Tsl3109 PPG Module

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM
TOPIC 1 INTRODUCTION TO CLASSROOM MANAGEMENT

1.0 SYNOPSIS
Topic 1 focuses on the concept of Classroom Management and the role of teachers and
pupils in effective classroom management. It provides teachers with a brief description of
classroom management, the function and nature of classrooms, the role of instruction as a
central classroom activity, and classroom instructions and management practices. It also
looks at teacher and pupil responsibility, accountability, expectation, and consistency in
effective classroom management.
1.1 LEARNING OUTCOMES
y the end of Topic 1, you will be able to!
outline the concept of classroom management
identify the functions " nature of classroom
explain the role of teaching as a central classroom activity
identify classroom instructions " management practices
1.2 Framework of Top!"
CONTENT
1
Introduction to Classroom Management
Concept of Classroom
Management
#oles in $ffective
Classroom Management
%unction and &ature of
Classrooms
Instruction as Central Classroom
'ctivity
Classroom Instruction "
Management (ractices
#esponsibility
'ccountability
$xpectations
Consistency
)b*ectivity
SESSION ONE (6 hours)
1.2.1 T#e Co$!ep% of C&a""room Ma$a'eme$%
's teachers it is your professional responsibility to manage your classroom effectively to
provide meaningful and fruitful learning experiences to your pupils. +hat strategies should
you possess to be effective and efficient in your classroom, -tudy the scenario below and
suggest how you would manage this class!
It is an English language lesson and Amin is copying an exercise from the board
while the teacher walks around monitoring the pupils at work. One of his
classmates Samy, reaches over and pokes his side. Startled, Amin umps from his
seat and this results in his exercise book getting scribbled. !e pushes Samy and a
scuffle follows "adapted from !ardin, #$$%&.
'n inept teacher, in a disorderly, unsafe and hostile classroom environment as above, may
not be able to provide favourable instruction and learning experiences to his pupils. The
following are research findings on classroom management and instruction!
poor classroom management skills and disruptive pupils were ma*or reasons for teachers
to perform badly.
a safe and orderly classroom is essential for academic success.
classroom management is the most important variable for pupil achievement.
planning instructional strategies to facilitate learning and using classroom management
techni.ues effectively is vital for effective instruction.
/Mar0ano and Mar0ano, 12234
5ence teachers need to possess effectual classroom management strategies to manage
pupil behaviour and at the same time be able to create a safe, orderly and pupil6friendly
environment to execute instruction productively /Manning and ucher 12134.
2
'lbert and Troutman /17894 emphasised that the ability of teachers to provide a conducive
environment for learning by cooperatively managing time, space, resources, and pupil roles
and behaviours is the essence of classroom management.
In their definition of classroom management Manning " ucher /12134 included
strategies to provide physical and psychological safety in the classroom:
techni.ues for changing pupil misbehaviours and instruction self6discipline:
methods of assuring an orderly progression of events during the school day: and
instructional techni.ues that contribute to pupils; positive behaviours.
To summarise, the goal of classroom management includes not only a favourable climate
that fosters pupils; learning but also instructional and behaviour modification techni.ues that
inculcate positive behaviour and self6discipline among the pupils.
In other words, the fundamentals of effective classroom management are the methods and
strategies used to
provide a safe and conducive classroom environment,
instil self6discipline and prevent disruptive behaviours,
maintain an orderly development of daily activities, and of course
implement instruction successfully.
' positive and productive learning environment is the key to academic success and making
sure your pupils feel they are in an environment that allows them to achieve is of utmost
importance. It is your responsibility to control the environment and interaction in your
classrooms so that time is not lost due to disruptive behaviours.
<eeping pupils focused in order to get the most out of their daily classroom experiences is
also an important factor which can be successfully done through the employment of
different instructional techni.ues. Time lost to disruptive behaviour and the inability to keep
the pupils focused on the core processes of learning can result in low achievement.
3
In managing their classrooms and executing instruction, teachers need to recognise
options, make decisions and take actions based on their own attitudes, intentions, beliefs
and values as well as researched educational theories. If teachers are unable to positively
recognise options, make decisions and take actions they would be faced with a
disorganised classroom. =ndeniably, having poor classroom management skills would
make teachers less effective instructional leaders as it could be difficult for them to conduct
instruction and learning in a chaotic environment.
To be an effective classroom manager teacher need to observe positive behaviours, take
into consideration the diverse nature of the classroom population and make appropriate
decisions to facilitate and maximise pupils; learning. This includes planning and preparing
effectual instructional materials and activities, setting rules and procedures for classroom
routines, as well as organi0ing and decorating the classroom to create a productive
learning climate.

1.2.1.1 T#e F($!%o$ a$) Na%(re of C&a""room"
The classroom generally functions as a place for the process of instruction and learning to
take place. %or pupils to be fully engaged in the instructional process, the classroom climate
has to be conducive to their intellectual, social and emotional needs. It has to be a safe,
friendly and comfortable environment for them to interact productively with the teachers and
among themselves. 'ccording to -teele /cited in $llen, 12214, to be an ideal place for
maximi0ing instruction and learning, the classroom has to provide security and shelter,
opportunities for social contact, symbolic identification, task instrumentality and pleasure.
. Se!(r%* a$) S#e&%er
'lthough the classroom should be a safe and comfortable place for instruction and learning,
it should not give a feeling of being inviting and soft. The classroom set up should not allow
for any form of intrusion and interference, and at the same time it should not make available
opportunities for privacy.
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. So!a& Co$%a!%
's for social contact, the furniture should be arranged in such a way that it allows pupils to
communicate during classroom activities, be it pair work or small group work. 'rranging the
physical setting for instruction is a logical starting point for classroom management because
it is a task that teachers face before school begins. Teachers will find it easier to plan other
aspects of classroom management once teachers know how the physical features of the
classroom will be organi0ed.
. S*m+o&! I)e$%f!a%o$
The walls of the classroom should be a source of information for the pupils at all times. The
walls should effectively communicate information about the pupils through their classwork
and teachers through the types of information they post on them. (osters and charts
created by the pupils should be displayed on the walls as a source of information and
motivation for the pupils. There should be a bulletin board on the wall where teachers can
rotate pictures that reflect the time or sub*ect matter that goes with the instruction units so
the pupils can see real pictures of the time. It would be helpful to tell pupils what is
expected of them and how to succeed in the class. >aily routines and procedures should
be implemented and posted. ' weekly calendar of assignments and due dates should also
be visible. ' consistent use of these things will make pupils familiar with them and achieve
a sense of security in the classroom.
,. Ta"k I$"%r(me$%a&%*
In terms of task instrumentality, the classroom materials that would be used by the pupils
should be made available on bookshelves in a neat, orderly way and arranged accordingly
by topic and when it would be used. (athways should be visible and pupils should have the
ease to carry their books and place any unused books in their desks or shelves at the back
of the classroom. The seating arrangement should allow for ease and clarity of viewing for
all aspects of instructional presentations.
,. P&ea"(re
5
To make it pleasurable for pupils to be in the classroom, the environment should have a
pleasant and relaxing atmosphere. The walls should not be brightly coloured as that would
be a source for distraction. The furniture should be neatly organised and the floors clean to
promote a healthy and comfortable learning environment.
To be effective, teachers need to create a positive learning environment through actions
and deeds. The foundation of a positive climate is positive interaction between teachers and
the pupils and among the pupils. ' positive environment encourages pupils to be excited
about their school experience and about learning.
1.2.1.2 T#e Ro&e of I$"%r(!%o$ a" a Ce$%ra& C&a""room A!%,%*
The fundamental purpose of classrooms is to provide an environment for the process of
instruction and learning. Instruction is the academic process of carrying out activities that
induce learning among pupils. $ffective instruction activities can motivate pupils to learn in
ways that make a sustained, substantial, and positive influence on how they think, act, and
feel.
Instruction activities in the classroom too involve interaction between the teachers and
pupils as well as between pupils and pupils. Through these interactions teachers not only
impart content knowledge and language skills, but educate pupils on social skills,
relationships, self6discipline, values and beliefs. It is through instruction and learning
activities too that pupils learn to communicate and develop confidence and self6esteem.
5ence, the role of instruction as a central classroom activity is to positively develop pupils
and e.uip them with the knowledge and skills to be able to ad*ust themselves to society and
the environment.
1.2.1.- C&a""room I$"%r(!%o$ a$) Ma$a'eme$% Pra!%!e"
Instruction and classroom management are not two separate entities /Manning " ucher,
12134. ' classroom that is well managed can act as a suitable setting for effective
instruction and a well6planned lesson which engages pupils in purposeful and meaningful
tasks will support good behaviours in the classroom. Conversely, poor classroom
6
management will not be supportive toward instruction even though a wide range of effective
instruction strategies are used. -imilarly, instruction with weak strategies may not work as
expected even if the classroom is effectively managed.
. Effe!%,e C&a""room I$"%r(!%o$"
The primary role of teachers is to plan and deliver instructions effectively and efficiently. To
be able to do so teachers need to make wise choices about the most effective instruction
strategies to employ, which are!
selecting appropriate teaching materials and devise suitable activities to facilitate pupil
learning: and
making effective use of classroom management techni.ues to ensure a conducive
environment for learning with minimal disruptive behaviours.
/Mar0ano, (ickering, " (ollock, 12214
$ffective classroom instructions thus constitute having!
a wide array of instructional strategies at your disposal:
being skilful at identifying and articulating the proper se.uence and pacing of your
content: and
being highly skilled in classroom management techni.ues.
. I$"%r(!%o$a& S%ra%e'e"
Teachers need to employ instructional strategies that make the most of class time and keep
pupils engaged. This involves!
considering pupils; attention span when planning instructional activities:
alternating teacher6centred activities such as presentation and teacher modelling, and
pupil6centred activities like practice sheets and independent reading: and
familiarising pupils with transition times and procedures between activities like from
small group activities to whole group instruction.
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esides these, teachers need to have a time limit for activities so that they can be carried
out successfully.
$xcessively long or too short presentation and independent activities will negatively
impact the overall effectiveness of the lesson as well as hamper the pupils full
understanding of the concept being taught.
?roup tasks or hands6on activities that provide pupils with too much or too little time to
finish will hinder pupil learning.
If teachers are long6winded or the task takes too long to complete, pupils may become
bored and tune out.
Too easy a task will result in pupils finishing before the allotted time, giving an
opportunity for mischief.
Teachers also need to prepare extra activities for pupils who finish tasks early to keep them
actively engaged while the other pupils complete the task.
In addition, focusing on effective instructional strategies can prevent academic and
behaviour difficulties and thereby facilitate increased pupil achievement, especially among
poor and minority pupils who tend to lag behind their more affluent peers. The following are
findings of researchers on effective instructional strategies!
$ffective teachers have higher rates of positive pupil responses.
(upils attending to academic tasks cannot at the same time be engaged in disruptive,
off6task behaviour.
$ffective instruction minimi0es disruptive behaviour through higher rates of academic
engagement.
/$spin, " @ell, 177A: -utherland, 'lder, " ?unter, 1223 in #egina " >aniel, 122B4.
Instruction that is effective in encouraging high rates of academic engagement and on6task
behaviour is characteri0ed by the following key features!
Appropra%e &e,e& of $"%r(!%o$a& ma%era& or %a"k
It is particularly important to provide pupils with planned, se.uential instruction,
materials and tasks at their appropriate instructional level. If information and materials
are beyond pupils; current skill level it will frustrate them and they may engage in
8
behaviours that avoid engagement in the lesson /+ehby, -ymons, Canale, " ?o, 177C
in #egina " >aniel 122B4. 's a result, teachers may remove the instructional material
or task, or the offending pupils from the instructional environment.
Too easy materials may result in pupils engaging in inappropriate behaviours out of
boredom and lack of challenge. +hen pupils are provided with materials of appropriate
levels of instructional difficulty, their on6task behaviour, task completion and
comprehension increases /?ickling " 'rmstrong, 17B8 in #egina " >aniel 122B4.
-tudies show that pupils who are actively engaged and provided with fre.uent
opportunities to respond to academic tasks are less disruptive and demonstrate
improved academic skills /-utherland " +ehby, 1221 in #egina " >aniel 122B4.
$ffective instruction is even more critical for at6risk pupils who display poor academic
and social outcomes because they have fewer academic skills and re.uire increased
instruction in order to accelerate learning />onovan " Cross, 1221 in #egina " >aniel
122B4. esides, the instructional environment may be experienced differently by them.
's such, instruction has to be ad*usted appropriately /e.g. more opportunities for
practice and review, lower reading6level texts, books on tape, or small6group
instruction4 in order to increase successful learning opportunities for them.
Fee)+a!k
$ffective instruction provides feedback for both the pupils and the teachers in a variety
of ways! through discussion, in writing and non6verbally, but never solely through
testing. Most importantly, the feedback serves to motivate both pupils and teachers,
promoting an active learning situation.
Tea!#er". per"o$a& /(a&%e"
Teachers; personal .ualities are also important for effective instruction. 5aving a
mastery of the sub*ect and the enthusiasm to impart the knowledge are paramount.
)ther essential characteristics are being approachable, accessible, a sense of humour
and having respect for the pupils.
9
$ffective teachers are always willing to sei0e the teachable moment. Teachers should
take advantage of a pupilDs .uestion or observation, or some incident from real life and
spin it into their lesson. (ulling all these together is genuine passion for teaching which
effective teachers show when they enthusiastically and professionally engage pupils in
lessons to help them learn and retain what is taught.
. Effe!%,e C&a""room Ma$a'eme$% Pra!%!e"
'lthough effective instruction can reduce behaviour problems, it does not fully eliminate
them /$mmer " -tough, 1221 in #egina " >aniel 122B4. The primary purpose of classroom
management is to gain control of the classroom so that pupils; time in the classroom is
optimised for learning. 'ccording to rophy, /1783 in #egina " >aniel 122B4 a good
classroom manager adheres to three principles!
be willing to accept responsibility for classroom control:
advocate to long6term, solution6oriented approaches to problems and abstain from
short6term, control responses: and
endeavour to discover underlying personal problems /impulsivity, lack of awareness,
home problems, etc.4 for symptomatic behaviour.
esides principles, rophy also cited the following theoretical teacher orientations!
the self6conceptEpersonal ad*ustment orientated teacher encourages discouraged pupils,
builds self6esteem by arranging for and calling attention to success and improving peer
relationships:
the insight /cognitive4 orientated teacher spends time with problem pupils individually,
getting to know them personally, attempting to instruct and inform them: and
the behaviouristic teacher offers incentives, negotiates contracts, calls attention to and
reinforces desirable behaviour.
$ffective classroom management re.uires a comprehensive approach that includes
structuring the school and classroom environment, actively supervising pupil engagement
10
and implementing classroom rules and routines.
,. S%r(!%(r$' %#e "!#oo& a$) !&a""room e$,ro$me$%
To structure a classroom so that it supports positive pupil behaviour teachers need to have
forethought and planning. To be highly effective, teachers have to structure the classroom
environment so that it decreases the likelihood of inappropriate pupil behaviour, increases
desirable pupil interactions, and sets up pupils for success. $ffective classroom structuring
re.uires attention to the following features!
Creating a physical arrangement that eases traffic flow, minimi0es distractions, and
provides teachers with good access to pupils in order to respond to their .uestions and
better control behaviour.
Making efficient use of classroom time, including transitions between various classroom
activities.
$nsuring that the nature and .uality of pupil interactions is positive by clearly
communicating appropriate behaviours for particular classroom activities. %or example,
pupils may be expected to interact with one another during cooperative learning
activities but not during independent work at their seats.
/(aine et.al, 1783 in Carolyn and +einstein 12294.

,. R(&e" a$) ro(%$e"
The use of rules is a powerful, preventive component of classroom organi0ation and
management plans. #ules establish the behavioural context of the classroom by specifying
what behaviours are expected of pupils, what behaviours will be reinforced, and the
conse.uences for inappropriate behaviour. #ules stated or worded positively to describe the
expected behaviour, rather than what not to do, can prevent problem behaviour easily
/Colvin, <ame;enui, " -ugai, 1773: <err " &elson, 1221 in Carolyn and +einstein, 12294.
?uidelines for the construction of classroom rules identified by educators are as follows!
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#ules should be kept to a minimum to allow pupils to remember them.
#ules should contain language that is simple and appropriate to the developmental
level of the pupils and classroom.
#ules should be positively stated.
#ules should be developed for various situations or contexts as needed.
#ules should be consistent with the school wide behaviour plan.
/Martella, &elson, " Marchand6Martella, 1223 4
In addition to establishing rules, teachers also need to incorporate routines into their efforts
to organi0e the classroom. #outines for turning in homework or engaging in small6group
activities allow the classroom to run efficiently with fewer disruptions from pupils, thus
enabling teachers to attend to other aspects of instruction.
To be effective, teachers need to teach rules and routines systematically, not only at the
beginning but also throughout the school year. $mphasi0e these rules and routines on
occasions when increased violations are likely to occur /e.g., before school breaks4 or if
warranted by inappropriate behaviour. This type of instructional approach to social
behaviour neutrali0es the reactive or extreme approaches to behaviour management that
ultimately are ineffective /Colvin et al.,1773 in Carolyn and +einstein, 12294.
'fter classroom rules and routines are established, strategies to acknowledge and
encourage pupils; appropriate use of these rules and routines must be incorporated into the
classroom management plan. This includes!
specific, contingent praise:
a token economy system, in which pupils earn rewards for behaviour: and
behaviour contracts
'rranging conse.uences in order to increase desired behaviour is a critical component of
effective classroom organi0ation and management. Fike all behavioural reinforcement,
however, these strategies are effective only if they provide initial reinforcement in close
12
temporal proximity to occurrences of the desired behaviour: also, they are more effective if
they are linked to the classroom rules and expectations.
To be effective, teachers have to implement such strategies appropriately to manage class
wide behaviour, the behaviour of targeted groups of pupils, and the behaviour of individual
pupils as part of a comprehensive classroom6management plan. Teachers also need to be
aware that no single strategy will be effective for every pupil at all times and in all contexts.
$ffective classroom management re.uires teachers to be adept at employing multiple
strategies and to be skilled at recogni0ing when current strategies are ineffective and
modifications are necessary.
1.2.2 Tea!#er" a$) P(p& Ro&e" $ Effe!%,e C&a""room Ma$a'eme$%
Teachers and pupils have specific roles in effective classroom management. This topic will
discuss the roles of teachers and pupils in terms of responsibility, accountability,
expectations, consistency and ob*ectivity.

1.2.2.1 Re"po$"+&%*
It is the teacher;s responsibility to formulate a classroom management plan to facilitate the
development of an effective learning environment. Teachers need to provide .uality
instruction which is an engaging and interactive learning experience for pupils: and organise
classroom activities to meet pupils; need for survival, belonging, power, fun and freedom.
This can be done by involving pupils in class matters like
deciding classroom rules and procedures:
taking charge of classroom duties and responsibilities:
making responsible choices regarding the lesson content: and
demonstrating their accomplishments.
13
'nother shared responsibility can be creating a discipline solution that would help pupils act
more responsibly in the future /<yle, <agan, " -cott;s, 1222 in Charles, 12214. 'lthough
teachers and their pupils can share the responsibility of formulating rules and
conse.uences, it is the teacher;s responsibility to enforce compliance with the rules. It is
also the teacher;s responsibility to
manage and control pupil behaviours:
develop positive relationships with pupils: and
conduct activities that foster friendship and cooperation among pupils
/?lasser " >otson, 1787 in Charles, 12214.
'nother vital duty is to communicate with parents and administrators of on6going problems
within the classroom before a situation gets out of control. This builds an atmosphere of trust
and respect that motivates all parties to work together for the benefit of the pupils.
(upils too have an obligation in the development of a .uality learning environment. ' .uality
educational environment will exist only if all pupils!
obey disciplinary guidelines,
be fully engaged in classroom activities: and
meet all behavioural and academic expectations.
%or example, in cooperative and collaborative learning environments, each pupil has to
contribute for the success of the pro*ect. )ther responsibilities of pupils are!
to show respect for self and others which can contribute to a .uality learning
environment and reduce disciplinary distractions:
not to be tardy as it is disruptive and can negatively impact the academic progress of
the class: and
to listen actively, which means to pay close attention to fully absorb what the teacher is
saying, explaining or teaching.
1.2.2.2. A!!o($%a+&%*
14
'ccountability is a crucial element for the effectiveness of classroom management. To
maintain a positive environment in the classroom at all times, teachers and pupils have to
be accountable for every action or behaviour that does not contribute to that environment.
Teachers are accountable if teachers hold pupils responsible for their work. If teachers give
pupils work and do not check their work it demonstrates a lack of accountability. Checking
pupils progress and providing pupils with timely feedback is the key to teacher
accountability. %re.uent feedback encourages pupils to persevere, whereas absence of
feedback causes pupils to surmise that their work is not valued /5enley, 12294.
=ltimately, the goal of any accountability system is to help pupils develop into independent
learners: thus, teacher procedures should give as much responsibility as possible to the
pupils themselves, rather than having the pupils depend on either teachers or their parents
to see that their work is completed.
(upils on the other hand are accountable for their learning and behaviour /Manning "
ucher, 12134, and the mistakes they make /Charles, 12214. %or example, in cooperative
group activities pupils are held individually accountable for the intended learning /Gohnson et
al, 178A in Farrivee, 12274. ?enerally, the basis of pupil accountability consists of class
rules of behaviour which they must understand and comply.
(upils are accountable for!
communicating appropriately with peers and teachers, be it verbal or non6verbal
paying attention in class and on task
preparing materials they would need for classroom participation
asking permission and procedures for various activities, including leaving the room
when necessary
behaving appropriately toward teacher re.uests and directions
keeping the classroom clean and orderly
being respectful at all times, and
not being tardy
15
/-eganti, 1228 in Charles et al, 12114
In disciplining pupils, accountability means that there is an immediate conse.uence if
something is not done or a behaviour is not acceptable, and that conse.uence must matter.
In the case of disruptive pupils, they must be made accountable for any behaviour which
does not contribute to the desired classroom climate. In the case of a conse.uence where
the pupils have to come for detention class for a wrong doing, they are accountable to do
so. If pupils do not take heed of a behavioural conse.uence, then the teacher has not made
them accountable for their action.
1.2.2.- E0pe!%a%o$
#esearch shows that teacher expectancies on pupils; behaviour and academic performance
can strongly affect the academic achievement of the pupils. Teachers can form inaccurate
expectations of their pupils and behave differently to various pupils. This may lead to them
behaving *ust as the teachers have expected. In other words, pupils tend to conform to
teacher erroneous expectations of their behaviour and academic performance.
/Tsiplakides " <eramida, 12124.
The following is a summary of the factors and sources that affect the formation of teachers;
expectations!
Teachers; beliefs about pupils; ability and intelligence based on their performance
(upils; socioeconomic background, gender, ethnicity and social class
(upils; conduct in the school and classroom conduct
(upils; test scores, andEor previous academic achievement
'n older siblingDs performance on a younger siblingDs performance
/Carolyn and +einstein, 12294
'ccording to #osenthal and Gacobson /in Tsiplakides " <eramida, 12124 teachers can in
subtle and unintended ways convey their expectancies of their pupils; behaviour.
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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 their personal *udgments about
teacher capabilities to provide effective instruction.
(roviding praise to low achievers for success in relatively simple tasks, while
withholding blame for failure can have a negative effect on their pupils; motivation and
self6esteem as they may think that teachers have little confidence in their abilities and
expect little from them.
'dopting different .uestioning techni.ues based on pupil ability can convey that
teachers expect much or little from the pupils. %or example, there is a possibility that
teachers might pay more attention to the answers of high achievers and wait longer
before calling on someone else.
-eating the HableI pupils in the front rows and the Hless ableI pupils in the back rows can
convey expectations of HhighI and HlowI performance.
(roviding capable pupils more opportunities to perform publicly on meaningful tasks,
giving them more choices in assignments, and showing them more respect as
individuals is showing less care and attention to the less able.
Interacting differently with high achievers tells the low achievers that they are not
significant.
Creating a warmer socio6emotional climate for brighter pupils, such as smiling more
often to high achievers can also indicate that the not so bright pupils are not important.
/Tsiplakides " <eramida, 12124.
's pupils have different ability levels and re.uire different instructional approaches,
materials and rates, teachers cannot have the same expectations for all pupils and the same
delivery of instruction to them all. Teachers should rather focus on the problems created
when differential treatment is given to pupils. >ifferential treatment can either create or
sustain differences in pupil performance which would probably not exist if pupils were
treated more e.uitably.
17
The following are suggestions on how teachers can promote the communication of positive
expectations!
Create a classroom culture in which language errors are seen as a normal part of the
language ac.uisition process. %ostering the belief that mistakes are opportunities for
learning should be given priority />ornyei, 12214.
=se cooperative learning in small groups to complete pro*ects. Cooperative learning,
promotes peer6cooperation, purposeful communication, and interaction with authentic
texts. (eer6cooperation can raise expectations, because it involves all pupils,
emphasi0es collaboration over competition and can foster the development of a friendly
and supportive language community /-hokouli " Jadeh6>abbagh in Tsiplakides "
<eramida, 1212 4.
(rovide effective praise and feedback K the focus should be on the care and effort
pupils put into their work and on the knowledge or skills they gain. >o not encourage
pupils to compare themselves with others /rophy, 122A4.
(rovide criticism that helps pupils reali0e how they could do better rather than critici0ing
pupils themselves or using personal criticism. In addition, teachers should not be
influenced by pupil performance when providing criticism. #esearch has revealed that
teachers are more prone to critici0ing low6achieving pupils for a wrong answer than
high6achieving pupils /?ood " rophy, 12224.
=se portfolio assessment because this approach focuses attention on .uality rather
than *ust grades, and can encourage pupils to self6improve over time. Moreover, rophy
/122A4 posits that teachers need to show their pupils that they
6 care for them and are committed to their progress:
6 are willing to listen to and value their opinions and feelings: and
6 put priority on collaboration, rather than competition among pupils.
