corrective move is for the teacher to ma e solid eye contact with the pupils. *roficient classroom managers often rely heavily on their eyes as basic tools for eeping a class orderly and attentive. This avoids the unnecessary use of the voice to deal with the locali.ed and relatively
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routine problems, thereby avoiding a potential distraction for pupils who are busy wor ing. iii. Para$a"%&a%e "s 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 spea ing 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. As a communicator you should be sensitive to the influence of tone, pitch, and ,uality of your voice on the interpretation of your message by the receiver. i*. C&ei"% 6 Ge #&ri"% #ueing 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. A teacher might also hold a boo in the air to accompany a re,uest that the class ta e 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. 5y pointing emphatically to a pupil;s seat , a teacher may effectively signal HSit 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. $ost 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 verbali.ation, at the same time maintain orderly and productive classrooms. *. Pa& i"% "n the middle of a lesson, when pupils start tal ing and disrupting the class, a teacher can !ust stop and pause. *ausing can be a very effective move in getting the pupils; attention. 3owever, it must be done deliberately and dramatically for example by pausing in the middle of your sentence. At the same time your body should be paused too with your arms folded and accompanied by a loo that demand something from the pupils such as H";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. *i. Mo*i"% I" >uring a lesson, there will always be some pupils who are not paying attention or simply ignoring you by chit4chatting with their friends. "nstead of yelling their names and interrupting your own lesson, you can wal around the class and move deliberately in the direction of the misbehaving pupilEs. "n these instances, your physical presence is sufficient to chec the pupils; misbehaviour without the need for verbal intervention. Teachers can lean over the pupils and give them the ind of
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facial expression and penetrating eye contact that would definitely send the message such as H*ay attentionQI -3ealy, 67772.
TOPIC 0
O3SER8ING AND RECOGNIDING PATTERNS OF 3E:A8IOUR
0.2 FRAME@OR; OF TOPIC
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+bserving and %ecogni.ing *atterns of 5ehaviour

