INSTITUT PENDIDIKAN GURU KAMPUS TEMENGGONG IBRAHIM JOHOR BAHRU, JOHOR

PROGRAM IJAZAH SARJANA MUDA PERGURUAN

KURSUS : CLASSROOM MANAGEMENT

KOD : EDU 3104

NAMA AHLI :

AMAR BIN ARIFIN 920306-01-6163

ADAM SHUKRAN BIN MOHD SHUKRAN 920414-11-5185

LIANA YUANNA ANAK LION 920425-13-5712

VISHAALENNY SUBRAMANIAM 920918-14-5572

OPSYEN : 3 PISMP TESL 5

PENSYARAH : ENCIK ISMAIL B. SALIYAN

TARIKH SERAHAN : 22 MAC 2013

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1.0 INTRODUCTION

What is classroom management? Classroom management refers to skills and

strategies that teachers use to organize instruction and maximize the productive use of their

instructional time. In a well-managed classroom, student’s behaviours rarely interfere with

the achievement of instructional objectives (Bohn, Roehrig & Pressley, 2004). Classroom

management is an essential skill that teachers acquire and enhance over time. Classroom

management is all about the things that a teacher does to organize students, time, space,

materials, so that student learning can take place in a classroom. The main focus of

effective classroom management is on how a teacher managing of their students learning

and behaviour within the classroom, and therefore, it relates more to the managing of a

group of student, however large it may be, in a classroom.

It is good to remember that classroom management is much more than just

maintaining discipline in the classroom. The term “discipline” may be described as a teacher

exercising control over pupils’ actions and behaviour so as to establish order in the

classroom (Goh, 1989). Discipline is but one aspect of classroom management that

encompasses whatever the teacher does in the classroom to encourage learning and foster

discipline. Duke (1979) refers to classroom management as the provisions and procedures

necessary to establish and maintain an environment in which instruction and learning can

occur. From the perspective of Stanford, Emmer and Clements (1983), classroom

management includes all the things teachers must do to foster pupil involvement and co-

operation in classroom activities, and to establish a productive working environment. Doyle

(1979) describes a classroom management as fundamentally a process of solving the

problem of order in classrooms. In the context of these viewpoints on classroom

management, it is evident that classroom management is one crucial dimension of

classroom teaching, and the tasks of facilitating learning and establishing order go hand in

hand. A teacher is no longer just a channel for the transmission of knowledge but is more of

a facilitator of learning.

Generally, a teacher is a classroom manager and has the responsibility of facilitating

the learning of her pupils and, at the same time, providing a positive environment to ensure

that learning can take place, that is, an orderly environment that promotes learning.

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2.0 MODIFICATION MODELS

There are several modification models that can be found in the classroom

management. There are five modification models that we have found which are The Kounin

Model, The Neo-Skinnerian Model, The Glasser Model and The Ginott Model. These

modification models can be apply by a teacher in their classroom in order to manage their

student’s behaviour or attitude in the classroom. We will further explain these four

modification models below.

2.0.1 THE KOUNIN MODEL

Jacob Kounin is a theorist who focused on a teacher’s ability to affect student

behaviour through instructional management. Jacob Kounin’s group management model is

based on the fact that the effectiveness of classroom discipline depends on monitoring

closely what happens in classroom. In Kounin’s book, “Discipline and Group Management in

Classrooms”(1977), he attempted to influence the original viewpoint of educator which is

straight-forward passing on of skills and knowledge to their students to integrate teaching

and discipline in the classroom. There are four main aspects in Kounin’s theory which are

ripple effect, wittiness, and overlapping and movement management.

Kounin’s study in classroom found that when teachers correct misbehaviours in one

student, it often influences the behaviour of nearby students. This is known as the ripple

effect. The use of remark intended to stop misbehaviour, which he called desists, showed a

remarkable effect on the teacher’s effect to maintain discipline in classroom. In order for the

ripple effect to produce the desired effect, the three major characteristic which is clarity,

firmness and roughness should be used wisely. Kounin stated that remarks given to the

students must be clear and the student could understands the desist and displeasure of the

teacher. He also stated that the firmness, to convey your seriousness about the demand and

some roughness tone when making desist could work perfectly in influencing the ripple

effect.