18
Communicate expectancies for success by forming groups with pupils from all levels of
language performance, and do not marginali0e low achievers. This can be done by
6 not supplying answers impatiently to children of lesser ability depriving them of
opportunity to think and answer /Covington, 17784
6 giving e.ually academically challenging tasks and using the same .uestioning
strategies for all pupils /'lderman, 122A4. %or example, teachers tend to ask weak
pupils .uestions which are at the lowest level /e.g. .uestions of knowledge4. y
contrast, they usually provide high achievers with opportunities to answer higher
level .uestions /e.g. .uestions re.uiring an analysis or drawing a conclusion4.
'void using the following as they can promote the communication of low expectations
6 calling on low6achieving pupils less often to answer .uestions:
6 providing fewer clues to low achievers when they cannot answer .uestions:
6 rarely expressing personal interest in low achievers: and
6 making social comparisons between pupils in front of the classroom.
6 smiling less often to weak pupils, staying farther away physically, or avoiding eye
contact with them. /Fevin and &olan, 17794
>evelop a positive classroom climate by not forming differential expectations for pupils
based on .ualities such as gender, ethnicity, or parents; background /-chunk, (intrich,
and Meece, 12284. -imilarly, teachers should avoid forming expectations based on such
factors as record files, colleagues, information from other teachers or even the family;s
reputation /?ood and rophy, 12224.
%inally, reassess your expectations from time to time as pupils; performance or
behaviour may change in the course of the school year.
Teachers; expectancies of pupils; behaviour should be communicated from the very
beginning of the year through rules and procedures of how they should behave in class and
the conse.uences of breaking the rules. 's for academic work, pupils need to meet
re.uirements and deadlines for which there will be conse.uences and incentives.
19
Gust like teachers, pupils have expectations of teachers in the classroom. %irst of all they will
expect teachers to deliver instruction effectively and efficiently by taking into considerations
all the variables such as pupils; needs, ability, interest, motivation and the diverse nature of
pupils. They will also expect teachers to be consistent in implementing the rules and
procedures without any form of in*ustice or partiality. 'nd above all pupils will expect
teachers to treat all pupils alike and provide e.ual opportunities to experience learning.
1.2.2.1. Co$""%e$!*
)ne of the most important traits that teachers need to have to be effective is consistency.
Teachers have to make the policy and then be consistent about applying it throughout the
entire duration of the semester or year. (upils will perform at their best if the rules,
procedures and routines are kept consistent as they will become familiar to them. Fack of
consistency on the teacher;s part will promote a sense of uncertainty among pupils and this
often leads to a higher incidence of disruptive behaviour.
$stablishing consistent rules, procedures and routines can facilitate classroom
management and pupil achievement. The less time that pupils have to be off6task and the
fewer discipline problems, the more likely teachers will be able to have .uality classroom
management.
ehavioural and academic conse.uences too should be consistently applied to be
accepted favourably by pupils. (upils will react negatively if teachers are unfair and show
partiality to some pupils over others /Campbell, 17774. +orse still if pupils are allowed to
get away with breaking the rules as that will teach them that rules and regulations do not
matter and can always be broken without conse.uence. +hatever the level of the pupils
are, being consistent with rewards for good behaviour and punishment for bad behaviour
will help teachers run a dynamic, organi0ed and positive classroom. If pupils need to be
punished, make sure the punishment fits the crime.
If teacher policy does not work as intended, teachers should continue to be consistent and
wait till the end of the semester or year before they make any changes. Teachers should
20
not make any acceptance to any rules whatever the situation. 'll violations of the rule
should be treated the same /Campbell, 17774 although it is .uite difficult to enforce as
pupils might experience genuine problems. In cases where teachers need to make an
allowance for one case, they might as well reconsider the policy because there surely will
be another pupil who *ust does not fit the circumstances for which the policy was designed.

Teachers have to be consistent when making deals with pupils over awarding credit points
or deducting marks for late submission of work irrespective of the characteristics of the
pupils. +hether they are academically strong or academically weak, pupils must be treated
all the same /Campbell, 17774. %ailing which teachers will be faced with the task of *udging
whether one pupil;s reason for an infringement is better and more acceptable than
another;s. eing consistent will protect teachers from such situations and allow teachers to
focus on other instructional matters.
1.2.2.2 O+3e!%,%*
Teachers have the professional responsibility to practice effective classroom management
and instruction which includes!
managing pupil behaviour:
establishing safe classrooms: and
providing learning experiences for a diverse pupil population in an orderly and pupil6
friendly manner.
In addition, teachers have to establish rules, procedures and routines to develop self6
discipline and reduce disruptions during the teaching and learning process. In doing all
these teachers need to have specific goals so that teachers do not falter or change policy
as situation gets difficult for them to control or make decisions. It is vital that in
implementing the policy there should be
neutrality,
fairness at all times, and
no pre*udice whatsoever.
21
In other words, ob*ectivity in classroom management is essential for teachers if they want
to effectively manage their classroom and successfully deliver instruction.

E0er!"e 1
1. >iscuss briefly the concept of effective classroom management.
1. $xplain briefly the factors that make classroom management effective.
3. >iscuss briefly the role of instruction as a central classroom activity.
A. $xplain briefly the factors that teachers would consider to plan and deliver instructions
effectively and efficiently.

E0er!"e 2
1. HThe primary purpose of classroom management is to gain control of the classroom so
that pupils; time in the classroom is optimised for learningI.
>iscuss how teachers would gain control of teachers classroom to optimise the pupils;
time for learning.
1. >iscuss the roles of teachers and pupils in effective classroom management.
T(%ora&
1. >iscuss characteristics of!
effective classroom instructions
effective management practices
1. >iscuss how different roles played by teachers and pupils would lead to effective
classroom management.
22
TOPIC 2 CLASSROOM MANAGEMENT: APPROACHES,
THEORIES AND MODELS
2.0 SYNOPSIS
Topic 1 focuses on Classroom Management approaches, theories and models. It provides
teachers with explanations and discussions of the different approaches, theories and
models of classroom management.
y the end of Topic 1, teachers will be able to!
)utline and explain different approaches, theories and models of classroom
management.
$xplain the 'uthoritarian Classroom Management and ehaviour Modification.
$xplain group process E -ocio6 psychological, Instructional classroom management
and -ocio6cultural approaches.
=nderstand and discuss uilding the %oundation and Theories of 'ssertive Tactics.
>iscuss theories of >emocratic Teaching, theories of Instructional Management and
theories of Congruent Communication.
23
2.2 Framework of Top!"
24
Classroom Management
'pproaches Theories and Models
uilding %oundation
'ssertive Tactics
>emocratic Teaching
Instructional Management
Congruent Communication
'uthoritarian
ehaviour Modification
?roup (rocessesE .
-ocio6psychological
Instructional Management
-ocio6cultural
CONTENT
SESSION TWO (6 hours)
2.2.1 Approa!#e"
efore exploring the various approaches, theories and models of classroom management it
would be useful to understand the difference between the key concepts Lapproaches;,
Ltheories; and Lmodels;.
'n approach is a set of correlative assumptions or beliefs based on theoretical principles on
dealing with instructional behaviour, pupil behaviour, classroom environment and the
Ldegree of teacher6pupil control; /alson, 17814 in setting rules and procedures for effective
classroom management /Manning and ucher, 12134. In other words, approaches describe
what a teacher assumes to be the most appropriate way to manage a classroom.
Theories on the other hand are underlying principles that provide the foundation for
classroom management approaches and strategies. Theories influence the phylosophy of
teachers; classroom management strategies which focus on psychological aspects of
human behaviour and the interactions between pupils and teachers /5ardin, 12284. Theories
underlying classroom management approaches and strategies are based on studies
conducted on human behaviour, specific human needs and motives, and skills that teachers
need to identify problems and student needs in order to change the class environment and
instructional practices to improve student behaviour.
Models which are based on approaches and theories, consists of specific strategies and
techni.ues used to manage instructional behaviour and student behaviour in the classroom
/Manning and ucher, 12134. There can be a number of models for each classroom
management approach. %or example the Canters; 'ssertive and -kinner;s ehaviour
Modification models can be classified as models under the authoritarian approaches. The
<ounin and Gones models are examples of the -ocio6psychological approach whilst the
Inner >iscipline and >iscipline without stress are examples of -ocio6cultural approaches.
25
%or a brief overview of the different approaches of classroom management refer to
'ppendix 1.
2.2.1.1 A(%#or%ara$ !&a""room ma$a'eme$% 4Power T*pe" a$) Power 5a"e"6
Teachers who adopt the authoritarian approach to classroom management have full
responsibility for regulating the classroom. They devise and enforce specific rules to control
pupil behaviour in the classroom. They are entirely in power and deal forcefully and .uickly
with misbehaviour making the authoritarian approach models of classroom management
power systems. The common authoritarian models of classroom management are!
. Sk$$er." +e#a,o(r mo)f!a%o$ mo)e&
In this model teachers shape pupil behaviour through systematic reinforcement including
rewards and negative reinforcements. /Manning and ucher, 12134
. 7o$e". po"%,e !&a""room )"!p&$e
%rederic Gones; Lpositive classroom disciplineI model emphasises the effectiveness and
efficiency of teachers behaviour in getting pupils to get involved in the learning process.
Those advocating to this model manage their classrooms by providing engaging lessons,
helping pupils with work problems and giving incentives to promote responsibility. They set
clear limits and organise their classroom effectively /5ardin, 1228: Charles, 1221: Manning
and ucher, 12134
. Ca$%er". a""er%,e )"!p&$e
Fee and Marlene Canter believe that teachers and pupils have rights in the classroom.
They expect teachers to be assertive, to set clear rules of behaviour and expectations, and
enforce them calmly through a discipline hierarchy of conse.uences. Teachers have to
communicate needs and re.uirements to pupils clearly and firmly, and respond with
appropriate actions. They are to get pupils to fully comply to rules without violating the
interest of the pupils /5ardin, 1228: Charles, 1221: Manning and ucher, 12134
The following are some of the possible limits and control enforced by authoritarians!
26
(upils are assigned to seats where they have to sit during the lessons and usually for
the whole term.
(upils are to be often .uiet in the classroom and cannot interrupt the teachers.
(upils do very little verbal exchange and discussion and conse.uently do not get the
chance to adopt and practice communication skills.
(upils are rarely given permission to leave the class /hall passes4 and their excused
absences are seldom accepted.
(upils have to obey the rules without any .uestion or face the conse.uences.
(upils are not taken on trips or other out of classroom events as these are considered
as distractions to the learning process.
(upils hardly initiate any activity in the classroom.
(upils are not motivated or encouraged to set personal goals.
2.2.1.2 5e#a,o(r mo)f!a%o$
The behaviour modification approach is based on the ideas and work of -kinner. The basis
of this approach are the assumptions that pupils will change their behaviour in order to get
desired rewards /Farrivee, 12274. Teachers who adopt this approach believe that pupil
behaviour can be changed by altering the conse.uences that follow their actions and
behaviours. They use reinforcement principles systematically to change some aspect of
educational practice or pupil behaviour.
?enerally pupils can receive three types of conse.uences for their actions! positive and
negative reinforcement to maintain or increase the occurance of a desired behaviour: and
punishments to discourage them from inappropriate actions.
(ositive reinforcement for desired behaviours include rewards such as praises,
grades, stickers and tokens.
&egative reinforcement include giving pupils extra weekend homework, denying visits
or their seating arrangements changed.
There are two levels of punishments which are labelled as (unishment I and
(unishment II.
27
6 (unishment I which involves undesirable stimulus such as a private reprimand,
isolation or a trip to the headmaster;s office, is given to pupils who commit
undesirable actions.
6 (unishment II involves stricter actions of removing or withholding a desired or
anticipated positive stimulus. %or inappropriate behaviours, pupils can lose free time
or be excluded from some fun activities as watching movies or using the computer
for a specific period of time.
oth punishment I and II, can eliminate or decrease undesired pupil behaviours provided
they are appropriately used.
The use of tokens is a reinforcement system whereby pupils earn tokens for their academic
performance and positive classroom behaviours. These tokens can then be periodically
exchanged for a desired activity or reward.
2.2.1.- Gro(p pro!e""e" $ %#e !&a""room 8 A So!a&9P"*!#o&o'!a& :ew
$-F classrooms are social settings! teaching and learning occur through social interaction
between teachers and pupils. The interactions and relationships between teachers and
pupils, and among pupils, as they work side by side, constitute the group processes of the
classroom. ?roup processes are significant in developing interpersonal skills, intrapersonal
skills, social competence and empathy which are essential for real life situations.
The effectiveness of group processes can be affected by peer6group relationships. ' peer
group is a collection of interdependent, interacting individuals with reciprocal influence over
one another. In classrooms as few as two people can form groups, as long as the paired
individuals have reciprocal influence through communication and mental contact. +hen the
teacher engages the whole class in a learning activity common to all, then everyone forms
into a single group, or as Thelen /17814 wrote, a Mminiature societyM. The teacher and pupils
of one class can be a whole group or from time to time many subgroups. Therefore groups
are not simply people in proximity, but an entity, which share and work toward a common
goal.
28
%rom the social6psychological perspective, pupils of a class form a miniature society with
peers, teachers and aides. 's members of the miniature society they are interdependent
and interact with one another striving for common goals. Many subgroups in the class affect
how the larger classroom society works as how individuals relate to and interact with one
another formally and informally. 5ence over a period of time, these informal relationships
with peers increase in power and concentration. In effect, pupil;s self6concept is formed by
the peer group influence which can be either threatening or supportive.
's members of a social group, pupils need to achieve the social motives of affiliation,
achievement and power in order for them to feel comfortable and secure. Inability to satisfy
these goals will lead to negative conditions of loneliness and re*ection, incompetence,
powerlessness, and alienation. 5ence, this will result in high self6esteem in pupils and their
positive attitudes toward school, and $-F teaching and learning.
The group processes in the $-F classroom will contribute to higher learner achievement if
the social climate is positive and how teachers manage their teaching and learning
effectively. The next section will describe the elements of positive classroom climate and
characteristics of effective teachers.
. C&a""room C&ma%e
$-F classroom climate refers to the emotional tones associated with pupilsD interactions,
their attitudinal reactions to the class, as well as to pupilsD self6concept and their
motivational satisfactions and frustrations. Climate can be measured by observing physical
movements, bodily gestures, seating patterns, and instances of verbal interaction /Table
1.14.
Ta+&e 2.1; C&a""room C&ma%e I$)!a%or"
29
>o pupils stand close or far away from the teacher,
're pupils at ease or tense,
5ow fre.uently is affective support communicated by smiles, winks, or pats on the back,
>o pupils move .uietly with measured steps to their desks, or do they stroll freely and easily,
showing the class feels safe,
're pupils reluctant to ask the teacher .uestions,
5ow do pupils relate to one another,
're they .uiet, distant, and formal, or do they walk easily and laugh spontaneously,
5ow often do pupils put a peer down or say something nice to one another,
>o pupils harass or bully other pupils,
5ow often does fighting erupt,
5ow often does peacemaking occur,
're sessions run primarily by the teacher or do pupils also take the lead,
>o seating patterns shift from time to time, or do they remain the same, regardless of the learning
activity,
're pupils working together cooperatively,
' positive climate exists when the following properties are present!
leadership occurs as power6with rather than power6over:
communication is honest, open and transactional:
high levels of friendship are present among classmates:
expectations are high for the performance of others and oneself:
classroom norms are supportive in maximising pupils; $-F competency: and
conflict is dealt with constructively and peacefully.
'lthough each of these six properties of climate can be important by itself, positive climate
is an ensemble of all of them. In other words how each property is integrated with one
another will shape a general climate of an $-F classroom.
. Effe!%,e Tea!#er"
In general, effective teachers display the following characteristics to create a positive
climate in the $-F classroom as described in the next section.
Lea)er"#p "%*&e"
30
Fippitt and +hite, with guidance from Fewin /Mills, 122B4, observed effects on youth of
three leadership styles! autocratic, democratic, and laisse0 faire. 'utocratic leaders
made all decisions about group goals and work procedures. >emocratic leaders
specified group goals, but urged group members to decide among alternative ways of
working. Faisse06faire leaders abdicated authority, permitting youth to work as they
pleased. ?roups with democratic leaders performed best with high .uality work output
and high morale. 'utocratically lead groups had high .uality work output, but low
morale. ?roups with laisse06faire leaders performed worst overall. Classroom research
has shown that although autocratic teachers can get pupils to accomplish high amounts
of academic work, they also create conformity, competition, dependency, and
resentment. (upils of democratic teachers accomplish both a great deal of excellent
academic work, and establish positive social climates.
Effe!%,e Comm($!a%o$
$ffective communication is the key in understanding differences between autocratic and
democratic teachers. 'utocratic teachers use one6way communication in persuading
pupils to accept learning goals and procedures as well as rules for classroom
behaviour: such unilateral direction giving is often an ineffective way of transmitting
information.
In contrast, democratic teachers use two6way communication often to encourage pupils
to participate in making decisions for themselves and in establishing group agreements
for classroom procedures. y using transactional communication whereby pupils and
teachers reciprocate in trying to understand one another, democratic teachers help
build a climate that is participatory, relaxed, personal, and supportive. 'ttributes of
democratic teachers who are effective transactional communicators are receptiveness
to pupilsD ideas, an egalitarian attitude, openness, warmth, respect for pupilsD feelings,
sensitivity to outcasts, a sense of humor, and a caring attitude.
Le,e&" of fre$)"#p
31
-uch participatory teachers understand that friendships in the classroom peer group
cannot be separated from teaching and learning: friendly feelings are integral to
instructional transactions between teachers and pupils and among pupils. (upils who
view themselves as disliked or ignored by their peers often have difficulty in performing
up to their academic potential. They experience anxiety and reduced self6esteem, both
of which interfere with their academic performance. 's outcasts they might seek
revenge, searching for ways to be aggressive toward teachers and peers. y 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 work
cooperatively with popular classmates. Teachers with friendly classes see to it that they
talk and attend to every pupil rather than focusing on a few, and often reward pupils
with specific statements for helpful and successful behaviour: they seek to control
behavioural disturbances with general, group6oriented statements.
<'# e0pe!%a%o$"
In tandem to positive climate are the expectations that teacher and pupil hold for one
another. TeachersD expectations for how each pupil might behave are particularly
important because they affect how teachers behave toward that pupil. Thus, teachers
should engage in introspection and reflection to diagnose their expectations, and obtain
feedback from colleagues about how they are behaving toward particular pupils.
Teachers should also use diverse information sources to understand what makes their
pupils behave as they do. In particular, teachers should reflect on their expectations
and attributions toward girls and boys, pupils of different social classes and ethnic
groups. Teachers should deliberately seek new information about pupil strengths in
order to free themselves of stereotypes.
C&a""room $orm"
32
Classroom norms form when most pupils hold the same expectations and attitudes
about appropriate classroom behaviours. 'lthough norms guide pupilsD and the
teacherDs behaviour, they are not the same as rules. #ules, on the hand are regulations
created by administrators or teachers to govern pupilsD behaviour which are not
neccessarily group norms. (upil norms fre.uently are in opposition to teachersD goals,
and can become counter productive to individual pupil development. Teachers should
strive to help pupils create formal group agreements to transform preferred rules into
pupil norms. In particular, cooperative peer6group norms enhance pupil self6concept
and language learning more than do norms in support of competition.
Ma$a'$' !o$f&!%
Conflict, natural and inevitable in all groups, exists when one activity blocks, interferes,
or keeps another activity from occurring. Conflicts arise in classrooms over incompatible
procedures, goals, concepts, or interpersonal relationships. The norms of cooperation
and competition affect the management of conflict differently. +ith cooperative norms
pupils believe they will obtain their self6interest when other pupils also achieve theirs.
Teachers should strive, therefore, to build a spirit of teamwork and cooperation in their
classes, so that pupils will feel that it is in their self6interest to cooperate with their
peers. +hen a competitive spirit exists, particularly when pupils are pitted against each
other to obtain scarce rewards, a pupil succeeds only when others lose. In the
competitive classroom, interpersonal conflict will arise fre.uently between pupils.
%or teachers to build and maintain successful classrooms with high pupil achievement
and positive social climate, they should attend to their leadership style, communication
skills, friendliness and warmth, expectations and stereotypes of pupils, tactics for
establishing pupil group agreements, and their skills in managing conflict.
2.2.1.1 I$"%r(!%o$a& !&a""room ma$a'eme$%
Teachers who use the instructional approach to classroom management prevent most
management problems by actively engaging pupils in high6interest lessons geared to meet
their interests, needs, and abilities. Thus, pupils are motivated to attend class, positively
33
participate in activities, and manage their own behaviour. <ounin /17B24 and Gones /17B74
in Moore " 5ansen /12114 advocate the instructional approach to classroom management.
The premise that forms the basis for the instructional approach to classroom management
is that well6planned and well6implemented instruction will prevent most classroom problems.
The assumption is that pupils will not engage in disruptive behaviour when well6planned and
well6implemented lessons engage pupils in the learning process with activities that meet
their interests, needs, and abilities. Fet;s now look at two models of classroom management
that focus on the principles of the instructional approach.
. T#e =o($$ Mo)e&
In a comprehensive comparison of effective and ineffective classroom managers, Gacob
<ounin /17B24 in Mar0ano et al /12234 found that teachers handle classroom problems
differently. The primary difference was in the things the successful managers did that
tended to prevent classroom problems. They were totally aware of everything in the
classroom environment: they kept pupils actively engaged: and they conducted well6
planned lessons with smooth transitions. <ounin concluded that some teachers are better
classroom managers because of their skill in four areas! Hwithitness,I overlapping activities,
group focusing, and movement management /Charles, 12214.
+ithitness is the skill to know what is going on in all parts of the classroom at all times:
nothing is missed. H+ithitI teachers respond immediately to pupil misbehaviour and know
who started what. ' ma*or component of withitness is scanning the class fre.uently,
establishing eye contact with individual pupils, and having eyes in the back your head.
H+ithitI teachers don;t make timing errors /waiting too long before intervening4 or target
errors /blaming the wrong person and letting the real perpetrators escape responsibility for
misbehaviour4. H+ithitI teachers prevent minor disruptions from becoming ma*or and know
who the instigator is in a problem situation.
$ffective classroom managers are also skilled at overlapping. )verlapping means handling
two or more activities or groups at the same time. $ssentially, it is the ability to monitor the
34
whole class at all times. It involves keeping a small group on task, for example, while also
helping other pupils with their seatwork.
%inally, <ounin notes that successful classroom management also depends on movement
management and group focusNthat is, the ability to make smooth lesson transitions, keep
an appropriate pace, and involve all pupils in a lesson. Moreover, effective managers do not
leave a lesson hanging while tending to something else or change back and forth from one
sub*ect or activity to another. They keep pupils alert by holding their attention, by holding
them accountable, and by involving all pupils in the lesson.
. T#e 7o$e" Mo)e&
ased upon over 12 years of researching classroom difficulties, %rederick Gones /17B74 in
Moore /122C4, found that teachers lose C2O or more of their instructional time through
pupils; time6wasting /e.g., talking and walking around the room4. Gones contends that this
wasted instructional time can be reclaimed when teachers correctly implement four
strategies! limit setting, good body language, incentive systems, and giving help efficiently.
'imit setting is the establishment of classroom boundaries for appropriate behaviour.
'ccording to Gones, these limits should include the formation of rules of behaviour, as well
as descriptions of appropriate work behaviour, procedures for getting supplies and
materials, instruction on what to do when stuck on seatwork, and what to do when finished
with assigned seatwork.
&inety percent of discipline and keeping pupils on task, Gones contends, involved the skillful
use of body language. ody language is a set of physical mannerisms that tend to get
pupils back to work, the most effective of which are physical proximity to pupils, direct eye
contact, body position /body orientation toward pupil4, facial expressions, and tone of voice.
Gones contends that incentive systems also can be used effectively to keep pupils on task
and to get them to complete their work. Indeed, he suggests that preferred activities, such
as time on the computer, free time, use of educational games, and free reading, can serve
35
as motivational rewards for desired behaviours. %urthermore, Gones adds, the use of peer
pressure represents a .uite effective motivator. %or example, time can be deducted from the
class6preferred activity time when an individual pupil misbehaves. The deduction of time can
be recorded, as Gones suggests, with a large stopwatch placed at the front of the room, so
the whole class can see. If a large stopwatch is not available, a standard amount of time
/e.g., one minute4 can be deducted for each instance of misbehaviour.
%inally, Gones found that giving help efficiently is related to time on task. 5is research
revealed that teachers on the average spend A minutes helping individual pupils who are
having difficulty with seatwork. Gones recommends that this time be cut to no more than 12
seconds per pupil. >oing so allows more pupils to be helped and reduces the tendency for
pupils to work only when the teacher is standing near them.
-etting limits, using body language, implementing an incentive system, and giving help
efficiently will not eliminate all behaviour problems. +hen such problems do develop, Gones
suggests, a back6up system, such as in6class isolation or removal from the room, is needed.
2.2.1.1 So!o9!(&%(ra&
In Malaysia, a classroom consists of different pupils of a different ethnic background and
social setting. ' multicultural setting is a common scene prevalent in $-F classroom.
Managing a classroom is challenging because, Hdefinitions and expectations of appropriate
behaviour are culturally influenced, and conflicts are likely to occur when teachers and
pupils come from different cultural backgrounds /+einstein, Tomlinson6Clarke, and Curran,
122A4
The goal of classroom management is to create an environment in which pupils behave
appropriately, not out of fear of punishment or desire for reward, but out of a sense of
personal responsibility. +einstein et. al /122A4 outline the following five expectations that
teachers should have!
' teacher should recogni0e hisEher own ethnocentrism and biases.
' teacher should know hisEher pupilsD cultural backgrounds.
36
' teacher should understand the broader social, economic, and political context in
which the class is situated.