>isruptive 5ehaviour Piolent 5ehaviour (on4Piolent 5ehaviour &ffects of disruptive behaviours on &SF classroom %easons for disruptive behaviour $anaging disruptive behaviour (on4>isruptive 5ehaviour
CONTENT SESSION SEVEN (3 hours) 0.2.1 Pa##er" of O) er*a)$e 3e!a*io&r #lassrooms are complex social sytems in which teachers and pupils interact in a variety of ways across contexts. "n a normal si.e classroom in $alaysia, usually there are 10 to A0 pupils who have different individual needs, values as well as individual ways of behaving, interacting and sociali.ing with one another during teaching4learning activities. "n such situation, it seems rather challenging for pupils with different characteristics and personalities to sit through a class period and share the same environment without causing any disruptions. Similarly, it is also challenging for teachers to create effective learning environments and at the same time to recogni.e individual emotional needs and deal with behavioural problems. The multiple dynamics of a classroom can be a challenge for any teachers. 3ence, teachers need nowledge on recogni.ing patterns of pupils; behaviour and s ill on managing pupil behaviour to ensure the teaching4learning process is effectively delivered
i. Defi"i#io" of 3e!a*io&r "n order to understand behavioural problem and how they affect pupils; engagement in the learning process, first we need to define the concept L behaviour-. #harles -/00/2 defines behaviour as L everything people do, good or bad, right or wrong, helpful or useless, productive or wasteful; -p./2. 3e also claims that behaviour is context4specific and may be communicated or displayed through a combination of attitudes, words and actions. "n other words, it may be expressed verbally and non4verbally. As 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
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home. +ther than being context4specific 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. 3ence, 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. "nappropriate behaviour, in this context of discussion, is also referred to as Lmisbehaviour;. ii. U"'er #a"'i"% Mi )e!a*io&r While the concept of behaviour is fairly straightforward and explicit, the concept of misbehaviour is indistinct and implicit. "t involves a high degree of sub!ectivity as different teachers place different interpretations on what is appropriate and inappropriate behaviour according to many factors such as their personal teaching philosophies and personalities. 3ence, it is difficult in arriving at a definition which all can agree and interpret consistently. According to #harles -/00/2, 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 wor of other children, running about the class, tal ing out of turn and shouting out are some examples of misbehaviour. ?ordon - in #harles,/00/2 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.702. 3e uses the concept Lproblem ownership; to explain the extent of the effects of pupil behaviour in a classroom from non4disruptive to disruptive. "f a pupil;s behaviour does not bother anyone else in the classroom, then the problem owner is the pupil. 5ut if a pupil;s behaviour affect others in the classroom and causes difficulties for the teachers -pupils become inattentive and lesson is disrupted2, then the problem owner is the teacher. "n this case, since the teacher is the problem owner, she has to ta e corrective actions to overcome the problem.; "n addition, $anning ) 5ucher -/061: p.92 summari.e general descriptions of misbehaviour as follows: behaviour problems challenge all teachers, regardless of the school, grade level, or geographical location 5ehaviour problem differ in fre,uency and intensity, yet thay are similar in type. Although some schools do not experience any violence, all schools have some pupils who generally goof off and disturb others. 5ehaviour problems disturb teachers and pupils, negatively affect the teaching and learning process, and ultimately hinder academic achievement. iii. T(pe of Mi )e!a*io&r Since behaviour is shaped by individual;s values, expectations, nature of relationships with others and is context4specific, the fre,uency and intensity of misbehaviours are considered Luni,ue; to each individual and in each setting -$anning ) 5ucher, /0612. $isbehaviours can range from relatively minor off4tas s
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behaviours to more serious acts of violence. "t is imperative for teachers to be able to identify, analyse and classify pupils; behavioural pattern before planning for intervention strategies. $eyers -/0012 classifies pupil misbehaviour into two types, namely overt and covert. +vert misbehaviours are more open and observable such as pupils tal ing during lesson, ic ing others, damage properties, etc. #overt misbehaviours are more passive such as sleeping during lesson, arriving late to class, acting bored and disengaged. #harles -/00/: p.12 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. Aggression: physical and verbal attac s on teachers, pupils, or property. "mmorality: acts contrary to accepted morality, such as cheating, lying and stealing. >efiance of authority: refusal to do as the teachers re,uests. #lass disruptions: tal ing loudly, calling out, wal ing the room, clowning, tossing things. ?oofing off: fooling around, out of seat, not doing assigned tas s, dawdling, daydreaming. The first two -aggression and immorality2 are considered more serious compared to the last three -defiance of authority, class disruptions and goofing off2 and of which are more prevalent in classrooms. Although the last three are much less serious, they have detrimental effects on teachers;s ability to teach effectively and pupils; learning. 5ehavioural problems that disrupt a lesson is identified as disruptive behaviour. +n the contrary, behavioural problems that do not disrupt a lesson is regarded as non4 disruptive behaviour. 0.2.2 Di r&p#i*e 3e!a*io&r "t is important to differentiate between disruptive classroom behaviour from non4 disruptive classroom behaviour. 5eing able to correctly identify and distinguish these two types of misbehaviours will help teachers to employ appropriate strategies for intervention. Fevin ) (olan -6776:p./A2 define disruptive behaviour as having the following characteristics: "nterferes with the teaching act: "nterferes with the rights of others to learn: *sychologically and physically unsafe: and >estroys property.
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To help teachers recogni.e 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.62.
Ta)$e 0.19 %ecogni.ing disruptive behaviours -adapted from (olan ) Fevin,67762 De crip#io" of )e!a*io&ra$ pro)$em 2Mi )e!a*io&r4 6. A pupil continually calls out while the teachers is explaining material Di r&p#i*e )e!a*io&r )eca& e #!e )e!a*io&r..... interferes with the teaching act interferes with the rights of others to learn -i.e the whole class2 destroys school property
/. A pupil ,uietly scratches his name into his des . 1. A pupil ,uietly passes notes to his neighbour
interferes with the teaching act interferes with the rights of others to learn -i.e his neighbour2 interferes with teaching act interferes with the rights of others to learn is psychologically and physically unsafe -intimidating others and evo e anger2
A. A pupil continually teases and harasses his classmates
C. $a ing faces at others when the teachers is not loo ing.
"nterferes with the right of others to learn "s psychologically and physically unsafe -evo e anger2 "s psychologically and physically unsafe
9. A pupil doesn;t wear safety goggles while welding in industrial arts class.
+ther patterns of disruptive behaviour which have the same characteristics include: wanders about classroom fidgets in seat shows disrespect for other people;s property refuses to follow instructions tal s when teacher tal s threatens other pupils or teacher throws ob!ects in class While ability to merely recogni.e disruptive behaviours in classrooms can provide useful information about pupil behaviour in general, it is still inade,uate because teachers also need to be able to identify specifically types of disruptive behaviours, namely violent and non4violent. This is especially important when developing strategies for prevention and intervention because H crime "violent& and routine
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classroom misbehaviour "non0violent& are inherently different problems that re1uire different solutions 2 - Fevin ) (olan, 6776: p./72.
0.2.1.1. 8io$e"# 3e!a*io&r &ffective teaching and learning can ta e place only in a harmonious learning environment. 3ence, 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. 3istorically, school violence is !ust about pupils who committed crime but today school violence is multifaceted incorporating aspects of victimi.ation, aggression, hostility,bullying, sexual assault and criminal activity -$anning ) 5ucher, /0612. Piolent behaviours, therefore, comprise many dimensions. World 3ealth +rgani.ation -W3+2 describes a person with violent behaviour as having the following features: "ntentional use of force or power Threatens against, attempts to harm or does harm oneself, another person, a group or community A high li elihood to cause death, psychological harm, maldevelopment and deprivation. -W3+ ?lobal #onsultation on Piolence and 3ealth,67792 *upils who have the propensity for violence to self and others usually exhibit violence4related 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. 5ased on research findings, patterns of violence4 related behaviour or warning signs of violence include: 3igh tendency to be argumentative with adults &xplosive temper tantrums Perbal and physical aggression >eliberately damage and destroy school property *hysical and $ental 5ullying Alcohol andEor drug use Too something from others by force Pulgarly insulted someone Threw things at someone else 5rought weapons to school Annoyed teachers and other pupils in the classroom "ntolerance for differences