Wittiness is the awareness of a teacher to know everything that is happening in the

classroom at all times to prevent discipline problems before they occurred. However, as

important as it is for teachers to achieve this skill, it is just as important for students to

believe that their teacher is “with-it.” Students will still act disruptively if they feel the teacher

does not notice them. Some ways that teachers can display this technique are: consistently

suppress misbehaviours of exactly those students who began the problem; dealing with the

more serious of two discipline problems occurring simultaneously; and decisively handling

off-task behaviour before it gets out of hand or imitated by other students.

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Apart from that, another aspect that helps in classroom management by Kounin is

overlapping. Similar to wittiness, overlapping involves the ability to attend to multiple

classroom events at one time, and avoiding fixating on one event at the expense of all other

classroom activities. For example, if the teacher is listening to a presentation and a pair is off

task, a teacher may address them from a distance while still listening to the presentation.

At last but not least, Kounin also suggest that movement management in delivery of

the lesson are also important factor to prevent misbehaviours in classroom. Kounin believes

that teachers should not lecture for a long period of time to allow students to gain knowledge

by moving around and maximizing their allotted time. As a teacher, I would apply Kounin’s

theory in my teaching planning and practices, though remembering that each student may

require different accommodations. Being able to handle multiple situations at once, keeping

students engaged, maintaining momentum and smoothness in your lessons and transitions

takes experience. These are the most difficult techniques for a first year teacher to learn;

therefore, making them a habit during that year will allow for mastery of these skills to occur.

We believe that Kounin’s Model is important to develop an effective classroom

environment; however, discipline problems will occur, no matter the amount of preventive

planning a teacher makes.

2.0.2 THE NEO-SKINNERIAN MODEL

B.F. Skinner termed a new type of operation of learning as operant conditioning.

According to Skinner, organisms normally operate on the environment instead of reacting to

the stimuli presented to them. Learning occurs because of the influence of the consequence

that follows. Thus, operant conditioning is a form of learning in which voluntary responses

are influence by their consequences. Skinner observed that almost all human behaviours

can be classified into two categories which are respondent behaviour and operant

behaviour. This model includes new applications of Skinner's basic ideas. Skinner himself

never proposed a model of school discipline. Other writers have taken his ideas on learning

and adapted them to controlling the behaviour of students in schools.

Respondent behaviour is an unconditioned behaviour which is actually the response

towards stimulus from the environment. Respondent learning would occur after a new

stimulus appeared together with the old stimulus. However, Operant behaviour is a kind of

voluntary or expected behaviour and it will not operate with stimulus which has been

ascertained before. According to Skinner, this Operant behaviour is a response emitted from

self-motivation. This kind of learning is considered active, as learning that take place is

based on its own initiative without waiting for any related stimulus to appear.

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The basic process in operant conditioning is acquisition, extinction, generalization,

and discrimination. Acquisition proses refer to the formation of a new response, such as

training to perform. This process is often referred as a gradual process of shaping. The

process of extinction refers to a gradual weakening and finally disappeared of a response

tendency by removal of a positive reinforcement. Whereas, stimulus generalization process

in operant conditioning refer to increase in responding in the presence of a new stimulus that

resemble to the original discrimination stimulus. At last but not least, discrimination process

refers to non-increase in responding in the presence of a new stimulus that resemble to the

original discrimination stimulus. Instead, such operant will be strengthened if suitable

reinforcement is given immediately after the response. Skinner classified this type of

reinforcement into negative and positive reinforcement. Positive reinforcement occurs when

a response is strengthened because of a rewarding stimulus that follows. Negative

reinforcement occurs when a response is strengthened because of the removal of an

unpleasant stimulus. In other words, only reinforces given occasionally would strengthen a

response, and provide great resistance to extinction.

Behaviour modification successfully uses various kinds of reinforces. They include

social reinforces such as verbal comments, facial expressions, and gestures; graphic

reinforces such as marks and stars; activity reinforces such as free time and collaborating

with a friend; and tangible reinforces such as prizes and printed awards. The Skinner model

can be a powerful model for classroom teachers, one that can be easily modified and

implemented with students of all ages and backgrounds.

2.0.3 THE GLASSER MODEL

Glasser’s work in the field of school discipline has two main focuses (Philips, 2009).

The first is to provide a classroom environment and curriculum which motivate students and

reduce inappropriate behaviour by meeting student’s basic needs for belonging, power, fun

and freedom. The second focus is on helping students make appropriate behavioural

choices that leads ultimately to personal success.

There are several Glasser’s key ideas about this model. First, students are rational

being. They can control their own behaviour and choose to act the way they do. For

instance, good choices produce good behaviour and bad choices produce bad behaviour.

