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  • Group Process Instructional Socio-Cultural

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    Amirol Asraf Zainol
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    This document discusses different approaches to classroom management including group process/social psychology, instructional classroom management, and socio-cultural approaches. Group process/social psychology focuses on the interactions between teachers and students and among students. It emphasizes developing interpersonal skills. Instructional classroom management aims to actively engage students through well-planned and implemented lessons. It references the Kounin and Jones models. Socio-cultural approaches stress that teachers should recognize their own cultural identity, acknowledge students' cultural backgrounds, understand the school's cultural context, and build a caring classroom environment.

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    This document discusses different approaches to classroom management including group process/social psychology, instructional classroom management, and socio-cultural approaches. Group process/social psychology focuses on the interactions between teachers and students and among students. It emphasizes developing interpersonal skills. Instructional classroom management aims to actively engage students through well-planned and implemented lessons. It references the Kounin and Jones models. Socio-cultural approaches stress that teachers should recognize their own cultural identity, acknowledge students' cultural backgrounds, understand the school's cultural context, and build a caring classroom environment.

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    15 views15 pages

    Group Process Instructional Socio-Cultural

    Uploaded by

    Amirol Asraf Zainol
    This document discusses different approaches to classroom management including group process/social psychology, instructional classroom management, and socio-cultural approaches. Group process/social psychology focuses on the interactions between teachers and students and among students. It emphasizes developing interpersonal skills. Instructional classroom management aims to actively engage students through well-planned and implemented lessons. It references the Kounin and Jones models. Socio-cultural approaches stress that teachers should recognize their own cultural identity, acknowledge students' cultural backgrounds, understand the school's cultural context, and build a caring classroom environment.

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    of 15

    CLASSRO O M

    M AN AG EM EN T:
    APPRO ACH ES,
    TH EO RIES & M O D ELS
    BY:
    JOESEPH HO ZU XU
    AMIROL ASRAF BIN ZAINOL

    G roup Process/
    Social-psychology

    W hat is G roup Process/Sociopsychology?

    The interactions and relationships between teachers and pupils, and


    among pupils, as they work side by side.

    Teachers way to develop:

    1.

    Interpersonal skills

    2.

    Intrapersonal skills

    3.

    Social competency

    4.

    Empathy

    Social-PsychologicalPerspective

    Miniature society is formed by pupils with peers.

    Subgroups affect how society works formally and informally.

    It can be threatening or supportive.

    Benefi
    ts

    Higher learner achievement.

    In condition with the social climate is POSITIVE and effective


    teachers.

    Classroom Clim ate

    Positive classroom climate consists of:

    1.

    Leadership occurs as power-with rather than power-over

    2.

    Communication is honest, open

    3.

    High levels of friendship are present among classmates

    4.

    Expectations are high for the performance of others and oneself

    5.

    Classroom norms are supportive in developing competency

    6.

    Conflict is dealt with peacefully

    H ow to m easure?

    Physical movements

    Body gesture

    Seating patterns

    Instances of verbal interaction

    Eff
    ective Teachers

    Effective teachers display the following characteristics:

    1.

    Leadership styles

    2.

    Effective communication (one way/two ways)

    3.

    Level of friendship (friendly classes)

    4.

    High expectation (behaviour)

    5.

    Classroom norms

    6.

    Managing conflict (competitive spirit)

    Leadership Styles

    Autocratic

    High quality work output, low morale.

    Democratic

    Laissez faire

    Abdicated authority

    Performed worst overall

    (Mills, 2007)

    Instructional
    Classroom
    M anagem ent

    InstructionalClassroom
    M anagem ent

    Actively engaging pupils in high-interest lessons

    Meet interests, needs and abilities

    Well-planned and well-implemented

    Well-planned avoid disruptive behaviour

    Well-implemented meet students interests, needs and abilities.

    The Kounin Model

    The Jones Model

    The Kounin M odel

    Withitness

    Overlapping activities

    Group focusing

    Movement management

    The Jones M odel

    Frederick Jones (1979), found that teachers lose 50% or more of


    instructional time through pupils time-wasting.

    Four Strategies:

    Limit setting

    Good body language

    Incentive systems

    Giving help efficiently

    Socio-cultural

    Expectation that teacher should


    have

    Recognise their own identity of their race

    Acknowledge their pupils cultural background

    Understand the cultural context of the schools location

    Able to adapt cultural appropriateness in classroom

    Commit to build a caring classroom

    (Weinstein et. Al, 2004)

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