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Fow tolerance for frustration -5asch, /066: $anning ) 5utcher, /061: 3oltappels, /0002 %esearch on the impact of violence in the schools has confirmed that violence4 related behaviour has created an enormous threat to the emotional, physical, and spiritual well being of pupils who are not only victims of violence but also perpetrators, that is, the person who commit the violent acts -#hisholm ) Ward,/00A2. 0.2.1.2 No"78io$e"# 3e!a*io&r 5oth violent and non4violent disruptive behaviour have an adverse effect on the ,uality of teaching and learning as well as learning environment. 3owever, unli e violent disruptive behaviour, non4violent disruptive behaviour does not lead to psychological harm to others and crime or cause death. 3ence, managing non4 violent disruptive behaviour is different from managing violent behaviour. $anaging non4violent behaviour is within the responsible of teachers and school -sometimes parents2. +n the other hand, managing violent behaviour involves not only school administration and parents but aslo outside law enforcement agencies -police2 and outside professional assistance -non4government organi.ations2 - Fevin ) (olan, 67762. (evertheless, pupils who display non4violent disruptive behaviour have a high tendency to exhibit violent behaviour if pre4emptive actions are not ta en to defuse the inappropriate act from escalating and spreading. 'inger tapping on des , tal ing loudly, calling out, wal ing the room, clowning, tossing things may not only interfere with the teaching acts and the rights of others to learn but can escalate into violence and aggression if there is no intervention. 0.2.1.+ Effec# of Di r&p#i*e 3e!a*io&r o" ESL C$a room A classroom is a physical context in which a wide range of teaching and learning experiences ta es place. As 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 -$oyles, /007: $anning ) 5ucher,/061: #harles, /00/: Fevin ) (olan, 67762. 3ence, if the classroom is characteri.ed by disruptive behaviours, it will have an adverse effect on pupils and teachers in terms of : i. Teac!i"% a"' Lear"i"% e"*iro"me"# As mentioned earlier, disruptive behaviour interferes with pupil academic learning time . >ealing with fre,uent disruptive behaviours every day erodes teaching and learning time in &SF classrooms, undermines ,uality classroom climate, builds trauma and increases teacher;s dissatisfaction with teaching, which in turn affect ,uality of instructions. $oreover, as teachers begin to deal with more behavioural problems their motivation to teach and assist pupils in learning &nglish will deteriorate. To ma e matters worse, if teachers themselves have a low tolerance for frustration, their motivation to teach is
63
replaced by L who cares; and Lget even; attitude resulting in teacher4pupil power struggles -Fevin ) (olan,67762. This, in effect, will build up tension, anxiety and hostility between the teachers and disruptive pupils which subse,uently will lead to more disruptive problems. Thus perpetuating a vicious cycle. ii. P&pi$ , P (c!o$o%ica$ afe#( #ontinued occurences of violent behaviours and aggressions instil fear in pupils. This atmosphere is not conducive to the provisons of a safe environment. When pupils begin to feel that their own safety is threatened their ability to focus on the lesson and pay attention to schoolwor will be greatly affected. They will even lose their confidence in their teachers; ability to protect them from peer victimi.ation. When this fear escalates and reaches a high enough level, they will decide not to attend school or school activities, contributing to low academic achievement. iii. F&#&re )e!a*io&r #hildhood is the foundation period of life where attitudes, habits and patterns of behaviour are established and moulded. 3ow a child is moulded during this crucial period will determine his ability to ad!ust to life as he grows older -#ooper, /00A2. &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. So, if teachers ignore repeated behavioural problems in her class, there is a strong tendency that the unacceptable behaviour will reoccur in future. 'rom the perspective of behaviourists, all behaviour including unacceptable behaviour occurs because it is reinforced. "n terms of social learning, other pupils who observe their teachers not ta ing 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. 0.2.1./ Rea o" for Di r&p#i*e 3e!a*io&r *upils misbehave for a variety of reasons and nowing the underlying cause of a pupil;s misbehaviour helps the teacher to determine which intervention strategies may or may not be successful. 5ehavioural 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. I"'i*i'&a$ Se$f7Percep#io" of aca'emic compe#e"ce According to 5andura -67892, a personal belief in self4efficacy influences how much effort an individual will invest and how long she or he will persevere when facing the obstacles and even failures. A combination of both, effort and failure may be a serious threat to self4worth. *upils with insubstantial or low academic
64
self4esteem may seem to be reluctant to invest much effort in academic tas s. Their fear of failure and the potential damage this can have on their self4esteem ma es them choose to dawdle and potter around disturbing others in class instead of staying on4tas . &vidence from research has shown that a learning climate which strongly highlights social comparison -e.g. comparing one;s ability with another pupil or class2 is li ely to create anxieties among pupils. and threaten their self4 confidence. "n a case of pupils who have experienced repeated failures in school sub!ects, such social comparison reminds them of their own shortcomings and incompetence, and therefore leads to frustration. They develop hatred and see revenge against teachers who they believed to be responsible for the experience of failures and for ma ing failures public. This may in turn lead to aggressive behaviour towards the teachers. Socia$ Reco%"i#io" According to Albert;s principal teaching -in #harles,/00/: pB62, 3pupils need to feel that they belong in the classroom- which suggests pupils must perceive themselves to be important, worthwhile and valued. Some pupils misbehave because they want recognition and acceptance. They misbehave under the mista en believe that the socially unacceptable behaviour will result in the recognition they see -Fevin ) (olan,67762. >isruptive behaviours such as attention4see ing, power4see ing and revenge4see ing are common misbehaviour exhibited by pupils who see recognition and ac nowledgement from others. Attention4see ing pupils as irrelevant ,uestions, some continually as for teacher;s approval or assistance during lessons. They behave in this way to see teacher;s attention, and to ma e others in the class notice them, hence ma ing them feel important and belong in the classroom as others ac nowledged their presence. 3owever, if these pupils do not get the attention they see or a teacher reprimands them for disrupting a lesson, they usually react negatively against the reprimands and confront the teacher openly. They see power to challenge teacher;s authority through misbehaviour believe L" can do what " want to do and nobody can ma e me do anything " don;t want to do;. These power4see ing pupils argue, ignore, become stubborn and become disobedient to show that they are in control of the situation -ibid2. When power4see ing pupils fail to control their environment and see themselves as losing the intended recogniton they see , they become vengeful. %evenge4see ing pupils vent their anger and frustration by hurting, disturbing and harrassing others as well as damaging class furniture. They learn that when they misbehave, they become the center of teacher;s and pupil;s attention.
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ii. Socie#( Social 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 psycho4social development behaviour. This is because children develop behaviour patterns, attitudes and values about social interaction at ages between 1 and 66 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 -#yntia,/0012. A 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 desensiti.es children to violence or harassment. When children are desensiti.ed to violence, they tend to be inconsiderate or less empathetic. They are more li ely 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. iii. Sc!oo$ E"*iro"me"# $eaningful learning will ta e place when the learning environment facilitates pupils to engage fully with the range of opportunities available to them. "f pupils are engaged in interesting academic activities, disruptive behaviour will be less li ely to occur. Adopting teaching strategies that appeal to pupils; learning style, interest and needs will engage pupils to learning and eep pupils on tas throughout the lesson. When pupils are not engaged in classroom, they are less li ely to benefit from instruction and more li ely to disrupt the teacher or other pupils. "n many cases, pupils display disruptive behaviour in classroom as a reaction to poor teaching or a de4motivating environment. i*. P!( io7P (c!o$o%ica$ Nee' Mo#i*a#io" School;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 $aslow;s hierachy of individual needs, pupil motivation can significantly influence the learning environment. When learning is effectively facilitated and pupils are able to successfully demonstrate understanding of new nowledge and s ills which they have learned in class, they feel positive about themselves and are motivated to learn. This positive feelings about themselves will lead to the development of self4esteem and self4respect which subse,uently will further motivate pupils to learn and stay focus on the lesson, hence reducing off4tas behaviours in class. Lack of e" e of )e$o"%i"% *upils who exhibit behavioural problems are more li ely to be re!ected by peers.The re!ection factor can escalate their already diminished sense of