Second, teachers must always try to help students make good choices. Teacher who truly

care about their students accept no excuses for bad behaviour. Teacher will ensure that the

students are in the right track of behaviour and attitudes. Reasonable consequences should

always follow student behaviour, whether it is good or bad. Lastly, class rules are essential

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and they must be enforced. Classroom meeting are effective vehicles for attending to

matters concerning class rules, behaviour and discipline.

Students are capable of understanding what is generally regarded as acceptable

school behaviour and can choose to behave in acceptable ways (Alex, 2010). However, in

making good choices, students must see the result 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 students become aware that they choose their own

actions. The teacher forces them to acknowledge their behaviour and to make value

judgment about it. The teacher refuses to accept excuses for bad behaviour. Instead the

teacher always directs the student’s attention to alternative and a more acceptable

behaviour. The essence of discipline then, lies in helping students make good choices.

Teacher holds the key to good discipline (Glasser, 1978). Glasser concludes that both

teachers and students have important roles to play in maintaining effective discipline, but

today he puts much greater responsibility on the shoulder of teachers than he formerly did.

He has always maintained that the following actions are the teacher’s responsibilities which

are stress student responsibility, establish rules that lead to success, accept no excuses

from students, call for value judgment, suggest suitable alternatives, invoke reasonable

consequences and be persistent. I would like to explain more on the first point which is

stress student responsibility. Since good behaviour comes from good choices and since

students ultimately must live with the choices they make, their responsibility for their own

behaviour. Discussion in which their responsibility is explored and clarified occurs in

classroom meetings. These meeting occur as regular parts of the curriculum. Students sit in

a tight circle with the teacher and discuss matters that concern the class.

It is reasonable to conclude that Glasser would have teachers begin with organizing

their classes so as to meet student’s needs to extent possible. But he concedes that

probably about 25% of the students will be unproductive (Glasser, 1978). And of course

even productive students often present discipline problems. Once the class is better

organized to meet student’s needs, the Glasser’s earlier suggestion on how to deal with

misbehaving students are still appropriate. Simple improvement in meeting student’s needs,

while tremendously important, does not do away with all misbehaviour students therefore

should still be helped to see that good behaviour choices lead to better results. They should

still be urged to show responsibility for their actions and to be considerate of others. Thus,

Glasser’s model of discipline can now be seen in this expanded form which is first organize

the class to meet needs as well as possible, then continue to use intervention strategies for

controlling and improving behaviour.

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2.0.4 THE GINOTT MODEL

The Ginott Model is about to address the situation with sane measures. Sane

measures can be defined as the assessment that is taken based of the logical instruction

towards pupils (Edward, 2009). This model usually workout when communication happen

between teacher and students. The Ginott Model insists that co-operation happen through

communication. Without communication The Ginott Model cannot be done in the classroom.

Discipline is a series of little victories gained when the teacher used sane messages. Sane

messages usually address the situation rather than the student’s character that will guide

students away from inappropriate behaviour towards behaviour that is appropriate and

lasting.

There are several Ginott’s key ideas about this model. First, discipline is a series of

little victories slowly acquired over time. Second, Teachers are at their best when they are

able to used congruent communication. Congruent communication is a communication that

is harmonious with student’s feelings about the current situation and themselves. Next,

teachers at their worst when they attack and label student character which is against The

Ginott Model. Lastly, the best teachers help students to build their self-esteem and to trust

their own experience.

The teacher is a decisive and powerful element in the classroom (Abraham, 2010).

Teachers create and maintain the harmonious classroom environment. They have the power

to humanize and dehumanize students. Their effectiveness depends on their ability to

establish a productive educational climate. Students who are in constant emotional turmoil

cannot learn or being teaches by using this model. However, emotional turmoil can be

reducing. To reduce this turmoil Ginott advocates using congruent communication, a

harmonious and authentic way of talking to in which messages to the students are matched

to the student’s feelings about the situations and themselves. Ginott claims that the principle

of congruent communication is the crucial factor in determining classroom climate (Michael,

2005). Teachers must constantly endeavour to use it. When they do they convey an attitude

of helpfulness and acceptance. Teachers are advised to be continually aware of the impact

of their messages on student’s self-esteem.

Congruent communication incorporates many of the different elements that we see

included in Ginott’s descriptions of teachers at their best and at their worst (John, 2009).

