Module TSL3109

PROGRAM PENSISWAZAHAN GURU (PPG)

MOD PENDIDIKAN JARAK JAUH

IJAZAH SARJANA MUDA PERGURUAN DENGAN KEPUJIAN

MANAGING THE PRIMARY ESL CLASSROOM

TSL3109

BAHASA INGGERIS

MAJOR

INSTITUT PENDIDIKAN GURU KEMENTERIAN PELAJARAN MALAYSIA ARAS 1, ENTERPRISE BUILDING 3, BLOK 2200, PERSIARAN APEC, CYBER 6, 63000 CYBERJAYA

Berkuat kuasa pada Jan 2012

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Falsafah Pendidikan Kebangsaan

Cetakan April 2013 Kementerian Pelajaran Malaysia

Pendidikan di Malaysia adalah suatu usaha berterusan ke arah memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi, dan berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha jasmani ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan, berketrampilan, berakhlak mulia, bertanggungjawab, dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat, dan negara.

Falsafah Pendidikan Guru

Guru yang berpekerti mulia, berpandangan progresif dan saintifik, bersedia menjunjung aspirasi negara serta menyanjung warisan kebudayaan negara, menjamin perkembangan individu, dan memelihara suatu masyarakat yang bersatu padu, demokratik, progresif, dan berdisiplin.

Hak cipta terpelihara. Kecuali untuk tujuan pendidikan yang tidak ada kepentingan komersial, tidak dibenarkan sesiapa mengeluarkan atau mengulang mana-mana bahagian artikel, ilustrasi dan kandungan buku ini dalam apa-apa juga bentuk dan dengan apa-apa cara pun, sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat izin bertulis daripada Rektor Institut Pendidikan Guru, Kementerian Pelajaran Malaysia.

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Cetakan April 2013 Institut Pendidikan Guru Kementerian Pelajaran Malaysia

MODUL PEMBELAJARAN INI DIEDARKAN UNTUK KEGUNAAN PELAJAR-PELAJAR YANG BERDAFTAR DENGAN INSTITUT PENDIDIKAN GURU, KEMENTERIAN PELAJARAN MALAYSIA BAGI MENGIKUTI PROGRAM PENSISWAZAHAN GURU (PPG) IJAZAH SARJANA MUDA PERGURUAN.

MODUL PEMBELAJARAN INI HANYA DIGUNAKAN SEBAGAI BAHAN PENGAJARAN DAN PEMBELAJARAN BAGI PROGRAM-PROGRAM TERSEBUT.

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CONTENT PAGE

Falsafah Pendidikan Kebangsaan Falsafah Pendidikan Guru Notis Hak Kerajaan Content Page Learner’s Guide Introduction Allocation of Topics SESSION 1: TOPIC 1 INTRODUCTION TO CLASSROOM MANAGEMENT

1.0 Synopsis 1.1 Learning Outcomes 1.2 Framework of Topics

1.2.1 The Concept of Classroom Management

1.2.1.1 The Function and Nature of Classrooms 1.2.1.2 The Role of Instruction as a Central Classroom Activity 1.2.1.3 Classroom Instruction and Management Practices

1.2.2 Teacher and Learner Roles in Effective Classroom Management

1.2.2.1 Responsibility 1.2.2.2 Accountability 1.2.2.3 Expectation 1.2.2.4 Consistency 1.2.2.3 Objectivity

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CONTENT PAGE

SESSION 2: TOPIC 2 CLASSROOM MANAGEMENT: APPROACHES, THEORIES AND MODELS


2.2.1 Approaches

2.2.1.1 Authoritarian Classroom Management 2.2.1.2 Behaviour Modification 2.2.1.3 Group Processes/A Social-Psychological View 2.2.1.4 Socio-Cultural

SESSION 3 and 4: TOPIC 2 CLASSROOM MANAGEMENT: APPROACHES, THEORIES AND MODELS

2.2.2 Theories and Models

2.2.2.1 Building the Foundation 2.2.2.2 Theories of Assertive Tactics 2.2.2.3 Theories of Democratic Teaching 2.2.2.4 Theories of Instructional Management 2.2.2.5 Theories of Congruent Communication

SESSION 5: TOPIC 3 MANAGING RESOURCES AND FACILITIES: RULES, EXPECTATIONS AND PROCEDURES


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CONTENT PAGE

3.2.1 Physical Classroom Environment

3.2.1.1 Organising Physical Space 3.2.1.2 Locating Instructional Space

3.2.2 Social Cultural Environment 3.2.2.1 Safe Environment 3.2.2.2 Creating Positive Environment

3.2.3 Conventions and Routines for Organising

Instructional Time

3.2.3.1 Begining and Ending the Day or Period 3.2.3.2 Classwork / Homework 3.2.3.4 Monitoring 3.3.3.5 Feedback 3.2.3.6 Managing Pupil Location and Grouping

SESSION 6: TOPIC 4 COMMUNICATION SKILLS FOR CLASSROOM MANAGEMENT


4.2.1 Communication Skills 4.2.2 Effective Communication

4.2.2.1 Effective Communication

4.2.3 Personal Characteristics of a Good Communicator 4.2.4 How Effective Communication Skills Help Build

Good ESL Lessons 4.2.5 Managing Verbal Communication in the Classroom 4.2.6 Non-Verbal Communication 4.2.7 Managing Non-Verbal Communication in the Classroom

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CONTENT PAGE

SESSION 7: TOPIC 5 OBSERVING AND RECOGNISING PATTERNS OF BEHAVIOUR


5.2.1 Patterns of Observable Behaviour 5.2.2 Desruptive Behaviour

5.2.1.1 Violent Behaviour 5.2.1.2 Non-Violent Behaviour 5.2.1.3 Effects of Disruptive Behaviours on ESL Classroom 5.2.1.4 Reasons for Disruptive Behaviour 5.2.1.5 Managing Disruptive Behaviour

5.2.3 Non-Desruptive Behaviour

SESSION 8: TOPIC 6 DEVELOPING, MONITORING AND MAINTAINING PRODUCTIVE PUPIL BEHAVIOUR


6.2.1 Productive Behaviour 6.2.2 Patterns of Procuctive Behaviour 6.2.3 Develop, Monitor and Maintain Productive Behaviours 6.2.4 Motivation 6.2.5 Encouragement 6.2.6 Criticism

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CONTENT PAGE

SESSION 9 and 10: TOPIC 7 DEVELOPING A PERSONAL CLASSROOM MANAGEMENT PLAN


7.2.1 Reflective Sessions 7.2.2 Approaches, Theories and Models

7.2.2.1 Teacher-Directed Approach 7.2.2.2 Collaborative Approach 7.2.2.3 Pupil-Directed Approach

7.2.3 Expectations 7.2.4 Rules and Procedures 7.2.5 Consequences 7.2.6 Communication Skills

REFERENCES APPENDICES PANEL PENULIS MODUL IKON

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LEARNER’S GUIDE

INTRODUCTION

SELF-DIRECTED LEARNING

TARGET GROUP

STUDENT INTERACTION HOURS

This module has been prepared to assist you in organising your own learning so that you may learn more effectively. You may be returning to study after many years fr om formal education or you may possibly be unfamiliar with a self-directed learning mode. This module gives you an opportunity to manage your own learning and to manage the way in which you use your resource and time.

Self-directed learning requires that you make decisions about your own learning. You must recognise your own pattern and style of learning. It might be useful if you were to set your own personal study goals and standard of achievement. In this way you will be able to proceed through the course quite easily. Asking for help when you need it, ought to be viewed as creating new opportunities for learning rather than as a sign of weakness.

Bachelor of Education (TESL) Primary Education with Credit students registered with Institute of Teacher Education, Ministry of Education Malaysia who are following the Graduating Teacher Programme (Program Pensiswazahan Guru/PPG).

Based on Institute of Teacher Education, Ministry of Education Malaysia (IPG KPM) standard, students are required to complete 40 interaction hours for each credit hour. Estimated allocated learning hours are as in Table 1.


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Learning Activities

Allocated Learning Hour According to

Course Credit

3 credit 2 credit I credit

Without

Practical

(3+0)

With

Practical

(2+1)

(1+2)

(0+3)

Without

Practical

(2+0)

With

Practical

(1+1)

(0+2)

Without

Practical

(1+0)

With

Practical

(0+1)

Reading learning module and completing exercises / self directed tasks / practical

70

60

70

62

70

65

Attending face-to-face interaction

(5 times)

10

10

5

5

5

5

Practical - 10 - 8 - 5

Online Discussion 7 ½ 7 ½ 5 5 5 5

Coursework 20 20 20 20 15 15

Revision 10 10 10 10 5 5

Practical/ Examination

2 ½ 2 ½ 2 ½ 2 ½ 2 ½ 2 ½

Total Learning hours 120 80 40

* Practical will be carried out on Sunday or during an intensive course.

SEQUENCE OF SESSIONS/TOPICS IN MODULE

The module is written in Sessions. Each session will cover a few topics. How long you take to go through a Session or a topic clearly depends on your own learning style and your personal study goals. There are tasks set within a topic to help you recall what you have learnt or to make you think about what you have read. Some of these tasks will have answers and/or suggested answers. For tasks without answers provided, you might find it helpful to discuss them with someone like a colleague or make notes of your answers and take them along to the next Tutorial Session. You may discuss with your lecturer, tutor or colleague via email if you face problems with the module. Tasks that have been set for Tutorial discussion or to be handed in during Tutorial Sessions will need to be completed before the tutorial takes place. Assignments that have to be handed in must be handed in according to schedule. This will be a means for you (and your Tutor) to know how much progress you have made in your course. You should bear in mind that the process of learning that you go through is as important as any assignment you hand in or any task that you have completed. So, instead of racing through the tasks and the reading, do take time to reflect on them.

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ICON

EXAMINATION AND ASSESSMENT

You will find that icons have been used to capture your attention so that at a glance you will know what you have to do. Appendix A gives you an explanation of what the icons mean.



Another important component of this course is the project for School-based Assignment for the Major course only. This component recognises the fact that teaching in the classroom is an important aspect of learning to become a teacher. Hence, the assignments that you do for this component will form part of the overall assessment of your performance. It is therefore important that you approach this assignment and all other coursework assignment with the right attitude. The School-based Assignment will be given in a separate document.

You will find that icons have been used to capture your attention so that at a glance you will know what you have to do. Appendix A gives you an explanation of what the icons mean.



There is an end of course examination that you will be required to do. The date and time will be made known to you when you sign up for the course. The written examination is expected to take place in an examination venue to be identified.

Here are some useful hints for you to get you going.

1. Find a quiet study corner so that you may set down your books and yourself to study. Do the same when you visit a library.

2. Set a time every day to begin and to end your study. Once you have committed a set time, keep to it! When you have finished your module, continue to read other prescribed reference books or internet materials.

3. Spend as much time as you possibly can on each task without compromising your study

goal.

4. Revise and review what you read. Take time to recollect what you have read.

5. Consult sources other than what has been given to you. Do not accept information at face value.

6. Start a filing system so that you know where you have kept that insightful article!

7. Find a friend who could help you study.

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INTRODUCTION

Welcome to Managing the Primary ESL Classroom session.

Graduating Teacher Programme or Program Pensiswazahan Guru (PPG) Distance Learning Mode (PPJ) English Language (Major) for Primary Schools, is one of the major subjects offered by the Institute of Teacher Education Malaysia (IPGM). It is offered to English language teachers who want to upgrade and enhance themselves in teaching English Language as a subject. There are fourteen modules offered for English Language (Major) for Primary Schools. This Module TSL3109 – Managing The Primary ESL Classroom covers 45 hours. It has seven main topics which are spread across ten interaction sessions. Session 1 covers Topic 1 Introduction To Classroom Management. It focuses on the concept of Classroom Management and the Role of teachers and pupils in effective classroom management. Session 2 covers the first part Topic 2 Classroom Management: Approaches, Theories and Models. It focuses on the Approaches to Classroom Management. Session 3 and 4 cover the second part of Topic 2 Classroom Management: Approaches, Theories and Models. This part of the topic focuses on the theories and models of Classroom Management. Session 5 covers the topic Managing Resources and Facilities: Rules, Expectations and Procedures. It focuses on the Classroom Environment, and Conventions and Routines for Organising Instructional Time. Session 6 covers the topic Communication Skills For Classroom Management. It focuses on Communication skills, Skills for effective communication, Personal characteristics of good communicators, Verbal Communication and Non-Verbal Communication, and Managing verbal and non-verbal communication.

Session 7 covers the topic Observing and Recognizing Patterns of Behaviour. It focuses on the Patterns of Observable Behaviour which includes Non-Desruptive Behaviour & Disruptive Behaviour.