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belonging. $oreover, pupils who are re!ected by peer group will often form bonds with others with similar behavioural problems to form their own Lpeer group; or Lgang;. P!( ica$ a"' p (c!o$o%ica$ afe#( Schools 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. 5eing a victim of any form of violent acts or harassment can also affect pupils; emotional well4being , academic achievement, feeling unsafe at school and lower 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"*iro"me"# #hildren learn from seeing, say things they have heard, copy things they have seen and learn actions and attitudes from others. 3ome environment has great influence on children;s psychological and moral development. "nitial and minor violent act begins within the parent4child bond or within the parent4 parent bond, which in turn influences the behaviour of the child. $anning ) 5ucher -/061: p.82 point out L when pupils see violent and aggressive behaviours at home , they might begin to consider such behaviours as acceptable methods of dealing with problems4. Since violent behaviour is usually persistent, the aggresive behaviour has time to develop and become enduring. #hild4 rearing practices engaged in within the family also have a direct influence on the pupils; behaviour in school. 3omes that could be considered abusive where parents were hostile to the child and handed out angry physical punishment tend to develop patterns of aggressive and violent behaviour. There is a tendency for the child to use the same aggressive behaviour patterns with his peers in school. "n other words, what is learned at home will influence what the pupil would do in school. 0.2.1.0 Ma"a%i"% Di r&p#i*e 3e!a*io&r 'undamental to the understanding of behaviour problems is recognition that there is no one method or strategy to manage disruptive behaviour. "t is thus important for schools and teachers to have an accurate picture of the nature and prevalence of behaviour that interfere with teaching and learning. +nce the disruptive behaviour has been identified and clarified, it is important for teachers to consider causes for the disruptive behaviours before selecting and adopting strategies to prevent the behavioural problems from escalating.
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5ased on insights from theories and research on effective behaviour management, suggested strategies to prevent and manage disruptive behaviours include: i. E"%a%e p&pi$ aca'emica$$( a"' ocia$$( &ngagement in the classroom includes behaviours that are important for learning -attending to instructions and completing seatwor 2 and social behaviours that facilitate learning -following classroom rules, wor ing cooperatively with other pupils2. When pupils are not engaged in the classroom either academically or socially, they are less li ely to actively involve in the learning process and more li ely to disrupt other pupils or the teacher. "ncreasing pupils; on4tas behaviour in the classroom will enable teachers to maximise learning time. 5y 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 tas s, thus minimise disruptive behaviours.
ii. Se# a"' mai"#ai" c$ear a"' co"ci e c$a room r&$e a"' proce'&re Teachers are advised to eep classroom rules simple and to state rules in terms of what pupils should do than what pupils should not do. The purpose is to set reasonable limits for behaviour, create norms for classrom behaviour and communicate thoughts and concerns for the learning environment. To ensure that pupils understand what is expected from them, the rationale for each rule and procedure, teachers need to teach and demonstrate the class rules and procedures consistently and fairly so that they fully accept the logical conse,uences in which they will be imposed if they violate any of the rules or procedures. iii. Se# c$ear$( 'efi"e' $ear"i"% %oa$ 6o)1ec#i*e Setting clearly defined goals for each lesson communicates pupils; accountability and responsibility for learning. At 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 tas s for the lesson in order to achieve the set learning goalsE ob!ectives. When the learning goals or ob!ectives are clearly communicated, pupils will direct their focus and commitment toward achieving the goals. >isruptive behaviours are less li ely to occur as their accountability for completing a definite tas in a given time motivates them to engage in the learning activities. i*. 8er)a$ Reco%"i#io" Some pupils display an abnormally strong need for attention from a teacher. They are out of their seat most of the time or as irrelevant ,uestions. Teacher can subtly ignore their attention4see ing behaviour by praising all other pupils for in4seat behaviour. *raise and give encouragement to the Lattention4see ingL pupil when heEshe demonstrates appropriate behaviour.
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*. De*e$op a" ack"ow$e'%eme"# ( #em An effective way to focus pupil attention on desired behaviour is to set a good ac nowledgement system. Ac nowledgements are positive verbal statements such as H Than s for helping me distribute the papersI, HThan s for behaving good todayI. Ac nowledgements such as these are crucial if teachers wish to establish a positive classroom environment. Ac nowledgement system may also involve predefined rewards awarded to individual pupilss for selected target behaviour. %ewards can be in the form of to ens or merit points and pupils can trade points or to ens for a variety of tangible -stic ers, school supplies, stamps2 and intangible items - a note to parents, extra timefor recess, first to line up, class leader for the day2. *i. Do a percep#io" c!eck Sometimes pupils can be disruptive simply by displaying nonverbal behaviours aimed at the the teacher that communicate disapproval, such as ma ing faces or rolling their eyes. This can be a form of passive aggresive behaviour intended to challenge the teacher. "f these behaviours are one4time reactions, tehy are probably best ignored, but if they persist and annoyed, it is time to deal with them. Teacher can do a perception chec either by describing the behaviour in neutral, ob!ective terms -e.g. H Ali, " noticed that you were rolling your eyes !ust now;2 or by as ing for feedbac - e.g. H #an you tell me what was going on?I2. 3ere, the teacher communicates curiosity rather than accusation which will ma e the pupils become aware of their inappropriate behaviours. *ii. De*e$op week$( pro%re repor# Similar to ac nowledgement system, developing a progress report wor s especially well with pupils who exhibit fre,uent and consistent patterns of disruptive behaviour. *rogress report can be a simple chec list item that a teacher can use to monitor targeted pupil disruptive behaviour at the end of the wee . A 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. *iii. P&pi$7#eac!er co"fere"ce #ommunicating with pupils who displayed disruptive behaviour either before or after class can be a powerful strategy to curb disruptive behaviours. Apart from showing them that the teacher care for them, it also communicates teacher;s expectations. When communicating with the pupil to find out why heEshe is misbehaving, teacher must ma e sure that it is done in a non4threatening and non4!udgemental manner. The communication should only focus on the pupil;s behaviour. Avoid negative statements - L@ou always give me headaches. @ou can;t sit still for a second and you can;t stop tal ingI2, instead start off by pointing out the positive attributes of the pupil. #ommunicate how the pupil;s disruptive behaviour affects the lesson and
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TOPIC A
DE8ELOPING< MONITORING AND MAINTAINING PRODUCTI8E PUPIL 3E:A8IOUR
other pupils. The teacher can as the pupil to change and then develop a plan of action including a progress report to monitor the changes in hisEher behaviour. 0.2.2 No"7Di r&p#i*e 3e!a*io&r (on4disruptive behaviours are minor irritants and merely motivational problems but if these behaviours are prolonged, repetitive, persistent and spread they may become disruptive - #harles, /00/: Fevin ) (olan, 67762. &xamples of non4 disruptive behaviours are pupils who: refuse to turn in homewor are not prepared for class are daydreaming, doodling and loo ing out the window spend a lot of time loo ing through own things, des , boo , etc say they are getting to the tas or are wor ing on something but they are not. ,uietly draw pictures on a piece of paper while lesson is being presented tal 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. 3owever, teachers need to employ effective motivational strategies to wor with these pupils individually in order to protect the class;s rights to learn in a safe learning environment. A.2 TOPIC FRAME@OR; >eveloping, $onitoring and $aintaining *roductive *upil 5ehaviour
*roductive 5ehaviour
of >evelop, $onitor, $aintain