Ginott wrote extensively about teachers at their best and at their worst. Teachers at their

best use congruent communication are stated in several ways. First, they send sane

messages that addressing the situation rather than a student’s character. It shows that the

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teachers are able to express their anger appropriately. Second, teacher will always invite

cooperation with students. By doing this, teacher will be able to accept and acknowledge

students feelings. Third, teachers are able to correct students by directing them

appropriately. In order to correct student’s behaviour and attitude, teacher needs to be brief

when correcting students. Besides that, teacher should be able to be good models of human

behaviour before correcting their students. Teacher at their worst fail to use congruent

communication. This occurs when they are caustic and sarcastic. By being sarcastic,

teacher are more easily attacking student’s character without they notice. Second, teacher

demand cooperation from students rather than invite the student to cooperate in a

discussion or teaching and learning process. Teacher often deny student’s feelings that will

leads to labelling students as lazy, stupid and so forth. Third, teachers usually lose their

tempers and self-control when handling the classes. This is poor models of human

behaviour that should not be practice by a teacher.

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3.0 APPLICATION OF STRATEGIES BASED ON KOUNIN’S MODEL

Based on the situation coped by Mr. Veejaya, which is teaching Mathematics for the class 6

Usaha. We can see that many strategies based on Kounin Model to solve the problem

coped by Mr. Veejaya in succeeding his learning session and control his classroom

environment. Being able to have the skills to handle situations like this takes practice and

experience. Kounin’s theory on classroom management was the first to integrate

instructional and disciplinary aspects of the classroom. First, teacher must be smart in

correcting misbehaviour of pupils and bringing the power to influence positive behaviour to

other pupils. This technique is also known as ‘ripple effect’. This ripple effect may occur

when teacher give a good encouragement to pupil such as “Good, I see that many of you

are almost finished". Beside, this ripple effect also may occur when teacher reprimands to

pupils such as "I see a few people who may have to stay in after class to finish". The ripple

effect is most powerful at the early childhood or primary level in school.

The basis of the model is for teachers to be organized, prepared, and use proactive

behavioural management combined with high student involvement with the goal of leading to

a more effective classroom while minimizing disruptive behaviour. Kounin coins his theory as

Lesson Movement, comprised of techniques called: wittiness, overlapping, momentum,

smoothness, and group focus (“Classroom Management Theorist and Theories/Jacob

Kounin,” 2009).

Wittiness is the ability of a teacher to know everything that is going on in his

classroom at all times to prevent discipline problems before they occurred. However, as

important as it is for teachers to achieve this skill, it is just as important for pupils to believe

their teacher is “with-it.”. Pupils will still act disruptively if they feel the teacher did not notice

them. Some ways which teachers can display this technique are by consistently suppress

misbehaviours of exactly those pupils who began the problem. Then, dealing with the more

serious of two discipline problems occurring simultaneously and decisively handling off-task

behaviour before it gets out of hand or imitated by other pupils (“Whom are We Talking

About: Jacob Kounin,” 2008).

Similar to wittiness, overlapping involves the ability to attend to multiple classroom

events at one time, and avoiding fixating on one event at the expense of all other classroom

activities. For example, if a teacher is conducting small group assignments, and a pair is off

task, a teacher may address them from a distance while still conducting the activity. (“The

Kounin Model,” 2008).

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Momentum is keeping the lesson moving briskly, requiring the teacher to plan

effectively to avoid the pace of learning session become slowing down. Kounin believes that

teachers should not lecture for a long period of time to allow pupils to gain knowledge by

moving around and maximizing their allotted time. By minimizing delays and interruptions,

causes pupils will not lose interest and misbehave. (Charles, 1989).

In conjunction with momentum is smoothness. During teaching session, a teacher

must maintain the direction and do not drift off on tangents, be diverted with irrelevant

questions and information or fall victim to “flip flops,” “dangles,” or “truncation.” Otherwise,

pupils will be confused and act out from loss of interest. (“Classroom Management Theorist

and Theories/Jacob Kounin,” 2009)

Lastly, Kounin refers to group focus as the ability to engage the whole class. Some

techniques he offers are building suspense or ask community questions. Although

community questions may appear random, it draws the group’s attention and intrigue. The

teacher must incorporate procedures to handle multiple situations at once to maintain group

focus. For example, if a pupils completes an assignment early, he or she must be given

challenging task such as providing another assignment or enrichment activity while he or she

helps other pupils which are struggling (“Classroom Management Theorist and

Theories/Jacob Kounin,” 2009).