Session 8 covers the topic Developing, Monitoring and Maintaining Productive Learner Behaviour. It focuses on Student behaviours: Destructive and Non-destructive behaviours; Productive Behaviours – group and individual; and Motivation, Encouragement & Criticism.

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Session 9 and 10 cover the topic Developing a Classroom Management Plan. It focuses on Reflective practice; Approaches, theories and models; Expectations; Rules and Consequences, and Communication Skills. By going through all the sessions diligently and doing the tasks given, you will be able to enhance your knowledge in Managing the Primary ESL Classroom. You will also know your own strategies in developing a Personal CMP. There are no prescribed course books and the sessions are designed to be self-contained. Before you begin working on the content of these sessions, we recommend that you should have access to certain reference books. We are sure that you are looking forward to begin this module with excitement. It is interesting to refresh your memory and obtain new ideas and knowledge. You should read the input notes carefully. You should also do all the exercises and then check your answers with the notes in the module, reference books or your tutor. When you have checked your answers (and revised if necessary), go on to do the tutorial questions. Good Luck and Happy Working! Remember, Practice Makes Perfect!

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ALLOCATION OF TOPICS

Code & Name of Course: TSL3109 – Managing the Primary ESL Classroom

There are 7 topics in this module and are divided into ten sessions. The table below shows the allocation of topics through the modular learning or/and during face interaction.

Session

Topic

Sub-Topic

Int. Hrs.

Total no. of hours

1

Introduction to Classroom Management

The Concept of Classroom Management - The function and nature of classrooms - The role of teaching as a central classroom activity - Classroom instructions and management practice

3

6

Teacher and Learner Roles in Effective Classroom Management

3

2

Classroom Management: Approaches, Theories and Models

Approaches - Authoritarian classroom

management (Power Types and Power Bases)

- Behaviour modification - Group process /socio-

psychological - Instructional classroom

management - Socio-cultural

6

6

3 and 4

Classroom Management: Approaches, Theories and Models

Theories and Models of Classroom Management

- Building the Foundation (Skinner, Glasser and Gordon)

- Theories of Assertive Tactics (Lee and Marlene Canter)

- Theories of Democratic Teaching (Rudolf Dreikurs)

- Theories of Instructional Management (Jacob Kounin)

- Theories of Congruent Communication (Haim Ginott)

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6

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5

Managing resources and facilities: rules, expectations and procedures

Physical classroom environment

Social cultural environment

Conventions and Routines for Organising Instructional Time

6

6

6

Communication Skills for Classroom Management

Communication skills

Skills for effective communication

Personal characteristics of good communicators

3

6

Verbal and non - verbal communication

Managing verbal and non - verbal communication

3

7

Observing and recognizing patterns of behavior

Patterns of Observable Behaviour

Non-Disruptive Behaviour

Disruptive Behaviour (Violent and Non-violent)

3

3

8

Developing, monitoring and maintaining productive student behaviour – both individual and group behaviour

Student behaviours: Patterns - Disruptive and non-disruptive

behaviours - Productive Behaviours –

group and individual

3

6

Student behaviours: Developing, monitoring and maintaining productive student behaviours

- Motivation - Encouragement vs criticism

3

9 & 10

Developing a Personal Classroom Management Plan

reflective

approaches, theories, models

expectations

rules and consequences

communication skills procedures

6

6

Total 45 hours

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

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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 By 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 Topics

Introduction to Classroom Management

Concept of Classroom Management

Roles in Effective Classroom Management

Function and Nature of Classrooms

Instruction as Central Classroom Activity

Classroom Instruction & Management Practices

Responsibility

Accountability

Expectations

Consistency

Objectivity


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CONTENT

SESSION ONE (6 hours)

1.2.1 The Concept of Classroom Management

As teachers it is your professional responsibility to manage your classroom effectively to

provide meaningful and fruitful learning experiences to your pupils. What strategies should

you possess to be effective and efficient in your classroom? Study the scenario below and

suggest how you would manage this class:

It is an English language lesson and Amin is copying an exercise from the board

while the teacher walks around monitoring the pupils at work. One of his classmates

Samy, reaches over and pokes his side. Startled, Amin jumps from his seat and this

results in his exercise book getting scribbled. He pushes Samy and a scuffle follows

(adapted from Hardin, 2008).

An inept teacher, in a disordely, unsafe and hostile classroom environment as above, may

not be able to provide favourable instruction and learning experiences to his pupils. The

following are research findings on classroom management and instruction:

poor classroom management skills and disruptive pupils were major 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

techniques effectively is vital for effective instruction.

(Marzano and Marzano, 2003)

Hence teachers need to posses effectual classroom management strategies to manage

pupil behaviour and at the same time be able to create a safe, orderly and pupil-friendly

environment to execute instruction productively (Manning and Bucher 2013).


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Albert and Troutman (1986) 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 & Bucher (2013) included

strategies to provide physical and psychological safety in the classroom;

techniques for changing pupil misbehaviours and instruction self-discipline;

methods of assuring an orderly progression of events during the school day; and

instructional techniques 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 techniques that

inculcate positive behaviour and self-discipline 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 self-discipline and prevent disruptive behaviours,

maintain an orderly development of daily activities, and of course

implement instruction successfully.

A positive and productive learning environment is the 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 desruptive behaviours.

Keeping 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


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different instructional techniques. Time lost to disruptive behaviour and the inability to keep

the pupils focused on the core processes of learning can result in low achievement.

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. Undeniably, 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 teachers 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 organizing and decorating the classroom to create a productive

learning climate.

1.2.1.1 The Function and Nature of Classrooms

The classroom generally functions as a place for the process of instruction and learning to

take place. For 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. According to Steele (cited in Ellen, 2002), to be an ideal place for

maximizing instruction and learning, the classroom has to provide security and shelter,

opportunities for social contact, symbolic identification, task instrumentality and pleasure.

i. Security and Shelter

Although the classroom should be a safe and comfortable place for instruction and learning,

it should not give a feeling of being inviting and soft. The classroom set up should not allow


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for any form of intrusion and interference, and at the same time it should not make available

opportunities for privacy.

ii. Social Contact

As for social contact, the furniture should be arranged in such a way that it allows pupils to

communicate during classroom activities, be it pairwork or small group work. Arranging 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 organized.

iii. Symbolic Identification

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. Posters 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 subject 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. Daily routines and procedures should

be implemented and posted. A weekly calendar of assignments and due dates should also

be visible. A consistent use of these things will make pupils familiar with them and achieve

a sense of security in the classroom.

iv. Task Instrumentality

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. Pathways 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


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of the classroom. The seating arrangement should allow for ease and clarity of viewing for

all aspects of instructional presentations.

v. Pleasure

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. A positive environment encourages pupils to be excited

about their school experience and about learning.

1.2.1.2 The Role of Instruction as a Central Classroom Activity

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. Effective 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, self-discipline, values and beliefs. It is through instruction and learning

activities too that pupils learn to communicate and develop confidence and self-esteem.

Hence, the role of instruction as a central classroom activity is to positively develop pupils

and equip them with the knowledge and skills to be able to adjust themselves to society and

the environment.


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1.2.1.3 Classroom Instruction and Management Practices

Instruction and classroom management are not two separate entities (Manning & Bucher,

2013). A classroom that is well managed can act as a suitable setting for effective

instruction and a well planned lesson which engages pupils in purposeful and meaningful

tasks will support good behaviours in the classroom. Conversely, poor classroom

management will not be supportive toward instruction even though a wide range of effective

instruction strategies are used. Similarly, instruction with weak strategies may not work as

expected even if the classroom is effectively managed.

i. Effective Classroom Instructions

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 techniques to ensure a conducive

environment for learning with minimal disruptive behaviours.

(Marzano, Pickering, & Pollock, 2001)

Effective classroom instructions thus constitute having:

a wide array of instructional strategies at your disposal;

being skillful at identifying and articulating the proper sequence and pacing of your

content; and

being highly skilled in classroom management techniques.

ii. Instructional Strategies

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;


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alternating teacher-centered activities such as presentation and teacher modeling, and

pupil-centered 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.

Besides these, teachers need to have a time limit for activities so that they can be carried

out successfully.

Excessively 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.

Group tasks or hands-on activities that provide pupils with too much or too little time to

finish will hinder pupil learning.

If teachers are long-winded 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:

Effective teachers have higher rates of positive pupil responses.

Pupils attending to academic tasks cannot at the same time be engaged in disruptive,

off-task behaviour.

Effective instruction minimizes disruptive behaviour through higher rates of academic

engagement.

(Espin, & Yell, 1994; Sutherland, Alder, & Gunter, 2003 in Regina & Daniel, 2007).


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Instruction that is effective in encouraging high rates of academic engagement and on-task

behaviour is characterized by the following key features:

Appropriate level of instructional material or task

It is particularly important to provide pupils with planned, sequential 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

behaviours that avoid engagement in the lesson (Wehby, Symons, Canale, & Go, 1995

in Regina & Daniel 2007). As 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. When pupils are provided with materials of appropriate

levels of instructional difficulty, their on-task behaviour, task completion and

comprehension increases (Gickling & Armstrong, 1978 in Regina & Daniel 2007).

Studies show that pupils who are actively engaged and provided with frequent

opportunities to respond to academic tasks are less disruptive and demonstrate

improved academic skills (Sutherland & Wehby, 2001 in Regina & Daniel 2007).

Effective instruction is even more critical for at-risk pupils who display poor academic

and social outcomes because they have fewer academic skills and require increased

instruction in order to accelerate learning (Donovan & Cross, 2002 in Regina & Daniel

2007). Besides, the instructional environment may be experienced differently by them.

As such, instruction has to be adjusted appropriately (e.g. more opportunities for

practice and review, lower reading-level texts, books on tape, or small-group

instruction) in order to increase successful learning opportunities for them.

Feedback

Effective instruction provides feedback for both the pupils and the teachers in a variety

of ways: through discussion, in writing and non-verbally, but never solely through


10

testing. Most importantly, the feedback serves to motivate both pupils and teachers,

promoting an active learning situation.

Teachers’ personal qualities

Teachers’ personal qualities are also important for effective instruction. Having a

mastery of the subject and the enthusiasm to impart the knowledge are paramount.

Other essential characteristics are being approachable, accessible, a sense of humour

and having respect for the pupils.

Effective teachers are always willing to seize the teachable moment. Teachers should

take advantage of a pupil's question or observation, or some incident from real life and

spin it into their lesson. Pulling all these together is genuine passion for teaching which

effective teachers show when they enthusiastically and professionally engage pupils in

lessons to help them learn and retain what is taught.

iii. Effective Classroom Management Practices

Although effective instruction can reduce behaviour problems, it does not fully eliminate

them (Emmer & Stough, 2001 in Regina & Daniel 2007). The primary purpose of classroom

management is to gain control of the classroom so that pupils’ time in the classroom is

optimised for learning. According to Brophy, (1983 in Regina & Daniel 2007) a good

classroom manager adheres to three principles:

be willing to accept responsibility for classroom control;

advocate to long-term, solution-oriented approaches to problems and abstain from

short-term, control responses; and

endeavour to discover underlying personal problems (impulsivity, lack of awareness,

home problems, etc.) for symptomatic behaviour.

Besides principles, Brophy also cited the following theoretical teacher orientations:

the self-concept/personal adjustment orientated teacher encourages discouraged

pupils, builds self-esteem by arranging for and calling attention to success and


11

improving peer relationships;

the insight (cognitive) 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.

Effective classroom management requires a comprehensive approach that includes

structuring the school and classroom environment, actively supervising pupil engagement

and implementing classroom rules and routines.

iv. Structuring the school and classroom environment

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. Effective classroom structuring

requires attention to the following features:

Creating a physical arrangement that eases traffic flow, minimizes distractions, and

provides teachers with good access to pupils in order to respond to their questions and

better control behaviour.

Making efficient use of classroom time, including transitions between various classroom

activities.

Ensuring that the nature and quality of pupil interactions is positive by clearly

communicating appropriate behaviours for particular classroom activities. For example,

pupils may be expected to interact with one another during cooperative learning

activities but not during independent work at their seats.

(Paine et.al, 1983 in Carolyn and Weinstein 2006).


12

v. Rules and routines

The use of rules is a powerful, preventive component of classroom organization and

management plans. Rules establish the behavioural context of the classroom by specifying

what behaviours are expected of pupils, what behaviours will be reinforced, and the

consequences for inappropriate behaviour. Rules stated or worded positively to describe the

expected behaviour, rather than what not to do, can prevent problem behaviour easily

(Colvin, Kame’enui, & Sugai, 1993; Kerr & Nelson, 2002 in Carolyn and Weinstein, 2006).