' teacher should be able and willing to use culturally appropriate management
strategies.
' teacher should commit to building a caring classroom.
Concepts such as culturally responsive pedagogy or culturally responsive literacy have
been explored in academic literature since the 1772s, primarily in the context of primary and
secondary education, and the need for teacher training in cultural awareness is now broadly
recogni0ed. Multicultural competence can develop a culturally responsive pedagogy in the
Malaysian $-F classroom. These competencies are shaped by a number of theories and
models that will be discussed in the next section,
E0er!"e
1. Compare and contrast the Canters; assertive model and the behaviour modification
model.
1. riefly discuss the conse.uences of actions in the ehaviour Modification approach.
3. $xplain Lwhithitness; in <ounin;s model.
A. $xplain the five expectations of teachers in the socio6cultural approach.
SESSION THREE AND FOR (6 hours)
2.2.2 T#eore" a$) Mo)e&"
2.2.2.1 5(&)$' %#e Fo($)a%o$ 4Sk$$er> G&a""er a$) Gor)o$6
uilding the foundation by -kinner, ?lasser and ?ordon will provide teachers an
understanding of the key concepts of a variety of classroom management theorists that will
help teachers develop their own philosophy and techni.ues of classroom management. &o
one model will provide all the answers that $-F teachers need to manage a classroom
37
effectively but the knowledge of these theories will allow effective teachers to build a
management style that combines proactive and reactive elements and that combines $-F
instruction and classroom management into a uni.ue, effective style.
a. T#e Sk$$er." Mo)e& of S#ap$' De"re) 5e#a,o(r
5uman behaviour can be shaped along desired lines by means of the systematic
application of reinforcement. The reinforcers may be teacher praise, good grades, or even
such tangible items as stickers or appropriate vouchers. (upils who do not follow the
procedures, who misbehave, or who perform poorly are denied desired rewards or are
punished in some way.
. =e* I)ea"
This model includes new applications of -kinnerDs basic ideas. -kinner himself never
proposed a model of school discipline. )ther writers have taken his ideas on learning and
adapted them to controlling the behaviour of pupils in schools. The following ideas reveal
the essence of -kinnerDs model!
ehaviour is shaped by its conse.uences, by what happens to the individual
immediately afterward.
-ystematic use of reinforcement /rewards4 can shape pupilsD behaviour in desired
directions.
ehaviour becomes weaker if not followed by reinforcement.
ehaviour is also weakened by punishment.
In the early stages of learning, constant reinforcement produces the best result.
)nce learning has reached the desired level, it is best maintained through intermittent
reinforcement, provided only occasionally.
ehaviour modification is applied in two ways!
- The teacher observes the pupil perform an undesired act: the teacher rewards the
pupil: the pupil tends to repeat the act.
38
- The teacher observes the pupil perform an undesired act: the teacher either
ignores the act or punishes the pupil, then praises a pupil who is behaving
correctly: the misbehaving pupil becomes less likely than before to repeat the act.
ehaviour modification successfully uses various types of reinforcers. They include
social reinforcers such as verbal comments, facial expressions, and gestures: graphic
reinforcers such as marks and stars: activity reinforcers such as free time and
collaborating with a friend: and tangible reinforcers such as pri0es and printed awards.
. Re$for!er"
The -kinner;s model can be a powerful model for classroom teachers, one that can be
easily modified and implemented with pupils of all ages and backgrounds. )ne of the key
tenets the model are the use of reinforcers. Types of reinforcers that are commonly used in
schools fall into four categories!
-ocial
- -ocial reinforcers consist of verbal comments, gestures, and facial expressions.
Many pupils work diligently *ust to get a smile, pat, thumbs up /non verbal4 or verbal
comment from the teacher, for example , HawesomeI, HexcellentI, Hnice goingI etc.
?raphic
- ?raphic reinforcers include marks of various kinds such as numerals, checks,
happy faces, and special symbols. Teachers make these marks with felt pens and
rubber stamps. They may enter them on charts or use a paper punch to make holes
in cards kept by the pupils. They may attach stars or stickers that are commercially
available in large .uantities and varieties.
'ctivity
- 'ctivity reinforcers include those activities that pupils prefer to do in school. 'ny
activity can be used as a reinforcer if pupils prefer it to another. %or younger pupils
/@ear 1634 sitting near the teacher, choosing the song, caring for the pet, sharing a
pet or toy is are examples of activities to reinforce academic excellence. 'ctivities for
older pupils /@ear A694 are such as playing a game, free reading, decorating the
classroom, having extra recess time, going to an assembly
39
Tangible
Tangible reinforcers are real ob*ects that pupils can earn as rewards for desired
behaviour and are more powerful for some pupils than other types of reinforcers. They
are widely used with pupils who have special behaviour problems. Many primary
teachers use tangible reinforcers regularly. $xamples of inexpensive reinforcers are!
popcorn, raisins, chalk, crayons, felt pens, pencils, badges, etc.
. App&!a%o$
The Sk$$er." mo)e& !a$ +e app&e) $ a !&a""room "%(a%o$. T#e fo&&ow$' " a$
e0amp&e %o &&("%ra%e %#e mo)e& $ a prmar* !&a""room.
Classroom scenario
Jack, in Mr. <amal;s class, is .uite docile. 5e never disrupts class and does little
sociali0ing with other pupils. 5owever, despite Mr. <amal;s best efforts, he can hardly
get Jack to participate in class activities. 5e rarely completes an assignment. 5e
doesnDt seem to care. 5e is simply there, like a bump on a log, putting forth virtually no
effort.
ased on the scenario above, these are the possible ways to deal with the situation!
Catch Jack being good /doing anything that is appropriate4. #eward him whenever he
participates or works.
#eiterate the class rules regarding class work. (raise Jack whenever he follows the
rule.
Consider stronger reinforcers. If praise is ineffective, use points, tokens, or other
tangible ob*ects to reinforce and shape JackDs improvement.
-et up a contract with Jack. Identify a reward that is exceptionally attractive to him.
)utline what he must do in order to earn the reward. -hare the contract with JackDs
parents to enlist their support. #einforce every improvement Jack makes.
+. T#e G&a""er." Mo)e& of C#o!e T#eor*
40
?lasserDs work in the field of school discipline has two main aims. The first is to provide a
classroom environment and curriculum which motivate pupils and reduce inappropriate
behaviour by meeting pupilsD basic needs for belonging, power, fun and freedom. The
second focus is on helping pupils make appropriate behavioural choices that lead ultimately
to personal success.
. =e* I)ea"
)ften, teachers need to help pupils learn to make good behavioural choices so they can
become responsible individuals able to satisfy their needs in the real world. Thus, they must
be guided toward reality whereby the onus is on pupils. Fisted below are some of key iideas
of ?lasser.
(upils are rational beings. They can control their own behaviour. They choose to act
the way they do.
?ood choices produce good behaviour. ad choices produce bad behaviour.
Teachers must always try to help pupils make good choices.
Teachers who truly care about their pupils accept no excuses for bad behaviour.
#easonable conse.uences should always follow pupil behaviour, whether it is good or
bad. Class rules are essential and they must be enforced.
Classroom meetings are effective vehicles for attending to matters concerning class
rules, behaviour and discipline.
?lasserDs views about discipline were simple but powerful!
ehaviour is a matter of choice.
?ood behaviour results from good choices. ad behaviour results from bad choices.
' teacherDs duty is to help pupils make good choices.
(sychologists and educators often delve into pupilsD backgrounds for underlying causes of
misbehaviour. )ne often hears comments such as, M+hat can you expect, '0nil comes
from a broken homeM, or, MFing was an abused child, there;s a reason for her to be
aggressiveM. ?lasser neither denies that such conditions exist nor that they influence
behaviour. 5e simply says that humans have rational minds and can make rational choices.
41
'ccording to ?lasser, pupils are capable of understanding what is generally regarded as
acceptable school behaviour and can choose to behave in acceptable ways. 5owever, in
order to make good choices, pupils must see the results of these choices as desirable. If
bad behaviour gets them what they want then they will make bad choices. This is where the
teacher can be influential in helping pupils become aware that they choose their own
actions. The teacher encourages them to acknowledge their behaviour and evaluate
introspectively on their behaviour. The teacher refuses to accept excuses for bad behaviour.
Instead, the teacher always directs the pupilDs attention to alternative, more acceptable,
behaviour.
. Tea!#er". Re"po$"+&%e"
The essence of discipline then, lies in helping pupils to make good choices. $ven though
both teachers and pupils have important roles to play in maintaining effective discipline,
?lasser firmly believes that teachers have greater responsibility to maintain good discipline.
'ccording to ?lasser, the following are some of the teacherDs responsibilities in helping
pupils making good choices as described below.
$mphasise pupil responsibility
-ince good behaviour comes from good choices and since pupils ultimately must live
with the choices they make, their responsibility for their own behaviour. is always kept in
the forefront. >iscussions in which this responsibility is explored and clarified occur in
classroom meetings. These meetings occur as regular parts of the curriculum. (upils sit
in a circle with the teacher and discuss matters that concern the class.
$stablish rules that lead to success
#ules which leads towards personal and group achievement should be established by
teachers and pupils together. 'ge, ability, and other realities of the pupils should be
taken into consideration when formulating rules. #ules must reinforce the basic idea
that pupils are in school to study.
'ccept no excuses
42
%or discipline to be successful, teachers must accept no excuses. ?lasser uses this Mno
excuseM dictum in two areas. The first has to do with conditions outside the school.
+hat goes on there does not excuse bad behaviour in school. Those conditions may,
indeed, cause bad behaviour, but that does not make it acceptable.
The teacher must never say Mwe can excuse GamalDs behaviour. today because he has
trouble at home. It is okay if he yells and hits.M
The second area in which teachers should accept no excuses concerns pupil
commitment. )nce a pupil has decided on a course of good behaviour and has made a
commitment to it, the teacher must never accept excuses for the pupilDs failing to live up
to that commitment.
Call for value *udgment
+hen pupils exhibit inappropriate behaviour, teachers should help them make value
*udgements about it. The following is an example based on ?lasser to illustrate how to
help pupils make value *udgement.
(eacher ) *hat are you doing+ /asked in unthreatening tone of voice.4
,upil ) I-m waiting for a bright idea to appear. /+ill usually give an honest
answer if not threatened.4
(eacher ) Is that helping you or the class+
,upil ) .o.
(eacher ) *hat could you do that would help+
,upil ) *hy not brainstorm with your friends+ /&ames better behaviour: if pupil
cannot think of any, teacher suggests appropriate alternatives and lets
pupil choose.4
Invoke reasonable conse.uences.
43
?lasser stresses that reasonable conse.uences must follow whatever behaviour the
pupil chooses. These conse.uences will be desirable if good behaviour is chosen
compared to poor behaviour. Teachers should not manipulate events that stop pupils
from experiencing unpleasant conse.uences. Their experience of pleasant and
unpleasant conse.uences will help pupils to choose the right behaviour and take
charge of their own lives.
e persistent
Caring teachers work towards one goal 6 getting pupils to commit themselves to
desirable courses of behaviour. Commitment means consistency, doing something
repeatedly, intentionally, while making sure that it is right. To convey this idea and to
instill it in pupils, teachers themselves must be consistent. They must always help
pupils make choices and make value *udgments about their bad choices.
Carry out continual review.
%or ?lasser, the classroom meeting is central to the implementation of a good system
of discipline. This Lmagic circle; facilitates pupils in identifying problems and working
towards solution for behaviour issues, curriculum matters or pupils; concerns /?artrell,
12114. ?lasser advocates three types of classroom meetings!
- social problem solving whereby conflicts are discussed
- educational diagnostic whereby educational ideas are addressed, and
- open ended meetings are when real life problems are worked out.
>iscussions in classroom meetings focus on two things!
- identifying the problem, and
- seeking solutions to the problem.
. App&!a%o$
The following is an example to illustrate ?lasser;s model app&e) $ a prmar* !&a""room.
Classroom scenario
44
Fatif, a pupil in Mr. $ng;s class, is .uite docile. 5e never disrupts class and does little
sociali0ing with other pupils. ut despite Mr. $ngDs best efforts, Fatif rarely completes an
assignment. 5e doesnDt seem to care. 5e is simply there, putting forth virtually no effort.
ased on the scenario above, ?lasser would suggest the following. %irst that Mr. $ng thinks
carefully about the classroom and the programme to try to determine whether they contain
obstacles that prevent Fatif from meeting his needs for belonging, fun, power, and freedom.
5e would have Mr. $ng talk directly with Fatif about this matter and make necessary
changes for him if possible. If no changes seem warranted, ?lasser would have Mr. $ng
talk with Fatif so as to accomplish the following!
Make sure Fatif understands his work responsibilities as a pupil in the class.
Make sure Fatif understands that he can choose his behaviour 6 to work or not 6 and
that his choice brings with it either desirable or undesirable conse.uences.
'ccept no excuses from Fatif for not beginning and completing his work.
5elp Fatif identify some alternative behaviours from which he can choose.
Continually press Fatif to make value *udgments about his choice of behaviour.
Make sure that when Fatif shows improvement, he receives conse.uences that are
very attractive to him.
&ever give up on Fatif.
!. Gor)o$." Mo)e&
The central tenet of ?ordon;s approach to classroom management is the importance of
developing meaning and mutually beneficial relationships. ?ordon re*ects traditional models
of reward and punishment because they are based upon an assertion of power and foster
no intrinsic motivation. Instead ?ordon focuses on how pupil;s conflicts can be resolved in a
way that will improve their relationships with their teacher and peers /Manning " ucher,
12134.
. =e* I)ea"
?ordon /17BA4 outlined a number of ideas that could be implemented in an $-F classroom
in managing pupils; behaviour towards achieving effective teaching and learning process.
45
?ordon;s model is a graphical tool used to identify who owns the problem when someone;s
behaviour causes a problem or inconvenience. =sing a simple frame of reference for
Hproblem ownershipI, i.e., HI own the problemI, Hthe other owns the problemI, Hno problem
areaI, teachers can plot pupil;s behaviour into a diagram called Hehaviour +indowI, which
helps teachers to use appropriate communication skills, such as, Hactive listeningI,
Hconfrontative I6messagesI, Hshifting gearsI ,Hno6lose conflict resolutionI and Hvalues
collisionsI in resolving a conflict. -ome of the key concepts and teachings in ?ordon;s
model are!
'uthority 6a condition that can be used to exert influence or control over others. There
are several types of authority.
(roblem )wnership 6 individual troubled by a problem is said to MownM the problem.
ehaviour +indow 6 a visual device of ?ordonDs used to determine if there is a problem
and who owns it.
MIM messages 6 messages that tell another person how you feel about their behaviour.
M@ouM messages 6 blaming statements
Confrontative MIM Messages 6messages that attempt to influence another to stop the
unacceptable behaviour.
-hifting ?ears 6changing from Confrontative to a listening posture
+in6Fose conflict resolution 6ends the dispute temporarily with a winner and a loser.
&o6Fose conflict resolution 6 everyone wins
>oor openers 6 words or actions that invites folks to talk about what is on their minds
'ctive Fistening 6carefully listening and demonstrating understanding of what another
person is saying
Palues Collisions6 is anything a person believes will make the .uality of life better or
very concrete like food or money
. App&!a%o$
In applying the model Gor)o$ propo"e" a "0 "%ep pro+&em "o&,$' pro!e"" $
ma$a'$' !o$f&!% 4Ma$$$' ? 5(!#er> 201-6 w#!# are;
)ef$$' a pro+&em
'e$era%$' po""+&e "o&(%o$"
46
e,a&(a%$' %#e "o&(%o$"
)e!)$' w#!# "o&(%o$ " %#e +e"%
)e%erm$$' #ow %o mp&eme$% %#e )e!"o$
a""e""$' #ow we&& %#e "o&(%o$ "o&,e) %#e pro+&em."
T#e fo&&ow$' " a$ e0amp&e %o &&("%ra%e Gor)o$." mo)e& $ a prmar* !&a""room.
Classroom scenario
5akimi is unable to concentrate on his task while working with his peers on -ocial
-tudies task. 5e tends to be playful and diverts his group members; attention by being
hilarious.
'pplying the six steps approach the following are the possible ways to deal with the the
above situation!
'pproach the problem by asking the pupil neutral open .uestions to gain information
about why the pupil cannot concentrate on the task. Fisten attentively to the response to
build trust and communication.
'sk the 5akimi for suggestions on ways to help pupils to stay focus on their task.
%rom the different ways that 5akimi had suggested ask him list down the strengths and
weaknesses.
'sk 5akimi to choose the best way to stay focused.
+ork on details on how the chosen way could be implemented.
'fter implementing the way that 5akimi had decided on, assess whether it works for
him or not.
2.2.2.2 T#eore" of A""er%,e Ta!%!"; Lee ? Mar&e$e Ca$%er."
'ssertive discipline is a structured, systematic approach designed to assist educators in
running an organi0ed, teacher6in6charge classroom environment. Canter /12124 believe that
teachers have the right to determine what is best for pupils, and to expect compliance. &o
pupil should prevent you from teaching, or keep another pupil from learning. (upil
47
compliance is imperative in creating and maintaining an effective and efficient learning
environment. To accomplish this goal, teachers must react assertively, as opposed to
aggressively or non assertively.
More than being a director, assertive teachers build positive, trusting relationships with their
pupils and teach appropriate classroom behaviour /via direct instruction.describing,
modelling, practicing, reviewing, encouraging, and rewarding4 to those who donDt show it at
present. They are demanding, yet warm in interaction: supportive of the youngsters: and
respectful in tone and mannerisms when addressing misbehaviour. 'ssertive teachers listen
carefully to what their pupils have to say, speak politely to them, and treat everyone fairly
/not necessarily e.ually4.
. =e* I)ea"
The key i)ea" of A""er%,e >iscipline are!
#ewards and punishments are effective.
oth teachers and pupils have rights to feel comfortable.
Teachers create an optimal learning environment.
Teachers apply rules and enforce conse.uences consistently without bias or
discrimination.
Teachers use Hdiscipline hierarchyI which informs pupils of conse.uences of
misbehaviour and how it dealt with based on the level of severity.
Teachers are assertive, not nonassertive or hostile.
In order to use 'ssertive >iscipline, teachers should!
>ismiss the thought that there is any acceptable reason for misbehaviour /iologically
based misbehaviour may be an exception4.
>ecide which rules you wish to implement in your classroom. >evise four or five rules
that are specific and easily understood by your pupils.
48
>etermine negative conse.uences for noncompliance /@ou will be providing a
conse.uence every time a pupil misbehaves4. Choose three to six negative
conse.uences /a Mdiscipline hierarchyM4, each of which is more punitive or restrictive
than the previous one. These will be administered if the pupil continues to misbehave.
>etermine positive conse.uences for appropriate behaviour. %or example, along with
verbal praise, you might also include gift vouchers that are given to pupils for proper
behaviour. (upils write their names on the cut up pieces of paper and drop them into a
container for a daily pri0e drawing. $ven if a pupil is having a bad day, there is a reason
to improve. (upils might get a gift voucher have a chance to redeem a gift from the
local supermarket. )thers might receive notes of praise to be shown to their parents.
?roup rewards are also used. ' marble might be dropped into a *ar for each
predetermined interval that the class as a whole has been attentive and respectful.
+hen the *ar is full, a special event is held. -ome assertive teachers write a letter of the
alphabet on the board for each periodE activity of good group behaviour. +hen the
letters spell M(i00a (artyM /or some other activity4, that event is held.
Conduct a meeting to inform the pupils of the rules. $xplain why rules are needed. Fist
the rules on the board along with the positive and negative conse.uences. Check for
understanding. #eview the rules periodically throughout the year in order to reiterate
important points and consolidate the rules.
5ave the pupils write the rules and take them home to be signed by the parentsE
guardians and returned. 'ttach a message explaining the rules and re.uesting their
help.
ecome skilled in the use of other assertive discipline techni.ues!
- Communicate your displeasure with a pupilDs misbehaviour, but then be sure to tell
the pupil what heEshe should be doing. %or example, consider! /Syihan, please put
the pencil down on the desk and pass your paper forward./ &otice that the teacher
told the pupil what to do. )ften pupils continue to display inappropriate behaviour
when they have been told to discontinue it because they do not know what they
should be doing. &ow that you have given a direction, you can reinforce the pupil for
49
compliance or punish the pupil for non compliance. e sure to add emphasis to your
directions by using eye contact, hand gestures, and the pupilDs name.
- #ecogni0e and .uickly respond to appropriate behaviour. This .uick action will
encourage the pupils to display the desired behaviour more often. e aware that
some pupils may need to be reinforced .uietly or non6verbally to prevent
embarrassment in front of peers.
- Fearn to use the Mbroken recordM techni.ue. Continue to repeat your command
/maximum of three times4 until the pupil follows your directions. If directions are not
followed at that point, the se.uential list of penalties is implemented. >o not be
sidetracked by the pupilDs excuses.
2.2.2.- T#eore" of Demo!ra%! Tea!#$'
$ssentially, every action of the pupil is grounded in the idea that he is seeking his place in
the group. ' well6ad*usted pupil will conform to the re.uirements of the group by making
valuable contributions. ' pupil who misbehaves, on the other hand, will defy the needs of
the group situation in order to maintain social status. +hichever of the above mentioned
goals he chooses to employ, the pupil believes that this is the only way heE she can function
within the group dynamic successfully. >reikurs states that Mhis goal may occasionally vary
with the circumstances! he may act to attract attention at one moment, and assert his power
or seek revenge at anotherM />reikurs, 1798 in <ohn, 12294. #egardless if the pupil is well6
ad*usted or is misbehaving, his main purpose will be social acceptance.
The main arguments, strategies and usefulness of theories of democratic teaching are
described in Table 1.1.
Ta+&e 2.2; Ma$ ar'(me$%"> "%ra%e'e" a$) ("ef(&$e"" of Demo!ra%! Tea!#$'.
Ma$ Ar'(me$%8Te$e%" S%ra%e'e"8Te!#$/(e" Ref&e!%o$8U"ef(&$e""
Classrooms are democratic with
apprppriate teaching styles.
Mutual respect motivates pupils to
behave constructively.
Constructive behaviour occurs out of
(rovide lessons with social
interest in mind.
(rovide a teaching
environment that supports
pupils; sense of belonging.
$-F classes allow pupils to
work in small groups and as a
large group to support social
group belonging.
-ocial groups can take place
50
their heightened sense of social
interest.
Three types of teachers! autocratic.
/harsh boss4, permissive /uninvolved
and no expectations4, and democratic
/support internal motivation and
responsibility4.
(upils who do not feel a sense of
belonging will resort to! attention
gaining, power seeking, revenge, or
displaying inade.uacy.
(raise supports completion.
$ncouragement supports the process.
Fogical conse.uences produce better
results than punishment.
Come up with a set of
classroom rules as a group.
-upport responsibility through
freedom of choices in lesson
plans.
'void power struggles and
encourage pupils who display
inade.uacy.
Encourage pupils rather than
praise them.
(rovide pupils with logical
conse.uences to Hmistaken
goalsI to support
responsibility and avoid
punishment.
in criticism, aesthetics, and
production.
'llow time for each of these.
$ncourage pupils who seem
discouraged in the process of
a product, rather than praising
them for their completion.
In group criti.ues, ask about
process rather than focusing
on the final product by itself.
2.2.2.1 T#eore" of I$"%r(!%o$a& Ma$a'eme$%; 7a!o+ =o($$
<ounin;s theory on classroom management and discipline /<ounin in $verston, 17794 is
important because without some idea on how to control the pupils in an $-F classroom,
there will be chaos. The most important aspect of teaching pupils is classroom management
and teachers cannot successfully teach a language class if they are not in control. Teachers
can implement <ounin;s theory as suggested in Table 1.3.
Ta+&e 2.-; Ma$ ar'(me$%"> "%ra%e'e" a$) ("ef(&$e"" of I$"%r(!%o$a& Ma$a'eme$%
Ma$ Ar'(me$%8Te$e%" S%ra%e'e"8Te!#$/(e" Ref&e!%o$8U"ef(&$e""
There is a difference between
well managed and ill6run
classrooms and this termed
as instructional management.
H+ithitnessI means the
teacher knows what is going
on at all times in the
classroom.
+ithitnessNscan constantly,
make notes of repeated
behaviours, get to know the
pupils on a personal level, keep
moving through the classroom.
>o not allow for dead time during
transitions. <eep momentum by
keeping the pupils engaged in
language activity at all times.
In an $-F classroom, withitness is
very important because teacher is
constantly scanning the classroom
and observing whether pupils are
using $nglish language while
communicating with their friends.
?roup work is a great time to move
throughout the classroom and make
sure that everyone is on task and
51
Momentum keeps the pupils
engaged and on track with
their material.
Fesson presentation should
be smooth to keep pupils
engaged.
(upils may experience
satiation when they have
been overexposed to a
certain topic or strategy.
(rovide pupils with en*oyable
and challenging lessons.
?ive lessons multiple times and
reflect on your instructional
management during teaching.
'sk pupils .uestions to ensure
that they are not experiencing
satiation.
'sk pupils their input before
planning lessons K what interests
themE what do they want to learnE
what challenging techni.ues do
they want to learn,
understands the material.
$n*oyable and challenging lessons
go hand in hand with $-F classes.
Teachers can ask pupils what
challenges them the most and what
they want to learn.
.
2.2.2.2 T#eore" of Co$'r(e$% Comm($!a%o$; <am G$o%%
5aim ?inott believes that effective classroom management depends a lot on the way in
which the teacher interacts with students. It is believed that the teacher is a decisive
element in the classroom, who can shape students in anyway depending on the teacher;s
behaviour. ?inott promotes the use of congruent messages and to respect students as they
are for effective classroom management /Charles, 17774.
Congruent communication is open, harmonious with pupils; feelings about themselves and
their situations, and without sarcasm. It sends Hsane messagesI /Tauber, 122B4 about a
situation that involves a pupil, but not the personality or character of the pupil. These
messages are used to guide pupils away from inappropriate behaviour. Teachers should
avoid using Hevaluative praiseI as it is destructive to the pupils; character. Instead, teachers
should resort to use Happreciative praiseI as it shows appreciation for what the pupil has
done and the effort taken.