Kounin’s Model of Classroom Management is an important topic for teachers today,

because it is one of the most difficult skills to acquire. Student-cantered classrooms and

discovery lessons are becoming much more popular in our classrooms, leading to a more

active learning environment. Being able to handle multiple situations at once, keeping pupils

engaged, maintaining momentum and smoothness in lessons and transitions takes

experience. These are the most difficult techniques for a first year teacher to learn; therefore,

making them a habit during that year will allow for mastery of these skills to occur. We

believe that Kounin’s Model is important to develop an effective classroom environment.

However, discipline problems will occur, no matter the amount of preventive planning a

teacher makes. Kounin does not address his procedures for disciplining; he also states that

misbehaving as a response to some factor that is outside of the teacher’s control. As a

teacher, we would incorporate Kounin’s theory in teaching planning and practices, although

remembering that each student may require different accommodations.

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4.0 STRATEGIES TO SOLVE MR.VEEJAYA’S PROBLEM

Student’s misbehaviour in classroom especially during teaching and learning period

is very common that we heard about it most of the time. Mr. Veejaya should have good

skills in managing the classroom as what Brophy and Evertson (1976) had reported that

classroom management skills are of primary importance in determining success in teaching.

The skills are of crucial and fundamental. This perspective of classroom management

emphasises the teacher’s ability and disposition to get the class ready for learning. The

wealth of information to get concerning the pupils is usually are readily available in the

school and Mr. Veejaya should have find out about his pupils for himself, preferably before

he meet his class for the first time. The information gathered will equip Mr. Veejaya with the

confidence to face the class on the first day for him already know something about each of

his pupils. The information also may help Mr. Veejaya to plan suitable strategies to maintain

good behaviour of his pupils in classroom in order to facilitate learning.

There are several appropriate methods or strategies that Mr. Veejaya can use to

solve the problem of his students interruptive behaviour in classroom, which are, physical

proximity method, sudden silence method, Post-It Notes method, quickly-state-student’s-

name method and individual signals method. We will further discuss how Mr. Veejaya can

apply all these methods.

The first method that Mr. Veejaya can apply is physical proximity method. Physical

proximity method needs Mr. Veejaya to be fully mobile. This means that Mr. Veejaya should

be able to move freely and move around in the classroom. Movement communicates that

Mr. Veejaya are focused on all parts of the classroom, and it can get a single student’s

attention without interrupting the entire class. When a student is creating a minor

interruption, Mr. Veejaya should immediately move closer to his or her seat. For example,

Mr. Veejaya moves closer to the students who making noise seat so they knows that Mr.

Veejaya are aware of their interruptions. While moving closer to those noisy students, Mr.

Veejaya continues teaching and maintains the flow of the lesson. Mr. Veejaya should remain

by their desk for a short period of time before moving on.

The second method is sudden silence method. This method is like, when a student

is disruptive while Mr. Veejaya teaching in front, Mr. Veejaya should stop and wait for the

disruption to cease. For example, if some students are making noises and making trouble

during lesson, Mr. Veejaya should sharply pause the lesson. After a few seconds, if the

students stop their noisiness, then Mr. Veejaya may continue teaching.

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The next method is Post-It Notes method. Tis method is like where Mr. Veejaya

carries a clipboard with prewritten Post-It notes that say “PLEASE FOCUS ON WHAT WE

ARE DOING NOW” or “PLEASE PAY ATTENTION” or “PLEASE KEEP QUIET”. If a student

needs a reminder about their behaviour, they choose the appropriate note and place it on

the student’s desk. For example, as Mr. Veejaya continues teaching, he walk by the

disruptive students and place the note that says, “PLEASE KEEP QUIET AND PAY

ATTENTION” on their desk.

Another method that Mr. Veejaya can use is quickly-state-student’s-name method.

Stating a student’s name is effective if a teacher feel that they need to immediately catch

some disruptive student’s attention, but don’t overuse this technique because students

quickly become immune to hearing their name called. Example of situation is, when

student’s starts making noise during lesson, Mr. Veejaya should immediately say their name

and make eye contact with them.

The last method is individual signals method. Some students need an individual

reminder when they are interrupting disrupting. Taking them aside and agreeing upon a

method can be very effective. Example of the situation is, while teaching, Mr. Veejaya holds

up one finger and makes eye contact with the disruptive students. Because both Mr. Veejaya

and the disruptive students agreed upon this signal in advance when those students was

disruptive in the past, they knows that they are creating a distraction and that one finger

means that they needs to stop what they are doing.