*roductive 5ehaviours
*atterns of *roductive 5ehaviour
$otivation
&ncouragement
#riticism
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CONTENT SESSION EIGHT (6 hours) A.2.1 Pro'&c#i*e P&pi$ 3e!a*io&r ?enerally, teachers have clear ideas about the behaviour and attitude of their pupils which they li e to see in classrooms. *roductive pupil behaviours do not only ma e the !ob of teaching less stressful, but also enable teachers to focus on their teaching and ultimately increase pupils; academic success. As 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. "n 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 Went.el -/00/2, can be defined in terms of the absence of negative or disruptive actions. She described productive behaviours as positive actions where the outcomes -e.g. positive classroom environment2 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, compliant2. This suggests that, encouraging productive behaviours can have extended effects in the classroom and for individual pupil. +ne of the positive effects is positive ecological and psychological classroom environment. As 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. "nteractions with teachers and peers can provide pupils directly with resources -information, advice, modeled behaviour2 that facilitate learning. 3owever, the ways pupils interact with peers and teachers as well as with the demands of the classrooms, tend to shape and define classroom4specific 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. "n 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 s ills such as problem4solving and decision ma ing ,which in turn can enhance intellectual development -Went.el, /00/: >amon ) *helps,67872. A.2.2 Pa##er" of Pro'&c#i*e 3e!a*io&r
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*upils are most li ely 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. 5ased on research related to teachers; perception of pupil productive behaviour in a classroom -#orrie, /066: Went.el, 67782, 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. Socially integrative characteristics such as sharing, being helpful to others and being responsive to rules. ii. $otivational ,ualities such as hardwor ing, doing seat wor , follow the flow of lesson iii. *erformance outcomes such as getting good grades and completing homewor . According to self4determination theory, pupils have a psychological need to relate to other people . When pupils have positive interpersonal interaction involvement with peers or with the teachers, they will develop positive image about themselves and will become more engaged in learning tas s. =sually, pupils who as an individual displays productive behaviour in classroom will also exhibit productive behaviours when sheEhe is wor ing with others or in groups. 3ence, the examples of patterns of pupil productive behaviour as listed below in Table 9.6 include productive behaviours prevalent for individual and wor ing in groups:
Ta)$e A.19 Pro'&c#i*e 3e!a*io&r De crip#io" of pro'&c#i*e )e!a*io&r 6 / 1 A C 9 B 8 7 60 66 6/ 61 6A 6C =nderstand how the system in classroom wor s ?et along well, courteous and tactful when tal ing with others #omply with the classroom rules #onform to the social norms and culture of the class community 5ehave well when follow teachers;s instructions #onsistently stay on tas s %espect others in groupEclass Always pay attention in class %esponsible #omplete homewor Etas Turn in ,uality wor Stay in seat %esilient Ta e initiativeE *roactive Treat class property with care I"'i*i'&a$ / / / / E / / E / / / / / / / Gro&p / / / / E / / E / / / / / / /
72
69 6B 68 67 /0 /6 // /1 /A
As permission in responsible manner =se time wisely #ooperative ?ive and accept compliments %espect diversity of others Allow opportunities for other group members to participate Sharing and helping others solve learningEsocial problems %espect group leaderSupport team win and lose-
/ / E E 4 4 -
/ / E E / E E / /
-#orrie, /066: $organ,S., /008: Went.el, /0002 A.2.+ De*e$op< Mo"i#or a"' Mai"#ai" Pro'&c#i*e 3e!a*io&r $onitoring and maintaining productive classroom behaviour for the purpose of improving teaching and learning is critical. #lassrooms where pupils are following expectations, 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 tas s designed to eep pupils busy and ,uiet. $odify or adapt instructional strategies when necessary to meet individual needs of pupils. As , H3ow can " better capture pupils; interest and excitement? Are my pupils bored?I =se positive classroom rules. As rules create clear behaviour expectations, ma e sure the desired behaviours are explicitly described and reinforced on a regular basis. "nclude 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 s ills, %esolve minor inattention and disruptions before they become ma!or problems. A teacher can monitor the rest of the class, ac nowledge other re,uests for assistance and handle disruptions promptly by scanning the classroom for misbehaviours regularly, ma ing regular eye contact with pupils and demonstrating teacher LWhit4it4ness; $inimise delays in teaching4learning activities and provide wor that reduces frustration. "n this way pupils will have less time to tal , wal around the classroom, and otherwise use time unproductively. #reate positive interdependendence by designing a group tas where participation of every member is necessary to its completion. *upils must clearly understand their interdependence in accomplishing the tas . &ncourage exchange of ideas by providing groups a considerable face4to4face interaction. 5esides consolidating and building new understanding, face4to face interaction allows everyone in the group be prepared, has a chance to contribute and responsible for the tas assigned.
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#reate and provide accountability system which provides feedbac 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 s ills in order to develop ability to maintain peer relationships and exhibit pro4social behaviour in classroom and school. Teach and practice interpersonal and small group s ills to develop ability to resolve conflict in a constructive manner and communicate effectively. #reate meaningful tas s which support cooperative learning. A challenging problem solving group tas accompanied by scaffoldings will encourage pupils to rely on one another. Teach metacognitive strategies to help each member become self4regulated pupils, develop thin ing and problem solving s ills. #onsistently and clearly inform pupils of intended learning ob!ectives, teach them expected learning strategies, and monitor learning progress. 23enry,>., ) %iddoch, /009: Severs, /001: >amon ) *helps, /0062
>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. A.2./ Mo#i*a#io" $otivation is an inner drive that arouses pupils, steers them in particular directions, goals,or tas s and causes them to be persisitent in trying to achieve the goals or completing the tas successfully -Fenin ) (olan,67762. A pupil;s motivation is influenced by a number of beliefs, interests and attitudes which can be positive and negative in their effects. A pupil who is positively motivated would always pay attention to the lesson, involve actively in the lesson, direct herEhis energy to the learning tas s and believe sheEhe has the ability and confidence to succeed. "n contrast, a pupil who is not motivated or lac ing in motivation would aim to only do enough to avoid failure, have little confidence or expectation of succeeding in the tas and have low interest in the lesson. There are two types of motivation, namely intrinsic motivation and extrinsic motivation. "ntrinsic motivation deals with behaviour performed for its own sa e in order to experience satisfaction. This is to say, intrinsically motivated pupils wor on academic tas s because they find them en!oyable and interesting. They do not rely on explicit rewards or recognition. Tas participation is its own reward. They pursue an academic tas on their own initiative without having to be coerced and regularly evaluate their own progress using their own criteria.
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&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 wor or effort such as receiving good grades or special privileges in the classroom. Since 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 tas or activity. *revious studies -3idi ) 3arac iewic., /000: Schun et al, /0082 have indicated that intrinsic motivation can promote pupil learning and achievement better than extrinsic motivation. 3owever, teachers need to reali.e 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. a. @a( #o mo#i*a#e p&pi$ "t is easy to tell when pupils are motivated to learn and stay on tas : they pay attention to teachers, they begin wor ing on tas 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. Adapted from (olan ) Fevin -67762, some of the variables which teachers can actively manipulate to motivate and encourage pupils are: i. P&pi$ 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 wor ,video viewing, games to avoid boredom. ii. P&pi$ Nee' #reate activities that provide ample opportunities for pupils to meet some of their basic human needs such as sense of belonging and self4esteem through group wor and pair wor . iii. S&cce #reate 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 ma ing learning goals or ob!ectives clear and teaching content of the lesson clearly in small steps. &ncourage success by teaching pupils study s ills. i*. 8arie#( a"' No*e$#( &nsure variety in topics and activities when teaching as this can encourage mastery learning. Pariety of topics and activities can maximi.e learning opportunities for different pupils with different learning styles. >esign variety in classroom activities that can promote novelty and will capture pupils; attention such as simulation, language games, storytelling and ama.ing
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facts. (ovelty can occur when pupils experience something new, unusual or unexpected. *. Te" io" #reate a moderate amount of tension to enhance motivation and increase pupil learning. When there is no tension in the learning situation, pupils tend to be relaxed and not serious about learning. *i. Fee$i"% To"e #reate and establish a moderately positive atmosphere where the climate is friendly and pleasant but focused on the learning tas at hand. An extremely positive feeling tone or climate can direct pupil attention away from the learning tas . A neutral tone is non4stimulating while an extreme negative feeling tone is threatening and can lead to tension overload. *ii. Fee')ack ?ive specific feedbac to pupils soon after or at the time of performance or presentation. The feedbac must focus on pupils; performance - assignment, test score and pupil wor 2, not on pupils; personal attributes. These feedbac s allow pupils to eep trac of their own progress over time. A.2.0 E"co&ra%eme"# &ncouragement, is Ha comment which shows acceptance, emphasi.es effort and improvement, appreciates contributions, gets one to evaluate hisEher own performance, and instills faith and confidenceI -Adler,67A9: p. C072. "t is a a process that focuses on the individual;s potential and ability in order to enhance self4esteem ,self4confidence and self4worth. When 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 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 motivation2. "t focuses on what the pupils do, highlighting their capabilities, contibutions and efforts. "n context of classroom management, encouragement is a more psychologically healthy approach to stimulating positive behaviour. i. Co" i'era#io" w!e" & i"% e"co&ra%eme"# There are many ways and techni,ues of using encouragement in classroom management. <elly ) #hic -678/2 propose Adlerian 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 ta e greater responsibility for their own actions. They highlight considerations a teacher has to ta e when planning to use encouragement in a classroom such as: value pupils as they are use words that build the pupil;s self4esteem
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plan for experiences that create success demonstarte genuineness to pupils demonstrate non4verbal acceptance through touch recogni.e pupils; effort avoid emphasis on liabilities show appreciation for pupils; cooperation
A.2.A Cri#ici m #riticism is the act of ma ing comment about someone;s performance or behaviour. This implies that the comments can be presented in a positive or negative tone. #omments that highlights individual shortcomings, limitations and focuses on past wrongdoings are called destructive criticism. =nli e 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 self4 esteem and self4efficacy -5aron, 67882. 3owever, when the comment acts as a catalyst for growth and change, exposes individual to alternative options which leads to reassessment of tas performance, then this type of criticism is called positive or constructive criticism -ibid2. #onstructive criticism is intended to help individuals recogni.e or interpret ways to improve past performance or future attempts. 'or young children, wheather or not the comments made about their wor or performance are destructive or constructive criticism depends on their sociocognitive maturity and understanding -#utting ) >unn, /00/2. #hildren with mature sociocognitive understanding are able to Lread; and correctly interpret what their teacher says may ta e criticism more seriously than children who are less able to interpret their teacher;s comments. A 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 rationali.e teacher criticism and understand that criticism of school wor is constructive and is intended to promote learning and improvement.
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TOPIC C
DE8ELOPING A PERSONAL CLASSROOM MANAGEMENT PLAN
C.2 Framework of Topic
>eveloping a *ersonal #lassroom $anagement *lan