'ccording to ?inott, both teachers and pupils should interact appropriately to maintain
positive classroom behaviour. Congruent communication can be achieved when teachers!
promote self6discipline for both teachers and pupils:
believe Hthe essence of discipline is finding effective alternatives to disciplineI:
52
accept and acknowledge pupils without labeling, arguing, disputing, or belittling the
individual:
avoid evaluative praise and use appreciative praise instead:
avoid saying HyouI and HII messages to pupils:
demonstrate their best behaviours, and
invite rather than demand pupil cooperation.
(upils, on the other hand should behave properly according to classroom norms and accept
responsibility for their behaviour.
E0er!"e 1
1. riefly discuss how you would use the four types of reinforcers in your $-F
classroom.
1. ?lasser stressed that rules should be established by teachers and pupils together.
?ive an example on how you would apply it in your $-F classroom and lead towards
personal and group achievement of your pupils.
3. +ith reference to the classroom scenario on (age AB, write an HII message that you
would like to convey to 5akimi.
A. -hamim has been playing truant during your $-F lesson for four times, applying
Canter;s Hdiscipline hierarchyI briefly describe how you would handle the situation.
C. Gonathan attempts to answer a .uestion that you posed during your $-F lesson but
his answer was wrong. Taking into account Hdemocratic teachingI tenets how would
you provide feedback to his response.
9. 's an $-F teacher, briefly discuss how you would apply Lwithiness; in your primary
classroom.
53
T(%ora&
1. >iscuss how the studied approaches, theories and models would lead to effective
1. -imulate a situation in a classroom where the three theories E approaches could be
applied.
3. In groups, simulate a situation in a classroom where the three approaches
/authoritarian, group process and socio6psychological4 could be applied.
TOPIC - MANAGING RESOURCES AND FACILITIES; RULES>
E@PECTATIONS AND PROCEDURES
-.0 SYNOPSIS
Topic 3 focusses on the rules, expectations and procedures in managing resources and
facilities in a classroom. It provides suggestions and strategies in creating a more
organi0ed classroom as well as creating a comfortable and conducive environment in the
classroom.
-.1 LEARNING OUTCOMES
y the end of Topic 3, you will be able to!
outline and explain the effective physical classroom management for effective lessons.
outline and explain the effective social cultural environment for effective lessons.
outline and explain the conventions and routines for organising instructional time.
-.2 FRAMEAOR= OF TOPICS
54
CONTENT
SESSION FI!E
-.2.1 P#*"!a& C&a""room E$,ro$me$%
Classroom resources should be managed effectively to accommodate and conduct a variety
of educational activities. Teachers have different ideas on their ideal classroom and the way
they organise and arrange their classroom might be influenced by their different styles of
teaching. 5owever, regardless of their teaching styles, teachers should consider all areas of
the classroom when organi0ing the physical environment. #esource and facilities
management is crucial in creating a conducive physical environment to enable effective
teaching and learning. The following section will give you insights on how to optimi0e
resources and facilities in the classroom.
' safe, clean, comfortable and attractive classroom can stimulate learning and help build an
efficient classroom community. 5owever, setting up the physical environment of your
classrooms can be .uite daunting, especially when faced with old buildings, crowded
classrooms and insufficient storage space. y organising the physical environment as
55
Managing #esources and %acilities
(hysical
Classroom
$nvironment
-ocial Cultural
$nvironment
Conventions and
#outines for
)rganising
Instructional Time
egining "
$nding the
>ay E(eriod
ClassworkE
5omework
Transitions Monitoring
Managing Fearner
Focation " ?rouping
%eedback
(hysical -pace
Instructional
#esources
-afe
$nvironment
(ositive
$nvironment
proposed by Charles and -enter /122C4 in their six facets of the physical environment you
can make the most of your classroom.
-.2.1.1 Or'a$"$' P#*"!a& Spa!e
. F&oor Spa!e
In deciding how to utilise your classroom floor space, you have to think of the pupils;
movement during the different instructional activities conducted in the classroom. This
would affect the pupils; seating arrangements and the layout of the furniture in the
classroom.
. Sea%$'
-eating arrangement normally depends on how you conduct your lessons. +hen pupils are
taught as a group they should be seated as near to you as possible, facing a chalkboard or
whiteboard. (rimary pupils may come together on a carpet in front of the class for whole6
group instruction. @ou may sit with them on the carpet or in a chair, often near a small
board. >esignating marks or coloured s.uares on the carpet is a common method of
arrangement.
%or ease of movement aisles and gaps in seating should be maintained, but the distance
between you and the farthest pupil should be minimi0ed as possible. +hen pupils are
taught in small groups, they may be called to special areas where extra chairs are kept or to
which they bring their own chairs. Ideally, the floor arrangement will keep you in fairly close
proximity to pupils working at their desks. @ou must be able to oversee everyone in the
class and the pupils are aware of that too.
. Aork a$) a!%,%* area"
' classroom sometimes is too congested with pupils; desks and chairs and this will affect
the work and activity areas in the classroom. 5owever, you do not need so much of the
activity areas because most of the class activities are done on the pupils; assigned seats. If
there is extra space, you may want to use it to set up for a .uiet reading corner.
56
@our table is also one important area in the classroom. It must represent your authority and
position so whenever a pupil is called to come and see you there, they feel honoured and
proud. %irst of all, the table must be clean so it can be a good example for pupils. The area
can also be made attractive by having an attractive file cabinet, and shelves for a small
collection or personal books. The table should also be positioned so it oversees the entire
class.
,. Aa&& Spa!e
Classroom walls offer excellent instructional possibilities. Chalkboards or whiteboards are
normally placed to face the pupils. They are routinely used to post daily information,
assignments and also for explanations and demonstrations. ulletin boards tend to be used
mostly for decorations and rarely for instruction. It also can be used to display pupils; work.
It provides recognition of pupils; achievements which builds their self6esteem and is highly
motivating. (upils can learn from each other and at the same time instil their sense of
ownership in the classroom.
-.2.1.2 Lo!a%$' I$"%r(!%o$a& Spa!e
. S#e&f "pa!e
Textbooks, reference books and other special materials can be stored or displayed on
shelves. -pecial materials to motivate and extend pupils; experiences can also be kept on
shelves in most classrooms. These include video and audio C>s and tapes, games,
pu00les, puppets, toys and other materials.
. C(p+oar)
This is the best place for you to keep pupil supplies, worksheet, audiovisual e.uipments,
$-F specific e.uipment. (upil supplies include such things as writing paper, construction
papers, pencils, scissors, glue, paints, crayons, rulers and pens.
57
(ersonal set of cleaning materials is can also be kept in the classroom closet and these
includes brooms, dust cloths, cleanser, paper towels and rags. In short, a cupboard is a
place where you can store any teaching and learning materials or anything that is related to
the classroom materials or pupils; worksheets or supplies. +hatever it is, the stuff must be
properly arranged and easily accessible.
-.2.2 So!a& C(&%(ra& E$,ro$me$%
-.2.2.1 Safe E$,ro$me$%
Malaysia is a multi racial country and the pupils; diversity is obviously displayed in the
classroom. These different ethnic groups that practise different norms and beliefs, and
these cultural diversities in the classroom is something that you need to be aware of since it
has an impact on your classroom management. @ou should always bear in mind that it is
important for them to build a warm, caring, supportive and challenging classroom climate
that will ensure effective social emotional teaching and learning.
%raser and );rien /178C4 suggest that teachers may safely proceed on the premise that
classrooms function best when they provide a positive and structured climate, one that
reflects warmth, support and pleasant circumstances with very low levels of fear.
. P"*!#o&o'!a&&* "afe
Teachers are said to be able to create a safe environment when their pupils do not feel
threatened mentally or physically. (sychologically pupils would feel safe if they know that
teachers are sensitive about their cultural diversity. @our pupils will feel safe because
culturally, different ethnic group have different customs or practice which do not comply with
their own customs or practice. They do not have to explain about their Lmisbehaviours; and
this will create a very peaceful state of mind among them and emotionally they would feel
safe knowing that the classroom is a place that does not practice discrimination and has
high tolerance towards the cultural diversity.
58
. P#*"!a&&* "afe
Piolence and bullying cases in schools are factors that can cause unsafe environments in
schools where pupils can be physically harmed by their peers or other pupils in the school.
(upils are said to be physically safe if they are not harmed physically either by their peers or
teachers. -ometimes teachers want to take the law into their own hands by punishing the
pupils physically. This should be avoided because teachers should always be seen as
warm and caring individuals who will protect their pupils as they will protect their own
children. )nce you have broken the trust that the pupils have in them, most likely learning
will not be able to take place naturally and effectively.
. S%ra%e'e" I$ Promo%$' a Safe S!#oo&
&o one person or group can bear the responsibility for creating and maintaining safe
classrooms. Instead, a collaborative effort must be made that includes teachers, pupils and
parents /Manning and ucher, 12134.
Aork$' w%# %ea!#er"
In school, teachers play vital role in promoting a safe environment in school by !
6 helping pupils to develop social competencies, problem6prevention skills and coping
skills:
6 emphasi0ing pro6social attitudes and values about self, others and work
and avoids negative labelling and tracking:
6 monitoring pupils; academic progress, behaviour and attitudes on a regular basis:
6 nurturing role models who show supports, warmth, mentoring and responsiveness to
pupils needs.
Aork$' w%# p(p&"
@ou can provide opportunities for pupils to assume responsibility for safer schools by!
6 creating a buddy system in the classroom in which current pupils help the new
arrivals:
6 getting the pupils involved in a class pro*ect together such as a classroom
beautification campaign: and
59
6 establishing pupils tip lines which provide anonymous, non threatening way for pupils
to report school crime. 5owever, it is often controversial because some parents and
teachers do not want pupils placed in awkward situations.
Aork$' w%# pare$%" a$) !omm($%* mem+er"
@ou can also enlist the help of parents to promote safe classrooms by!
6 $ncouraging them to communicate with teachers and making special effort to know
their children;s friends and children;s activities at and away from school.
6 %amiliarising with the school safe school policy as well as an individual teacher;s
safe classroom policy.
-.2.2.2 Crea%$' Po"%,e E$,ro$me$%
It is your responsibility to establish and maintain a positive psychosocial environment,
though pupils can help in this effort. 'ccording to Charles and -enter /122C4, there
are many factors that contribute and significantly influence the psychosocial
environment of the classroom and one of them is human relations skills.
<(ma$ re&a%o$" "k&&"
?ood human relations enable people to interact pleasantly and productively,
both of which are essential to a participative environment that promotes school learning.
These skills are as follows!
6 %riendliness K is a trait that is admired everywhere and a skill that can be learned
bysmiling, speaking in a considerate way, using names, asking how they are,
in.uiring about family and work. )thers tend to respond to us in the same way.
6 Maintaining a positive attitude K we show it by looking at the bright side of things and
avoiding complaining, faultfinding or backbiting behaviours known to undermine
positive climates. (eople with positive attitudes believe that all problems can be
solved and deal with problems rather than complaining about them.
60
6 'bility to listen 6 it shows genuine interest in the other person, indicates that the
other;s observations are valued, and enhance the .uality of communication by
bringing out a genuine exchange of ideas.
6 'bility to compliment genuinely K It is evident that most people like to receive
compliments and they react positively toward individuals who compliment them.
/Charles and -enter, 122C4
-.2.- Co$,e$%o$" a$) Ro(%$e" for Or'a$"$' I$"%r(!%o$a& Tme
Conventions and routines are a vital part of efficient classroom operations. -ome
researchers and writers term them as rules, procedures, and routines /<aren, 1777: Gones,
178B " >reikurs, 1798 in Manning " uchers, 12134. Teachers using procedures are able
to manage time better, have less discipline problems, and are able to complete more
curriculum. -ome have routines and procedures for everything, from using the restroom to
how to enter the room. Classroom rules, procedures and routines create a smooth running
classroom that is beneficial for all students.
Conventions and routines are a vital part of efficient classroom operations. -ome
researchers and writers term them as #ules, (rocedures, #ights, $xpectations,
#esponsibilities, -tandards or Conse.uences. &evertheless all these terms refer to
organising classroom instructional time.
'ccording to <aren /17774, H (erhaps the most important item under classroom operation
is rules. +hether the teachers refers to them as rules, rights, expectations or
responsibilities, these principles govern classroom operation and become the written and
unwritten code that allows a classroom to work.I
%redric Gones /Gones 178Ba4, cited in Maning et. al. /12134 developed his (ositive
Classroom Management Theory to help teachers address an array of pupil behaviour
regardless of the grade levels, developmental levels or diversity of pupils. Gones /122B4,
suggested specific teacher strategies and recogni0ed the importance of instructional
effectiveness in classroom management. 5is key concepts are shown below!
61
>eveloping classroom structures, including rules, procedures and physical
arrangements.
#emaining calm and using body language to set limits.
Teaching pupils cooperation and responsibility
(roviding backup systems
>reikurs /in Manning and ucher, 12134 called for democratic teaching and classroom
management procedures. 5is early work has had significant influence on educators and
classroom management theorists, especially those who believe in developing supportive
classrooms
In >emocratic Teaching and Management, a multifaceted model of classroom management,
four aspects stand out! identifying and addressing mistaken goals of misbehaviour, acting
as democratic rather than autocratic or permissive teachers, using logical conse.uences
rather than punishment, and understand the difference between praise and encouragement.
>reikurs believed that when teachers act in a democratic fashion, they demonstrate
effective instruction and provide a collaborative learning community where teachers and
pupils work towards common goals.
ased on the the theoritical concepts and framework mentioned above, here are some
suggestions for organising instructional time in the classroom. These are only suggestions
not the only ultimate approach. Teachers are expected to organise their instructional time in
accordance to physical environment of the classroom, school policies and ethos. 'dopt and
adapt according to the theoritical concepts and framework discussed.
-.2.-.1 5e'$$' a$) E$)$' %#e Da* or Pero)
't the beginning of the class period, the pupils come in, hand in their homework, and then
immediately get out their notebooks. They will write down the date and the ob*ective/s4 for
the day. Then, they will copy down the H%ood %or ThoughtI .uotation of the day and do a
.uick6write on what they think the .uote means. This process takes up the first C minutes of
class. +hile they are doing the .uick6write, the teachers will be taking down attendance.
62
Then the teachers will have volunteers share their ideas. %or any papers that pupils hand in
to the teachers, there is a paper header procedure. The pupils must write their name, date,
and bellEblock on the upper right margin of the paper. )n the upper left margin, they must
write the title of the assignment. There is a procedure for turning in assignments.The
teachers will have large collection bins on the counters. There is a bin for each bellEblock.
$ach bin is divided down the center with a divider. )ne side will be for homework, and the
other side will be for in6class work. 5omework is deposited in the homework side as soon
as the pupils come into the classroom at the beginning of class. 'fter a pupils finishes a
class assignment, they go and drop their work into the class work site. Tests are &)T
dropped into the bin, however. They are directly given to the teachers when the pupil is
finished.
. T#e +a%#room pro!e)(re
't the beginning of the year, each pupil makes his own bathroom card /a large neon yellow
index card4 with his name on it, and keeps it in his $nglish notebooks. There is a premade
hallEbathroom pass by the door. )nly one pupil at a time can leave to use the bathroom.
The pupils cue by raising their hand, holding their bathroom pass. +hen the teachers
acknowledges by noddinghisEher head, they put their card on their desk, get the hall pass
and leave. The large, bright cards helps the teachers to keep track of who is gone.
. T#e )re!%o$9',$' pro!e)(re
%irst the teachers will tell the pupils what the assignment is. Then they will tell them to
repeat the assignment back to the teachers /?ive " ?et4. &ext, they will give a time limit.
%ollowing which they will tell them how they will be evaluated /whether the assignment will
be collected or not, whether the teachers will discuss it or not afterwards4. Then, they will
ask if there are any .uestions. If so, they will answer them. %inally, they will hand out the
assignment. If this is a group assignment, then they will place them into groups and then
hand out the assignment.
The procedure for assigning groups is! The teachers use a deck of cards. It contains the
same number of face cards for each suite to match the number of pupils heEshe wants in a
63
group. %or example, if the teachers are assigning A groups of C, they would have C face
cards from each suite /different shapes or colours4. The teachers shuffle the cards, and
walk around, handing one to each pupil. Then they name a suite and the pupil who is
holding that suite goes to one corner of the room. The teachers repeat this until everyone is
in a group.
. Tme &m% pro!e)(re
The teachers use a countdown timer on (ower(oint. It flashes red at H12 minutesI, HC
minutesI, H1 minuteI, and then will say H-T)(.I If the pupils are in groups, someone in the
group should also be keeping track of the time.
-.2.-.2 C&a""work8<omework
. <omework Fo&)er Pro!e)(re
$ach month, the teachers will give two pupils in each bellEblock the role of being the
homework keeper. )ne or the other will copy down the homework for the day, the date it
was assigned, and the date it is due. They will put this in a file cabinet folder. They will also
include any handouts that supplemented the lesson, and that will be helpful for homework.
The teachers assign this role to two pupils so that the *ob still gets done if one is absent.
'bsent pupils can go to the homework folder to get homework assignments that they have
missed.
. <omework po&!*
(upils write homework in a composition book every day. It is the pupils; responsibility to
bring their composition book to and from school everyday. =nless certain circumstances
arise, pupils have one assignment a day that takes approximately twenty to thirty minutes.
The teachers can check the homework the following day but does not grade it since
asssistance is usually given in the lower grades. (upils who do not hand in homework in a
timely fashion make it up in the classroom and make up missed homework during free time
in the room. (upils receive a weekly homework sheet with a list of assignments.
-.2.-.- Tra$"%o$"
64
. Tra$"%o$" I$%o a$) O(% of %#e Room
5e'$$$' %#e S!#oo& Da*
Teachers should establish a routine to open each class day. The routine should be
supervised and led by the teachers so that it is done efficiently and helps pupils Hsettle
inI to the classroom. The routine need not be elaborate or time consuming. -ome
suggestions for teachers to begin the day!6
&ot only does this routine establish a whole6class focus, it also gives pupils a chance to
get some of their chatter out of the way before beginning academic content activities.
Lea,$' %#e room
(upils will leave the room en masse at several times during the day! at recess and for
lunch, physical education, music, computer lab or perhaps some other instructions. '
common techni.ue used is to have the pupils line up after appropriate materials have
been put away, with the .uietest table or row lining up first. Teachers should decide
what behaviours are appropriate in line.
Re%(r$$' %o %#e !&a""room
%re.uently teachers establish a procedure for this transition, particularly after recess or
lunch time.
6 (upils are to enter the room .uietly and take their seats:
6 They may read or rest with their heads on their desk:
65
- riddle for the day
- a discussion of the day;s lunch menu,
- the pledge of allegiance
- date and birthdays
- discussion of school events or
- other items of interest
6 (upils who need to use bathroom, sink, pencil sharpener or drinking water may do
so, one at atime at each area.
+hen pupils return from an out6of6room activity that has left them noisy or unusually
HchattyI, or if they are excited when returning from recess, the transition activity should
give the time to wind down before starting academic work. Teachers might permit .uiet
social talk as they settle in and get ready for the next lesson. Monitor pupils so that
Hwind downI time doestn;t become Hwind upI time.
5e%wee$ A!%,%e"
Movement between activities is more difficult to manage when pupils complete or start
them at varying times. The teacher is fre.uently working with one or a few pupils at a
time. Fess supervision of movement is possible and pupils may begin to wander around
fre.uently, wasting time and distracting other pupils. (upil movement should be
regulated by procedures that make clear when and for what purpose pupils may move
around, converse with other pupils or be out of their seats. Identifying the reason for
excessive wandering or out6of6seat behaviour can be helpful in remedying it. If pupils
have completed their work satisfactorily and have nothing to do, then more challenging
work or enrichment is appropriate.
E$)$' %#e )a*
' routine is needed at the end of the day to ensure that pupils; desks and work areas
are cleared off, materials to go home are ready and pupils leave on time. (lanning
ahead for the end of the day guards against hurried closings, lost papers and a feeling
of confusion and chaos. )ther important end6of6day tasks include briefly reviewing
important things learned that day, foreshadowing coming events and checking materials
that will be taken home. If teachers have pupils who leave early to ride a bus, do only
the essentials with them and complete the rest of the routine after they leave.
66
-.2.-.1 Mo$%or$'
Monitoring is to heighten class teachers; awareness of what is actually occuring in the day6
to6day organi0ation and management of their own classrooms and allow opportunities for
considering !
The improvement of practice
The improvement of understanding of practice by practitioners:
The improvement of the situation in which practice takes place /Carr and
<emmis,17894
. C&a"" !o$"e/(e$!e"
&on6verbal warning /stern look, positioning, cue4
Perbal +arning
(upil6Teacher meeting
(hone call homeE>etention
#eferralE Meeting with the 5eadmasterE5$(
. C&a"" $!e$%,e"
5omework passes.
%ree Time at the end of class /('T time4.
(oints towards their overall grade.
't the end of an unit, have an approved movie day.
(lay the radio /appropriate music4.
Class chooses between two activities to do that day.
. C&a"" !(e"
-aying HFadies and ?entlemenI or boys and girls to get attention.
Turning lights on and off to get attention.
67
(ut index finger to mouth to tell students to be .uiet.
(upils put pencils down when done with an assignment.
(upils raise hands holding bathroom card to signal.
-.2.-.2 Fee)+a!k
%eedback, however briefly makes pupils feel valued. )ne way of treating pupils with dignity
and respect is to expect them to do well. 5igh expectations are important to pupil
acheivement. Teacher feedback and actions can demonstrate this confidence in pupils or
undermine pupils; effort. Teachers can offer feedback in!
oral comments
written comments
suggestions during guided practice
.uestion and answer suggestions on homework and in6class assignments
progress reports and
notes home to parents
%eedback must be specific, clear and must provide the pupil with the opportunity to act on it.
-ome examples of feedback statements are!
HThis is good. If you add an example it will be excellentQI
H?ood start on that description of the main characterQ Can you add two more
ad*ectives,I
H@ou have compared two characters, now add some contrast.I
+ritten feedback on papers offers so much more to a learner than comments such as
LPague;, L'wkard; and L>o overQ;
-.2.-.B Ma$a'$' P(p& Lo!a%o$ a$) Gro(p$'
Ideally classrooms should be arranged so that the pupils are in a H=I shape, where the
desks on the sides are diagonal, facing the board. +ith this arrangement, the teachers can
see every pupil, and every pupil can see the board. This set up puts the focus on the center
68
of the room where the teachers will be teaching. The teachers;s desk is at the back of the
room so that heEshe can see all of the pupils. 'lso, this set6up allows for ease of putting
them into groups or partners. There is plenty of room to walk in6 front6 of and behind desks,
as well as room to walk behind rows.
Teachers can also use other means of pupil location and grouping according to their needs.
Classroom management theories and organising instructional time are based on the idea of
developing classrooms providing a climate of respect, a democratic environment,
cooperatively developed rules, logical conse.uences and a focus on the rights and welfare
of both teachers and pupils.
69
E0er!"e 1
D"!("" %#e /(e"%o$" +e&ow.
1. +hat are your considerations when setting up your classroom at the begining of the
year,
1. 5ow can a teacher create the right ambience in the classroom that would create a
conducive environment for teaching and learning to take place,
3. 5ow can the supportive approaches to classroom management and organiising
instructional time be used to help Hcalm down and tame the pupilsI,
A. >evise two types of pupil location and grouping for story6telling sessions and role play.
T(%ora&
1. >iscuss how effective physical classroom environment and social cultural environment
would contribute to effective lessons.
1. >iscuss how classwork E homework, monitoring and feedbacks help create effective
classroom sessions.
3. >iscuss how good management of pupil grouping helps $-F pupils improve their
$nglish proficiency.
A.
>iscuss how effective communication skills would lead to effective lessons.
C. >iscuss the impact of personal characteristics of good and bad communicators to
young $-F pupils.
9. >iscuss how effective use of different types of verbal and non6verbal communication
skills would lead to effective classroom management.
B. >iscuss ways to manage verbal and non6verbal communications in a primary $-F
classroom.
70
TOPIC 1 COMMUNICATION S=ILLS FOR CLASSROOM
MANAGEMENT
1.0 SYNOPSIS
Topic A introduces teachers to communication skills for classroom management. It focuses
on communication skills, skills for effective communication, (ersonal characteristics of good
communicators, verbal and non6verbal communication, and managing verbal and non6
verbal communication in an $-F classroom.
y the end of Topic A, teachers will be able to!
Identify different effective communication skills for classroom management.
Identify personal charateristics of good communicators.
Identify different effective communication skills for classroom management.
>ifferentiate verbal and &on6verbal communication skills.
Identify and manage different verbal and &on6verbal communication skills effectively.
1.2 FRAMEAOR= OF TOPICS

71
Comm($!a%o$ Sk&&" for C&a""room Ma$a'eme$%
Communication -kills
-kills for $ffective Communication
(ersonal Characteristics of ?ood Communicators
Perbal and &on6verbal Communication
Managing Perbal and &on6verbal Communication
CONTENT
SESSION SI" (6 hours)
1.2.1 Comm($!a%o$ Sk&&"
HCommunication is the act or process of transmitting information about ideas,
attitudes, emotions, or ob*ective behaviourI
Mirriam +ebster >ictionary 1212
Communication re.uires a sender, a message, and a recipient, although the receiver need
not be present or aware of the senderDs intent to communicate at the time of
communication: thus communication can occur across vast distances in time and space.
Communication re.uires that the communicating parties share an area of communicative
commonality. The communication process is complete once the receiver has understood
the message of the sender. ' person is said to have good communication skills when
heEshe is able to convey the message intelligibly so that the other person understands it.