Guidelines for the construction of classroom rules indentified by educators are as follows:

Rules should be kept to a minimum to allow pupils to remember them.

Rules should contain language that is simple and appropriate to the developmental

level of the pupils and classroom.

Rules should be positively stated.

Rules should be developed for various situations or contexts as needed.

Rules should be consistent with the schoolwide behaviour plan.

(Martella, Nelson, & Marchand-Martella, 2003 )

In addition to establishing rules, teachers also need to incorporate routines into their efforts

to organize the classroom. Routines for turning in homework or engaging in small-group

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. Emphasize these rules and routines on

occasions when increased violations are likely to occur (e.g., before school breaks) or if

warranted by inappropriate behaviour. This type of instructional approach to social

behaviour neutralizes the reactive or extreme approaches to behaviour management that

ultimately are ineffective (Colvin et al.,1993 in Carolyn and Weinstein, 2006).


13

After 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 include:

specific, contingent praise;

a token economy system, in which pupils earn rewards for behaviour; and

behaviour contracts

Arranging consequences in order to increase desired behaviour is a critical component of

effective classroom organization and management. Like all behavioural reinforcement,

however, these strategies are effective only if they provide initial reinforcement in close

temporal proximity to occurrences of the desired behaviour; also, they are more effective if

they are linked to the classroom rules and expectations.

To be effective, teachers have to implement such strategies appropriately to manage

classwide behaviour, the behaviour of targeted groups of pupils, and the behaviour of

individual pupils as part of a comprehensive classroom-management plan. Teachers also

need to be aware that no single strategy will be effective for every pupil at all times and in all

contexts. Effective classroom management requires teachers to be adept at employing

multiple strategies and to be skilled at recognizing when current strategies are ineffective

and modifications are necessary.

1.2.2 Teachers and Pupil Roles in Effective Classroom Management

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 objectivity.


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1.2.2.1 Responsibility

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 quality

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 resposibilities;

making responsible choices regarding the lesson content; and

demonstrating their accomplishments.

Another shared responsibility can be creating a discipline solution that would help pupils act

more responsibly in the future (Kyle, Kagan, & Scott’s, 2000 in Charles, 2002). Although

teachers and their pupils can share the responsibility of formulating rules and

consequences, 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

(Glasser & Dotson, 1989 in Charles, 2002).

Another vital duty is to communicate with parents and administrators of ongoing problems

within the classroom before a situation gets out of control. This builds an atmosphere of trust

and respect that motivates all parties to work together for the benefit of the pupils.

Pupils too have an obligation in the development of a quality learning environment. A quality

educational environment will exist only if all pupils:

obey disciplinary guidelines,

be fully engaged in classroom activities; and

meet all behavioural and academic expectations.


15

For example, in cooperative and collaborative learning environments, each pupil has to

contribute for the success of the project. Other responsibilities of pupils are:

to show respect for self and others which can contribute to a quality 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. Accountability

Accountability is a crucial element for the effectiveness of classroom management. To

maintain a positive environment in the classroom at all times, teachers and pupils have to

be accountable for every action or behaviour that does not contribute to that environment.

Teachers are accountable if teachers hold pupils responsible for their 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. Frequent feedback encourages pupils to persevere, whereas absence of

feedback causes pupils to surmise that their work is not valued (Henley, 2006).

Ultimately, 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.

Pupils on the other hand are accountable for their learning and behaviour (Manning &

Bucher, 2013), and the mistakes they make (Charles, 2002). For example, in cooperative

group activities pupils are held individually accountable for the intended learnings (Johnson

et al, 1984 in Larrivee, 2009). Generally, the basis of pupil accountability consists of class

rules of behaviour which they must understand and comply.


16

Pupils are accountable for:

communicating appropriately with peers and teachers, be it verbal or non-verbal

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 requests and directions

keeping the classroom clean and orderly

being respectful at all times, and

not being tardy

(Seganti, 2008 in Charles et al, 2011)

In disciplining pupils, accountability means that there is an immediate consequence if

something is not done or a behaviour is not acceptable, and that consequence 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 consequence 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 consequence, then the teacher has not made

them accountable for their action.

1.2.2.3 Expectation

Research 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 just as the teachers have expected. In other words, pupils tend to conform to

teacher erroneous expectations of their behaviour and academic performance.

(Tsiplakides & Keramida, 2010).


17

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

Pupils’ socioeconomic background, gender, ethnicity and social class

Pupils’ conduct in the school and classroom conduct

Pupils’ test scores, and/or previous academic achievement

An older sibling's performance on a younger sibling's performance

(Carolyn and Weinstein, 2006)

According to Rosenthal and Jacobson (in Tsiplakides & Keramida, 2010) teachers can in

subtle and unintended ways convey their expectancies of their pupils’ behaviour.

Listed below are some of the ways teachers might convey their expectations and the effects:

Labelling pupils as “less able” based on their characteristics and using differential

practices and behaviour can have a negative effect on ttheir personal judgments about

teacher capabilities to provide effective instruction.

Providing 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

self-esteem as they may think that teachers have little confidence in their abilities and

expect little from them.

Adopting different questioning techniques based on pupil ability can convey that

teachers expect much or little from the pupils. For example, there is a possibility that

teachers might pay more attention to the answers of high achievers and wait longer

before calling on someone else.

Seating the “able” pupils in the front rows and the “less able” pupils in the back rows can

convey expectations of “high” and “low” performance.

Providing 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.


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Interacting differently with high achievers tells the low achievers that they are not

significant.

Creating a warmer socioemotional climate for brighter pupils, such as smiling more

often to high achievers can also indicate that the not so bright pupils are not important.

(Tsiplakides & Keramida, 2010).

As pupils have different ability levels and require 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. Differential treatment can either create or

sustain differences in pupil performance which would probably not exist if pupils were

treated more equitably.

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 acquisition process. Fostering the belief that mistakes are opportunities for

learning should be given priority (Dornyei, 2001).

Use cooperative learning in small groups to complete projects. Cooperative learning,

promotes peer-cooperation, purposeful communication, and interaction with authentic

texts. Peer-cooperation can raise expectations, because it involves all pupils,

emphasizes collaboration over competition and can foster the development of a friendly

and supportive language community (Shokouli & Zadeh-Dabbagh in Tsiplakides &

Keramida, 2010 ).

Provide effective praise and feedback – the focus should be on the care and effort

pupils put into their work and on the knowledge or skills they gain. Do not encourage

pupils to compare themselves with others (Brophy, 2004).


19

Provide criticism that helps pupils realize how they could do better rather than criticizing

pupils themselves or using personal criticism. In addition, teachers should not be

influenced by pupil performance when providing criticism. Research has revealed that

teachers are more prone to critisizing low-achieving pupils for a wrong answer than

high-achieving pupils (Good & Brophy, 2000).

Use portfolio assessment because this approach focuses attention on quality rather

than just grades, and can encourage pupils to self-improve over time. Moreover, Brophy

(2004) posits that teachers need to show their pupils that they

- care for them and are committed to their progress;

- are willing to listen to and value their opinions and feelings; and

- put priority on collaboration, rather than competition among pupils.

Communicate expectancies for success by forming groups with pupils from all levels of

language performance, and do not marginalize low achievers. This can be done by

- not supplying answers impatiently to children of lesser ability depriving them of

opportunity to think and answer (Covington, 1998)

- giving equally academically challenging tasks and using the same questioning

strategies for all pupils (Alderman, 2004). For example, teachers tend to ask weak

pupils questions which are at the lowest level (e.g. questions of knowledge). By

contrast, they usually provide high achievers with opportunities to answer higher

level questions (e.g. questions requiring an analysis or drawing a conclusion).

Avoid using the following as they can promote the communication of low expectations

- calling on low-achieving pupils less often to answer questions;

- providing fewer clues to low achievers when they cannot answer questions;

- rarely expressing personal interest in low achievers; and

- making social comparisons between pupils in front of the classroom.

- smiling less often to weak pupils, staying farther away physically, or avoiding eye

contact with them. (Levin and Nolan, 1996)


20

Develop a positive classroom climate by not forming differential expectations for pupils

based on qualities such as gender, ethnicity, or parents’ background (Schunk, Pintrich,

and Meece, 2008). Similarly, teachers should avoid forming expectations based on such

factors as record files, colleagues, information from other teachers or even the family’s

reputation (Good and Brophy, 2000).

Finally, 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 consequences of breaking the rules. As for academic work, pupils need to meet

requirements and deadlines for which there will be consequences and incentives.

Just like teachers, pupils have expectations of teachers in the classroom. First 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 injustice or partiality. And above all pupils will expect

teachers to treat all pupils alike and provide equal opportunities to experience learning.

1.2.2.4. Consistency

One 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. Pupils will perform at their best if the rules,

procedures and routines are kept consistent as they will become familiar to them. Lack 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.


21

Establishing consistent rules, procedures and routines can facilitate classroom

management and pupil achievement. The less time that pupils have to be off-task and the

fewer discipline problems, the more likely teachers will be able to have quality classroom

management.

Behavioural and academic consequences too should be consistently applied to be

accepted favourably by pupils. Pupils will react negatively if teachers are unfair and show

partiality to some pupils over others (Campbell, 1999). Worse 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 consequence. What ever the level of the pupils

are, being consistent with rewards for good behaviour and punishment for bad behaviour

will help teachers run a dynamic, organized 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

not make any acceptance to any rules what ever the situation. All violations of the rule

should be treated the same (Campbell, 1999) although it is quite 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 just 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. Whether they are academically strong or academically weak, pupils must be treated

all the same (Campbell, 1999). Failing which teachers will be faced with the task of judging

whether one pupil’s reason for an infringement is better and more acceptable than

another’s. Being consistent will protect teachers from such situations and allow teachers to

focus on other instructional matters.


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1.2.2.5 Objectivity

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 pupil-

friendly manner.

In addition, teachers have to establish rules, procedures and routines to develop self-

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 prejudice whatsoever.

In other words, objectivity in classroom management is essential for teachers if they want

to effectively manage their classroom and successfully deliver instruction.

Exercise 1

1. Discuss briefly the concept of effective classroom management.

2. Explain briefly the factors that make classroom management effective.

3. Discuss briefly the role of instuction as a central classroom activity.

4. Explain briefly the factors that teachers would consider to plan and deliver instructions

effectively and efficiently.


23

Exercise 2

1. “The primary purpose of classroom management is to gain control of the classroom so

that pupils’ time in the classroom is optimised for learning”.

Discuss how teachers would gain control of teachersr classroom to optimise the pupils’

time for learning.

2. Discuss the roles of teachers and pupils in effective classroom management.

Tutorial

1. Discuss characteristics of:

effective classroom instructions

effective management practices

2. Discuss how different roles played by teachers and pupils would lead to effective

classroom management.


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TOPIC 2 CLASSROOM MANAGEMENT: APPROACHES, THEORIES AND MODELS

2.0 SYNOPSIS

Topic 2 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.

2.1 LEARNING OUTCOMES

By the end of Topic 2, teachers will be able to:

Outline and explain different approaches, theories and models of classroom

management.

Explain the Authoritarian Classroom Management and Behaviour Modification.

Explain group process / Socio- psychological, Instructional classroom management

and Socio-cultural approaches.

Understand and discuss Building the Foundation and Theories of Assertive Tactics.

Discuss theories of Democratic Teaching, theories of Instructional Management and

theories of Congruent Communication.


Classroom Management

Approaches Theories and Models

Building Foundation

Assertive Tactics

Democratic Teaching

Instructional Management

Congruent Communication

Authoritarian

Behaviour Modification

Group Processes/ .

Socio-psychological

Instructional Management

Socio-cultural


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CONTENT

SESSION TWO (6 hours)

2.2.1 Approaches

Before exploring the various approaches, theories and models of classroom management it

would be useful to understand the difference between the key concepts ‘approaches’,

‘theories’ and ‘models’.

An approach is a set of correlative assumptions or beliefs based on theoretical principles on

dealing with instructional behaviour, pupil behaviour, classroom environment and the

‘degree of teacher-pupil control’ (Balson, 1982) in setting rules and procedures for effective

classroom management (Manning and Bucher, 2013). 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 (Hardin, 2008). 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

techniques used to manage instructional behaviour and student behaviour in the classroom

(Manning and Bucher, 2013). There can be a number of models for each classroom

management approach. For example the Canters’ Assertive and Skinner’s Behaviour

Modification models can be classified as models under the authoritarian approaches. The

Kounin and Jones models are examples of the Socio-psychological approach whilst the


26

Inner Discipline and Discipline without stress are examples of Socio-cultural approaches.