%eflection Sessions &xpectations #onse,uences Approaches, Theories and $odels %ules and *rocedures #ommunication S ills
CONTENT SESSION NINE AN! TEN (6 hours) C.2.1 Ref$ec#i*e Se &vertson et al. -67872 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 "ndeed such classrooms exists because teachers have a plan to ma e them happen and are prepared to carry out the plan and meet that goal. When teachers develop a *ersonal #$* -Appendix A 4 82, they integrate classroom management theory and practice into how they teach, how their pupils
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io"
learn and how the classroom wor s. The *ersonal #$* places this theory and practice into a structure where teachers can implement in a classroom, emphasi.ing teachers; strengths and supporting wea nesses. The plan structures teachers teaching and pupils learning, and supporting teacher and pupil autonomy and promotes a sense of community. The *ersonal #$* maximi.es instructional and learning time and minimi.es interruptions, distractions and disruptions. #lassroom management, instruction and teacher behaviour interact to create a productive and positive learning environment. The *ersonal #$* reflects teachers; personality, experience and s ills and includes their own ideas and practices they have observed in effective classrooms, ideas the teachers have read in textboo s and professional !ournals, ideas from education courses, and ideas colleagues have shared. =ltimately, a teacher;s *ersonal #$* style must become an extension of the teacher;s personality and philosophies combined with the chemistry of the pupils in the classroom. The *ersonal #$* 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. %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 #$*. To be and remain effective, teachers need to assess their own as well as pupil;s classroom performance and behaviour, analy.ing and evaluating how they wor and how the classroom wor s. %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 -6779 in 5osch, 67772, suggests that teachers must thin about their long term goals and reflect on whether these goals are animated in their classrooms. 5osch, < -67772, refers to reflective recall as the method designed for reflection and revising the #lassroom $anagement *lan -#$*2. According to her, reflective recall is a method that lets teachers use time, thought and insight to impact how they and the classroom wor . %eflective recall comprises four4steps which are LStop, %ecall, %eview and %evise;. "n the first step, teachers must physically stop everything to spend time reflecting on a lesson, situation, problem or classroom management. "n the next step they recall lessons, events, situations and experiences. "n the review step, they thin about the recalled information and connect it to the #$*. Teachers may want to reflect on this information alone or discuss the lesson, event, situation or experience with a fellow teacher or friend. "n the final step teachers revise their strategies by adding, changing or eliminating ideas or lin ing the components and ideas to each other conse,uently enhancing their classroom instruction and classroom management s ills.
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i. Ref$ec#io" B&e #io""aire To help teachers thin and promote further understanding of their teaching self they can use a reflection ,uestionnaire -'igure B.62. Their answers to the ,uestionnaire will ma e them reflect on their own practice and subse,uently assist them in planning and implementing their own *ersonal #lassroom $anagement *lan -5osch, 67772.
REFLECTION BUESTIONNAIRE 6. /. 1. A. C. 9. B. 8. What does the term classroom management mean to you? %eflect on your philosophy of education. Write five H" believeI statements about teaching. Fist your strengths. Thin about both personal strengths and talents. #ircle that particularly apply to classroom teaching. As several family members and friends to tell teachers what they li e best about you, and list their responses below. (ote responses similar to yours. Fist your wea nesses. #ircle those the #$* may need to support. Fist the most important ,ualities you wish to foster in your pupils. 3ow do C.19 you Ref$ec#i*e introduce yourself to the class? Fi%&re B&e #io""aire #omplete a concept map on HWhat is ?ood Teaching?I
C.2.2 Approac!e < T!eorie a"' Mo'e$ teachers can on ma e you any classroom management planpupils. for their classroom, it 7. 5efore Write a brief paragraph how ma e a difference in the lives of your is vital for teachers to be aware of the principles and conse,uences of decisions 60. and 'ind and copy a favorite or story that conveys an understanding understanding strategies they ,oute, wish poem to implement. A good of the different of your teaching self. approaches, theories and models of classroom management and 2...consideration of teachers- own beliefs of pupil-s development I -&dwards and Watts, /00A2 will help teachers ma e the right decisions and select strategies that will wor for their situation. At this point, it would be useful to have an overview of the different approaches, theories and models of classroom management -Appendix 62. 'rom the overview, classroom management theories, approaches and models differ in terms of pupil self4regulation 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.6 -5alson, 678/2.
Ta)$e C.19 Ca#e%orie of Approac!e Re$a#i*e Power Teachers; #ontrol $ixed Di cip$i"e Mo'e$ 5ehaviour $odification >emocratic >iscipline Teachers &ffectiveness Training *upil;s Autonomy
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Assertive >iscipline
#hoice Theory *ositive 5ehaviour Feadership
%esponsible Thin ing *rocess *ain *upil4directed Approach
Teacher4directed Approach
#ollaborative Approach T!eore#ica$ 3a e
C.2.2.1 Teac!er7Direc#e' Approac! i. T!eor( Teacher4directed 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 self4monitor or self4regulate ade,uately. 3ence, teachers should ad!ust the external conditions to achieve expected behaviours only -$artin and *ear, /00B2. ii. Mo'e$ Demo" #ra#io" i" prac#ice +ne of the famous discipline models based on the teachers4directed theory is #anter;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 behaviours through rewards or encouragements. There are a few steps to apply assertive discipline model to classroom management problems. &stablishing positive pupil4teachers relationships is the first step. Teachers need to establish good relationship with pupils based on mutual trust and respect in order to ma e sure their expectations are met. 3ence, 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. A 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 trac misbehaviours, which is to ma e sure their demands are met after they clarified their rules and expectations. Through the step, pupils would now that their behaviours are monitored and examined. All following rewards and conse,uences are provided based on the observation as well. -&dwards and Watts, /00A2 The three steps above is the basis of the assertive discipline model. (ext is to use conse,uences to enforce boundaries. With advance preparation, the discipline hierarchy could be set up to differentiate severity of misbehaviours. #onse,uences
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or punishments could become more and more serious when pupils continue to misbehave. 5esides 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. 3owever, the #anters 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. A successful teachers4parent communication could also show parents that teachers are really interested in helping their ids -&dwards and Watts, /00A2.
C.2.2.2 Co$$a)ora#i*e Approac! i. T!eor( #ollaborative 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 li e to control their own life to meet their needs, so that they are able to achieve responsible self4determination, if teachers could offer appropriate guidance. "n other words, teachers have to teach pupils how to be responsible and allow them to gain more self4control over their behaviours. ii. Mo'e$ 'emo" #ra#io" i" prac#ice William ?lasser;s #hoice Theory model is based on the collaborative theory. "t 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. -#harles, /00/2 "n practice, choice theory includes significant prevention components. ?lasser suggested three types of classroom meetings to prevent discipline problem 4 social4 problem4solving meetings, open4ended meetings and educational diagnosis meetings. Social4problem4solving meetings are focused on class. "t encourages pupils to solve discipline problems from class expectations. The behaviours that the class finds unacceptable are listed through collective discussions. 3ere, pupils gain a chance to ma e decisions to create their own classroom circumstance based on sufficient information which is provided by teachers. "t 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 ma e more sense to them as it also contains their own determinations.