+hen it comes to teaching, communication is the vehicle that moves education forward. It is
a process of interchanging thoughts, feelings and information. It is the means by which
teachers motivate, inform, guide, encourage, build relationships, meet needs and otherwise
stir the eductional pot /Gones, 12224.
1.2.2 Effe!%,e !omm($!a%o$
'n effective communication is one in which the receiver understands the senderDs message
and is capable of conveying it to other people. $ffective communication is one in which the
conversation made by the sender and the receiver is interactive. )ne has to know the
intention of the sender. $ffective communication is clear in content and respectful of the
other person. @ou can achieve this by choosing your words carefully and selecting ones that
correctly represent your thoughts and feelings in a non6*udgmental way.
72
$ffective communication is key to maintaining good personal relationships. Communication
can include non6threatening sharing of information, or it may involve emotionally heavy
topics that are likely to set off negative reactions in the person listening. efore you begin
speaking with a significant other on a difficult sub*ect, first check your feelings and the
message you want to communicate. #emove from your speech and body language triggers
that suggest you mean something different from what you are saying.
It is not far6fetched to say that good and effective communication contributes more to the
.uality of teaching and also effective classroom management than does any other skill.
1.2.2.1 Sk&&" for Effe!%,e Comm($!a%o$
The list of communication skills presented below, should be helpful in interacting with
people in an effective manner.
. S%a*$' fo!(""e)
-taying focused while communicating is very important. Concentrating hard should help in
catching the speakerDs views and responding to them with ease. It can be irritating for a
speaker to repeat his words again and again: careful listening is therefore, as important as
proper speaking. (roceeding further without listening correctly is even more dangerous. It is
therefore, necessary to maintain high concentration levels in order to communicate in a
proper manner.
. Effe!%,e &"%e$$' "k&&"
$ffective listening skills is as important as speaking in the communication process. ?ood
listeners do not have to spend much time in understanding what the other person has to
say. They are capable of responding precisely since the whole thing is understood .uickly.
%eedback offered by good listeners reduces the effort of speakers to elaborate on points to
be communicated.
. Mak$' e*e !o$%a!%
73
Making eye contact while speaking and listening is a way to assure the speaker that you
are following the communication process interestedly. Fooking away from the speaker or not
*ust concentrating properly would exhibit your poor communication skills.
,. 5o)* &a$'(a'e
ody language should be given as much importance as verbal communication. It is one of
the important elements in the list of interpersonal skills. 'n open stance indicates that a
person is interested in communicating. If the arms are kept crossed and shoulders placed in
a hunched position, it suggests that the person is not interested in communicating.
,. A%%%()e
'ttitude of the speaker also holds great importance in the communication process. Fistening
to the speaker patiently and then keeping forth your views should be the right thing to do.
The attempt should not be that of winning over an argument but, understanding the sub*ect
being discussed.
,. Speak$' !&ear&*
-peaking clearly is an important thing to keep in mind. Merely pronouncing the words
clearly is not enough. The listener should be able to understand your viewsEthoughts clearly.
'ny kind of ambiguity can lead to confusion.
,. 5e$' po&%e
@ou should not use harsh language even if you find the speakerDs views conflicting with that
of yours. >isagreeing or displaying your disapproval about a certain conflict in a polite
manner is always possible. )nce again, patience is the key to handle such type of
situations.
,. =eep$' a$ ope$ m$)
74
<eeping an open mind helps in understanding the thoughts of others without getting into
conflict6mode. )b*ective analysis of a particular statement helps in preventing arguments
and carrying on with the communication process. $xplaining a particular concept to an
audience re.uires you to be aware of the level of understanding of listeners. %or the
communication process to be fruitful, both the thinking plane of the audience and speaker
should be the same.
There are instances when you need to repeat your statement or message to the listeners
without getting irritated. <eeping your head and staying patient is the key to maintaining the
communication process hurdle6free. Making your communication process creative is
possible with a little bit of effort. %or example, teachers in a school may have conflicting
views. 5owever, expressing them tacitlyEcreatively should keep them from using a negative
tone while presenting their viewpoints.
+e often make mistakes while speaking and listening /not concentrating enough4, and
thereby, respond in a wrong way. @ou should always learn from the mistakes you have
made in the past. This approach helps in culling the errors one6by6one and thereby,
improving the communication process /http!EEwww.ehow.com4.
1.2.- Per"o$a& C#ara!%er"%!" of A Goo) Comm($!a%or
'll the skills in the world will not help you communicate effectively if you are not interested in
other people and in the world around you. @ou should think about how you would like
people to treat you and then treat them in the same way. ' good communicator!
remembers pupils; names, greets them in a friendly manner and speaks to them with
courtesy and respect.
always sends suitable non6verbal messages that supports his words as he knows that
what is communicated non6verbally can be more meaningful than words.
focuses on the person with whom he is speaking making the person feel very
important, which enhances the effectiveness of the communication.
75
listens effectively as listening is an effective way to show interest in another person.
$ffective listening involves not *ust remaining silent, but nodding one;s head in
agreement, making little response noises, using prompters like HinterestingDD or Htell me
more,DD or asking pertinent .uestions to show one is paying attention. )pen6ended
.uestions that re.uires longer answers encourage the other person to talk.
masters the rules of eti.uette and good manners to be positive and polite as these are
vital for effective interpersonal relationships.
usually reads great books to develop his communication skills. 5e is also interested in
learning the proper way to speak well because he believes in the saying H-peech is a
mirror of the soul. 's a man speaks, so is heH.
1.2.1 <ow Effe!%,e Comm($!a%o$ Sk&&" <e&p 5(&) Goo) ESL Le""o$"
5aving effective communication skills will make teachers non6*udgemental towards their
pupils: thus treating them with respect. (sychologically the pupils will feel appreciated,
which will help develop their self6confidence and self6esteem as well as enhance their class
performance. Teachers too will improve their self6confidence and ability to conduct good
lessons. 5ence effective communication skills!
. Promo%e P(p&". Se&f E"%eem
(upils will feel that their thoughts or ideas are appreciated when teachers listen to their
opinions. This increases their self esteem and confidence. Confident pupils are less likely to
second guess their answers on tests, and self6assured pupils are more likely to speak up in
class. Class participation leads to increased learning for the entire class.
. 5(&) Tea!#er". Se&f9Co$f)e$!e
Communicating effectively also boosts teachers; self6confidence over time which in turn
helps them to effectively deal with pupils. Conse.uently, they will be able to deliver their
lessons efficiently and motivate as well as inspire their pupils to excel in their studies.
. Pre,e$% M"($)er"%a$)$'"
Communicating and expressing effectively can minimi0e the risk of misunderstanding
among pupils. Teachers will be able to deliver their lesson in the best possible way so that
teaching and learning takes place in the classroom. They will use various communication
76
strategies to ensure that the lesson is well understood and the pupils achieve the learning
outcome for that day.
,. Impro,e C&a"" Performa$!e
Teachers who practise effective communication will notice an improvement in the overall
class performance. Teachers can gauge the effectiveness of a lesson through their pupils;
feedback. y asking .uestions, teachers can determine if their pupils were able to retain the
imparted information. -ince there will be less room for misunderstanding to occur in the
class, the pupils will learn better and this will contribute to better class performance.
/http!EEwww.ehow.comEfacts)
1.2.2 Ma$a'$' :er+a& Comm($!a%o$ $ %#e C&a""room
Throughout the school day, teachers will be communicating with the pupils and most of the
time the communication can be divided into various purposes such as to inform, to instruct,
to relate, to control and to motivate.
. I$form$' P(p&" a$) Co$)(!%$' I$"%r(!%o$
Teachers inform pupils most of the time and this is done regularly. &ormally after a teacher
has informed the pupils, he will continue checking the pupils; understanding by asking
.uestions or repeating himself.
. Co$)(!%$' I$"%r(!%o$
Teachers use most of their communication skills in deliivering a lesson to gain the pupil
attention, provide motivation, give directions, explain cncepts and procedures, pose
.uestions, provide feedback, reteach by providing corrective instruction and second
chances and redirect inappropriate behaviour.
. Ga$$' A%%e$%o$
%re.uently attention is gained by making statement such as!
H$veryone listen Q H
H-imon says, listenQ H
H%ree0eQI / for a hyper active class.4
77
)ften non6verbal signals are used such as!
<nock on the table
#hythmic hand clap
#aising handEs
(upils should be taught to respond immediately to these words or signals. It is very
important for teachers to gain their pupils; full attention before they start a new lesson.
,. Pro,)$' Mo%,a%o$
Teachers provide motivation and encouragement as they engage their pupils in lessons.
Teachers should reali0e that teaching does not *ust mean imparting knowledge, but it is also
a process of nurturing one;s personal growth. +hatever the teacher says to the pupils has a
great impact on them. Compare the folowing statements by teacher ' and !
'! HThere you go. I know you can do itQI
! H+hy are you so slowQ This is such an easy .uestion. >on;t tell me you cannot do itQI
)bviously teacher ' is able to motivate and boost the pupils; self esteem, while Teacher
would definitely kill the pupils; interest and motivation. The motivation that Teacher ' gives
is known as intrinsic motivation! motivation that Lmoves; the pupils from inside. They want to
learn because they are motivated to learn. Teachers can also provide motivation with
statements such as!
Hoys and girls, this is a contest lesson to see if you can set a new record for youself
or for the class.I
HThere is a surprise hidden somewhere in the lesson, watch for it.I
,. G,$' Dre!%o$"
?iving good directions is essential for good classroom management which can help to
evade problems. Therefore in giving instructions a teacher should !
be clear:
short and precise:
78
model what he means and if necessary show examples: and
check to make sure pupils understand
,. Po"$' C(e"%o$"
Ruestions keep pupils focussed and active. ' good .uestion might be asked to encourage
pupils; participation. Ruestions also force pupils to use various level of thoughts, en*amin
loom /17C94 listed six levels in a hierachy of thinking! memory comprehension,
application, analysis, synthesis and evaluation.
,. Pro,)$' S(ppor%,e a$) Corre!%,e Fee)+a!k
?iving comments and feedback are common practice in classroom activities, however the
main issues here is how supportive your comments are and also how effective your
feedbacks are. This comments can be given either publicly or privately depending on the
manner of the comments and the teacher;s reasons for providing the comments.
Pr,a%e 4I$),)(a& fo!("6
In general, comments should be private if they single out a pupil. %or example when a
teacher wants to boost one;s self esteem or to provide corrective feedbacks, he can
give out these comments.
HThis is some of the best work I;ve seen you do.M
H@ou;ve made a mistake here. 5ow can you correct here.I
HI think something is bothering you. 5ow can I help,I
P(+&! 4Gro(p Fo!("6
Comments can also be given out publicly when a teacher wants to give reminders or
procedures which are appropriate to the entire class. elow are some of the comments
that can be made publicly.
HThis is some of the best work we;ve done.I
79
HIt seems that many of you are mking the same mistakes. Fet me explain that part
again before I continue with the lesson.I
,. Re)re!%$' I$appropra%e 5e#a,o(r
-ometimes, pupils do not act appropriately in the class, There are many factors that
contribute to these behaviours but whatever the reasons are a teacher needs to be aware of
this inapproprite behaviour immediately. (upils can normally put back on course through
redirection such as the following!
H'h -engI. /Gust say the pupils; name .uietly4
H@ou need to be finished in five minutes.I
HI know you are tired, but let;s see if we can finish this. I;ll help you.I
1.2.B No$9:er+a& Comm($!a%o$
Communication is the transfer of information from one person to another. Most of us spend
about BC percent of our waking hours communicating our knowledge, thoughts, and ideas to
others. 5owever, most of us fail to reali0e that a great deal of our communication is of a
non6verbal form as opposed to the oral and written forms. &on6verbal
communication includes facial expressions, eye contact, tone of voice, body posture and
motions, and positioning within groups. It may also include the way we wear our clothes or
the silence we keep.
In person6to6person communications our messages are sent on two levels simultaneously. If
the nonverbal cues and the spoken message are incongruous, the flow of communication is
hindered. #ight or wrong, the receiver of the communication tends to base the intentions of
the sender on the non6 verbal cues he receives.
<nowledge of non6verbal communication is important managers who serve as leaders of
organi0ational Mteams,M for at least two reasons!
To function effectively as a teacher or the manager must interact with the pupils
successfully. &on6verbal cues, when interpreted correctly, provide him with one means
to do so.
80
The teachers pro*ect attitudes and feelings through non6verbal communication. -ome
personal needs such as approval, growth, achievement, and recognition may be met in
effective teams. The extent to which these needs are met is closely related to how
perceptive the teacher and the pupils are to non6verbal communication in themselves
and in others on the team.
If the pupils show a true awareness to non6verbal cues, the class will have a better chance
to succeed, for it will be an open, honest, and confronting unit.
1.2.D Ma$a'$' No$9:er+a& Comm($!a%o$ $ %#e C&a"""room
In an effective classroom, one would see that the teacher is able to conduct his or her
lesson peacefully and properly where pupils listen attentively to their teacher and at the
same time participate and interact positively. This situation may occur in a very ideal
situation where you have a class of very motivated and well behaved pupils: but nothing is
perfect in this world.
Most of the time teachers will be facing pupils with various background and various attitudes
in the classroom. To create a harmonious and effective teaching and learning environment,
creative and resourceful teachers may use various means and strategies in their teaching
and one of it may involve nonverbal communication. =sing nonverbal communication may
save a lot of the teachers; energy and at the same time the flow of the teaching process will
be smoother and more efficient.
. Fa!a& E0pre""o$"
%acial expressions usually communicate emotions. The expressions tell the attitudes of the
communicator. #esearchers have discovered that certain facial areas reveal our emotional
state better than others. %or example, the eyes tend to reveal happiness or sadness, and
even surprise. The lower face also can reveal happiness or surprise: the smile, for example,
81
can communicate friendliness and cooperation. The lower face, brows, and forehead can
also reveal anger.
#eserchers believe, verbal cues provide B percent of the meaning of the message: vocal
cues 38 percent: and facial expressions CC percent. This means that, as the receiver of a
message, you can rely heavily on the facial expressions of the sender because his
expressions are a better indicator of the meaning behind the message than his words. 't
the same time as the sender of the message, your facial epression will determine whether
your message will not *ust be understood by your pupils but appreciated at the same time
/5ealy, 17774.
' teacher who delivers his lesson accompanied by the right facial expression will display
his own enthusiasm and sincerity that would be appreciated by his observant pupils.
. E*e Co$%a!%
$ye contact is a direct and powerful form of non6verbal communication. The teacher
generally maintains eye contact longer than the pupils. The direct stare of the sender of the
message conveys candour and openness. It elicits a feeling of trust. >ownward glances are
generally associated with modesty. $yes rolled upward are associated with fatigue.
In many instances the simplest and most effective corrective move is for the teacher to
make solid eye contact with the pupils. (roficient classroom managers often rely heavily on
their eyes as basic tools for keeping a class orderly and attentive. This avoids the
unnecessary use of the voice to deal with the locali0ed and relatively routine problems,
thereby avoiding a potential distraction for pupils who are busy working.
. Para&a$'(a'e
Is the content of your message contradicted by the attitude with which you are
communicating it, #esearchers have found that the tone, pitch, .uality of voice, and rate of
speaking convey emotions that can be accurately *udged regardless of the content of the
message. The important thing to gain from this is that the voice is important, not *ust as the
conveyor of the message, but as a complement to the message. 's a communicator you
82
should be sensitive to the influence of tone, pitch, and .uality of your voice on the
interpretation of your message by the receiver.
,. C(e$' 8 Ge"%(r$'
Cueing may involve consistent gestures that may suggest or indicate the teachers;
intentions or instructions. %or example, a teacher might raise her hand as a cue for pupils to
volunteer to answer a .uestion. ' teacher might also hold a book in the air to accompany a
re.uest that the class take it out too. There are many other creative gestures that a teacher
can use in the class so he or she will not repeat herself all the time. y pointing
emphatically to a pupil;s seat , a teacher may effectively signal H-it down, please.I
)n a different occasion, and with a younger class, a finger to the lips serves as a reminder
to pupils that the present activities re.uires silence. Most good classroom managers have
cultivated their sign language to the point where they are able to save themselves and their
pupils a lot of unnecessary verbali0ation, at the same time maintain orderly and productive
classrooms.
,. Pa("$'
In the middle of a lesson, when pupils start talking and disrupting the class, a teacher can
*ust stop and pause. (ausing can be a very effective move in getting the pupils; attention.
5owever, it must be done deliberately and dramatically for example by pausing in the
middle of your sentence. 't the same time your body should be paused too with your arms
folded and accompanied by a look that demand something from the pupils such as HI;m
waitingI or HFet me have your attention nowI. @ou should be prepared to wait several
seconds or longer for everyone to focus their attention on you.
,. Mo,$' I$
>uring a lesson, there will always be some pupils who are not paying attention or simply
ignoring you by chit6chatting with their friends. Instead of yelling their names and
interrupting your own lesson, you can walk around the class and move deliberately in the
direction of the misbehaving pupilEs. In these instances, your physical presence is sufficient
83
to check the pupils; misbehaviour without the need for verbal intervention. Teachers can
lean over the pupils and give them the kind of facial expression and penetrating eye contact
that would definitely send the message such as H(ay attentionQI /5ealy, 17774.
E0er!"e 1
1. Communiction skills are very important and they are even more important to teachers.
+hy,
1. +hat problems may arise if one;s communication is not effective,
C. >escribe a situation where you would use non verbal communications to check pupils;
misbehaviour.
9. >iscuss the importance of giving comments and feedbacks to pupils.
T(%ora& C(e"%o$"
1. >iscuss how effective use of different types of verbal and non6verbal communication
skills would lead to effective classroom management.
1. >iscuss ways to manage verbal and non6verbal communications in a primary $-F
classroom.
TOPIC 2 O5SER:ING AND RECOGNIEING PATTERNS
OF 5E<A:IOUR
2.0 SYNOPSIS
Topic C focuses on patterns of behaviour in a classroom. It discusses the general concept of
behaviour and misbehaviour highlighting the two types of misbehaviour namely disruptive
and non6disruptive behaviour as well as patterns of behaviour for each type. It also
discusses the effects of and reasons for disruptive behaviours in a classroom from social
84
and psychological perspectives. This topic ends with discussions on ways to manage
disruptive behaviours in classrooms.
y the end of Topic C, teachers will be able to!
#ecogni0e and identify different patterns of behaviour.
Compare and contrast between disruptive and non6disruptive behaviours.
$xplain ways to manage the different patterns of behaviour.
2.2 FRAMEAOR= OF TOPIC
CONTENT
SESSION SE!EN (3 hours)
2.2.1 Pa%%er$" of O+"er,a+&e 5e#a,o(r
Classrooms are complex social sytems in which teachers and pupils interact in a variety of
ways across contexts. In a normal si0e classroom in Malaysia, usually there are 32 to A2
pupils who have different individual needs, values as well as individual ways of behaving,
interacting and sociali0ing with one another during teaching6learning activities. In such
situation, it seems rather challenging for pupils with different characteristics and
85
)bserving and #ecogni0ing (atterns of ehaviour
>isruptive ehaviour
&on6>isruptive ehaviour
Piolent ehaviour
&on6Piolent ehaviour
$ffects of disruptive behaviours
on $-F classroom
#easons for disruptive behaviour
Managing disruptive behaviour
personalities to sit through a class period and share the same environment without causing
any disruptions. -imilarly, it is also challenging for teachers to create effective learning
environments and at the same time to recogni0e individual emotional needs and deal with
behavioural problems. The multiple dynamics of a classroom can be a challenge for any
teachers. 5ence, teachers need knowledge on recogni0ing patterns of pupils; behaviour and
skill on managing pupil behaviour to ensure the teaching6learning process is effectively
delivered
. Def$%o$ of 5e#a,o(r
In order to understand behavioural problem and how they affect pupils; engagement in the
learning process, first we need to define the concept Lbehaviour-. Charles /12214 defines
behaviour as L everything people do, good or bad, right or wrong, helpful or useless,
productive or wasteful; /p.14. 5e also claims that behaviour is context6specific and may be
communicated or displayed through a combination of attitudes, words and actions. In other
words, it may be expressed verbally and non6verbally.
's behaviour cannot be separated from the context and situation in which it occurs, it
explains why some pupils may behave in one way at school and another way at home.
)ther than being context6specific and situational, behaviour is shaped by one;s values,
expectations of significant others as well as society. (upils; relationships with teachers,
peers, parents and school community shape their interactions and responses to the
situation or environment. 5ence, the ways a pupil responds to situations or environments
reflect hisEher behaviour. This suggests that behaviour is social in nature and its social
norms determine what is considered appropriate and inappropriate behaviour. Inappropriate
behaviour, in this context of discussion, is also referred to as Lmisbehaviour;.
. U$)er"%a$)$' M"+e#a,o(r
+hile the concept of behaviour is fairly straightforward and explicit, the concept of
misbehaviour is indistinct and implicit. It involves a high degree of sub*ectivity as different
teachers place different interpretations on what is appropriate and inappropriate behaviour
86
according to many factors such as their personal teaching philosophies and personalities.
5ence, it is difficult in arriving at a definition which all can agree and interpret consistently.
'ccording to Charles /12214, misbehaviour is regarded as behaviour that is inappropriate in
a situation or setting and that it occurs and done willfully or intentionally. %ighting, interfering
with the work of other children, running about the class, talking out of turn and shouting out
are some examples of misbehaviour.
?ordon / in Charles,12214 regards misbehaviour as L a specific action of the child seen by
the adult as producing an undesirable conse.uence for the adult L /p.724. 5e uses the
concept Lproblem ownership; to explain the extent of the effects of pupil behaviour in a
classroom from non6disruptive to disruptive. If a pupil;s behaviour does not bother anyone
else in the classroom, then the problem owner is the pupil. ut if a pupil;s behaviour affect
others in the classroom and causes difficulties for the teachers /pupils become inattentive
and lesson is disrupted4, then the problem owner is the teacher. In this case, since the
teacher is the problem owner, she has to take corrective actions to overcome the problem.;
In addition, Manning " ucher /1213: p.94 summari0e general descriptions of misbehaviour
as follows!
behaviour problems challenge all teachers, regardless of the school, grade level, or
geographical location
ehaviour problem differ in fre.uency and intensity, yet thay are similar in type.
'lthough some schools do not experience any violence, all schools have some pupils
who generally goof off and disturb others.
ehaviour problems disturb teachers and pupils, negatively affect the teaching and
learning process, and ultimately hinder academic achievement.
. T*pe" of M"+e#a,o(r
-ince behaviour is shaped by individual;s values, expectations, nature of relationships with
others and is context6specific, the fre.uency and intensity of misbehaviours are considered
Luni.ue; to each individual and in each setting /Manning " ucher, 12134. Misbehaviours
can range from relatively minor off6tasks behaviours to more serious acts of violence. It is
87
imperative for teachers to be able to identify, analyse and classify pupils; behavioural
pattern before planning for intervention strategies.
Meyers /12234 classifies pupil misbehaviour into two types, namely overt and covert. )vert
misbehaviours are more open and observable such as pupils talking during lesson, kicking
others, damage properties, etc. Covert misbehaviours are more passive such as sleeping
during lesson, arriving late to class, acting bored and disengaged.
Charles /1221: p.34 on the other hand, classifies misbehaviour into five types according to
degree of seriousness. The relative seriousness of the five types of misbehaviour is in
descending order.
'ggression! physical and verbal attacks on teachers, pupils, or property.
Immorality! acts contrary to accepted morality, such as cheating, lying and stealing.
>efiance of authority! refusal to do as the teachers re.uests.
Class disruptions! talking loudly, calling out, walking the room, clowning, tossing things.
?oofing off! fooling around, out of seat, not doing assigned tasks, dawdling,
daydreaming.
The first two /aggression and immorality4 are considered more serious compared to the last
three /defiance of authority, class disruptions and goofing off4 and of which are more
prevalent in classrooms. 'lthough the last three are much less serious, they have
detrimental effects on teachers;s ability to teach effectively and pupils; learning.
ehavioural problems that disrupt a lesson is identified as disruptive behaviour. )n the
contrary, behavioural problems that do not disrupt a lesson is regarded as non6disruptive
behaviour.
2.2.2 D"r(p%,e 5e#a,o(r
88
It is important to differentiate between disruptive classroom behaviour from non6disruptive
classroom behaviour. eing able to correctly identify and distinguish these two types of
misbehaviours will help teachers to employ appropriate strategies for intervention. Fevin "
&olan /1771:p.1A4 define disruptive behaviour as having the following characteristics!
Interferes with the teaching act:
Interferes with the rights of others to learn:
(sychologically and physically unsafe: and
>estroys property.
To help teachers recogni0e and gain a better understanding of the nature of disruptive
behaviours in a classroom, analyse the following behavioural problems according to the
characteristics of disruptive behaviour described above /Table C.14.
Ta+&e 2.1; #ecogni0ing disruptive behaviours /adapted from &olan " Fevin,17714
De"!rp%o$" of +e#a,o(ra& pro+&em
4M"+e#a,o(r6
D"r(p%,e +e#a,o(r +e!a("e %#e
+e#a,o(r.....
1. ' pupil continually calls out while the teachers
is explaining material
interferes with the teaching act
interferes with the rights of others to learn /i.e
the whole class4
1. ' pupil .uietly scratches his name into his
desk.
destroys school property
3. ' pupil .uietly passes notes to his neighbour interferes with the teaching act
interferes with the rights of others to learn /i.e
his neighbour4
A. ' pupil continually teases and harasses his
classmates
interferes with teaching act
interferes with the rights of others to learn
is psychologically and physically unsafe
/intimidating others and evoke anger4
C. Making faces at others when the teachers is
not looking.
Interferes with the right of others to learn
Is psychologically and physically unsafe
/evoke anger4
9. ' pupil doesn;t wear safety goggles while
welding in industrial arts class.