For a brief overview of the different approaches of classroom management refer to

Appendix 1.

2.2.1.1 Authoritarian classroom management (Power Types and Power Bases)

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 quickly

with misbehaviour making the authoritarian approach models of classroom management

power systems. The common authoritarian models of classroom management are:

i. Skinner’s behaviour modification model

In this model teachers shape pupil behaviour through systematic reinforcement including

rewards and negative reinforcements. (Manning and Bucher, 2013)

ii. Jones’ positive classroom discipline

Frederic Jones’ ‘positive classroom discipline” 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 (Hardin, 2008; Charles, 2002; Manning

and Bucher, 2013)

iii. Canters’ assertive discipline

Lee 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 consequences. Teachers have to

communicate needs and requirements 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 (Hardin, 2008; Charles, 2002; Manning and Bucher, 2013)


27

The following are some of the possible limits and control enforced by authoritarians:

Pupils are assigned to seats where they have to sit during the lessons and usually for

the whole term.

Pupils are to be often quiet in the classroom and cannot interrupt the teachers.

Pupils do very little verbal exchange and discussion and consequently do not get the

chance to adopt and practice communication skills.

Pupils are rarely given permission to leave the class (hall passes) and their excused

absences are seldom accepted.

Pupils have to obey the rules without any question or face the consequences.

Pupils are not taken on trips or other out of classroom events as these are considered

as distractions to the learning process.

P upils hardly initiate any activity in the classroom.

Pupils are not motivated or encouraged to set personal goals.

2.2.1.2 Behaviour modification

The behaviour modification approach is based on the ideas and work of Skinner. The basis

of this approach are the assumptions that pupils will change their behaviour in order to get

desired rewards (Larrivee, 2009). Teachers who adopt this approach believe that pupil

behaviour can be changed by altering the consequences that follow their actions and

behaviours. They use reinforcement principles systematically to change some aspect of

educational practice or pupil behaviour.

Generally pupils can receive three types of consequences 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.

Positive reinforcement for desired behaviours include rewards such as praises,

grades, stickers and tokens.

Negative reinforcement include giving pupils extra weekend homework, denying visits

or their seating arrangements changed.


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There are two levels of punishments which are labelled as Punishment I and

Punishment II.

- Punishment 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.

- Punishment II involves stricter actions of removing or withholding a desired or

anticipated positive stimulus. For 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.

Both 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.

2.2.1.3 Group processes in the classroom / A Social-Psychological View

ESL 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. Group 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 peer-group relationships. A 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. When the

teacher engages the whole class in a learning activity common to all, then everyone forms

into a single group, or as Thelen (1981) wrote, a "miniature society". The teacher and pupils


29

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.

From the social-psychological perspective, pupils of a class form a miniature society with

peers, teachers and aides. As members of the miniature society they are interdependent

and interact with one another striving for common goals. 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. Hence over a period of time, these informal relationships

with peers increase in power and concentration. In effect, pupil’s self-concept is formed by

the peer group influence which can be either threatening or supportive.

As members of a social group, pupils need to achieve the social motives of affiliation,

achievement and power in order for them to feel comfortable and secure. Inability to satisfy

these goals will lead to negative conditions of loneliness and rejection, incompetence,

powerlessness, and alienation. Hence, this will result in high self-esteem in pupils and their

positive attitudes toward school, and ESL teaching and learning.

The group processes in the ESL classroom will contribute to higher learner achievement if

the social climate is positive and how teachers manage their teaching and learning

effectively. The next section will describe the elements of positive classroom climate and

characteristics of effective teachers.

i. Classroom Climate

ESL classroom climate refers to the emotional tones associated with pupils' interactions,

their attitudinal reactions to the class, as well as to pupils' self-concept and their

motivational satisfactions and frustrations. Climate can be measured by observing physical

movements, bodily gestures, seating patterns, and instances of verbal interaction (Table

2.1).


30

Table 2.1: Classroom Climate Indicators

A positive climate exists when the following properties are present:

leadership occurs as power-with rather than power-over;

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’ ESL competency; and

conflict is dealt with constructively and peacefully.

Although each of these six properties of climate can be important by itself, positive climate

is an ensemble of all of them. In other words how each property is integrated with one

another will shape a general climate of an ESL classroom.

Do pupils stand close or far away from the teacher?

Are pupils at ease or tense?

How frequently is affective support communicated by smiles, winks, or pats on the back?

Do pupils move quietly with measured steps to their desks, or do they stroll freely and easily,

showing the class feels safe?

Are pupils reluctant to ask the teacher questions?

How do pupils relate to one another?

Are they quiet, distant, and formal, or do they walk easily and laugh spontaneously?

How often do pupils put a peer down or say something nice to one another?

Do pupils harass or bully other pupils?

How often does fighting erupt?

How often does peacemaking occur?

Are sessions run primarily by the teacher or do pupils also take the lead?

Do seating patterns shift from time to time, or do they remain the same, regardless of the learning

activity?

Are pupils working together cooperatively?


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ii. Effective Teachers

In general, effective teachers display the following characteristics to create a positive

climate in the ESL classroom as described in the next section.

Leadership styles

Lippitt and White, with guidance from Lewin (Mills, 2007), observed effects on youth of

three leadership styles: autocratic, democratic, and laissez faire. Autocratic leaders

made all decisions about group goals and work procedures. Democratic leaders

specified group goals, but urged group members to decide among alternative ways of

working. Laissez-faire leaders abdicated authority, permitting youth to work as they

pleased. Groups with democratic leaders performed best with high quality work output

and high morale. Autocratically lead groups had high quality work output, but low

morale. Groups with laissez-faire 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. Pupils of democratic teachers accomplish both a great deal of excellent

academic work, and establish positive social climates.

Effective Communication

Effective communication is the key in understanding differences between autocratic and

democratic teachers. Autocratic teachers use one-way 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 two-way communication often to encourage pupils

to participate in making decisions for themselves and in establishing group agreements

for classroom procedures. By using transactional communication whereby pupils and

teachers reciprocate in trying to understand one another, democratic teachers help

build a climate that is participatory, relaxed, personal, and supportive. Attributes of

democratic teachers who are effective transactional communicators are receptiveness


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to pupils' ideas, an egalitarian attitude, openness, warmth, respect for pupils' feelings,

sensitivity to outcasts, a sense of humor, and a caring attitude.

Levels of friendship

Such participatory teachers understand that friendships in the classroom peer group

cannot be separated from teaching and learning; friendly feelings are integral to

instructional transactions between teachers and pupils and among pupils. Pupils 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 self-esteem, both

of which interfere with their academic performance. As outcasts they might seek

revenge, searching for ways to be aggressive toward teachers and peers. By watching

their teacher interact with the class, pupils learn who gets left out and who gets

encouragement and praise.

Teachers can help rejected 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, group-oriented statements.

High expectations

In tandem to positive climate are the expectations that teacher and pupil hold for one

another. Teachers' 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


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groups. Teachers should deliberately seek new information about pupil strengths in

order to free themselves of stereotypes.

Classroom norms

Classroom norms form when most pupils hold the same expectations and attitudes

about appropriate classroom behaviours. Although norms guide pupils' and the

teacher's behaviour, they are not the same as rules. Rules, on the hand are regulations

created by administrators or teachers to govern pupils' behaviour which are not

neccessarily group norms. Pupil norms frequently are in opposition to teachers' 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 peer-group norms enhance pupil self-concept

and language learning more than do norms in support of competition.

Managing conflict

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. With cooperative norms

pupils believe they will obtain their self-interest 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 self-interest to cooperate with their

peers. When a competitive spirit exists, particularly when pupils are pitted against each

other to obtain scarce rewards, a pupil succeeds only when others lose. In the

competitive classroom, interpersonal conflict will arise frequently between pupils.

For 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.


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2.2.1.4 Instructional classroom management

Teachers who use the instructional approach to classroom management prevent most

management problems by actively engaging pupils in high-interest lessons geared to meet

their interests, needs, and abilities. Thus, pupils are motivated to attend class, positively

participate in activities, and manage their own behaviour. Kounin (1970) and Jones (1979)

in Moore & Hansen (2012) advocate the instructional approach to classroom management.

The premise that forms the basis for the instructional approach to classroom management

is that well-planned and well-implemented instruction will prevent most classroom problems.

The assumption is that pupils will not engage in disruptive behaviour when well-planned and

well-implemented lessons engage pupils in the learning process with activities that meet

their interests, needs, and abilities. Let’s now look at two models of classroom management

that focus on the principles of the instructional approach.

i. The Kounin Model

In a comprehensive comparison of effective and ineffective classroom managers, Jacob

Kounin (1970) in Marzano et al (2003) 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 well-

planned lessons with smooth transitions. Kounin concluded that some teachers are better

classroom managers because of their skill in four areas: “withitness,” overlapping activities,

group focusing, and movement management (Charles, 2002).

Withitness is the skill to know what is going on in all parts of the classroom at all times;

nothing is missed. “Withit” teachers respond immediately to pupil misbehaviour and know

who started what. A major component of withitness is scanning the class frequently,

establishing eye contact with individual pupils, and having eyes in the back your head.

“Withit” teachers don’t make timing errors (waiting too long before intervening) or target

errors (blaming the wrong person and letting the real perpetrators escape responsibility for


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misbehaviour). “Withit” teachers prevent minor disruptions from becoming major and know

who the instigator is in a problem situation.

Effective classroom managers are also skilled at overlapping. Overlapping means handling

two or more activities or groups at the same time. Essentially, it is the ability to monitor the

whole class at all times. It involves keeping a small group on task, for example, while also

helping other pupils with their seatwork.

Finally, Kounin notes that successful classroom management also depends on movement

management and group focus—that 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

subject or activity to another. They keep pupils alert by holding their attention, by holding

them accountable, and by involving all pupils in the lesson.

ii. The Jones Model

Based upon over 10 years of researching classroom difficulties, Frederick Jones (1979) in

Moore (2005), found that teachers lose 50% or more of their instructional time through

pupils’ time-wasting (e.g., talking and walking around the room). Jones 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.

Limit setting is the establishment of classroom boundaries for appropriate behaviour.

According to Jones, 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.

Ninety percent of discipline and keeping pupils on task, Jones contends, involved the skillful

use of body language. Body language is a set of physical mannerisms that tend to get


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pupils back to work, the most effective of which are physical proximity to pupils, direct eye

contact, body position (body orientation toward pupil), facial expressions, and tone of voice.

Jones 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

as motivational rewards for desired behaviours. Furthermore, Jones adds, the use of peer

pressure represents a quite effective motivator. For example, time can be deducted from the

class-preferred activity time when an individual pupil misbehaves. The deduction of time can

be recorded, as Jones 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 minute) can be deducted for each instance of misbehaviour.

Finally, Jones found that giving help efficiently is related to time on task. His research

revealed that teachers on the average spend 4 minutes helping individual pupils who are

having difficulty with seatwork. Jones recommends that this time be cut to no more than 20

seconds per pupil. Doing so allows more pupils to be helped and reduces the tendency for

pupils to work only when the teacher is standing near them.

Setting limits, using body language, implementing an incentive system, and giving help

efficiently will not eliminate all behaviour problems. When such problems do develop, Jones

suggests, a back-up system, such as in-class isolation or removal from the room, is needed.

2.2.1.4 Socio-cultural

In Malaysia, a classroom consists of different pupils of a different ethnic background and

social setting. A multicultural setting is a common scene prevalent in ESL classroom.

Managing a classroom is challenging because, “definitions and expectations of appropriate

behaviour are culturally influenced, and conflicts are likely to occur when teachers and

pupils come from different cultural backgrounds (Weinstein, Tomlinson-Clarke, and Curran,

2004)


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The goal of classroom management is to create an environment in which pupils behave

appropriately, not out of fear of punishment or desire for reward, but out of a sense of

personal responsibility. Weinstein et. al (2004) outline the following five expectations that

teachers should have:

A teacher should recognize his/her own ethnocentrism and biases.

A teacher should know his/her pupils' cultural backgrounds.

A teacher should understand the broader social, economic, and political context in

which the class is situated.

A teacher should be able and willing to use culturally appropriate management

strategies.

A teacher should commit to building a caring classroom.