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4.0 REFLECTIONS

4.0.1 REFLECTION 1

AMAR BIN ARIFIN

920306-01-6163

We have already finished our classroom management assignment in an appropriate time. In

this assignment we need to explain modification model in the classroom management, then

we need to choose suitable modification model for the situation given. All of us work together

in order to discuss and be able to resolve the situation given in the assignment. Thus, I

congratulate my group for their good commitment as they are ready to work hard to finish

this assignment in a very exemplary manner.

I myself find that it is not easy to do this assignment as this assignment needed us to

think critically on how to handle a classroom with a good modification model based on the

situation given. I also realized that handling a classroom is not an easy thing but I am glad to

be introduced to this type of situation before I have to face a reality in the school. By doing

this assignment I indirectly learn on how to manage my classroom and be able to handle

misbehaving pupils in the classroom.

I also would like to thank my lecturer, En. Ismail B. Saliyan, for his cooperation and

support while finishing this assignment by giving us a guideline and explanation in order to

complete this assignment. He is a very dedicated lecturer and willing to help us with any

problem that we face. Besides that, he manages to come out with a good idea on how to

handle a classroom which I think very precious from a lecturer.

After finished this assignment, I think that I have developed knowledge on teaching

skills. Before this I never know the technique used in handling problems regarding

misbehaving pupils. Now, I am confident enough to teach and handling my class in the

future by using a knowledge of classroom management.

In conclusion, I have developed good teaching skills while doing this assignment. It

seems that I can memorize for a long period of any new knowledge by applying back the

knowledge in real situation. By be able to handle a classroom, I am sure that one day I will

become a good teacher.

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5.0.2 REFLECTION 2

ADAM SHUKRAN BIN MOHD SHUKRAN

920414-11-5185

For this assignment, we were needed to explain modification model in the classroom

management, then we need to choose suitable modification model for the situation given

and finally we need to choose suitable strategies to solve the cases in the situation given.

This coursework went well as we all worked together and we had save a lot of time in

finishing this assignment. If we had not worked as a team and no collaboration were given, I

believe that we could not finish a single thing. Therefore, in this reflection, I want to express

my appreciation to my group because they had given their fullest cooperation and

commitment in completing this assignment.

To be honest, I had to control and manage my time wisely as I have many other

assignments and works to be done instead of this very short coursework. To manage my

time well, I forced myself to come out with a schedule so that all my works will finish

accordingly and on time. By forcing myself to do a schedule, I realized that I can do works

and finished it on time. It had made my life more organized and convenient when I have

more time to spare after finished doing all the works. As a result, I had learnt a new and

important thing while doing this coursework task, which is to manage time by doing a

schedule.

Another skill that I managed to develop through finishing this short coursework is

leadership. A teacher is the leader to his or her pupils. When I was doing this assignment, I

realized that my teammates did not have a clue to do this assignment. I also did not

understand quite well on how to do it. Hence, I had decided to ask anyone about this

assignment and the result was surprisingly easy. All we had to do was goggle up through the

internet and find any information regarding this Kounin Model and other Modification Model.

It has been acknowledged that there is a strong link between disciplines and

classroom management in building conducive learning environment. Based on the

modification model chosen by my group which is Kounin Model, Jacob Kounin found that the

teachers differed very little in the way they handled classroom problems once they arose.

The primary difference was in the things the successful managers did which tended to

prevent classroom problems. They were totally aware of everything in the classroom

environment; they kept students actively engaged and they conducted well-planned lessons

with smooth transitions. Kounin concluded that some teachers are better classroom

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managers because of skill in four areas which is “withitness,” overlapping activities, group

focusing, and movement management.

As the conclusion of my reflection, I hope that I can improve more on my

weaknesses and take any opportunities to apply what I have learnt through this assignment.

It seems that I can memorize for a long period of any new knowledge by applying back the

knowledge in real situation. Thus, I will try as hard as I can to sharpen the knowledge that I

got from this assignment by applying it back in real life and in the future, I hope that I can be

a better person and also a better teacher.

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5.0.3 REFLECTION 3

LIANA YUANNA LION

920425-13-5712

We have received a project task for Behaviour and Classroom (EDU 3104) subject.