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+pen4ended meetings are used to support regular curriculum, in which pupils could as ,uestions relevant to their learning circumstance. Also, 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 nowledge. Teachers should offer ,uality teaching and activate pupils; genuine motivation by locating their needs and interests. &ncouraging pupils to go through a process of self4evaluation, improvement and repetition could achieve a better wor ,uality and protect their self4esteem as well. When class rules are bro en, ?lasser -in $anning and 5ucher, /0612 suggested that teachers; intervention should not be punitive, but ma e logic sense to pupils. Although 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.
C.2.2.+ P&pi$7Direc#e' Approac! i. T!eor( The pupil4directed theory believes that children are capable for complete rational self4regulations, 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 self4growth by providing conditions.
ii. Mo'e$ Demo" #ra#io" i" prac#ice A well4 nown model of the theory is the teachers effectiveness training model, which believes that pupils will ma e correct decisions and solve problems with the assistance from parents and teachers. 5esides, punishments are not going to stop pupils; contrary to regulations. "n contrast, the punitive punishment would cause aggression in children. -?ordon, 6787 in $anings and 5ucher, /0612 The teachers effectiveness training model is relied on good connection between teachers and pupils, which is based on good communication. Applying the teachers effectiveness training model to solve discipline problems, first of all, the problem ownership has to be located. "f 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. When teachers own the problem, they should deal with pupils; misbehaviours in a positive, non4adversarial manner. =sually, teachers may minimi.e or eliminate the behaviour problems by modifying the physical or psychological environment. 5esides, sending pupil a confrontive "4message to clarify the problem, its effect and
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teachers; feeling is also a method to gain the pupil;s cooperation and support. When a pupil responses the "4message 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. "n addition, if a conflict occurs in the classroom, trying to find a no4lose method of conflict resolution is much better than a win4lose one. When 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. Some 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, analy.ing, lecturing and critici.ing, since these expressions will restrain pupil;s willingness of tal ing, which will bloc the communication road between teachers and pupil. There are also some explicit strategies regarding the prevention of discipline problems. 'irstly, preventing "4message 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 li e the way to obtain no4lose conflict resolution. 5esides, teachers need to share the power and decision ma ing with pupils to manage the class with the anticipation of pupils. #onse,uently pupils will have more confidence and self4 esteem in the class, and they are re,uired to behave more responsibly. iii. Di c& io" The strengths and limitations of the example models 4 assertive discipline model, choice theory and the teachers; effectiveness training model 4 are listed in Table B./ below, in which the advantages and disadvantages of each approaches would be located as well. -&dwards and Watts, /00A2
Ta)$e C.29 A'*a"#a%e a"' Di a'*a"#a%e of Mo'e$ 6T!eor( Di cip$i"e Mo'e$ A'*a"#a%e Simple for application 'ocus on teachers;s desire *arents and administrators are involved in discipline process Di a'*a"#a%e "nhibition of pupil;s self4regulation *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 eep challenging them Time consuming
Assertive >iscipline -Teachers4directed2
#hoice Theory -#ollaborative2
>eveloping effective teachers4pupil relationship *romotion of self4autonomy and self4 determination to meet pupil;s need 3igh4lighting the teachers;s need
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Teachers &ffectiveness Training -*upil4 directed2
*romotion of honest communication &ncouraging self4discipline 'orming good teachers4pupil relationship
Time consuming (ot applicable in emergency or dangerous situations +ver reliance on pupil;s willingness
The three approaches are essentially different in the cognition of pupils. The teachers4directed theory does not believe that pupils are able to self4regulate, so the strategies emphasi.e on the teachers; desire and neglect pupil;s needs. The pupil4directed theory believes pupil;s self4regulation, so its strategies highlight the pupil;s willingness, but impair teachers; interventions. The collaborative theory believes that pupil;s self4regulation must be guided by teachers, so that strategies of collaborative theory are trying to balance both of their needs. 3ence, in practice, factors such as the age group of pupils and school learning environment could be considered to find a suitable classroom management plan. C.2.+ E.pec#a#io" %esearch has explored the complex factors and the many potential sources that affect the formation of teacher expectations. 'or example, Alderman -/00A2 provides a useful summary of the ma!or sources of the expectations that teachers hold for their pupils based on research by Alvidre. ) Weinstein -67772 and 5aron, Tom ) #ooper -678C2. i. Teac!er , )e$ief a)o&# p&pi$ , a)i$i#( a"' #!eir )e$ief a)o&# i"#e$$i%e"ce Alderman -/00A: 6BA2 explains that when teachers consider intelligence as a fixed pupil characteristic, they are more li ely to label pupils as Hsmart or dumb and teach them according to the labelI. Weinstein argues that Hone contributor to teacher !udgments of ability is pupil performanceI -Weinstein, /00/:CA2. ii. P&pi$ , ocioeco"omic )ack%ro&"'< %e"'er a"' e#!"ici#( . >use and Goseph conducted a meta4analysis 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 ->use and Goseph, 6781: 1/B2.
iii. P&pi$ , #e # core < a"'6or pre*io& aca'emic ac!ie*eme"# %ivers -67802 ,uoted in ->use and Goseph, 67812 has found that in the early elementary school years an older siblingDs performance may influence teachers; expectancies -either positive or negative2 for a younger siblingDs performance. "n addition, van $atre et al -/0002 suggest that teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle4socio economic status -S&S2 than low4S&S pupils which can be similar to &SF primary school teachers; expectations of their pupils.
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The following are differing ways teachers treat and respond to pupils who are low4 acheiving versus pupils who are high4achieving -?ood and 5rophy, /00/2. Waiting less time for pupils who are low4acheiving than for pupils who are high4acheiving to answer ,uestions before giving the anser or going to another pupil. ?iving pupils who are low4acheiving the correct answer rather that offering clues or repharising the ,uestions. #alling on pupils who are low acheiving less often. As ing pupils who are low4acheiving only easy ,uestions. &xpecting less academic wor from pupils who are low4acheiving. $a ing fewer efforts to improve the performance of pupils who are low4 acheiving. Accepting and using fewer ideas of pupils who are low4acheiving. 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. Sometimes teachers fail to discriminate between the actual expectation of teaching and their own self4imposed expecations. "dealism, 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 self4induced stress. The teacher;s own thoughts and feelings undermine more effective behaviour. Such limiting beliefs are expressed in self4verbali.ations. Teachers should learn to replace negative thought patterns with affirming ones. Two especially destructive ways of thin ing about problems and issues are: A$$7or7No"e T!i"ki"% $r. *uven doesn;t li e me, so none of the teachers here li es me. $y 3eadmaster let me down. ";ll never trust him again. Ca#a #rop!ic T!i"ki"% " messed up again. " can;t do anything right. Why even try? "t won;t do any good K she;s a hopeless case. The following " K should statements represent some commonly held teaching myths, -Farrivee /0072. I !o&$' Fi e and care for all pupils 3ave no preferences or pre!udices 5e consistent in my actions with pupils %emain calm and collected at all times 3ide my true feelins and place pupils; feelings above mine.
