Communication

Based on the video that I’ve watched, Amos was mainly using Congruent
Communication method while teaching his class. What does the Congruent
Communication theory look like in action? According to Ginott, teachers should
always try to use congruent communication, which means that the conversation in
the classroom should be about situations and students’ actions, not negative
remarks about student or his or her character.

In the video, he offers his time, either formally or informally, to listen to his
students in large group, small group, and individual settings. He communicates
congruently with young adolescents by using active listening techniques. He faces
the student, make eye contact, and acknowledge responses and rephrasing the
student’s comments. He demonstrates body language and facial expressions that
match verbal messages. He was avoiding traditional communication roadblocks such
as ordering and moralizing. It is good for him to avoid such roadblocks so that his
class will run smoothly and the students will not feel demotivated.

Being brief and clear in rules, instructions, and correcting student behaviour
also helps to minimize interruptions in the classroom. Ginott suggests ignoring
disruptive behaviour until the student can be conferenced with privately and ignoring
offensive language rather than making a big deal out of it. As we can see in the
video, there is one time that a students of his, try to disturb other students during the
making of the mask. He tried to address it at first, but then he ignored it and the
students, finally coming back to his seat and continues his work. We can see that the
flow of the class was not disturbed and the student shows the desired behaviour.

Giving Instructions

The way teachers talk to students, the manner in which they interact is crucial
to both successful learning and teaching. It is this point which distinguishes good
teachers from bad ones. It is important, therefore, that teacher’s directions relating to
academic activity and behaviour are clear, precise and effective. It goes without
saying that the best activity in the world will turn into a disappointing failure if
students don’t understand the instructions.
 He spends the first five minutes of class engaging students in conversations.
When he manages to attract his students, he began the lesson. Every single
instruction was given clearly, must be kept as simple as possible and they must be
logical so thet the students would understand the instructions. He was actively
engaging his students in his lesson.

As for suggestion, he could have shown some demonstration before doing the
activities. The best way to tell students how to do something is to actually do it
yourself. For example with roleplay, take a more confident/gifted student and pair up
with them and do a practice-run in front of the class. Talking and talking for minutes
can be counter-productive and time-wasting when a quick demo can illustrate the
activity not only linguistically but visually.

If you are aware of particular pupils who have difficulty in listening to and
following instructions, it is also worthwhile to consider where you are standing when
giving the directions to the group. Close proximity to the target pupil and using his or
her name will give more opportunities for engagement in the activity.

Once the instructions have been given, questions have been answered and
the activity practised, scan the room and go around the class, look for the student
who is complying and make a positive comment about those who are following the
instructions as this will kept the students motivated.

Being clear with your instructions and expectations will reduce the likelihood
of ongoing disruption and interruptions. With better ways to direct students, teachers
will help not only attentive students but also those seemingly low achievers who can’t
do a task because they may have trouble understanding what is asked from them.

Assertiveness

In the video we can see that the teacher need to be an assertive person. This
is because some of the students were walking around the class during the lesson. It
might not be a destructive action but if neglected it could be wosrt. Teachers must
develop a "teacher voice," which assertively demands respect and authority. This
voice says, "When I'm up here teaching, I expect that all students will have their eyes
on me and will not be talking so everyone can here what I'm saying" . The teacher
voice "fills the room" without yelling, so that all students can hear the teacher and are
ready to respond.

Use the "broken record" technique. Continue to repeat your command to a

maximum of three times until the student follows your directions. Do not be
sidetracked by the student's excuses. Consider this example of the procedure:

Teacher: "Mamat, you have work to do. Get away from that window and sit in
your seat."

Student: "But I want to see the birds."

Teacher: "I understand, but I want you to sit down now."

Student: "'Just one minute, OK?"

Teacher: "'No, Mamat, I want you to sit down now."

Student: "Aw, OK."

If the command is not followed, you might issue a choice to the student. This
can be done after the first, second, or third request. Give the student a choice
between following the command or facing a consequence for disobedience. For
example: "Mamat, you have a choice. You can sit down now or you'll sit with me after
school (or during recess)." If you find it necessary to implement the consequence,
make it clear to the student that he made the decision as to which option would
occur.

Assertive discipline is a simple, effective system to assist teachers in

achieving peace and structure in the classroom. It is the most popular classroom
management method because of its simplicity and effectiveness. This method
requires that the teacher use an attitude of cooperation and a "take-charge"
assertive attitude to elicit that cooperation from students.