Concepts such as culturally responsive pedagogy or culturally responsive literacy have

been explored in academic literature since the 1990s, primarily in the context of primary and

secondary education, and the need for teacher training in cultural awareness is now broadly

recognized. Multicultural competence can develop a culturally responsive pedagogy in the

Malaysian ESL classroom. These competencies are shaped by a number of theories and

models that will be discussed in the next section,

Exercise

1. Compare and contrast the Canters’ assertive model and the behaviour modification model.

2. Briefly discuss the consequences of actions in the Behaviour Modification approach.

3. Explain ‘whithitness’ in Kounin’s model.

4. Explain the five expectations of teachers in the socio-cultural approach.


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SESSION THREE AND FOUR (6 hours)

2.2.2 Theories and Models

2.2.2.1 Building the Foundation (Skinner, Glasser and Gordon)

Building the foundation by Skinner, Glasser and Gordon 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 techniques of classroom management. No

one model will provide all the answers that ESL teachers need to manage a classroom

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 ESL

instruction and classroom management into a unique, effective style.

a. The Skinner’s Model of Shaping Desired Behaviour

Human 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. Pupils who do not follow the

procedures, who misbehave, or who perform poorly are denied desired rewards or are

punished in some way.

i. Key Ideas

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 pupils in schools. The following ideas reveal

the essence of Skinner's model:

Behaviour is shaped by its consequences, by what happens to the individual

immediately afterward.

Systematic use of reinforcement (rewards) can shape pupils' behaviour in desired

directions.

Behaviour becomes weaker if not followed by reinforcement.

Behaviour is also weakened by punishment.


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In the early stages of learning, constant reinforcement produces the best result.

Once learning has reached the desired level, it is best maintained through intermittent

reinforcement, provided only occasionally.

Behaviour modification is applied in two ways:

- The teacher observes the pupil perform an undesired act; the teacher rewards the

pupil; the pupil tends to repeat the act.

- The teacher observes the pupil perform an undesired act; the teacher either ignores

the act or punishes the pupil, then praises a pupil who is behaving correctly; the

misbehaving pupil becomes less likely than before to repeat the act.

Behaviour 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 prizes and printed awards.

ii. Reinforcers

The Skinner’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. One of the key

tenets the model are the use of reinforcers. Types of reinforcers that are commonly used in

schools fall into four categories:

Social

- Social reinforcers consist of verbal comments, gestures, and facial expressions.

Many pupils work diligently just to get a smile, pat, thumbs up (non verbal) or verbal

comment from the teacher, for example , “awesome”, “excellent”, “nice going” etc.

Graphic

- Graphic 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 quantities and varieties.


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Activity

- Activity reinforcers include those activities that pupils prefer to do in school. Any

activity can be used as a reinforcer if pupils prefer it to another. For younger pupils

(Year 1-3) sitting near the teacher, choosing the song, caring for the pet, sharing a

pet or toy is are examples of activities to reinforce academic excellence. Activities for

older pupils (Year 4-6) are such as playing a game, free reading, decorating the

classroom, having extra recess time, going to an assembly

Tangible

Tangible reinforcers are real objects 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. Examples of inexpensive reinforcers are:

popcorn, raisins, chalk, crayons, felt pens, pencils, badges, etc.

iii. Application

The Skinner’s model can be applied in a classroom situation. The following is an example to

illustrate the model in a primary classroom.

Classroom scenario

Zack, in Mr. Kamal’s class, is quite docile. He never disrupts class and does little

socializing with other pupils. However, despite Mr. Kamal’s best efforts, he can hardly

get Zack to participate in class activities. He rarely completes an assignment. He

doesn't seem to care. He is simply there, like a bump on a log, putting forth virtually no

effort.

Based on the scenario above, these are the possible ways to deal with the situation:

Catch Zack being good (doing anything that is appropriate). Reward him whenever he

participates or works.


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Reiterate the class rules regarding class work. Praise Zack whenever he follows the

rule.

Consider stronger reinforcers. If praise is ineffective, use points, tokens, or other

tangible objects to reinforce and shape Zack's improvement.

Set up a contract with Zack. Identify a reward that is exceptionally attractive to him.

Outline what he must do in order to earn the reward. Share the contract with Zack's

parents to enlist their support. Reinforce every improvement Zack makes.

b. The Glasser’s Model of Choice Theory

Glasser's 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 pupils' 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.

i. Key Ideas

Often, 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. Listed below are some of key iideas

of Glasser.

Pupils are rational beings. They can control their own behaviour. They choose to act

the way they do.

Good choices produce good behaviour. Bad 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.

Reasonable consequences 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.


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Glasser's views about discipline were simple but powerful:

Behaviour is a matter of choice.

Good behaviour results from good choices. Bad behaviour results from bad choices.

A teacher's duty is to help pupils make good choices.

Psychologists and educators often delve into pupils' backgrounds for underlying causes of

misbehaviour. One often hears comments such as, "What can you expect, Aznil comes from

a broken home", or, "Ling was an abused child, there’s a reason for her to be aggressive".

Glasser neither denies that such conditions exist nor that they influence behaviour. He

simply says that humans have rational minds and can make rational choices.

According to Glasser, pupils are capable of understanding what is generally regarded as

acceptable school behaviour and can choose to behave in acceptable ways. However, 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 pupil's attention to alternative, more acceptable,

behaviour.

ii. Teachers’ Responsibilities

The essence of discipline then, lies in helping pupils to make good choices. Even though

both teachers and pupils have important roles to play in maintaining effective discipline,

Glasser firmly believes that teachers have greater responsibility to maintain good discipline.

According to Glasser, the following are some of the teacher's responsibilities in helping

pupils making good choices as described below.

Emphasise pupil responsibility

Since 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


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the forefront. Discussions in which this responsibility is explored and clarified occur in

classroom meetings. These meetings occur as regular parts of the curriculum. Pupils sit

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

Establish rules that lead to success

Rules which leads towards personal and group achievement should be established by

teachers and pupils together. Age, ability, and other realities of the pupils should be

taken into consideration when formulating rules. Rules must reinforce the basic idea

that pupils are in school to study.

Accept no excuses

For discipline to be successful, teachers must accept no excuses. Glasser uses this "no

excuse" dictum in two areas. The first has to do with conditions outside the school.

What goes on there does not excuse bad behaviour in school. Those conditions may,

indeed, cause bad behaviour, but that does not make it acceptable.

The teacher must never say "we can excuse Jamal's behaviour. today because he has

trouble at home. It is okay if he yells and hits."

The second area in which teachers should accept no excuses concerns pupil

commitment. Once 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 pupil's failing to live up

to that commitment.

Call for value judgment

When pupils exhibit inappropriate behaviour, teachers should help them make value

judgements about it. The following is an example based on Glasser to illustrate how to

help pupils make value judgement.


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Teacher : What are you doing? (asked in unthreatening tone of voice.)

Pupil : I’m waiting for a bright idea to appear. (Will usually give an honest

answer if not threatened.)

Teacher : Is that helping you or the class?

Pupil : No.

Teacher : What could you do that would help?

Pupil : Why not brainstorm with your friends? (Names better behaviour; if pupil

cannot think of any, teacher suggests appropriate alternatives and lets

pupil choose.)

Invoke reasonable consequences.

Glasser stresses that reasonable consequences must follow whatever behaviour the

pupil chooses. These consequences will be desirable if good behaviour is chosen

compared to poor behaviour. Teachers should not manipulate events that stop pupils

from experiencing unpleasant consequences. Their experience of pleasant and

unpleasant consequences will help pupils to choose the right behaviour and take

charge of their own lives.

Be persistent

Caring teachers work towards one goal - 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 judgments about their bad choices.

Carry out continual review.

For Glasser, the classroom meeting is central to the implementation of a good system

of discipline. This ‘magic circle’ facilitates pupils in identifying problems and working

towards solution for behaviour issues, curriculum matters or pupils’ concerns (Gartrell,

2011). Glasser advocates three types of classroom meetings:


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- 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.

Discussions in classroom meetings focus on two things:

- identifying the problem, and

- seeking solutions to the problem.

iii. Application

The following is an example to illustrate Glasser’s model applied in a primary classroom.

Classroom scenario

Latif, a pupil in Mr. Eng’s class, is quite docile. He never disrupts class and does little

socializing with other pupils. But despite Mr. Eng's best efforts, Latif rarely completes an

assignment. He doesn't seem to care. He is simply there, putting forth virtually no effort.

Based on the scenario above, Glasser would suggest the following. First that Mr. Eng thinks

carefully about the classroom and the programme to try to determine whether they contain

obstacles that prevent Latif from meeting his needs for belonging, fun, power, and freedom.

He would have Mr. Eng talk directly with Latif about this matter and make necessary

changes for him if possible. If no changes seem warranted, Glasser would have Mr. Eng

talk with Latif so as to accomplish the following:

Make sure Latif understands his work responsibilities as a pupil in the class.

Make sure Latif understands that he can choose his behaviour - to work or not - and

that his choice brings with it either desirable or undesirable consequences.

Accept no excuses from Latif for not beginning and completing his work.

Help Latif identify some alternative behaviours from which he can choose.

Continually press Latif to make value judgments about his choice of behaviour.

Make sure that when Latif shows improvement, he receives consequences that are very

attractive to him.

Never give up on Latif.


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c. Gordon’s Model

The central tenet of Gordon’s approach to classroom management is the importance of

developing meaning and mutually beneficial relationships. Gordon rejects traditional models

of reward and punishment because they are based upon an assertion of power and foster

no intrinsic motivation. Instead Gordon focuses on how pupil’s conflicts can be resolved in a

way that will improve their relationships with their teacher and peers (Manning & Bucher,

2013).

i. Key Ideas

Gordon (1974) outlined a number of ideas that could be implemented in an ESL classroom

in managing pupils’ behaviour towards achieving effective teaching and learning process.

Gordon’s model is a graphical tool used to identify who owns the problem when someone’s

behaviour causes a problem or inconvenience. Using a simple frame of reference for

“problem ownership”, i.e., “I own the problem”, “the other owns the problem”, “no problem

area”, teachers can plot pupil’s behaviour into a diagram called “Behaviour Window”, which

helps teachers to use appropriate communication skills, such as, “active listening”,

“confrontative I-messages”, “shifting gears” ,“no-lose conflict resolution” and “values

collisions” in resolving a conflict. Some of the key concepts and teachings in Gordon’s

model are:

Authority -a condition that can be used to exert influence or control over others. There

are several types of authority.

Problem Ownership - individual troubled by a problem is said to "own" the problem.

Behaviour Window - a visual device of Gordon's used to determine if there is a problem

and who owns it.

"I" messages - messages that tell another person how you feel about their behaviour.

"You" messages - blaming statements

Confrontative "I" Messages -messages that attempt to influence another to stop the

unacceptable behaviour.

Shifting Gears -changing from Confrontative to a listening posture

Win-Lose conflict resolution -ends the dispute temporarily with a winner and a loser.


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No-Lose conflict resolution - everyone wins

Door openers - words or actions that invites folks to talk about what is on their minds

Active Listening -carefully listening and demonstrating understanding of what another

person is saying

Values Collisions- is anything a person believes will make the quality of life better or

very concrete like food or money

ii. Application

In applying the model Gordon proposes a six step problem solving process in managing

conflict (Manning & Bucher, 2013) which are:

defining a problem

generating possible solutions

evaluating the solutions

deciding which soluiton is the best

determining how to implement the decision

assessing how well the solution solved the problem’s

The following is an example to illustrate Gordon’s model in a primary classroom.

Classroom scenario

Hakimi is unable to concentrate on his task while working with his peers on Social

Studies task. He tends to be playful and diverts his group members’ attention by being

hilarious.

Applying the six steps approach the following are the possible ways to deal with the the

above situation:

Approach the problem by asking the pupil neutral open questions to gain information

about why the pupil cannot concentrate on the task. Listen attentively to the response to

build trust and communication.


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Ask the Hakimi for suggestions on ways to help pupils to stay focus on their task.

From the different ways that Hakimi had suggested ask him list down the strengths and

weaknesses.

Ask Hakimi to choose the best way to stay focused.

Work on details on how the chosen way could be implemented.

After implementing the way that Hakimi had decided on, assess whether it works for

him or not.

2.2.2.2 Theories of Assertive Tactics: Lee & Marlene Canter’s

Assertive discipline is a structured, systematic approach designed to assist educators in

running an organized, teacher-in-charge classroom environment. Canter (2010) believe that

teachers have the right to determine what is best for pupils, and to expect compliance. No

pupil should prevent you from teaching, or keep another pupil from learning. Pupil

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 rewarding) to those who don't show it at

present. They are demanding, yet warm in interaction; supportive of the youngsters; and

respectful in tone and mannerisms when addressing misbehaviour. Assertive teachers listen

carefully to what their pupils have to say, speak politely to them, and treat everyone fairly

(not necessarily equally).

i. Key Ideas

The key ideas of Assertive Discipline are:

• Rewards and punishments are effective.

• Both teachers and pupils have rights to feel comfortable.