We are required to prepare an essay entitled “Effective Classroom Management” based on

the situation given in the task project. We are also required to analyse all the modification

models I classroom management and how to apply the models in classroom. There are so

many experience that I have faced while doing this assignment. I have some problem while

finishing this assignment. But luckily, I manage to move on and overcome all the problems

that interfere. The problem that I face will not make me weak but it makes me stronger.

The problem that I faced is time management. I have many assignments for other

subject to be done too. The date due for all assignment was on the same day. It is very

torturing to finish all the assignment all in once. I barely sleep while doing the assignment. It

makes me having a very bad headache and migraine. I can’t even focus while doing

assignment while thinking about another assignment that needs to be submitted on the

same date.

Another problem that I face is limited relevant sources. Some source weather it is

from internet or from books, the information are sometimes different. I don’t know which is

relevant, true and believable. And at the end, I just simply pick which I think is the better

one.

There is also new knowledge that I have learnt from doing this assignment. The

knowledge that I get are about the modification models and effective classroom

management. After finishing this assignment, I getting to know about how important it is for

a teacher to know about the modification models. I can apply the knowledge of modification

model when I am teaching in the future. This is a chance for me to learn the suitable model

to apply according to the classroom environment I’m in in the future.

This new knowledge also helps me to understand about individual cognitive

development. All students have different cognitive development. Not all students have high

cognitive, there are also students who have lower cognitive level. With the knowledge of

modification models that I learnt from finishing this task, I can apply it with every students

according to their cognitive level. Every student need different approach of modification

models in order for them to cope in the classroom.

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In conclusion, it is very important or in other words, it is vital for all teachers to learn

about modification models and effective classroom management strategies. This is because

it may help teacher to control their students and to develop their student’s cognitive level.

This knowledge will also help teacher to help their students to learn and have good

behaviour not also in classroom but outside the classroom too. Nothing is impossible if we

really work hard.

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5.0.4 REFLECTION 4

VISHAALENNY SUBRAMANIAM

920918-14-5572

Theories of learning refer to general learning principle which has been derived from

research by education psychologist. Learning theories are classified into five major

perspective which are behavioural, cognitive, social, and humanistic and also constructivism.

These theories are useful to teachers to understand concisely how pupil learn and then use

these learning theories to relate with teaching methods and techniques to guide the

students.

As a future teacher, I would apply Kounin’s theory in my teaching planning and

practices, though remembering that each student may require different accommodations.

Being able to handle multiple situations at once, keeping students engaged, maintaining

momentum and smoothness in your lessons and transitions takes experience. These are the

most difficult techniques for a first year teacher to learn; therefore, making them a habit

during that year will allow for mastery of these skills to occur. I believe that Kounin’s Model is

important to develop an effective classroom environment; however, discipline problems will

occur, no matter the amount of preventive planning a teacher makes.

As a future teacher, mainly I would be applying these theories in classroom basically

concerned with observable behaviours that can be measured. In learning, behaviourism

focuses on stimuli that create a response. The Behaviourist approach might be best suited to

a class of young or less able learners, for the objectives are clear and are easy to measure.

This form of teaching might also be necessary for moving things along, keeping to deadlines

such as exams, discouraging late-comers and people texting during class.

Behaviourism is action-oriented and does not take into account thoughts or emotions

associated with a reaction or behaviour because these are not observable and not

measurable. Behavioural theory says that behaviours can be shaped using rewards and

punishment. Consistently rewarding a student for exhibiting a desired behaviour increases

the likelihood that the behaviour will be exhibited again. Punishment of undesired behaviour

has the same potential to reduce unwanted behaviour

As a conclusion, I think behaviourisms theory is one of the best theory that could be applied

in the class to convey the lesson in a positive and an interesting way. In the learning arena,

behaviourism techniques such as reinforcement, repetition and teacher-centric learning

18

introduce stimuli that produce desired behaviour. With correct way of conveying the class,

the teacher could successfully use this method to teach her students.

19

REFERENCES

Abraham. Johnny. (2010). (EDS). Teachers roles in the classroom.

Tuscaloosa, Alabama.

Alex. Samuel. (2010). (EDS). Know Your Students: Misbehavior Students.

Washington, United States.

Bohn, Roehrig, & Pressley. (2004). What is Classroom Management?. In G. S. Chiew,

Classroom Management: Creating Positive Learning Environments (2nd Ed.) (pp.17).

Singapore: Pearson Education South Asia.