Is psychologically and physically unsafe
89
)ther patterns of disruptive behaviour which have the same characteristics include!
wanders about classroom
fidgets in seat
shows disrespect for other people;s property
refuses to follow instructions
talks when teacher talks
threatens other pupils or teacher
throws ob*ects in class
+hile ability to merely recogni0e disruptive behaviours in classrooms can provide useful
information about pupil behaviour in general, it is still inade.uate because teachers also
need to be able to identify specifically types of disruptive behaviours, namely violent and
non6violent. This is especially important when developing strategies for prevention and
intervention because H crime "violent& and routine classroom misbehaviour "non0violent& are
inherently different problems that re1uire different solutions 2 / Fevin " &olan, 1771: p.174.
2.2.1.1. :o&e$% 5e#a,o(r
$ffective teaching and learning can take place only in a harmonious learning environment.
5ence, schools should be safe places where children can grow and learn. =nfortunately,
lately episodes of violence and aggression are increasing in educational settings instilling
fear in both the teachers and the children. The occurence of violence in schools if not
addressed promptly will destroy the fabric of learning and the growth as well as the
development of children. 5istorically, school violence is *ust about pupils who committed
crime but today school violence is multifaceted incorporating aspects of victimi0ation,
aggression, hostility,bullying, sexual assault and criminal activity /Manning " ucher, 12134.
Piolent behaviours, therefore, comprise many dimensions.
90
+orld 5ealth )rgani0ation /+5)4 describes a person with violent behaviour as having the
following features!
Intentional use of force or power
Threatens against, attempts to harm or does harm oneself, another person, a group or
community
' high likelihood to cause death, psychological harm, maldevelopment and deprivation.
/+5) ?lobal Consultation on Piolence and 5ealth,17794
(upils who have the propensity for violence to self and others usually exhibit violence6
related behaviour patterns. These behaviour patterns which are also considered as warning
signs of potential violent acts inform school administration and teachers,in particular, to act
responsibly so that schools remain safe. ased on research findings, patterns of violence6
related behaviour or warning signs of violence include!
5igh tendency to be argumentative with adults
$xplosive temper tantrums
Perbal and physical aggression
>eliberately damage and destroy school property
(hysical and Mental ullying
'lcohol andEor drug use
Took something from others by force
Pulgarly insulted someone
Threw things at someone else
rought weapons to school
'nnoyed teachers and other pupils in the classroom
Intolerance for differences
Fow tolerance for frustration
/asch, 1211: Manning " utcher, 1213: 5oltappels, 12224
91
#esearch on the impact of violence in the schools has confirmed that violence6related
behaviour has created an enormous threat to the emotional, physical, and spiritual well
being of pupils who are not only victims of violence but also perpetrators, that is, the person
who commit the violent acts /Chisholm " +ard,122A4.
2.2.1.2 No$9:o&e$% 5e#a,o(r
oth violent and non6violent disruptive behaviour have an adverse effect on the .uality of
teaching and learning as well as learning environment. 5owever, unlike violent disruptive
behaviour, non6violent disruptive behaviour does not lead to psychological harm to others
and crime or cause death. 5ence, managing non6violent disruptive behaviour is different
from managing violent behaviour. Managing non6violent behaviour is within the responsible
of teachers and school /sometimes parents4. )n the other hand, managing violent
behaviour involves not only school administration and parents but aslo outside law
enforcement agencies /police4 and outside professional assistance /non6government
organi0ations4 / Fevin " &olan, 17714.
&evertheless, pupils who display non6violent disruptive behaviour have a high tendency to
exhibit violent behaviour if pre6emptive actions are not taken to defuse the inappropriate act
from escalating and spreading. %inger tapping on desk, talking loudly, calling out, walking
the room, clowning, tossing things may not only interfere with the teaching acts and the
rights of others to learn but can escalate into violence and aggression if there is no
intervention.
2.2.1.- Effe!%" of D"r(p%,e 5e#a,o(r" o$ ESL C&a""room
' classroom is a physical context in which a wide range of teaching and learning
experiences takes place. 's such the ultimate success of pupils will be heavily dependent
upon the success that is facilitated in classrooms, where ma*ority of their time is spent
/Moyles, 1227: Manning " ucher,1213: Charles, 1221: Fevin " &olan, 17714. 5ence, if
the classroom is characteri0ed by disruptive behaviours, it will have an adverse effect on
pupils and teachers in terms of !
92
. Tea!#$' a$) Lear$$' e$,ro$me$%
's mentioned earlier, disruptive behaviour interferes with pupil academic learning time .
>ealing with fre.uent disruptive behaviours every day erodes teaching and learning time in
$-F classrooms, undermines .uality classroom climate, builds trauma and increases
teacher;s dissatisfaction with teaching, which in turn affect .uality of instructions.
Moreover, as teachers begin to deal with more behavioural problems their motivation to
teach and assist pupils in learning $nglish will deteriorate. To make matters worse, if
teachers themselves have a low tolerance for frustration, their motivation to teach is
replaced by L who cares; and Lget even; attitude resulting in teacher6pupil power struggles
/Fevin " &olan,17714. This, in effect, will build up tension, anxiety and hostility between the
teachers and disruptive pupils which subse.uently will lead to more disruptive problems.
Thus perpetuating a vicious cycle.
. P(p&". P"*!#o&o'!a& "afe%*
Continued occurences of violent behaviours and aggressions instil fear in pupils. This
atmosphere is not conducive to the provisons of a safe environment. +hen pupils begin to
feel that their own safety is threatened their ability to focus on the lesson and pay attention
to schoolwork will be greatly affected. They will even lose their confidence in their teachers;
ability to protect them from peer victimi0ation. +hen this fear escalates and reaches a high
enough level, they will decide not to attend school or school activities, contributing to low
academic achievement.
. F(%(re +e#a,o(r"
Childhood is the foundation period of life where attitudes, habits and patterns of behaviour
are established and moulded. 5ow a child is moulded during this crucial period will
determine his ability to ad*ust to life as he grows older /Cooper, 122A4.
$vidence from research suggests some continuity and consistency as well as change in
behaviour during child development, implying that behaviour problems appear to be *ust a
phase in development. Thus a child who is seen as a disruptive child in primary school may
or may not be a disruptive child in secondary school. -o, if teachers ignore repeated
behavioural problems in her class, there is a strong tendency that the unacceptable
93
behaviour will reoccur in future. %rom the perspective of behaviourists, all behaviour
including unacceptable behaviour occurs because it is reinforced.
In terms of social learning, other pupils who observe their teachers not taking actions
against the disruptive pupil will imitate the unacceptable behaviour in future. This is because
pupils who are exposed to fre.uent acts of problem behaviour tend to use these acts as
socially acceptable models of behaviour.
2.2.1.1 Rea"o$" for D"r(p%,e 5e#a,o(r
(upils misbehave for a variety of reasons and knowing the underlying cause of a pupil;s
misbehaviour helps the teacher to determine which intervention strategies may or may not
be successful. ehavioural problems are usually caused by a mixture of interacting factors,
some of which reside within the individual pupil, while others are related to conditions within
environment in society, school and home.

. I$),)(a&
Se&f9Per!ep%o$ of a!a)em! !ompe%e$!e
'ccording to andura /17894, a personal belief in self6efficacy influences how much
effort an individual will invest and how long she or he will persevere when facing the
obstacles and even failures. ' combination of both, effort and failure may be a serious
threat to self6worth. (upils with insubstantial or low academic self6esteem may seem to
be reluctant to invest much effort in academic tasks. Their fear of failure and the
potential damage this can have on their self6esteem makes them choose to dawdle and
potter around disturbing others in class instead of staying on6task.
$vidence from research has shown that a learning climate which strongly highlights
social comparison /e.g. comparing one;s ability with another pupil or class4 is likely to
create anxieties among pupils. and threaten their self6confidence. In a case of pupils
who have experienced repeated failures in school sub*ects, such social comparison
94
reminds them of their own shortcomings and incompetence, and therefore leads to
frustration. They develop hatred and seek revenge against teachers who they believed
to be responsible for the experience of failures and for making failures public. This may
in turn lead to aggressive behaviour towards the teachers.
So!a& Re!o'$%o$
'ccording to 'lbert;s principal teaching /in Charles,1221: pB14, 3pupils need to feel that
they belong in the classroom- which suggests pupils must perceive themselves to be
important, worthwhile and valued. -ome pupils misbehave because they want
recognition and acceptance. They misbehave under the mistaken believe that the
socially unacceptable behaviour will result in the recognition they seek /Fevin "
&olan,17714. >isruptive behaviours such as attention6seeking, power6seeking and
revenge6seeking are common misbehaviour exhibited by pupils who seek recognition
and acknowledgement from others.
'ttention6seeking pupils ask irrelevant .uestions, some continually ask for teacher;s
approval or assistance during lessons. They behave in this way to seek teacher;s
attention, and to make others in the class notice them, hence making them feel
important and belong in the classroom as others acknowledged their presence.
5owever, if these pupils do not get the attention they seek or a teacher reprimands
them for disrupting a lesson, they usually react negatively against the reprimands and
confront the teacher openly. They seek power to challenge teacher;s authority through
misbehaviour believe LI can do what I want to do and nobody can make me do anything
I don;t want to do;. These power6seeking pupils argue, ignore, become stubborn and
become disobedient to show that they are in control of the situation /ibid4.
+hen power6seeking pupils fail to control their environment and see themselves as
losing the intended recogniton they seek, they become vengeful. #evenge6seeking
pupils vent their anger and frustration by hurting, disturbing and harrassing others as
95
well as damaging class furniture. They learn that when they misbehave, they become
the center of teacher;s and pupil;s attention.
. So!e%*
-ocial problems such as drugs, rape, crime, road rage, child abuse and teenage pregnancy
which are consistently reported in newspapers, internet, and on television can have
significant effect on children;s view of the world and their psycho6social development
behaviour. This is because children develop behaviour patterns, attitudes and values about
social interaction at ages between 3 and 11 years and it is claimed that during these
formative years, engagement and exposure to inappropriate behaviours can create
distorted views of society and the acceptability of certain behaviours /Cyntia,12234.
' diverse body of research demonstrates that for many children, repeated exposure to
harassment or physical violence on television contributes to an acceptance of violence as a
way of solving interpersonal conflicts and desensiti0es children to violence or harassment.
+hen children are desensiti0ed to violence, they tend to be inconsiderate or less
empathetic. They are more likely to imitate what they observe from media when they find
themselves in a situation with some degree of similarity such as a situation of conflict.
. S!#oo& E$,ro$me$%
Meaningful learning will take place when the learning environment facilitates pupils to
engage fully with the range of opportunities available to them. If pupils are engaged in
interesting academic activities, disruptive behaviour will be less likely to occur. 'dopting
teaching strategies that appeal to pupils; learning style, interest and needs will engage
pupils to learning and keep pupils on task throughout the lesson. +hen pupils are not
engaged in classroom, they are less likely to benefit from instruction and more likely to
disrupt the teacher or other pupils. In many cases, pupils display disruptive behaviour in
classroom as a reaction to poor teaching or a de6motivating environment.
,. P#*"o9P"*!#o&o'!a& Nee)"
Mo%,a%o$
96
-chool;s failure to meet pupils; physiological needs has also been cited as one of the
factors that contribute to disruptive behaviour. %rom the perspective of Maslow;s
hierachy of individual needs, pupil motivation can significantly influence the learning
environment. +hen learning is effectively facilitated and pupils are able to successfully
demonstrate understanding of new knowledge and skills which they have learned in
class, they feel positive about themselves and are motivated to learn. This positive
feelings about themselves will lead to the development of self6esteem and self6respect
which subse.uently will further motivate pupils to learn and stay focus on the lesson,
hence reducing off6task behaviours in class.
La!k of "e$"e of +e&o$'$'
(upils who exhibit behavioural problems are more likely to be re*ected by peers.The
re*ection factor can escalate their already diminished sense of belonging. Moreover,
pupils who are re*ected by peer group will often form bonds with others with similar
behavioural problems to form their own Lpeer group; or Lgang;.
P#*"!a& a$) p"*!#o&o'!a& "afe%*
-chools which have high rates of behavioural problems does not only threaten the
physical and psychological safety of pupils but also influence pupils who observe it to
act in similar harmful ways. This can encourage initiation or maintenance of anti social
behaviour, thus perpetuating a viscious cycle.
eing a victim of any form of violent acts or harassment can also affect pupils;
emotional well6being , 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$,ro$me$%
97
Children learn from seeing, say things they have heard, copy things they have seen and
learn actions and attitudes from others. 5ome environment has great influence on children;s
psychological and moral development.
Initial and minor violent act begins within the parent6child bond or within the parent6parent
bond, which in turn influences the behaviour of the child. Manning " ucher /1213: p.84
point out L when pupils see violent and aggressive behaviours at home , they might begin to
consider such behaviours as acceptable methods of dealing with problems4. -ince violent
behaviour is usually persistent, the aggresive behaviour has time to develop and become
enduring.
Child6 rearing practices engaged in within the family also have a direct influence on the
pupils; behaviour in school. 5omes that could be considered abusive where parents were
hostile to the child and handed out angry physical punishment tend to develop patterns of
aggressive and violent behaviour. There is a tendency for the child to use the same
aggressive behaviour patterns with his peers in school. In other words, what is learned at
home will influence what the pupil would do in school.
2.2.1.2 Ma$a'$' D"r(p%,e 5e#a,o(r
%undamental to the understanding of behaviour problems is recognition that there is no one
method or strategy to manage disruptive behaviour. It is thus important for schools and
teachers to have an accurate picture of the nature and prevalence of behaviour that
interfere with teaching and learning. )nce the disruptive behaviour has been identified and
clarified, it is important for teachers to consider causes for the disruptive behaviours before
selecting and adopting strategies to prevent the behavioural problems from escalating.
ased on insights from theories and research on effective behaviour management,
suggested strategies to prevent and manage disruptive behaviours include!
. E$'a'e p(p&" a!a)em!a&&* a$) "o!a&&*
98
$ngagement in the classroom includes behaviours that are important for learning
/attending to instructions and completing seatwork4 and social behaviours that facilitate
learning /following classroom rules, working cooperatively with other pupils4. +hen pupils
are not engaged in the classroom either academically or socially, they are less likely to
actively involve in the learning process and more likely to disrupt other pupils or the teacher.
Increasing pupils; on6task behaviour in the classroom will enable teachers to maximise
learning time. y varying the types of activities during a lesson according to the
developmental level of pupils and ensuring the duration of the learning activities match pupil
attention spans will increase pupils; engagement in the learning tasks, thus minimise
disruptive behaviours.

. Se% a$) ma$%a$ !&ear a$) !o$!"e !&a""room r(&e" a$) pro!e)(re"
Teachers are advised to keep classroom rules simple and to state rules in terms of what
pupils should do than what pupils should not do. The purpose is to set reasonable limits for
behaviour, create norms for classrom behaviour and communicate thoughts and concerns
for the learning environment.
To ensure that pupils understand what is expected from them, the rationale for each rule
and procedure, teachers need to teach and demonstrate the class rules and procedures
consistently and fairly so that they fully accept the logical conse.uences in which they will
be imposed if they violate any of the rules or procedures.

. Se% !&ear&* )ef$e) &ear$$' 'oa&"8o+3e!%,e"
-etting clearly defined goals for each lesson communicates pupils; accountability and
responsibility for learning. 't the beginning of a lesson, teachers can tell pupils what they
did during the previous class, what they will do during the present lesson including the
activities or tasks for the lesson in order to achieve the set learning goalsE ob*ectives. +hen
the learning goals or ob*ectives are clearly communicated, pupils will direct their focus and
commitment toward achieving the goals. >isruptive behaviours are less likely to occur as
99
their accountability for completing a definite task in a given time motivates them to engage
in the learning activities.
,. :er+a& Re!o'$%o$
-ome pupils display an abnormally strong need for attention from a teacher. They are out
of their seat most of the time or ask irrelevant .uestions. Teacher can subtly ignore their
attention6seeking behaviour by praising all other pupils for in6seat behaviour. (raise and
give encouragement to the Lattention6seekingL pupil when heEshe demonstrates appropriate
behaviour.
,. De,e&op a$ a!k$ow&e)'eme$% "*"%em
'n effective way to focus pupil attention on desired behaviour is to set a good
acknowledgement system. 'cknowledgements are positive verbal statements such as H
Thanks for helping me distribute the papersI, HThanks for behaving good todayI.
'cknowledgements such as these are crucial if teachers wish to establish a positive
classroom environment.
'cknowledgement system may also involve predefined rewards awarded to individual
pupilss for selected target behaviour. #ewards can be in the form of tokens or merit points
and pupils can trade points or tokens for a variety of tangible /stickers, school supplies,
stamps4 and intangible items / a note to parents, extra timefor recess, first to line up, class
leader for the day4.
,. Do a per!ep%o$ !#e!k
-ometimes pupils can be disruptive simply by displaying nonverbal behaviours aimed at the
the teacher that communicate disapproval, such as making faces or rolling their eyes. This
can be a form of passive aggresive behaviour intended to challenge the teacher. If these
behaviours are one6time reactions, tehy are probably best ignored, but if they persist and
annoyed, it is time to deal with them.
100
Teacher can do a perception check either by describing the behaviour in neutral, ob*ective
terms /e.g. H 'li, I noticed that you were rolling your eyes *ust now;4 or by asking for
feedback / e.g. H Can you tell me what was going on,I4. 5ere, the teacher communicates
curiosity rather than accusation which will make the pupils become aware of their
inappropriate behaviours.
,. De,e&op week&* pro're"" repor%
-imilar to acknowledgement system, developing a progress report works especially well
with pupils who exhibit fre.uent and consistent patterns of disruptive behaviour. (rogress
report can be a simple checklist item that a teacher can use to monitor targeted pupil
disruptive behaviour at the end of the week. ' point is given each time the pupil behaves
appropriately or has improved hisEher behaviour. The points collected can be exchanged
for rewards at a later time.
,. P(p&9%ea!#er !o$fere$!e
Communicating with pupils who displayed disruptive behaviour either before or after class
can be a powerful strategy to curb disruptive behaviours. 'part from showing them that the
teacher care for them, it also communicates teacher;s expectations. +hen communicating
with the pupil to find out why heEshe is misbehaving, teacher must make sure that it is done
in a non6threatening and non6*udgemental manner.
The communication should only focus on the pupil;s behaviour. 'void negative statements /
L@ou always give me headaches. @ou can;t sit still for a second and you can;t stop talkingI4,
instead start off by pointing out the positive attributes of the pupil. Communicate how the
pupil;s disruptive behaviour affects the lesson and other pupils. The teacher can ask the
pupil to change and then develop a plan of action including a progress report to monitor the
changes in hisEher behaviour.
2.2.2 No$9D"r(p%,e 5e#a,o(r
&on6disruptive behaviours are minor irritants and merely motivational problems but if these
behaviours are prolonged, repetitive, persistent and spread they may become disruptive
101
/ Charles, 1221: Fevin " &olan, 17714. $xamples of non6disruptive behaviours are pupils
who!
refuse to turn in homework
are not prepared for class
are daydreaming, doodling and looking out the window
spend a lot of time looking through own things, desk, book , etc
say they are getting to the task or are working on something but they are not.
.uietly draw pictures on a piece of paper while lesson is being presented
talk during a transition between activities
These behaviours generally do not interfere with other pupils; learning and teaching acts, or
threaten and intimidate others or damage school property. They are minor irritants as long
as they are brief in duration. 5owever, teachers need to employ effective motivational
strategies to work with these pupils individually in order to protect the class;s rights to learn
in a safe learning environment.
E0er!"e 1
1. Compare and contrast the differences and similarities between disruptive and non6
disruptive behaviour.
1. >iscuss the different patterns of misbehaviour. 5ow are these patterns similar to or
different from pupils in teachersr classroom,
3. -tudy the scenario below and suggest ways to manage the behavioural problem.
102
-cenario
' @ear 3 pupil is a HdrummerI and drums with his fingers on everythingKthe walls
walking down the hallway, on his desk, on other people etc. 5is drumming on his
desk during independent work time is becoming increasing annoying to other pupils.
T(%ora&
1. >iscuss effective ways to recogni0e different patterns of behaviour.
1. #eflect on past experiences on how teachers handled disruptive behaviours in an $-F
classroom.
3. >iscuss ways on how to develop, monitor and maintain positive behaviours in an $-F
classroom.
A. Identify ways how pupils; misbehave and how to handle them positively.
B.0 SYNOPSIS
Topic 9 focuses on ways to develop. monitor and maintain productive behaviour. It defines
the concept of productive behaviour and discusses patterns of productive behaviour both
for individual and group behaviour. It also provides teachers with suggestions on ways a
teachers can develop and monitor productive behaviour of pupils in a classroom. It also
discusses concepts of and differences between motivation, encouragement and criticism as
well as ways to motivate and encourage pupils.
B.1 LEARNING OUTCOMES
't the end of Topic 9, pupils will be able to!
>evelop, monitor and maintain productive pupils; behaviours.
Identify the productive behaviours of pupils.
>ifferentiate between motivation, encouragement and criticism.
$xplain ways to motivate and encourage
B.2 TOPIC FRAMEAOR=
103
TOPIC B DE:ELOPING> MONITORING AND MAINTAINING
PRODUCTI:E PUPIL 5E<A:IOUR
CONTENT
SESSION EIGHT (6 hours)
B.2.1 Pro)(!%,e P(p& 5e#a,o(r
?enerally, teachers have clear ideas about the behaviour and attitude of their pupils which
they like to see in classrooms. (roductive pupil behaviours do not only make the *ob of
teaching less stressful, but also enable teachers to focus on their teaching and ultimately
increase pupils; academic success. 's behaviours are learned and are influenced by
situation in which it occurs, teachers can help those pupils who regularly misbehave
develop productive and responsibe behaviours by altering some aspects of the classroom
situation. In other words, prevention of problem behaviours involves the establishment of
classroom environment that promotes and maintains productive pupil behaviours
>esirable or productive pupil behaviour, according to +ent0el /12214, can be defined in
terms of the absence of negative or disruptive actions. -he described productive behaviours
as positive actions where the outcomes /e.g. positive classroom environment4 benefit others
in the classroom. Their positive actions are prompted by empathy, moral values, and a
sense of personal responsibility. (upils exhibiting productive behaviours fre.uently display
normative or socially competent behaviour /e.g. cooperative, respect for others, compliant4.
This suggests that, encouraging productive behaviours can have extended effects in the
104
>eveloping, Monitoring and Maintaining
(roductive (upil ehaviour
(roductive ehaviour
of
(atterns of (roductive ehaviour
>evelop, Monitor, Maintain
(roductive ehaviours
Motivation
$ncouragement Criticism
classroom and for individual pupil. )ne of the positive effects is positive ecological and
psychological classroom environment. 's discussed in earlier topic, a positive classroom
environment enriches the teaching and learning experience for teachers and pupils.
(roductive behaviours are influenced by many contextual factors including interpersonal
interactions and relationships with teachers and peers. Interactions with teachers and peers
can provide pupils directly with resources /information, advice, modeled behaviour4 that
facilitate learning. 5owever, the ways pupils interact with peers and teachers as well as with
the demands of the classrooms, tend to shape and define classroom6specific social
competence for pupils to function in positive and productive ways. This, in turn will influence
their behaviours.
There are views that suggest pupils are competent and productive when they are able to
achieve goals that are valued by themselves and their teachers. In addition, these goals
should be accomplished in ways that lead to other positive outcomes for the pupils. %or
instance, positive interactions with peers can enhance the development of a range of
intellectual skills such as problem6solving and decision making ,which in turn can enhance
intellectual development /+ent0el, 1221: >amon " (helps,17874.
B.2.2 Pa%%er$" of Pro)(!%,e 5e#a,o(r
(upils are most likely to display productive behaviour and are socially competent when they
believe they can achieve the goals inherent in the demands of classroom life and their own
personal goals. ased on research related to teachers; perception of pupil productive
behaviour in a classroom /Corrie, 1211: +ent0el, 17784, teachers perceive productive
behaviours, both for individual and group behaviour, as having three characteristics. These
characterics can serve as a guide to identify productive behaviours in pupils. The three
characteristics are!
i. -ocially integrative characteristics such as sharing, being helpful to others
and being responsive to rules.
ii. Motivational .ualities such as hardworking, doing seat work, follow the
flow of lesson
105
iii. (erformance outcomes such as getting good grades and completing
homework.
'ccording to self6determination theory, pupils have a psychological need to relate to other
people . +hen pupils have positive interpersonal interaction involvement with peers or with
the teachers, they will develop positive image about themselves and will become more
engaged in learning tasks. =sually, pupils who as an individual displays productive
behaviour in classroom will also exhibit productive behaviours when sheEhe is working with
others or in groups.
5ence, the examples of patterns of pupil productive behaviour as listed below in Table 9.1
include productive behaviours prevalent for individual and working in groups!
Ta+&e B.1; Pro)(!%,e 5e#a,o(r
De"!rp%o$" of pro)(!%,e +e#a,o(r I$),)(a& Gro(p
1 =nderstand how the system in classroom works / /
1 ?et along well, courteous and tactful when talking with
others
/ /
3 Comply with the classroom rules / /
A Conform to the social norms and culture of the class
community
/ /
C ehave well when follow teachers;s instructions E E
9 Consistently stay on tasks / /
B #espect others in groupEclass / /
8 'lways pay attention in class E E
7 #esponsible / /
12 Complete homeworkEtask / /
11 Turn in .uality work / /
11 -tay in seat / /
13 #esilient / /
1A Take initiativeE (roactive / /
1C Treat class property with care / /
19 'sk permission in responsible manner / /
1B =se time wisely / /
18 Cooperative E E
17 ?ive and accept compliments - E E
106
12 #espect diversity of others - /
11 'llow opportunities for other group members to
participate
6 E
11 -haring and helping others solve learningEsocial
problems
6 E
13 #espect group leader- - /
1A -upport team win and lose- - /
/Corrie, 1211: Morgan,-., 1228: +ent0el, 12224
B.2.- De,e&op> Mo$%or a$) Ma$%a$ Pro)(!%,e 5e#a,o(r"
Monitoring and maintaining productive classroom behaviour for the purpose of improving
teaching and learning is critical. Classrooms 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 tasks
designed to keep pupils busy and .uiet.