• Teachers create an optimal learning environment.


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• Teachers apply rules and enforce consequences consistently without bias or

discrimination.

• Teachers use “discipline hierarchy” which informs pupils of consequences of

misbehaviour and how it dealt with based on the level of severity.

• Teachers are assertive, not nonassertive or hostile.

In order to use Assertive Discipline, teachers should:

Dismiss the thought that there is any acceptable reason for misbehaviour (Biologically

based misbehaviour may be an exception).

Decide which rules you wish to implement in your classroom. Devise four or five rules

that are specific and easily understood by your pupils.

Determine negative consequences for noncompliance (You will be providing a

consequence every time a pupil misbehaves). Choose three to six negative

consequences (a "discipline hierarchy"), each of which is more punitive or restrictive

than the previous one. These will be administered if the pupil continues to misbehave.

Determine positive consequences for appropriate behaviour. For example, along with

verbal praise, you might also include gift vouchers that are given to pupils for proper

behaviour. Pupils write their names on the cut up pieces of paper and drop them into a

container for a daily prize drawing. Even if a pupil is having a bad day, there is a reason

to improve. Pupils might get a gift voucher have a chance to redeem a gift from the

local supermarket. Others might receive notes of praise to be shown to their parents.

Group rewards are also used. A marble might be dropped into a jar for each

predetermined interval that the class as a whole has been attentive and respectful.

When the jar is full, a special event is held. Some assertive teachers write a letter of the

alphabet on the board for each period/ activity of good group behaviour. When the

letters spell "Pizza Party" (or some other activity), that event is held.


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Conduct a meeting to inform the pupils of the rules. Explain why rules are needed. List

the rules on the board along with the positive and negative consequences. Check for

understanding. Review the rules periodically throughout the year in order to reiterate

important points and consolidate the rules.

Have the pupils write the rules and take them home to be signed by the parents/

guardians and returned. Attach a message explaining the rules and requesting their

help.

Become skilled in the use of other assertive discipline techniques:

- Communicate your displeasure with a pupil's misbehaviour, but then be sure to tell

the pupil what he/she should be doing. For example, consider: "Syihan, please put

the pencil down on the desk and pass your paper forward." Notice that the teacher

told the pupil what to do. Often pupils continue to display inappropriate behaviour

when they have been told to discontinue it because they do not know what they

should be doing. Now that you have given a direction, you can reinforce the pupil for

compliance or punish the pupil for non compliance. Be sure to add emphasis to your

directions by using eye contact, hand gestures, and the pupil's name.

- Recognize and quickly respond to appropriate behaviour. This quick action will

encourage the pupils to display the desired behaviour more often. Be aware that

some pupils may need to be reinforced quietly or non-verbally to prevent

embarrassment in front of peers.

- Learn to use the "broken record" technique. Continue to repeat your command

(maximum of three times) until the pupil follows your directions. If directions are not

followed at that point, the sequential list of penalties is implemented. Do not be

sidetracked by the pupil's excuses.

2.2.2.3 Theories of Democratic Teaching

Essentially, every action of the pupil is grounded in the idea that he is seeking his place in

the group. A well-adjusted pupil will conform to the requirements of the group by making

valuable contributions. A pupil who misbehaves, on the other hand, will defy the needs of


51

the group situation in order to maintain social status. Whichever of the above mentioned

goals he chooses to employ, the pupil believes that this is the only way he/ she can function

within the group dynamic successfully. Dreikurs states that "his goal may occasionally vary

with the circumstances: he may act to attract attention at one moment, and assert his power

or seek revenge at another" (Dreikurs, 1968 in Kohn, 2006). Regardless if the pupil is well-

adjusted 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 2.2.

Table 2.2: Main arguments, strategies and usefulness of Democratic Teaching.

Main Argument/Tenets Strategies/Techniques Reflection/Usefulness

Classrooms are democratic with

apprppriate teaching styles.

Mutual respect motivates pupils to

behave constructively.

Constructive behaviour occurs out of

their heightened sense of social

interest.

Three types of teachers:

autocratic.(harsh boss), permissive

(uninvolved and no expectations), and

democratic (support internal motivation

and responsibility).

Pupils who do not feel a sense of

belonging will resort to: attention

gaining, power seeking, revenge, or

displaying inadequacy.

Praise supports completion.

Encouragement supports the process.

Logical consequences produce better

results than punishment.

Provide lessons with social

interest in mind.

Provide a teaching

environment that supports

pupils’ sense of belonging.

Come up with a set of

classroom rules as a group.

Support responsibility through

freedom of choices in lesson

plans.

Avoid power struggles and

encourage pupils who display

inadequacy.

Encourage pupils rather than

praise them.

Provide pupils with logical

consequences to “mistaken

goals” to support

responsibility and avoid

punishment.

ESL classes allow pupils to

work in small groups and as a

large group to support social

group belonging.

Social groups can take place

in criticism, aesthetics, and

production.

Allow time for each of these.

Encourage pupils who seem

discouraged in the process of

a product, rather than praising

them for their completion.

In group critiques, ask about

process rather than focusing

on the final product by itself.


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2.2.2.4 Theories of Instructional Management: Jacob Kounin

Kounin’s theory on classroom management and discipline (Kounin in Everston, 1996) is

important because without some idea on how to control the pupils in an ESL 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 Kounin’s theory as suggested in Table 2.3.

Table 2.3: Main arguments, strategies and usefulness of Instructional Management

Main Argument/Tenets Strategies/Techniques Reflection/Usefulness

There is a difference between

well managed and ill-run

classrooms and this termed

as instructional management.

“Withitness” means the

teacher knows what is going

on at all times in the

classroom.

Momentum keeps the pupils

engaged and on track with

their material.

Lesson presentation should

be smooth to keep pupils

engaged.

Pupils may experience

satiation when they have

been overexposed to a

certain topic or strategy.

Provide pupils with enjoyable

and challenging lessons.

Withitness—scan constantly,

make notes of repeated

behaviours, get to know the

pupils on a personal level, keep

moving through the classroom.

Do not allow for dead time during

transitions. Keep momentum by

keeping the pupils engaged in

language activity at all times.

Give lessons multiple times and

reflect on your instructional

management during teaching.

Ask pupils questions to ensure

that they are not experiencing

satiation.

Ask pupils their input before

planning lessons – what interests

them/ what do they want to learn/

what challenging techniques do

they want to learn?

In an ESL classroom, withitness is

very important because teacher is

constantly scanning the classroom

and observing whether pupils are

using English language while

communicating with their friends.

Group work is a great time to move

throughout the classroom and make

sure that everyone is on task and

understands the material.

Enjoyable and challenging lessons

go hand in hand with ESL classes.

Teachers can ask pupils what

challenges them the most and what

they want to learn.

.


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2.2.2.5 Theories of Congruent Communication: Haim Ginott

Haim Ginott 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. Ginott promotes the use of congruent messages and to respect students as they

are for effective classroom management (Charles, 1999).

Congruent communication is open, harmonious with pupils’ feelings about themselves and

their situations, and without sarcasm. It sends “sane messages” (Tauber, 2007) 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 “evaluative praise” as it is destructive to the pupils’ character. Instead, teachers

should resort to use “appreciative praise” as it shows appreciation for what the pupil has

done and the effort taken.

According to Ginott, both teachers and pupils should interact appropriately to maintain

positive classroom behaviour. Congruent communication can be achieved when teachers:

promote self-discipline for both teachers and pupils;

believe “the essence of discipline is finding effective alternatives to discipline”;

accept and acknowledge pupils without labeling, arguing, disputing, or belittling the

individual;

avoid evaluative praise and use appreciative praise instead;

avoid saying “you” and “I” messages to pupils;

demonstrate their best behaviours, and

invite rather than demand pupil cooperation.

Pupils, on the other hand should behave properly according to classroom norms and accept

responsibility for their behaviour.


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Exercise 1

1. Briefly discuss how you would use the four types of reinforcers in your ESL

classroom.

2. Glasser stressed that rules should be established by teachers and pupils together.

Give an example on how you would apply it in your ESL classroom and lead towards

personal and group achievement of your pupils.

3. With reference to the classroom scenario on Page 47, write an “I” message that you

would like to convey to Hakimi.

4. Shamim has been playing truant during your ESL lesson for four times, applying

Canter’s “discipline hierarchy” briefly describe how you would handle the situation.

5. Jonathan attempts to answer a question that you posed during your ESL lesson but

his answer was wrong. Taking into account “democratic teaching” tenets how would

you provide feedback to his response.

6. As an ESL teacher, briefly discuss how you would apply ‘withiness’ in your primary

classroom.

Tutorial

1. Discuss how the studied approaches, theories and models would lead to effective

classroom management.

2. Simulate a situation in a classroom where the three theories / approaches could be

applied.

3. In groups, simulate a situation in a classroom where the three approaches

(authoritarian, group process and socio-psychological) could be applied.


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TOPIC 3 MANAGING RESOURCES AND FACILITIES: RULES,

EXPECTATIONS AND PROCEDURES

3.0 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

organized classroom as well as creating a comfortable and conducive environment in the

classroom.


By 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.

3.2 FRAMEWORK OF TOPICS

Managing Resources and Facilities

Physical Classroom

Environment

Social Cultural Environment

Conventions and Routines for Organising

Instructional Time

Begining & Ending the Day

/Period

Classwork/ Homework

Transitions Monitoring

Managing Learner

Location & Grouping Feedback

Physical Space

Instructional

Resources

Safe

Environment

Positive

Environment


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CONTENT

SESSION FIVE

3.2.1 Physical Classroom Environment

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. However, regardless of their teaching styles, teachers should consider all areas of

the classroom when organizing the physical environment. Resource 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 optimize

resources and facilities in the classroom.

A safe, clean, comfortable and attractive classroom can stimulate learning and help build an

efficient classroom community. However, setting up the physical environment of your

classrooms can be quite daunting, especially when faced with old buildings, crowded

classrooms and insufficient storage space. By organising the physical environment as

proposed by Charles and Senter (2005) in their six facets of the physical environment you

can make the most of your classroom.

3.2.1.1 Organising Physical Space

i. Floor Space

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.


57

ii. Seating

Seating arrangement normally depends on how you conduct your lessons. When pupils are

taught as a group they should be seated as near to you as possible, facing a chalkboard or

whiteboard. Primary pupils may come together on a carpet in front of the class for whole-

group instruction. You may sit with them on the carpet or in a chair, often near a small

board. Designating marks or coloured squares on the carpet is a common method of

arrangement.

For ease of movement aisles and gaps in seating should be maintained, but the distance

between you and the farthest pupil should be minimized as possible. When 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. You must be able to oversee everyone in the

class and the pupils are aware of that too.

iii. Work and activity areas

A classroom sometimes is too congested with pupils’ desks and chairs and this will affect

the work and activity areas in the classroom. However, 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 quiet reading corner.

Your 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. First 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.


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iv. Wall Space

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. Bulletin 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 self-esteem and is highly

motivating. Pupils can learn from each other and at the same time instil their sense of

ownership in the classroom.

3.2.1.2 Locating Instructional Space

i. Shelf space

Textbooks, reference books and other special materials can be stored or displayed on

shelves. Special materials to motivate and extend pupils’ experiences can also be kept on

shelves in most classrooms. These include video and audio CDs and tapes, games,

puzzles, puppets, toys and other materials.

ii. Cupboard

This is the best place for you to keep pupil supplies, worksheet, audiovisual equipments,

ESL specific equipment. Pupil supplies include such things as writing paper, construction

papers, pencils, scissors, glue, paints, crayons, rulers and pens.

Personal 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. Whatever it is, the stuff must be

properly arranged and easily accessible.


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3.2.2 Social Cultural Environment

3.2.2.1 Safe Environment

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. You 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.

Fraser and O’Brien (1985) suggest that teachers may safely proceed on the premise that

classrooms function best when they provide a positive and structured climate, one that

reflects warmth, support and pleasant circumstances with very low levels of fear.

i. Psychologically safe

Teachers are said to be able to create a safe environment when their pupils do not feel

threatened mentally or physically. Psychologically pupils would feel safe if they know that

teachers are sensitive about their cultural diversity. Your 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 ‘misbehaviours’ 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.

ii. Physically safe

Violence 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.

Pupils are said to be physically safe if they are not harmed physically either by their peers or

teachers. Sometimes 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


60

children. Once you have broken the trust that the pupils have in them, most likely learning

will not be able to take place naturally and effectively.

iii. Strategies In Promoting a Safe School

No 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 Bucher, 2013).