Brophy, & Evertson. (1976). The Concept of Classroom Management. In G. S. Chiew,

Classroom Management: Creating Positive Learning Environments (2nd Ed.) (pp. 18-

19). Singapore: Pearson Education South Asia.

Charles, C. M., (1989), Building classroom discipline: from models to practice, Longmans

Inc., New York. (pages 40-54).

Doyle. (1979). Understanding Classroom Management. In G. S. Chiew, Classroom

Management: Creating Positive Learning Environments (2nd Ed.) (pp. 18).

Singapore: Pearson Education South Asia.

Duke. (1979). Classroom Management Skills. In G. S. Chiew, Classroom Management:

Creating Positive Learning Environments (2nd Ed.) (pp. 18). Singapore: Pearson

Education South Asia.

Edward. Wayne. (2009). (EDS). Models of Discipline: The Ginott Models.

Boston, United States.

Nelson, T. G. (2002). An Interview with William Glasser. Teacher Education Quarterly,

Summer 2002, 93-98.

Martin, W. (1988). Control theory: Applications to middle-level school environments. Paper

presented at the Annual Meeting of the American educational research association

(New Orleans, LA, 1998).

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Glasser, W., (1985), Control theory in the classroom, Perennial Library, New York.

Glasser, W., (1990), The quality school: Managing students without coercion, Harper and

Row, New York.Hill, D. 1990, Order in the classroom, Teacher, 1(7), 70-77.

Skinner, B. F., 1971, Beyond freedom and dignity, Knopf, New York.

Tauber, R. 1982, Negative reinforcement: a positive strategy in classroom management,

Clearing House, 56, 64-67

Kounin, J., (1971; 1977), Discipline and group management in classrooms, Holt; Rinehart

and Winston, New York.

Goh. (1989). Maintaining Pupils Discipline and Behaviour. In G. S. Chiew, Classroom

Management: Creating Positive Learning Environments (2nd Ed.) (pp. 17).

Singapore: Pearson Education South Asia.

Stanford, Emmer, & Clements. (1983). Understanding Classroom Management. In G. S.

Chiew, Classroom Management: Creating Positive Learning Environments (2nd Ed.)

(pp. 18). Singapore: Pearson Education South Asia.

Michael. Shawn. (2005). (EDS). Principle of Congruent Communication.

Texas, United States.

John. Brown. (2009). (EDS). Learning and Teaching Process in Classroom.

California, United States.

Philips. Joe. (2009). (EDS). The Glasser Model: Volume I.

Michigan, United States.

Glasser. William. (1978). (EDS). Choice Theory.

United States.

Teacher Matters, (2008). The Kounin Model. Retrieved March 10, 2013 from

http://www.teachermatters.com/index.php?option=com_content&view=article&id=9:k

ounin-model&catid=4:models-of-discipline&Itemid=4

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WikiBooks, Wikimedia Foundation, Inc. (2009). Overview/History of Jacob Kounin’s Work.

Retrieved March 10, 2013 from

http://en.wikibooks.org/wiki/Classroom_Management_Theorist_and_Theories/

Jacob_Kounin

WikiEd. (2008). Whom are we talking about: Jacob Kounin. Retrieved March 10, 2013 from

http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob

Toso, R. B. (2000). Control Theory, Principal Leadership (High School Ed.), 40-3.William

Glasser Institute. (2006). Quality schools. Retrieved June 15, 2007:

http://www.wglasser.com/quality.htm.

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LAMPIRAN B1

COURSEWORK COLLABORATION FORM

STUDENT’S NAME : ADAM SHUKRAN BIN MOHD SHUKRAN

: AMAR BIN ARIFIN

: LIANA YUANNA LION

: VISHAALENNY SUBRAMANIAM

GROUP/OPTION : PISMP TESL 5

SEMESTER : 3

SUBJECT : BEHAVIOUR AND CLASSROOM MANAGEMENT

CODE : EDU 3104

LECTURER : EN. ISMAIL B. SALIYAN

DATE MATTER DISCUSSEDSIGNATURE

(PEER)

SIGNATURE

(LECTURER)

25 February

2013

We received the project task.

Lecturers briefings the task.

4 February

2013 We divide the group for the task.

11 February

2013 We discus in group about the task.

11 February –

28 February

2013

We search all the information that

might be useful for the task.

1 March 2013 We divide the work within our group

member.

10 March

2013

We compile all the work.

We check together our work.

We do some correction.

14 March

2013

We re-check back our essay and do

correction.

15 March

2013 We submit the task.

23