Modify or adapt instructional strategies when necessary to meet individual needs of
pupils. 'sk, H5ow can I better capture pupils; interest and excitement, 're my pupils
bored,I
=se positive classroom rules. 's rules create clear behaviour expectations, make sure
the desired behaviours are explicitly described and reinforced on a regular basis.
Include pupils in creating the rules .
?ive rewards, praise and encouragement when pupils demonstrate productive
behaviour. $ffective use of contingent praise will reinforce and increase a variety of
productive pupil behaviours and academic skills,
#esolve minor inattention and disruptions before they become ma*or problems. '
teacher can monitor the rest of the class, acknowledge other re.uests for
assistance and handle disruptions promptly by scanning the classroom for
misbehaviours regularly, making regular eye contact with pupils and demonstrating
teacher L+hit6it6ness;
Minimise delays in teaching6learning activities and provide work that reduces
frustration. In this way pupils will have less time to talk, walk around the classroom, and
otherwise use time unproductively.
107
Create positive interdependendence by designing a group task where participation of
every member is necessary to its completion. (upils must clearly understand their
interdependence in accomplishing the task.
$ncourage exchange of ideas by providing groups a considerable face6to6face
interaction. esides consolidating and building new understanding, face6to face
interaction allows everyone in the group be prepared, has a chance to contribute and
responsible for the task assigned.
Create and provide accountability system which provides feedback to the
individual pupil as well as to the group. members of the group should be aware that
each individual will receive a grade and that each is a participant in the evaluation
process.
Teach social competency skills in order to develop ability to maintain peer
relationships and exhibit pro6social behaviour in classroom and school.
Teach and practice interpersonal and small group skills to develop ability to resolve
conflict in a constructive manner and communicate effectively.
Create meaningful tasks which support cooperative learning. ' challenging problem
solving group task accompanied by scaffoldings will encourage pupils to rely on one
another.
Teach metacognitive strategies to help each member become self6regulated pupils,
develop thinking and problem solving skills.
Consistently and clearly inform pupils of intended learning ob*ectives, teach them
expected learning strategies, and monitor learning progress.
45enry,>., " #iddoch, 1229: -evers, 1223: >amon " (helps, 12214
>eveloping, monitoring and sustaining productive behaviour does not only reduce behaviour
problems in a classroom, but can also lead to higher pupil achievement. Therefore, an
environment conducive to pupil productive behaviour should be promoted and maintained in
order to sustain pupil productive behaviour.
B.2.1 Mo%,a%o$
108
Motivation is an inner drive that arouses pupils, steers them in particular directions, goals,or
tasks and causes them to be persisitent in trying to achieve the goals or completing the
task successfully /Fenin " &olan,17714. ' pupil;s motivation is influenced by a number of
beliefs, interests and attitudes which can be positive and negative in their effects.
' pupil who is positively motivated would always pay attention to the lesson, involve actively
in the lesson, direct herEhis energy to the learning tasks and believe sheEhe has the ability
and confidence to succeed. In contrast, a pupil who is not motivated or lacking in motivation
would aim to only do enough to avoid failure, have little confidence or expectation of
succeeding in the task and have low interest in the lesson.
There are two types of motivation, namely intrinsic motivation and extrinsic motivation.
Intrinsic motivation deals with behaviour performed for its own sake in order to experience
satisfaction. This is to say, intrinsically motivated pupils work on academic tasks because
they find them en*oyable and interesting. They do not rely on explicit rewards or recognition.
Task participation is its own reward. They pursue an academic task on their own initiative
without having to be coerced and regularly evaluate their own progress using their own
criteria.
$xtrinsic motivation, on the other hand, deals with behaviour performed to receive some
extrinsic rewards or recognition. (upils who are extrinsically motivated rely solely on
tangible rewards and desirable results for their work or effort such as receiving good grades
or special privileges in the classroom. -ince they rely primarily on rewards, there is a
tendency that once these rewards are no longer available or considerably diminished, pupils
will show little inclination to continue the academic task or activity.
(revious studies /5idi " 5arackiewic0, 1222: -chunk et al, 12284 have indicated that
intrinsic motivation can promote pupil learning and achievement better than extrinsic
motivation. 5owever, teachers need to reali0e that the presence of extrinsic and intrinsic
motivation is always not mutually exclusive. There are cases where pupils may be both
intrinsically and extrinsically motivated.
109
a. Aa*" %o mo%,a%e p(p&"
It is easy to tell when pupils are motivated to learn and stay on task: they pay attention to
teachers, they begin working on task immediately and volunteer to answer .uestions. Thus,
it is important that teachers have a good understanding of the strategies that can be used to
motivate pupils. Teachers can actively manipulate many of the environmental and
contextual variables to increase pupil motivation. 'dapted from &olan " Fevin /17714, some
of the variables which teachers can actively manipulate to motivate and encourage pupils
are!
. P(p& I$%ere"%
- #elate teaching and learning materials to pupil interest in life outside school.
- >esign variety of activities which pupil en*oy such as simulation, group work,video
viewing, games to avoid boredom.
. P(p& Nee)"
Create activities that provide ample opportunities for pupils to meet some of their basic
human needs such as sense of belonging and self6esteem through group work and pair
work.
. S(!!e""
Create success for pupils by designing activies that are manageable within the time
duration given and according to pupils; ability level.
$nsure pupils experience success by making learning goals or ob*ectives clear and
teaching content of the lesson clearly in small steps.
$ncourage success by teaching pupils study skills.
,. :are%* a$) No,e&%*
$nsure variety in topics and activities when teaching as this can encourage mastery
learning. Pariety of topics and activities can maximi0e learning opportunities for
different pupils with different learning styles.
110
>esign variety in classroom activities that can promote novelty and will capture pupils;
attention such as simulation, language games, storytelling and ama0ing facts. &ovelty
can occur when pupils experience something new, unusual or unexpected.
,. Te$"o$
Create a moderate amount of tension to enhance motivation and increase pupil
learning. +hen there is no tension in the learning situation, pupils tend to be
relaxed and not serious about learning.
,. Fee&$' To$e
Create and establish a moderately positive atmosphere where the climate is friendly
and pleasant but focused on the learning task at hand. 'n extremely positive feeling
tone or climate can direct pupil attention away from the learning task. ' neutral tone is
non6stimulating while an extreme negative feeling tone is threatening and can lead to
tension overload.
,. Fee)+a!k
?ive specific feedback to pupils soon after or at the time of performance or
presentation. The feedback must focus on pupils; performance / assignment, test score
and pupil work4, not on pupils; personal attributes. These feedbacks allow pupils to
keep track of their own progress over time.
B.2.2 E$!o(ra'eme$%
$ncouragement, is Ha comment which shows acceptance, emphasi0es effort and
improvement, appreciates contributions, gets one to evaluate hisEher own performance, and
instills faith and confidenceI /'dler,17A9: p. C274. It is a a process that focuses on the
individual;s potential and ability in order to enhance self6esteem ,self6confidence and self6
worth. +hen a teacher uses encouragement /e.g. 2I noticed you put a lot of effort into this
assignment4,4 I-m really proud of you. 5our effort really seems to have paid off4, 2 I like
reading your essay. 5ou used many descriptive words to describe your vacation4&, it
inspires them with confidence, allows pupils to to become aware of their own strengths and
111
stimulates motivation from within them /intrinsic motivation4. It focuses on what the pupils
do, highlighting their capabilities, contibutions and efforts. In context of classroom
management, encouragement is a more psychologically healthy approach to stimulating
positive behaviour.
. Co$")era%o$" w#e$ ("$' e$!o(ra'eme$%
There are many ways and techni.ues of using encouragement in classroom management.
<elly " Chick /17814 propose 'dlerian approach to using encouragement in helping pupils
to accept their own basic worth as a given and to stimulate pupils to evaluate the value of
their own behaviour as well as take greater responsibility for their own actions. They
highlight considerations a teacher has to take when planning to use encouragement in a
classroom such as!
value pupils as they are
use words that build the pupil;s self6esteem
plan for experiences that create success
demonstarte genuineness to pupils
demonstrate non6verbal acceptance through touch
recogni0e pupils; effort
avoid emphasis on liabilities
show appreciation for pupils; cooperation
B.2.B Cr%!"m
Criticism is the act of making comment about someone;s performance or behaviour. This
implies that the comments can be presented in a positive or negative tone. Comments that
highlights individual shortcomings, limitations and focuses on past wrongdoings are called
destructive criticism. =nlike encouragement which shows acceptance and focuses on
individual;s potentials and abilities> destructive criticism focuses on individual;s
inade.uencies and personhood which can erode hisEher self6esteem and self6efficacy
/aron, 17884.
112
5owever, when the comment acts as a catalyst for growth and change, exposes individual
to alternative options which leads to reassessment of task performance, then this type of
criticism is called positive or constructive criticism /ibid4. Constructive criticism is intended to
help individuals recogni0e or interpret ways to improve past performance or future attempts.
%or young children, wheather or not the comments made about their work or performance
are destructive or constructive criticism depends on their sociocognitive maturity and
understanding /Cutting " >unn, 12214. Children with mature sociocognitive understanding
are able to Lread; and correctly interpret what their teacher says may take criticism more
seriously than children who are less able to interpret their teacher;s comments. ' well
developed social cognition may help children to deal with criticism. This is to say, children
who are better at understanding others will be more able to rationali0e teacher criticism and
understand that criticism of school work is constructive and is intended to promote learning
and improvement.
E0er!"e 1
1. Fist some examples of expected productive behaviours you wish to have in your
class. ?ive reasons.
3. @ou plan to organi0e a group work activity for your $nglish lesson. +hat are
the considerations you would take to promote productive group behaviour. >iscuss.
A. (upil motivation is an essential element necessary for .uality education.
5ow do teachers know when pupils are motivated,
C. Compare the differences between motivation, encouragement and criticism.
113
T(%ora&
1. >iscuss the effects of good and poor motivating strategies on young $-F pupils.
1. >iscuss ways on how to develop, monitor and maintain productive behaviours of
young $-F pupils.
3. %ind and present successful cases of good motivation strategies on young $-F pupils.
114
TOPIC D DE:ELOPING A PERSONAL CLASSROOM
MANAGEMENT PLAN
1.0 SYNOPSIS
Topic B focuses on developing a personal classroom management plan. It provides
teachers with brief descriptions on teacher reflection, theoretical approaches of classroom
management, expectations, rules and conse.uences, procedures, and communication
skills.
D.1 LEARNING OUTCOMES
y the end of Topic B, teachers will be able to!
)utline and develop a personal Classroom Management (lan /CM(4
Identify and differentiate different approaches, theories and models in (ersonal CM(
$xplain how to do reflective sessions in managing an $-F classroom.
)utline the expectations of teachers and pupils in the management of an $-F
classroom
Identify the rules, conse.uences and procedures in developing a (ersonal CM(
Identify and explain the effective communication skills in preparing a good (ersonal
CM(
D.2 Framework of Top!"
CONTENT
115
>eveloping a (ersonal Classroom Management (lan
#eflection -essions
'pproaches, Theories and Models
$xpectations #ules and (rocedures
Conse.uences
Communication -kills
SESSION NINE AND TEN (6 hours)
D.2.1 Ref&e!%,e Se""o$"
$vertson et al. /17874
26ood classroom management doesn-t ust happen. Smoothly running classroom
where pupils are highly involved in learning activities and that are free from
desruption and chronic misbehaviour do not happen accidently.4
Indeed such classrooms exist because teachers have a plan to make them happen and
are prepared to carry out the plan and meet that goal.
+hen teachers develop a (ersonal CM( /'ppendix A 6 84, they integrate classroom
management theory and practice into how they teach, how their pupils learn and how the
classroom works. The (ersonal CM( places this theory and practice into a structure where
teachers can implement in a classroom, emphasi0ing teachers; strengths and supporting
weaknesses. The plan structures teachers teaching and pupils learning, and supporting
teacher and pupil autonomy and promotes a sense of community. The (ersonal CM(
maximi0es instructional and learning time and minimi0es interruptions, distractions and
disruptions. Classroom management, instruction and teacher behaviour interact to create a
productive and positive learning environment.
The (ersonal CM( reflects teachers; personality, experience and skills and includes their
own ideas and practices they have observed in effective classrooms, ideas the teachers
have read in textbooks and professional *ournals, ideas from education courses, and ideas
colleagues have shared. =ltimately, a teacher;s (ersonal CM( style must become an
extension of the teacher;s personality and philosophies combined with the chemistry of the
pupils in the classroom. The (ersonal CM( must be personal, realistic and filled with
meaningful content and insights. Teachers can maintain their plan easily throughout the
year as it supports who they are and what they want to be in the classroom.
116
#eflection is an important part of the practice of teaching and essential in pulling together
the teacher;s personality and philosophies as well as classroom experiences to devise an
effective personal CM(. To be and remain effective, teachers need to assess their own as
well as pupil;s classroom performance and behaviour, analysing and evaluating how they
work and how the classroom works. #eflecting is a criti.ue of a teaching lesson, learning
activity, classroom management or behavioural problem. The evaluation aspects of
reflection provide teachers with an opportunity to get in touch with their teaching selves,
analyse their teaching goals and classroom management. <ohn /1779 in osch, 17774,
suggests that teachers must think about their long term goals and reflect on whether these
goals are animated in their classrooms.
osch, < /17774, refers to reflective recall as the method designed for reflection and revising
the Classroom Management (lan /CM(4. 'ccording to her, reflective recall is a method that
lets teachers use time, thought and insight to impact how they and the classroom work.
#eflective recall comprises four6steps which are L-top, #ecall, #eview and #evise;. In the
first step, teachers must physically stop everything to spend time reflecting on a lesson,
situation, problem or classroom management. In the next step they recall lessons, events,
situations and experiences. In the review step, they think about the recalled information and
connect it to the CM(. Teachers may want to reflect on this information alone or discuss the
lesson, event, situation or experience with a fellow teacher or friend. In the final step
teachers revise their strategies by adding, changing or eliminating ideas or linking the
components and ideas to each other conse.uently enhancing their classroom instruction
and classroom management skills.
. Ref&e!%o$ C(e"%o$$are
To help teachers think and promote further understanding of their teaching self they can use
a reflection .uestionnaire /%igure B.14. Their answers to the .uestionnaire will make them
reflect on their own practice and subse.uently assist them in planning and implementing
their own (ersonal Classroom Management (lan /osch, 17774.
117
REFLECTION CUESTIONNAIRE
1. +hat does the term classroom management mean to you,
1. #eflect on your philosophy of education. +rite five HI believeI statements about teaching.
3. Fist your strengths. Think about both personal strengths and talents. Circle that particularly apply
to classroom teaching.
A. 'sk several family members and friends to tell teachers what they like best about
you, and list their responses below. &ote responses similar to yours.
C. Fist your weaknesses. Circle those the CM( may need to support.
9. Fist the most important .ualities you wish to foster in your pupils.
B. 5ow do you introduce yourself to the class,
8. Complete a concept map on H+hat is ?ood Teaching,I
7. +rite a brief paragraph on how you make a difference in the lives of your pupils.
12. %ind and copy a favorite .oute, poem or story that conveys an understanding
of your teaching self.
F'(re D.1; Ref&e!%,e C(e"%o$$are
D.2.2 Approa!#e"> T#eore" a$) Mo)e&"
efore teachers can make any classroom management plan for their classroom, it is vital
for teachers to be aware of the principles and conse.uences of decisions and strategies
they wish to implement. ' good understanding of the different approaches, theories and
models of classroom management and 2...consideration of teachers- own beliefs of pupil-s
developmentI /$dwards and +atts, 122A4 will help teachers make the right decisions and
select strategies that will work for their situation. 't this point, it would be useful to have an
118
overview of the different approaches, theories and models of classroom management
/'ppendix 14.
%rom the overview, classroom management theories, approaches and models differ in
terms of pupil self6regulation to the degree of teachers; control over their pupils. These
differences can be categorised as 3teacher0directed approach, collaborative approach and
pupil0directed approach- as shown in Table B.1 /alson, 17814.
Ta+&e D.1; Ca%e'ore" of Approa!#e"
Re&a%,e Power
Teachers; Control Mixed (upil;s 'utonomy
D"!p&$e Mo)e&"
ehaviour Modification >emocratic >iscipline Teachers $ffectiveness Training
'ssertive >iscipline Choice Theory #esponsible Thinking (rocess
(ositive ehaviour Feadership (ain
Teacher6directed 'pproach Collaborative 'pproach (upil6directed 'pproach
T#eore%!a& 5a"e"
D.2.2.1 Tea!#er9Dre!%e) Approa!#
. T#eor*
Teacher6directed theory believes that human behaviours can be promoted or reinforced by
the environment, so that children;s behaviours can be changed under the influence of
environment conditions, such as rewards, encouragements, conse.uences and
punishments. Therefore, teachers give pupils little autonomy because they do not believe
that pupils are able to self6monitor or self6regulate ade.uately. 5ence, teachers should
ad*ust the external conditions to achieve expected behaviours only /Martin and (ear, 122B4.
. Mo)e& Demo$"%ra%o$ $ pra!%!e
)ne of the famous discipline models based on the teachers6directed theory is Canter;s
assertive discipline model, which gives teachers a system to set up their expectations and
rules, avoid negative behaviours by negative conse.uences and reinforce preferred
119
behaviours through rewards or encouragements. There are a few steps to apply assertive
discipline model to classroom management problems.
$stablishing positive pupil6teachers relationships is the first step. Teachers need to
establish good relationship with pupils based on mutual trust and respect in order to make
sure their expectations are met. 5ence, teachers could attend pupils; activities, such as
sports events and drama plays and so on, and praise their achievements in these activities
to promote a better relationship.
The next step is to clarify rules and expectations. #ules in class are mostly based on
teachers; needs, and they need to be clearly specified and explained. ' short list of rules is
preferable rather than long one since it is easier for pupils to understand, remember and
follow.
The following step is to track misbehaviours, which is to make sure their demands are met
after they clarified their rules and expectations. Through the step, pupils would know that
their behaviours are monitored and examined. 'll following rewards and conse.uences are
provided based on the observation as well. /$dwards and +atts, 122A4
The three steps above is the basis of the assertive discipline model. &ext is to use
conse.uences to enforce boundaries. +ith advance preparation, the discipline hierarchy
could be set up to differentiate severity of misbehaviours. Conse.uences or punishments
could become more and more serious when pupils continue to misbehave.
esides negative conse.uences, positive conse.uences also need to be applied to
encourage desirable behaviours. %re.uently supplying negative conse.uences will increase
the tense and depression in classroom, while praise, rewards and encouragements will
ease the tense and depression. 5owever, the Canters claimed that rewards can not replace
punishments, and a balance between positive and negative conse.uences are needed in
the assertive discipline system.
The last but not the least, establishing strong parent support is very important. (arents play
a vital role in helping teachers maintain good classroom discipline. ' successful teachers6
120
parent communication could also show parents that teachers are really interested in helping
their kids /$dwards and +atts, 122A4.
D.2.2.2 Co&&a+ora%,e Approa!#
. T#eor*
Collaborative theory assumes that children;s behaviours are influenced from both inner and
outer factors, and the purpose of their behaviours is always to satisfy some needs. (upils
would like to control their own life to meet their needs, so that they are able to achieve
responsible self6determination, if teachers could offer appropriate guidance. In other words,
teachers have to teach pupils how to be responsible and allow them to gain more self6
control over their behaviours.
. Mo)e& )emo$"%ra%o$ $ pra!%!e
+illiam ?lasser;s Choice Theory model is based on the collaborative theory. It explains why
and how all human beings behave and that all behaviours are driven by five basic needs!
survival, belonging, power, fun and freedom. Teachers, therefore, need to teach pupils how
to control their behaviour in a way that they can satisfy their needs, and meanwhile, they do
not deprive others to satisfy theirs. /Charles, 12214
In practice, choice theory includes significant prevention components. ?lasser suggested
three types of classroom meetings to prevent discipline problem 6 social6problem6solving
meetings, open6ended meetings and educational diagnosis meetings.
-ocial6problem6solving meetings are focused on class. It encourages pupils to solve
discipline problems from class expectations. The behaviours that the class finds
unacceptable are listed through collective discussions. 5ere, pupils gain a chance to make
decisions to create their own classroom circumstance based on sufficient information which
is provided by teachers. It is a way to maximum satisfaction in class. (upils are also
welcomed to contribute on the rule formulations, conse.uently, pupils would feel more
obligations to the class issues, and the classroom rules would make more sense to them as
it also contains their own determinations.
121
)pen6ended meetings are used to support regular curriculum, in which pupils could ask
.uestions relevant to their learning circumstance. 'lso, it encourages pupils input on the
class operations in order to promote a more en*oyable and productive learning environment.
$ducational diagnosis meetings are for pupils to evaluate their academic achievements and
find out the blind side of their knowledge. Teachers should offer .uality teaching and
activate pupils; genuine motivation by locating their needs and interests. $ncouraging pupils
to go through a process of self6evaluation, improvement and repetition could achieve a
better work .uality and protect their self6esteem as well.
+hen class rules are broken, ?lasser /in Manning and ucher, 12134 suggested that
teachers; intervention should not be punitive, but make logic sense to pupils. 'lthough
negative conse.uences would be applied when the classroom rules are breached, pupils
are encouraged to accept and consider these conse.uences as reasonable outcomes for
contravening rules rather than pure punishments.
D.2.2.- P(p&9Dre!%e) Approa!#
. T#eor*
The pupil6directed theory believes that children are capable for complete rational self6
regulations, since the HblueprintI of their future is already in them. (upils would grow up
naturally and teachers; role in this process is to promote their self6growth by providing
conditions.
. Mo)e& Demo$"%ra%o$ $ pra!%!e
' well6known model of the theory is the teachers effectiveness training model, which
believes that pupils will make correct decisions and solve problems with the assistance from
parents and teachers. esides, punishments are not going to stop pupils; contrary to
regulations. In contrast, the punitive punishment would cause aggression in children.
/?ordon, 1787 in Manings and ucher, 12134 The teachers effectiveness training model is
122
relied on good connection between teachers and pupils, which is based on good
communication.
'pplying the teachers effectiveness training model to solve discipline problems, first of all,
the problem ownership has to be located. If pupil;s behaviour causes problems for the pupil
only, the pupil owns the problem: if pupil;s behaviour causes no problem for either teachers
or the pupil, no one owns the problem: if pupil;s behaviour causes problems for teachers or
other pupils, teachers own the problem.
+hen teachers own the problem, they should deal with pupils; misbehaviours in a positive,
non6adversarial manner. =sually, teachers may minimi0e or eliminate the behaviour
problems by modifying the physical or psychological environment. esides, sending pupil a
confronted I6message to clarify the problem, its effect and teachers; feeling is also a method
to gain the pupil;s cooperation and support. +hen a pupil responses the I6message in a
resisting way, teachers need to shift gears from an assertive position to a listening position
to reach an acceptable solution by considering the pupil;s needs and feeling. In addition, if a
conflict occurs in the classroom, trying to find a no6lose method of conflict resolution is much
better than a win6lose one.
+hen pupils own the problem, they need a way to release the distressful feelings and
emotions, so that, as teachers, *ust listening to their problems will help a lot, which exhibits a
posture of willingness to help the pupil. -ome body movements, facial expressions and door
openers could show teachers; positive attitude and promote the conversation. %urthermore,
teachers should avoid expressions such as giving order, warning, preaching, analysing,
lecturing and critici0ing, since these expressions will restrain pupil;s willingness of talking,
which will block the communication road between teachers and pupil.
There are also some explicit strategies regarding the prevention of discipline problems.
%irstly, preventing I6message could be used to modify the possible misbehaviours later and
receive desirable future support and cooperation from the pupils. Then, in order to achieve
a safe, efficient and harmonious classroom, rules of the class should be set up by both
teachers and pupil through discussions, which is much like the way to obtain no6lose conflict
resolution. esides, teachers need to share the power and decision making with pupils to
123
manage the class with the anticipation of pupils. Conse.uently pupils will have more
confidence and self6esteem in the class, and they are re.uired to behave more responsibly.
. D"!(""o$
The strengths and limitations of the example models 6 assertive discipline model, choice
theory and the teachers; effectiveness training model 6 are listed in Table B.1 below, in
which the advantages and disadvantages of each approaches would be located as well.
/$dwards and +atts, 122A4
Ta+&e D.2; A),a$%a'e" a$) D"a),a$%a'e" of Mo)e&"8T#eor*
D"!p&$e Mo)e& A),a$%a'e" D"a),a$%a'e"
'ssertive >iscipline
/Teachers6directed4
-imple for application
%ocus on teachers;s desire
(arents and administrators are
involved in discipline process
Inhibition of pupil;s self6regulation
(unishments may cause
conse.uences such as
embarrassing, rebellion or revenge
=nderlying the causes of discipline
problems
Choice Theory
/Collaborative4
>eveloping effective teachers6pupil
relationship
(romotion of self6autonomy and self6
determination to meet pupil;s need
5igh6lighting the teachers;s need
>ifficult for pupils to experience true
sense of autonomy if the outside
influences are too strong
>ifficult for teachers to show
respectful behaviour if pupils keep
challenging them
Time consuming
Teachers
$ffectiveness
Training /(upil6
directed4
(romotion of honest communication
$ncouraging self6discipline
%orming good teachers6pupil
relationship
Time consuming
&ot applicable in emergency or
dangerous situations
)ver reliance on pupil;s willingness
The three approaches are essentially different in the cognition of pupils. The teachers6
directed theory does not believe that pupils are able to self6regulate, so the strategies
emphasi0e on the teachers; desire and neglect pupil;s needs. The pupil6directed theory
believes pupil;s self6regulation, so its strategies highlight the pupil;s willingness, but impair
teachers; interventions. The collaborative theory believes that pupil;s self6regulation must be
guided by teachers, so that strategies of collaborative theory are trying to balance both of
their needs. 5ence, in practice, factors such as the age group of pupils and school learning
environment could be considered to find a suitable classroom management plan.