Working with teachers

In school, teachers play vital role in promoting a safe environment in school by :

- helping pupils to develop social competencies, problem-prevention skills and coping

skills;

- emphasizing pro-social attitudes and values about self, others and work

and avoids negative labelling and tracking;

- monitoring pupils’ academic progress, behaviour and attitudes on a regular basis;

- nurturing role models who show supports, warmth, mentoring and responsiveness to

pupils needs.

Working with pupils

You can provide opportunities for pupils to assume responsibility for safer schools by:

- creating a buddy system in the classroom in which current pupils help the new

arrivals;

- getting the pupils involved in a class project together such as a classroom

beautification campaign; and

- establishing pupils tip lines which provide anonymous, non threatening way for pupils

to report school crime. However, it is often controversial because some parents and

teachers do not want pupils placed in awkward situations.


61

Working with parents and community members

You can also enlist the help of parents to promote safe classrooms by:

- Encouraging them to communicate with teachers and making special effort to know

their children’s friends and children’s activities at and away from school.

- Familiarising with the school safe school policy as well as an individual teacher’s safe

classroom policy.

3.2.2.2 Creating Positive Environment

It is your responsibility to establish and maintain a positive psychosocial environment,

though pupils can help in this effort. According to Charles and Senter (2005), there

are many factors that contribute and significantly influence the psychosocial

environment of the classroom and one of them is human relations skills.

Human relations skills

Good 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:

- Friendliness – 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,

inquiring about family and work. Others tend to respond to us in the same way.

- Maintaining a positive attitude – we show it by looking at the bright side of things and

avoiding complaining, faultfinding or backbiting behaviours known to undermine

positive climates. People with positive attitudes believe that all problems can be

solved and deal with problems rather than complaining about them.

- Ability to listen - it shows genuine interest in the other person, indicates that the

other’s observations are valued, and enhance the quality of communication by

bringing out a genuine exchange of ideas.

- Ability to compliment genuinely – It is evident that most people like to receive

compliments and they react positively toward individuals who compliment them.

(Charles and Senter, 2005)


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3.2.3 Conventions and Routines for Organising Instructional Time

Conventions and routines are a vital part of efficient classroom operations. Some

researchers and writers term them as rules, procedures, and routines (Karen, 1999; Jones,

1987 & Dreikurs, 1968 in Manning & Buchers, 2013). Teachers using procedures are able

to manage time better, have less discipline problems, and are able to complete more

curriculum. Some have routines and procedures for everything, from using the restroom to

how to enter the room. 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. Some

researchers and writers term them as Rules, Procedures, Rights, Expectations,

Responsibilities, Standards or Consequences. Nevertheless all these terms refer to

organising classroom instructional time.

According to Karen (1999), “ Perhaps the most important item under classroom operation

is rules. Whether the teachers refers to them as rules, rights, expectations or

responsibilities, these principles govern classroom operation and become the written and

unwritten code that allows a classroom to work.”

Fredric Jones (Jones 1987a), cited in Maning et. al. (2013) developed his Positive

Classroom Management Theory to help teachers address an array of pupil behaviour

regardless of the grade levels, developmental levels or diversity of pupils. Jones (2007),

suggested specific teacher strategies and recognized the importance of instructional

effectiveness in classroom management. His key concepts are shown below:

Developing classroom structures, including rules, procedures and physical

arrangements.

Remaining calm and using body language to set limits.

Teaching pupils cooperation and responsibility

Providing backup systems


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Dreikurs (in Manning and Bucher, 2013) called for democratic teaching and classroom

management procedures. His early work has had significant influence on educators and

classroom management theorists, especially those who believe in developing supportive

classrooms

In Democratic 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 consequences

rather than punishment, and understand the difference between praise and encouragement.

Dreikurs 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.

Based 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. Adopt and

adapt according to the theoritical concepts and framework discussed.

3.2.3.1 Begining and Ending the Day or Period

At 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 objective(s) for

the day. Then, they will copy down the “Food For Thought” quotation of the day and do a

quick-write on what they think the quote means. This process takes up the first 5 minutes of

class. While they are doing the quick-write, the teachers will be taking down attendance.

Then the teachers will have volunteers share their ideas. For any papers that pupils hand in

to the teachers, there is a paper header procedure. The pupils must write their name, date,

and bell/block on the upper right margin of the paper. On 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 bell/block.

Each bin is divided down the center with a divider. One side will be for homework, and the


64

other side will be for in-class work. Homework is deposited in the homework side as soon

as the pupils come into the classroom at the beginning of class. After a pupils finishes a

class assignment, they go and drop their work into the class work site. Tests are NOT

dropped into the bin, however. They are directly given to the teachers when the pupil is

finished.

i. The bathroom procedure

At the beginning of the year, each pupil makes his own bathroom card (a large neon yellow

index card) with his name on it, and keeps it in his English notebooks. There is a premade

hall/bathroom pass by the door. Only one pupil at a time can leave to use the bathroom.

The pupils cue by raising their hand, holding their bathroom pass. When the teachers

acknowledges by noddinghis/her 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.

ii. The direction-giving procedure

First the teachers will tell the pupils what the assignment is. Then they will tell them to

repeat the assignment back to the teachers (Give & Get). Next, they will give a time limit.

Following 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 afterwards). Then, they will

ask if there are any questions. If so, they will answer them. Finally, 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 he/she wants in a

group. For example, if the teachers are assigning 4 groups of 5, they would have 5 face

cards from each suite (different shapes or colours). 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.


65

iii. Time limit procedure

The teachers use a countdown timer on PowerPoint. It flashes red at “10 minutes”, “5

minutes”, “1 minute”, and then will say “STOP.” If the pupils are in groups, someone in the

group should also be keeping track of the time.

3.2.3.2 Classwork/Homework

i. Homework Folder Procedure

Each month, the teachers will give two pupils in each bell/block the role of being the

homework keeper. One 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 job still gets done if one is absent.

Absent pupils can go to the homework folder to get homework assignments that they have

missed.

ii. Homework policy

Pupils write homework in a composition book every day. It is the pupils’ responsibility to

bring their composition book to and from school everyday. Unless 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. Pupils 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. Pupils receive a weekly homework sheet with a list of assignments.

3.2.3.3 Transitions

i. Transitions Into and Out of the Room

Beginning the School Day

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 “settle


66

in” to the classroom. The routine need not be elaborate or time consuming. Some

suggestions for teachers to begin the day:-

Not only does this routine establish a whole-class focus, it also gives pupils a chance to

get some of their chatter out of the way before beginning academic content activities.

Leaving the room

Pupils will leave the room en masse at several times during the day: at recess and for

lunch, physical education, music, computer lab or perhaps some other instructions. A

common technique used is to have the pupils line up after appropriate materials have

been put away, with the quietest table or row lining up first. Teachers should decide

what behaviours are appropriate in line.

Returning to the classroom

Frequently teachers establish a procedure for this transition, particularly after recess or

lunch time.

- Pupils are to enter the room quietly and take their seats;

- They may read or rest with their heads on their desk;

- Pupils who need to use bathroom, sink, pencil sharpener or drinking water may do

so, one at atime at each area.

- 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


67

When pupils return from an out-of-room activity that has left them noisy or unusually

“chatty”, 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 quiet

social talk as they settle in and get ready for the next lesson. Monitor pupils so that

“wind down” time doestn’t become “wind up” time.

Between Activities

Movement between activities is more difficult to manage when pupils complete or start

them at varying times. The teacher is frequently working with one or a few pupils at a

time. Less supervision of movement is possible and pupils may begin to wander around

frequently, wasting time and distracting other pupils. Pupil 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 out-of-seat 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.

Ending the day

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. Planning

ahead for the end of the day guards against hurried closings, lost papers and a feeling

of confusion and chaos. Other important end-of-day 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.


68

3.2.3.4 Monitoring

Monitoring is to heighten class teachers’ awareness of what is actually occuring in the day-

to-day organization 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 Kemmis,1986)

i. Class consequences

Non-verbal warning (stern look, positioning, cue)

Verbal Warning

Pupil-Teacher meeting

Phone call home/Detention

Referral/ Meeting with the Headmaster/HEP

ii. Class incentives

Homework passes.

Free Time at the end of class (PAT time).

Points towards their overall grade.

At the end of an unit, have an approved movie day.

Play the radio (appropriate music).

Class chooses between two activities to do that day.

iii. Class cues

Saying “Ladies and Gentlemen” or boys and girls to get attention.

Turning lights on and off to get attention.

Put index finger to mouth to tell students to be quiet.

Pupils put pencils down when done with an assignment.

Pupils raise hands holding bathroom card to signal.


69

3.2.3.5 Feedback

Feedback, however briefly makes pupils feel valued. One way of treating pupils with dignity

and respect is to expect them to do well. High 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

question and answer suggestions on homework and in-class assignments

progress reports and

notes home to parents

Feedback must be specific, clear and must provide the pupil with the opportunity to act on it.

Some examples of feedback statements are:

“This is good. If you add an example it will be excellent!”

“Good start on that description of the main character! Can you add two more

adjectives?”

“You have compared two characters, now add some contrast.”

Written feedback on papers offers so much more to a learner than comments such as

‘Vague’, ‘Awkard’ and ‘Do over!’

3.2.3.6 Managing Pupil Location and Grouping

Ideally classrooms should be arranged so that the pupils are in a “U” shape, where the

desks on the sides are diagonal, facing the board. With this arrangement, the teachers can

see every pupil, and every pupil can see the board. This set up puts the focus on the center

of the room where the teachers will be teaching. The teachers’s desk is at the back of the

room so that he/she can see all of the pupils. Also, this set-up allows for ease of putting


70

them into groups or partners. There is plenty of room to walk in- front- 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 consequences and a focus on the rights and welfare

of both teachers and pupils.


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Exercise 1

Discuss the questions below.

1. What are your considerations when setting up your classroom at the begining of the

year?

2. How can a teacher create the right ambience in the classroom that would create a

conducive environment for teaching and learning to take place?

3. How can the supportive approaches to classroom management and organiising

instructional time be used to help “calm down and tame the pupils”?

4. Devise two types of pupil location and grouping for story-telling sessions and role play.

Tutorial

1. Discuss how effective physical classroom environment and social cultural environment

would contribute to effective lessons.

2. Discuss how classwork / homework, monitoring and feedbacks help create effective

classroom sessions.

3. Discuss how good management of pupil grouping helps ESL pupils improve their

English proficiency.

4. Discuss how effective communication skills would lead to effective lessons.

5. Discuss the impact of personal characteristics of good and bad communicators to

young ESL pupils.

6. Discuss how effective use of different types of verbal and non-verbal communication

skills would lead to effective classroom management.

7. Discuss ways to manage verbal and non-verbal communications in a primary ESL

classroom.


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TOPIC 4 COMMUNICATION SKILLS FOR CLASSROOM

MANAGEMENT

4.0 SYNOPSIS

Topic 4 introduces teachers to communication skills for classroom management. It focuses

on communication skills, skills for effective communication, Personal characteristics of good

communicators, verbal and non-verbal communication, and managing verbal and non-

verbal communication in an ESL classroom.



Identify different effective communication skills for classroom management.

Identify personal charateristics of good communicators.

Identify different effective communication skills for classroom management.

Differentiate verbal and Non-verbal communication skills.

Identify and manage different verbal and Non-verbal communication skills effectively.

4.2 FRAMEWORK OF TOPICS

Communication Skills for Classroom Management

Communication Skills

Skills for Effective Communication

Personal Characteristics of Good Communicators

Verbal and Non-verbal Communication

Managing Verbal and Non-verbal Communication


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CONTENT

SESSION SIX (6 hours)

4.2.1 Communication Skills

“Communication is the act or process of transmitting information about ideas,

attitudes, emotions, or objective behaviour”

Mirriam Webster Dictionary 2010

Communication requires a sender, a message, and a recipient, although the receiver need

not be present or aware of the sender's intent to communicate at the time of

communication; thus communication can occur across vast distances in time and space.

Communication requires that the communicating parties share an area of communicative

commonality. The communication process is complete once the receiver has understood

the message of the sender. A person is said to have good communication skills when

he/she is able to convey the message intelligibly so that the other person understands it.

When it comes to teaching, communication is the vehicle that moves education forward. 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 (Jones, 2000).

4.2.2 Effective communication

An effective communication is one in which the receiver understands the sender's message

and is capable of conveying it to other people. Effective communication is one in which the

conversation made by the sender and the receiver is interactive. One has to know the

intention of the sender. Effective communication is clear in content and respectful of the

other person. You can achieve this by choosing your words carefully and selecting ones that

correctly represent your thoughts and feelings in a non-judgmental way.