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5e able to solve all problems. #ope with all situations without anxiety, stress or conflict. %un my classroom so that there is no confusion, uncertainty or chaos. 3aving 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. C.2./ R&$e a"' Proce'&re #lassrooms are unpredictable places. +n the first day of school, pupils do not now 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. At 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 sei.ure, a senior assistant could as teachers to step out into the hall during the lesson, a sna e 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. >etermining rules and procedures, teaching them to pupils and outlining the benefits of wor ing within them, is a critical up4front 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.1 when crafting classroom rules -?imbert, /0602.
Ta)$e C.+9 G&i'e$i"e o" Craf#i"% C$a C!arac#eri #ic 6. %ules should be in positive statements and not in negative statements. Ra#io"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 room R&$e E.amp$e #o fo$$ow %espect your classmates in your words and actions. Fisten when someone else is tal ing. #lass time is for class activities. E.amp$e #o a*oi' (o disrespectful comments. (o tal ing out of turn. (o toys or games in class.
/. %ules need to be stated clearly.
#ome to class prepared with all
&very pupil will demostrate habits of
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-Avoid vague rules unless intended to be discuss extensively with pupils2. 1. %ules should be few.
behavioural expectation.
re,uired materials. 'ollow the teacher;s direction.
a responsible pupil. Always use appropriate conduct.
When 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 #lass time is for class activities or 'ollow the teacher;s directions. Address many behaviours in one rule.
(o gum, food or drin in class. 5ring homewor , boo , noreboo and penEpencil to class everyday. 5e 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. "n order to establish such rules and procedures teachers have to ma e sure each rule is broad enough to cover more than one specific behavioural expectation and yet not too explicit. To ensure their expectations are fair and realistic, teachers need to determine the ind of classroom environment they want to establish and also consider the age and maturity of the pupils. C.2.0 Co" e-&e"ce While 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 ma es rules wor . A pupil needs to now up4front, what would happen if heEshe were to brea a rule or does not comply with the procedure. The pupil can choose to follow the rule or brea the rule and incur the negative conse,uences. 3elping pupils reali.e 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 self4discipline. ?imbert -/0602 posits that self4discipline 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 s ills teachers can teach their pupils. "n establishing conse,uences, the teacher will want to ta e into account what characteristics ma e 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 eep the pupil;s dignity intact. Table /.A illustrates the characteristics of effective conse,uences -?imbert, /0602
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Ta)$e C./9 C!arac#eri #ic of Effec#i*e Co" e-&e"ce C!arac#eri #ic #onse,uences should be gradual, progressing from less severe to more severe as misbehaviour is reapeated. Ra#io"a$e This sends the message that pupils have potential to behave and simply need to understand and choose to follow the expectation. When they repeat the misbehaviour, they choose the more severe conse,uences. E.amp$e #o fo$$ow 6. $ild Warning /. Short detention after class or school 1. Written plan for improvement A. ?uardian contact C. Severe clause: Sent to 3eadmaster "f a pupil runs to be the first in line, he receives a mild warning and is as ed to wal instead at the end of the line. -(atural2 When a pupil misbehaves during rehearsal for an activity, heEshe receives a mild warning and is told that if the poor behaviour continues, heEshe will have to sit out of the rehearsal until the next day. -Fogical2 "f three pupils interrupt the teacher during a class period, they all receive mild warning. "f three pupils interrupt the teacher during a class period, the first gets ignored, the second gets a harsh warning and the third pupil, who had a history of not raising hisEher hand, gets detention after school because the teacher is so so Hfed upI by that E.amp$e #o a*oi' 6. Warning /. Sent to office or 6. *hone call home /. *arent conference 1. "n school detention
#onse,uences should be natural andEor logical
(atural conse,uences follow from the event or situation, as pupils are allowed to experience the outcome of their poor choices or behaviour, highlighting the rationale of the rule. Fogical conse,uences are structured learning opportunities arranged to teach appropriate behaviour.
When a pupil is disrespectful to a group member during group wor , heEshe is allowed to remain in the group but is held in from recess. -neither logical or natural
#onse,uences should maintain the dignity of the pupil.
#onse,uences should be consistent from pupil to pupil and delivery of conse,uences should always address the particular behaviour in ,uestion, not the pupil and hisEher behavioural history.
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time.
C.2.A Comm&"ica#io" Ski$$ &ffective communication help teachers to show that they care about pupils and want them to succeed. 5oth verbal and non verbal communication strategies of teachers should 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. 3umor can be used to lighten situations: however, it should be culturally and developmentally appropriate. Sarcasm is inappropriate and !o es should never be made at the expense of individual pupils -5ondy et al., /00B2. Teachers should use communication patterns that are familiar to different cultural groups. 'or example, pupils from wor ing class families are often used to direct orders -Wor on your exercises now2 rather than polite re,uests -*lease begin to wor on your assignment2 or indirect re,uests -Would you li e to begin your wor ....2. Stressing logical conse,uences -if you don;t study, you won;t pass the test2 may not wor with some cultural groups. 3owever, they might respond to comments about bringing shame to the family if they are successful on the test -Weinstein et al., /061
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TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TOPIC 1 INTRODUCTION TO CLASSROOM MANAGEMENT

1.2 Framework of Topic "ntroduction to #lassroom $anagement

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TOPIC 2 CLASSROOM MANAGEMENT: APPROACHES, THEORIES AND MODELS

2.2 Framework of Topic #lassroom $anagement

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TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

mo'e$ app$ie' i" a primar(

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

mo'e$ i" a primar(

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TOPIC + MANAGING RESOURCES AND FACILITIES9 RULES< E?PECTATIONS AND PROCEDURES

+.2 FRAME@OR; OF TOPICS

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

$anaging %esources and 'acilities

$anaging Fearner Focation ) ?rouping

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TOPIC / COMMUNICATION S;ILLS FOR CLASSROOM MANAGEMENT

/.2 FRAME@OR; OF TOPICS

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

Comm&"ica#io" Ski$$ for C$a

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

atterns of roductive 5ehaviour

>eveloping a ersonal #lassroom $anagement lan

%esponsible Thin ing rocess ain *upil4directed Approach