124
D.2.- E0pe!%a%o$"
#esearch has explored the complex factors and the many potential sources that affect the
formation of teacher expectations. %or example, 'lderman /122A4 provides a useful
summary of the ma*or sources of the expectations that teachers hold for their pupils based
on research by 'lvidre0 " +einstein /17774 and aron, Tom " Cooper /178C4.
. Tea!#er". +e&ef" a+o(% p(p&". a+&%* a$) %#er +e&ef" a+o(% $%e&&'e$!e
'lderman /122A! 1BA4 explains that when teachers consider intelligence as a fixed pupil
characteristic, they are more likely to label pupils as Hsmart or dumb and teach them
according to the labelI. +einstein argues that Hone contributor to teacher *udgments of
ability is pupil performanceI /+einstein, 1221!CA4.
. P(p&". "o!oe!o$om! +a!k'ro($)> 'e$)er a$) e%#$!%*.
>usek and Goseph conducted a meta6analysis of research on teacher expectancies and
concluded that pupil characteristics such as pupilDs conduct in the school, race, classroom
conduct, and social class Hwere related to teacher expectanciesI />usek and Goseph, 1783!
31B4.
. P(p&". %e"% "!ore"> a$)8or pre,o(" a!a)em! a!#e,eme$%
#ivers /17824 .uoted in />usek and Goseph, 17834 has found that in the early elementary
school years an older siblingDs performance may influence teachers; expectancies /either
positive or negative4 for a younger siblingDs performance. In addition, van Matre et al /12224
suggest that teachers held higher grade, graduation, and college attendance expectancies
for females than for males and for middle6socio economic status /-$-4 than low6-$- pupils
which can be similar to $-F primary school teachers; expectations of their pupils.
The following are differing ways teachers treat and respond to pupils who are low6achieving
versus pupils who are high6achieving /?ood and rophy, 12214.
125
+aiting less time for pupils who are low6achieving than for pupils who are high6
achieving to answer .uestions before giving the answer or going to another pupil.
?iving pupils who are low6achieving the correct answer rather that offering clues or
rephrasing the .uestions.
Calling on pupils who are low achieving less often.
'sking pupils who are low6achieving only easy .uestions.
$xpecting less academic work from pupils who are low6achieving.
Making fewer efforts to improve the performance of pupils who are low6achieving.
'ccepting and using fewer ideas of pupils who are low6achieving.
The anxiety created by the often unreasonable expectations and demands of today;s
classroom, a teachers; own dissatisfaction with self, adds to the feelings of helplessness.
-ometimes teachers fail to discriminate between the actual expectation of teaching and
their own self6imposed expectations. Idealism, dedication and commitment can result in
unreasonable and virtually unattainable expectations. The teachers; own assumptions about
a problem, or a pupil perceived as a problem, can drive behaviour in unproductive
directions.
The pressure to conform to a picture of the perfect teacher lies at the root of much self6
induced stress. The teacher;s own thoughts and feelings undermine more effective
behaviour. -uch limiting beliefs are expressed in self6verbali0ations. Teachers should learn
to replace negative thought patterns with affirming ones. Two especially destructive ways of
thinking about problems and issues are!
A&&9or9No$e T#$k$'
Mr. (uven doesn;t like me, so none of the teachers here likes me.
My 5eadmaster let me down. I;ll never trust him again.
Ca%a"%rop#! T#$k$'
I messed up again. I can;t do anything right.
126
+hy even try, It won;t do any good K she;s a hopeless case.
The following I K should statements represent some commonly held teaching myths,
/Farrivee 12274.
I "#o(&)
Fike and care for all pupils
5ave no preferences or pre*udices
e consistent in my actions with pupils
#emain calm and collected at all times
5ide my true feelings and place pupils; feelings above mine.
e able to solve all problems.
Cope with all situations without anxiety, stress or conflict.
#un my classroom so that there is no confusion, uncertainty or chaos.
5aving realised the various sources that affect the formation of teachers; expectations, it is
important for teachers to plan ways to achieve their behavioural expectations of their pupils.
>etermining, teaching and reinforcing over time appropriate rules, procedures and
conse.uences will help teachers to meet these expectations.
D.2.1 R(&e" a$) Pro!e)(re"
Classrooms are unpredictable places. )n the first day of school, pupils do not know when
they can go to the washroom, if they will be punished for leaving their seats, or how the
person in front of the room will treat them all year. 't any moment, the fire alarm could ring,
the intercom could blare with announcements, someone could start a fight, the overhead
light could blow, a child could have a sei0ure, a senior assistant could ask teachers to step
out into the hall during the lesson, a snake slithering in the classroom or a strong wind and
heavy rain causing havoc. These and a host of other distractions and dangers create a lot of
potential areas for confusion and rather unsafe feelings for pupils.
127
>etermining rules and procedures, teaching them to pupils and outlining the benefits of
working within them, is a critical up6front investment of a teacher;s time and energy. These
pieces of classroom management plan help to promote appropriate pupil behaviour, prevent
pupil misbehaviour and create a sense of order and conse.uences in the classroom. #ule,
procedures and explanation of them, tell pupils how the teachers expects them to behave.
Teachers can adopt the guidelines in Table B.3 when crafting classroom rules /?imbert,
12124.
Ta+&e D.-; G()e&$e" o$ Craf%$' C&a""room R(&e"
C#ara!%er"%!" Ra%o$a&e E0amp&e" %o fo&&ow E0amp&e" %o a,o)
1. #ules should be in
positive statements
and not in negative
statements.
(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.
#espect your
classmates in your
words and actions.
Fisten when someone
else is talking.
Class time is for class
activities.
&o disrespectful
comments.
&o talking out of turn.
&o toys or games in
class.
1. #ules need to be
stated clearly.
/'void vague rules
unless intended to be
discuss extensively
with pupils4.
(upils should be able to
understand the
behavioural expectation.
Come to class prepared
with all re.uired
materials.
%ollow the teacher;s
direction.
$very pupil will
demonstrate habits of a
responsible pupil.
'lways use appropriate
conduct.
3. #ules should be few. +hen there are fewer
rules, each rule will seem
more important.
%ewer rules are easier for
pupils to remember and for
teachers to enforce.
Gust a few rules will avoid
the sense that the teacher
is trying to control a pupil;s
every movement.
#ules such as Class
time is for class
activities or %ollow the
teacher;s directions.
'ddress many
behaviours in one rule.
&o gum, food or drink in
class.
ring homework, book,
norebook and
penEpencil to class
everyday.
e on tim.
&o profanity.
&o leaving the room
without permission.
<eeping rules short, few and at the same time clear to pupils is not easy. In order to
establish such rules and procedures teachers have to make sure each rule is broad enough
to cover more than one specific behavioural expectation and yet not too explicit. To ensure
128
their expectations are fair and realistic, teachers need to determine the kind of classroom
environment they want to establish and also consider the age and maturity of the pupils.
D.2.2 Co$"e/(e$!e"
+hile conse.uences are often framed as something used only after a rule has failed, they
are more accurately viewed as part of the structure that makes rules work. ' pupil needs to
know up6front, what would happen if heEshe were to break a rule or does not comply with
the procedure. The pupil can choose to follow the rule or break the rule and incur the
negative conse.uences. 5elping pupils reali0e this cause and effect relationship, and they
have the power to choose the resulting HeffectI, is one of the many ways teachers can
empower their pupils and help them develop self6discipline. ?imbert /12124 posits that self6
discipline involves the capacities to regulate oneself, to anticipate conse.uences and to give
up immediate gratification to receive a long term goal. This is one of the most important
behavioural skills teachers can teach their pupils.
In establishing conse.uences, the teacher will want to take into account what characteristics
make some conse.uences more effective than others. %irst, the degree of conse.uences
should increase gradually, so as to give pupils ade.uate warning before imposing a more
severe penalty. $ffective conse.uences flow logically and naturally from the pupil;s
behaviour. %inally, effective conse.uences keep the pupil;s dignity intact. Table 1.A
illustrates the characteristics of effective conse.uences /?imbert, 12124
Ta+&e D.1; C#ara!%er"%!" of Effe!%,e Co$"e/(e$!e"
129
Conse.uences should
be gradual, progressing
from less severe to more
severe as misbehaviour
is repeated.
This sends the message
that pupils have potential
to behave and simply
need to understand and
choose to follow the
expectation.
+hen they repeat the
misbehaviour, they
choose the more severe
conse.uences.
1. Mild +arning
1. -hort detention after
class or school
3. +ritten plan for
improvement
A. ?uardian contact
C. -evere clause! -ent
to 5eadmaster
1. +arning
1. -ent to office
or
1. (hone call home
1. (arent conference
3. In school detention
Conse.uences should
be natural andEor logical
&atural conse.uences
follow from the event or
situation, as pupils are
allowed to experience
the outcome of their
poor choices or
behaviour, highlighting
the rationale of the rule.
Fogical conse.uences
are structured learning
opportunities arranged
to teach appropriate
behaviour.
If a pupil runs to be the
first in line, he receives
a mild warning and is
asked to walk instead
at the end of the line.
/&atural4
+hen a pupil
misbehaves during
rehearsal for an activity,
heEshe receives a mild
warning and is told that
if the poor behaviour
continues, heEshe will
have to sit out of the
rehearsal until the next
day. /Fogical4
+hen a pupil is
disrespectful to a group
member during group
work, heEshe is allowed
to remain in the group
but is held in from
recess. /neither logical
or natural
Conse.uences should
maintain the dignity of
the pupil.
Conse.uences should
be consistent from pupil
to pupil and delivery of
conse.uences should
always address the
particular behaviour in
.uestion, not the pupil
and hisEher behavioural
history.
If three pupils interrupt
the teacher during a
class period, they all
receive mild warning.
the teacher during a
class period, the first
gets ignored, the second
gets a harsh warning
and the third pupil, who
had a history of not
raising hisEher hand,
gets detention after
school because the
teacher is so so Hfed upI
by that time.
D.2.B Comm($!a%o$ Sk&&"
$ffective communication help teachers to show that they care about pupils and want them
to succeed. oth 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 in. To communicate clear expectations, the tone
should be firm. >irectives should be straightforward. 5umour can be used to lighten
130
situations: however, it should be culturally and developmentally appropriate. -arcasm is
inappropriate and *okes should never be made at the expense of individual pupils /ondy
et al., 122B4.
Teachers should use communication patterns that are familiar to different cultural groups.
%or example, pupils from working class families are often used to direct orders /+ork on
your exercises now4 rather than polite re.uests /(lease begin to work on your assignment4
or indirect re.uests /+ould you like to begin your work....4. -tressing logical conse.uences
/if you don;t study, you won;t pass the test4 may not work with some cultural groups.
5owever, they might respond to comments about bringing shame to the family if they are
successful on the test /+einstein et al., 1213
E0er!"e" 1
1. Fist an array of potential conse.uences and discuss how to implement them in the
classroom.
1. >iscuss the Collaborative 'pproach in (ersonal Classroom Management and its
effectiveness in your own school.
3. $xplain briefly the effective communication skills that you would consider in preparing
your own (ersonal CM(,
T(%ora&
1. >iscuss strategies to develop a (ersonal Classroom Management (lan.
1. >iscuss characteristics of a good (ersonal Classroom Management (lan.
131
3. >iscuss what would you need to consider when preparing a (ersonal Classroom
Management (lan.
A. (repare a (ersonal Classroom Management (lan and share with friends.
132
A##$%&'( 1
The following table shows a comparison of early influential writers and contemporary models in classroom management.
Po$eer" $ C&a""room Ma$a'eme$%
T#eor"%" Mo)e&" Approa!#e" Ma$ A""(mp%o$"
1. %rit0 #edl and
+illiam
+attenberg
Classroom haviour
and classroom
discipline
'uthoritativeE
democratic
(upils in groups behave differently to individuals: teachers support pupil self6control
and offer Lin the moment; help to change behaviour.
1. .%. -kinner ehaviour
modification
'uthoritarian Teachers shape pupil behaviour through systematic reinforcement including rewards
and negative reinforcements.
3. Gacob <ounin Instructional
management
'uthoritativeE
democratic
Teachers prevent misbehaviours through awareness in the classroom and by using
effective lesson management techni.ues /pupil movement, group awareness,
smoothness of lesson delivery4 to influence pupil behaviour.
A. 5aim ?inott Congruent
communication
>emocratic Teachers encourage pupil autonomy through dignity and awareness of pupils; feeling
about situations and themselves. Teachers assists pupil self6discipline by focusing
on the situation not the pupil and view pupils as capable of making good decisions.
C. #udolph
>reikurs
>emocratic
teaching
>emocratic Teachers promote pupil self6discipline in a democratic classroom where pupils and
teachers make decisions on how the class will work. (upil behaviour is goal directed
and all pupils want to belong. (upils misbehave out of mistaken goals. Teachers use
logical conse.uences and encouragement instead of praise, and should never use
punishment.
9. Thomas
?ordon
Teachers
effectiveness
training
Fiberal >isciple is best achieved through pupil self6control.Teachers use LI; messages in
influencing pupil behaviour, preventive strategies and incorporate a no6lose approach
to conflict.
B. Fee and
Marlene
Canter
'ssertive
discipline
'uthoritarian The teachers and pupils have rights in the classroom. Clear rules of behaviour and
expectations are written and enforced through a discipline hierarchy of cose.uences.
8. +illiam
?lasser
Choice theory and
.uality school
>emocratic Teachers and school meet pupil needs in order for them to flourish. Ruality teachers
instruction assists in meeting these needs. Teachers encourage pupil involvement
and responsible behaviour.
Co$%emporar* Mo)e&" $ C&a""room Ma$a'eme$%
133
T#eor"%" Mo)e&" Approa!#e" Ma$ A""(mp%o$"
1. Finda 'lbert Cooperative
discipline
>emocratic >iscipline is best achieved through cooperation. Teachers need to establish a
classroom that is safe, where pupils feel connected and belong. (upils assist in the
development of a code of conduct. (upil behaviour is viewed as an opportunity for
learning.
1. arbara
Coloroso
Inner discipline >emocratic Teachers work to instil an inner sense of control in pupils. The classroom is
structured to allow opportunities for responsibility. It is based on a belief that pupils
will make good decisions, are worth the effort and have the capacity to take positive
charge of teachersr lives.
3. Gane &elson
and Fynn Folt
(ositive
discipline
'uthoritativeE
democratic
Teachers provide a classroom where pupils come to view themselves as capable
and able to have control in teachersr lives. The classroom climate is built on mutual
respect and cooperation. Class meetings are key to class relationship building.
A. %rederic Gones (ositive
classroom
discipline
'uthoritarian Teachers maintain pupils involvement in learning through effective and efficient
teachers behaviours such as engaging lessoins, setting clear limits, classroom
organisation, helping pupils with work problems and incentives to promote
responsibility.
C. Gerome
%reiberg
Cosistency
management
and cooperative
discipline
>emocratic 's a part of school6wide approach, teachers provides learning communities that are
built on trust, cooperation and consistency of message across the school. (upils
take on leadership roles and responsibility in developing self6discipline. $ffective
instruction and increasing pupil achievement are important in taking pupils from
being Ltourists; to citi0ens.
9. 5arry and
#osemary
+ong
(ragmatic
Classroom
Management
'uthoritarian Teachers need to have clear classroom procedures that are taught to pupils in the
first weeks of school in order to teach effectively. Teachers planning and
organisation are essential and pupil behaviour is the result of poor teachers
B. -pencer
<agan, (atricia
<yle and -ally
-cott
+in6win
discipline
'uthoritativeE
democratic
Teachers and pupils work cooperatively to solve problems in the class.
Misbehaviour is seen as a starting point in helping pupils develop self6responsibility.
Teachers work with pupils, as if on the same side /win6win4 to solve problems and
continually reaffirm self management and proactive life skills.
8. #ichard Curwin
and 'llen
Mendler
>iscipline with
dignity
>emocratic Teachers maintain a positive learning environment that supports pupil dignity and
gives a sense of hope to those pupils struggling with school. Teachers consider
individual situations rater than relying on a rigid hierarchy of conse.uences and
provide choices for pupils. Teachers model the values promoted in the classroom.
134
7 'lfie <ohn eyond
discipline
>emocratic Teachers work to develop classrooms as learning communities. In these
communities pupils and teachers develop respectful relationships and collectively
solve problems /class meetings4. Teachers respect pupil interest in instruction and
costructing learning that movespupils to deeper levels of thinking.
12 Marvin
Marshall
>iscipline
without stress
'uthoritativeEd
emocratic
Teachers focus on pupil responsibility and empower pupils to make choices about
behaviour. (upils are more likely to behave when given responsibility. (upils are
taught a framework for behaving appropriately. Teachers are positive, offer choices
and develop self6reflection as a step towards changing behaviour.
11 #onald Morrish #eal discipline 'utocratic Teachers provide guidance and support for pupils to behave responsibily. (upils
need to be taught right from wrong, to comply with adult authority, and when
developmentally ready, to begin to make choices about behaviour. Teachers train
pupils so that they can work successfully in society.
11 %orest
?athercoal
Gudicious
discipline
'uthoritativeEd
emocratic
-chools are set within society and therefore we need to educate pupils to live in a
democratic society. The focus is on pupil rights and responsibilities and in
developing ethical behaviour as reflected in society;s laws.
13 Carolyn
$vertson and
'lene 5arris
Classroom
organisation and
management
program /comp4
'uthoritativeEd
emocratic
The teachers organises the classroom for effective instruction and learning
opportunities.The organisation includes teaching rules and procedures from day
one of the school year and developing pupil accountability for behaviour and
learning. The classroom is viewed as a social and communicative setting suited to
pupil6centred instruction.
135
A##$%&'( )
The following table highlights the characteristics of effective conse.uences. /?imbert, 12124
Characteristics #ationale $xamples to folow $xamples to 'void
Conse.uences should
be 'ra)(a&, progressing
from less severe to
more severe as
misbehaviour is
reapeated.
This sends the message
that pupils have
potential to behave and
simply need to
understand and choose
to follow the
expectation. +hen they
repeat the
misbehaviour, they
choose the more severe
conse.uences.
1. Mild +arning
1. -hort detention after
class or school
3. +ritten plan for
improvement
A. ?uardian contact
C. -evere clause! -ent
to 5eadmaster
1. +arming
1. -ent to office
or
1. (hone call home
1. (arent conference
3. In school detention
Conse.uences should
be $a%(ra& a$)8or
&o'!a&
&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.
If a pupil runs to be the
first in line, he receives
a mild warning and is
asked to walk instead at
the end of the line.
/&atural4
+hen a pupil
misbehaves during
rehearsal for an activity,
heEshe receives a mild
warning and is told that
if the poor behaviour
continues, heEshe will
have to sit out of the
rehearsal until the next
day. /Fogical4
+hen a pupil is
disrespectful to a group
member during group
work, heEshe is allowed
to remain in the group
but is held in from
recess. /neither logical
or natural
Conse.uences should
maintain the )'$%* of
the pupil.
Conse.uences should
be consistent from pupil
to pupil and delivery of
conse.uences should
always address the
particular behaviour in
.uestion, not the pupil
and hisEher behavioural
history.
the teachers during a
class period, they all
receive mild warning.
the teachers during a
class period, the first
gets ignored, the
second gets a harsh
warning and the third
pupil, who had a history
of not raising hisEher
hand, gets detention
after school because the
teachers is so so Hfed
upI by that time.
A##$%&'( 3
136
The following table gives examples of rules that do and do not meet these guidelines,
/?imbert, 12124
1. R(&e" "#o(&) +e
$ %#e form of
po"%,e "%a%eme$%.
A,o) r(&e" frame)
a" $e'a%,e
"%a%eme$%".
(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.
#espect teachersr
classmates in
teachersr words and
actions.
Fisten when
someone else is
talking.
Class time is for
class activities.
&o disrespectful
comments.
&o talking out of
turn.
&o toys or games in
class.
2. R(&e" $ee) %o
+e "%a%e) !&ear&*.
4A,o) r(&e" %#a%
are ,a'(e ($&e""
%ea!#er" $%e$) %o
)"!("" %#e r(&e
$(*$%s'+$,- w%#
p(p&"6.
(upils should be
able to understand
the behavioural
expectation
Come to class
prepared with all
re.uired materials.
%ollow the
teachers;s direction.
$very pupil will
demostrate habits of
a responsible pupil.
'lways use
appropriate
conduct.
-. R(&e" "#o(&) +e
few.
$ach rule appears
more important
when there are
fewer of them.
%ewer rules are also
easier for pupils to
remember and for
teachers to enforce.
%inally, having *ust a
few rules avoids the
sense that the
teachers is trying to
control a pupil;s
every movement.
#ules such as Class
time is for class
activities or %ollow
the teachers;s
directions.
'ddress many
behaviours in one
rule.
&o gum, food or
drink in class.
ring homework,
book, norebook and
penEpencil to class
everyday.
e on tim.
&o profanity.
&o leaving the
room without
permission.
A##$%&'( .
CF'--#))M )#?'&I-'TI)&
137
M* Per"o$a& C&a""room Ma$a'eme$% P&a$
Teaching ?oal !
C&a""room Or'a$"a%o$
C&a""room E$,ro$me$%
>raw or describe room arrangement
-ketch bulletin board ideas
Class Motto
Classroom )peration
#ules
1.
1.
3.
A.
C.
A##$%&'( /
#outine and procedures
138
Conse.uences
1.
1.
3.
A.
C.
Incentives
Cues
A##$%&'( 6
I$"%r(!%o$
139
Le""o$"
Instructional -trategies
Individual Instructional -trategies
Ruestioning -trategies
$xamples of .uestions
#esponses to pupils
+hen a pupil gives a correct answer.
+hen a pupil gives a partially correct answer.
+hen a pupil gives an incorrect answer
(upil self6evaluation opportunities
A##$%&'( 0
Effe!%,e Tea!#$' Pra!%!e"
uilding positive relationships
140
etween teachers and pupils
'mong classmates
+ith parents
-trategies to develop pupil social skills
-trategies to develop pupil problem6solving and decision6making skilss
-trategies to develop pupil self6control
(reventive discipline strategies
Classroom technology plan
ASSESSMENT
Gra)$' P&a$
#ecording grades in the grade book
A##$%&'( 1
5omework policy
141
(rogress #eport
(upil opportunities to impacr grades
$xtra credit
#ewrites
>rop a grade
-pecial assignment
Collection of points to be factored into the final grade
REFLECTION
PANEL PENULIS MODUL
PROGRAM PENSISAAEA<AN GURU
MOD PENDIDI=AN 7ARA= 7AU<
4PENDIDI=AN RENDA<6
NAMA =ELAYA=AN
M=5'M'> #'G' '>=FF'5
(ensyarah T$-)F
mdra*aendran1211Sgmail.com
=ELULUSAN;
M.$-F =niversiti Malaya
.$d./5ons4 T$-)F =niversiti of Feeds, =<
142
># -ITI #)5'&I T. M)5> J'I&
(ensyarah T$-)F
siti0ain2BSyahoo.com.my
(=P$&$-+'#$& 'EF <'#=((I'5
(ensyarah T$-)F
eswaranpuSyahoo.com
T'#-'M$ -I&?5 'EF M'-' -I&?5
(ensyarah T$-)F
tarsameStm.net.my
'5M'> <'M'F I& '>=F ?5'&I
(ensyarah T$-)F
'ss. >iploma in T$-)F -heffield City (olytechnicE
Trinity College Fondon
-i*il (erguruan T$-)F M(<&(<T
PENGALAMAN =ER7A
1A tahun sebagai guru di sekolah rendah
9 tahun sebagai guru di sekolah menengah
13 tahun sebagai pensyarah di I(?
=ELULUSAN
(5> $d. =niversiti -ains Malaysia
M.' Finguistics Indiana =niversity, lomington,
=-'
.'. $nglish Indiana =niversity, lomington,
=-'
PENGALAMAN =ER7A
C tahun sebagai guru di sekolah menengah
=ELULUSAN
M.$d. /$ducational Management " 'dministration4,
=niversiti -ains Malaysia
.$d./5ons4 T$-F =niversity of &ottingham, =<
-i*il (erguruan T$-)F M(< Ipoh
PENGALAMAN =ER7A
(ensyarah dalam bidang T$-)F
1C tahun sebagai guru di sekolah rendah
C tahun sebagai guru di sekolah menengah
=ELULUSAN
M.$d. /$ducational Technology4
=niversiti -ains Malaysia
.$d./5ons4 T$-)F =niversity of Fancaster, =<
-i*il (erguruan <has M(I< <F
-i*il (erguruan T$-F M(
PENGALAMAN =ER7A
11 tahun sebagai guru di sekolah menengah
A tahun sebagai pensyarah di I(?
143
ringo1721Syahoo.com
=ELULUSAN
M.'.Finguistics =niversiti Malaya
. $d. T$-F /5ons4 =(-I
<>(< T$-)F M( <inta
-i*il (erguruan T$-)F M( Ipoh
PENGALAMAN =ER7A
1A tahun sebagai guru di sekolah rendahE
menengah
B tahun sebagai pensyarah di I(?
I=ON
Re#a%
Per+$!a$'a$
5a#a$ 5a!aa$
144
5(k( R(3(ka$
La%#a$
Mem+(a% No%a
Se$ara Semaka$
La*ar I$%er$e%
Pa$)(a$ Pe$''($a
Me$'(mp(& Mak&(ma%
T(%ora&
Memkr
Tama%
NOTA; SILA GUNA=AN I=ON9I=ON D ATAS 5AGI TU7UAN 8 MA=SUD
SEPERTI YANG DINYATA=AN.
145

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TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TOPIC 1 INTRODUCTION TO CLASSROOM MANAGEMENT

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