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Effective communication is key to maintaining good personal relationships. Communication

can include non-threatening sharing of information, or it may involve emotionally heavy

topics that are likely to set off negative reactions in the person listening. Before you begin

speaking with a significant other on a difficult subject, first check your feelings and the

message you want to communicate. Remove from your speech and body language triggers

that suggest you mean something different from what you are saying.

It is not far-fetched to say that good and effective communication contributes more to the

quality of teaching and also effective classroom management than does any other skill.

4.2.2 .1 Skills for Effective Communication

The list of communication skills presented below, should be helpful in interacting with

people in an effective manner.

i. Staying focussed

Staying focused while communicating is very important. Concentrating hard should help in

catching the speaker's 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. Proceeding 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.

ii. Effective listening skills

Effective listening skills is as important as speaking in the communication process. Good

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 quickly.

Feedback offered by good listeners reduces the effort of speakers to elaborate on points to

be communicated.


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iii. Making eye contact

Making eye contact while speaking and listening is a way to assure the speaker that you

are following the communication process interestedly. Looking away from the speaker or not

just concentrating properly would exhibit your poor communication skills.

iv. Body language

Body language should be given as much importance as verbal communication. It is one of

the important elements in the list of interpersonal skills. An 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.

v. Attitude

Attitude of the speaker also holds great importance in the communication process. Listening

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 subject

being discussed.

vi. Speaking clearly

Speaking 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 views/thoughts clearly.

Any kind of ambiguity can lead to confusion.

v. Being polite

You should not use harsh language even if you find the speaker's views conflicting with that

of yours. Disagreeing or displaying your disapproval about a certain conflict in a polite

manner is always possible. Once again, patience is the key to handle such type of

situations.


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vii. Keeping an open mind

Keeping an open mind helps in understanding the thoughts of others without getting into

conflict-mode. Objective analysis of a particular statement helps in preventing arguments

and carrying on with the communication process. Explaining a particular concept to an

audience requires you to be aware of the level of understanding of listeners. For 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. Keeping your head and staying patient is the key to maintaining the

communication process hurdle-free. Making your communication process creative is

possible with a little bit of effort. For example, teachers in a school may have conflicting

views. However, expressing them tacitly/creatively should keep them from using a negative

tone while presenting their viewpoints.

We often make mistakes while speaking and listening (not concentrating enough), and

thereby, respond in a wrong way. You should always learn from the mistakes you have

made in the past. This approach helps in culling the errors one-by-one and thereby,

improving the communication process (http://www.ehow.com).

4.2.3 Personal Characteristics of A Good Communicator

All 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. You should think about how you would like

people to treat you and then treat them in the same way. A good communicator:

remembers pupils’ names, greets them in a friendly manner and speaks to them with

courtesy and respect.

always sends suitable non-verbal messages that supports his words as he knows that

what is communicated non-verbally can be more meaningful than words.

http://www.ehow.com/


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focuses on the person with whom he is speaking making the person feel very important,

which enhances the effectiveness of the communication.

listens effectively as listening is an effective way to show interest in another person.

Effective listening involves not just remaining silent, but nodding one’s head in

agreement, making little response noises, using prompters like “interesting'' or “tell me

more,'' or asking pertinent questions to show one is paying attention. Open-ended

questions that requires longer answers encourage the other person to talk.

masters the rules of etiquette 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. He is also interested in

learning the proper way to speak well because he believes in the saying “Speech is a

mirror of the soul. As a man speaks, so is he“.

4.2.4 How Effective Communication Skills Help Build Good ESL Lessons

Having effective communication skills will make teachers non-judgemental towards their

pupils; thus treating them with respect. Psychologically the pupils will feel appreciated,

which will help develop their self-confidence and self-esteem as well as enhance their class

performance. Teachers too will improve their self-confidence and ability to conduct good

lessons. Hence effective communication skills:

i. Promote Pupils’ Self Esteem

Pupils 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 self-assured pupils are more likely to speak up in

class. Class participation leads to increased learning for the entire class.

ii. Build Teachers’ Self-Confidence

Communicating effectively also boosts teachers’ self-confidence over time which in turn

helps them to effectively deal with pupils. Consequently, they will be able to deliver their

lessons efficiently and motivate as well as inspire their pupils to excel in their studies.


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iii. Prevent Misunderstandings

Communicating and expressing effectively can minimize 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

strategies to ensure that the lesson is well understood and the pupils achieve the learning

outcome for that day.

iv. Improve Class Performance

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. By asking questions, teachers can determine if their pupils were able to retain the

imparted information. Since there will be less room for misunderstanding to occur in the

class, the pupils will learn better and this will contribute to better class performance.

(http://www.ehow.com/facts)

4.2.5 Managing Verbal Communication in the Classroom

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. Informing Pupils and Conducting Instruction

Teachers inform pupils most of the time and this is done regularly. Normally after a teacher

has informed the pupils, he will continue checking the pupils’ understanding by asking

questions or repeating himself.

ii. Conducting Instruction

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

questions, provide feedback, reteach by providing corrective instruction and second

chances and redirect inappropriate behaviour.

http://www.ehow.com/facts


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iii. Gaining Attention

Frequently attention is gained by making statement such as:

“Everyone listen ! “

“Simon says, listen! “

“Freeze!” ( for a hyper active class.)

Often non-verbal signals are used such as:

Knock on the table

Rhythmic hand clap

Raising hand/s

Pupils 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.

iv. Providing Motivation

Teachers provide motivation and encouragement as they engage their pupils in lessons.

Teachers should realize that teaching does not just mean imparting knowledge, but it is also

a process of nurturing one’s personal growth. Whatever the teacher says to the pupils has a

great impact on them. Compare the folowing statements by teacher A and B:

A: “There you go. I know you can do it!”

B: “Why are you so slow! This is such an easy question. Don’t tell me you cannot do it!”

Obviously teacher A is able to motivate and boost the pupils’ self esteem, while Teacher B

would definitely kill the pupils’ interest and motivation. The motivation that Teacher A gives

is known as intrinsic motivation: motivation that ‘moves’ the pupils from inside. They want to

learn because they are motivated to learn. Teachers can also provide motivation with

statements such as:

“Boys and girls, this is a contest lesson to see if you can set a new record for youself

or for the class.”

“There is a surprise hidden somewhere in the lesson, watch for it.”


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v. Giving Directions

Giving good directions is essential for good classroom management which can help to

evade problems. Therefore in giving instructions a teacher should :

be clear;

short and precise;

model what he means and if necessary show examples; and

check to make sure pupils understand

iv. Posing Questions

Questions keep pupils focussed and active. A good question might be asked to encourage

pupils’ participation. Questions also force pupils to use various level of thoughts, Benjamin

Bloom (1956) listed six levels in a hierachy of thinking: memory comprehension,

application, analysis, synthesis and evaluation.

v. Providing Supportive and Corrective Feedback

Giving 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.

Private (Individual focus)

In general, comments should be private if they single out a pupil. For example when a

teacher wants to boost one’s self esteem or to provide corrective feedbacks, he can

give out these comments.

“This is some of the best work I’ve seen you do."

“You’ve made a mistake here. How can you correct here.”

“I think something is bothering you. How can I help?”


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Public (Group Focus)

Comments can also be given out publicly when a teacher wants to give reminders or

procedures which are appropriate to the entire class. Below are some of the comments

that can be made publicly.

“This is some of the best work we’ve done.”

“It seems that many of you are mking the same mistakes. Let me explain that part

again before I continue with the lesson.”

vi. Redirecting Inappropriate Behaviour

Sometimes, pupils do not act appropriately in the class, There are many factors that

contribute to these behaviours but whatever the reasons are a teacher needs to be aware of

this inapproprite behaviour immediately. Pupils can normally put back on course through

redirection such as the following:

“Ah Seng”. (Just say the pupils’ name quietly)

“You need to be finished in five minutes.”

“I know you are tired, but let’s see if we can finish this. I’ll help you.”

4.2.6 Non-Verbal Communication

Communication is the transfer of information from one person to another. Most of us spend

about 75 percent of our waking hours communicating our knowledge, thoughts, and ideas to

others. However, most of us fail to realize that a great deal of our communication is of a

non-verbal form as opposed to the oral and written forms. Non-verbal

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 person-to-person 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. Right or wrong, the receiver of the communication tends to base the intentions of

the sender on the non- verbal cues he receives.


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Knowledge of non-verbal communication is important managers who serve as leaders of

organizational "teams," for at least two reasons:

To function effectively as a teacher or the manager must interact with the pupils

successfully. Non-verbal cues, when interpreted correctly, provide him with one means

to do so.

The teachers project attitudes and feelings through non-verbal communication. Some

personal needs such as approval, growth, achievement, and recognition may be met in

effective teams. The extent to which these needs are met is closely related to how

perceptive the teacher and the pupils are to non-verbal communication in themselves

and in others on the team.

If the pupils show a true awareness to non-verbal cues, the class will have a better chance

to succeed, for it will be an open, honest, and confronting unit.

4.2.7 Managing Non-Verbal Communication in the Classsroom

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. Using 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.


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i. Facial Expressions

Facial expressions usually communicate emotions. The expressions tell the attitudes of the

communicator. Researchers have discovered that certain facial areas reveal our emotional

state better than others. For example, the eyes tend to reveal happiness or sadness, and

even surprise. The lower face also can reveal happiness or surprise; the smile, for example,

can communicate friendliness and cooperation. The lower face, brows, and forehead can

also reveal anger.

Reserchers believe, verbal cues provide 7 percent of the meaning of the message; vocal

cues 38 percent; and facial expressions 55 percent. This means that, as the receiver of a

message, you can rely heavily on the facial expressions of the sender because his

expressions are a better indicator of the meaning behind the message than his words. At

the same time as the sender of the message, your facial epression will determine whether

your message will not just be understood by your pupils but appreciated at the same time

(Healy, 1999).

A teacher who delivers his lesson accompanied by the right facial expression will display

his own enthusiasm and sincerity that would be appreciated by his observant pupils.

ii. Eye Contact

Eye contact is a direct and powerful form of non-verbal 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. Downward glances are

generally associated with modesty. Eyes 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. Proficient 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 localized and relatively routine problems,

thereby avoiding a potential distraction for pupils who are busy working.


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iii. Paralanguage

Is the content of your message contradicted by the attitude with which you are

communicating it? Researchers have found that the tone, pitch, quality of voice, and rate of

speaking convey emotions that can be accurately judged regardless of the content of the

message. The important thing to gain from this is that the voice is important, not just as the

conveyor of the message, but as a complement to the message. As a communicator you

should be sensitive to the influence of tone, pitch, and quality of your voice on the

interpretation of your message by the receiver.

iv. Cueing / Gesturing

Cueing may involve consistent gestures that may suggest or indicate the teachers’

intentions or instructions. For example, a teacher might raise her hand as a cue for pupils to

volunteer to answer a question. A teacher might also hold a book in the air to accompany a

request 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. By pointing

emphatically to a pupil’s seat , a teacher may effectively signal “Sit down, please.”

On a different occasion, and with a younger class, a finger to the lips serves as a reminder

to pupils that the present activities requires 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 verbalization, at the same time maintain orderly and productive

classrooms.

v. Pausing

In the middle of a lesson, when pupils start talking and disrupting the class, a teacher can

just stop and pause. Pausing can be a very effective move in getting the pupils’ attention.

However, it must be done deliberately and dramatically for example by pausing in the

middle of your sentence. At the same time your body should be paused too with your arms

folded and accompanied by a look that demand something from the pupils such as “I’m


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waiting” or “Let me have your attention now”. You should be prepared to wait several

seconds or longer for everyone to focus their attention on you.

vi. Moving In

During a lesson, there will always be some pupils who are not paying attention or simply

ignoring you by chit-chatting 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 pupil/s. In these instances, your physical presence is sufficient

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 “Pay attention!” (Healy, 1999).

Exercise 1

1. Communiction skills are very important and they are even more important to teachers.

Why?

2. What problems may arise if one’s communication is not effective?

5. Describe a situation where you would use non verbal communications to check pupils’

misbehaviour.

6. Discuss the importance of giving comments and feedbacks to pupils.

Tutorial Questions

1. Discuss how effective use of different types of verbal and non-verbal communication

skills would lead to effective classroom management.

2. Discuss ways to manage verbal and non-verbal communications in a primary ESL

classroom.


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TOPIC 5 OBSERVING AND RECOGNIZING PATTERNS OF BEHAVIOUR

5.0 SYNOPSIS

Topic 5 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 non-disruptive 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

and psychological perspectives. This topic ends with discussions on ways to manage

disruptive behaviours in classrooms.



Recognize and identify different patterns of behaviour.

Compare and contrast between disruptive and non-disruptive behaviours.

Explain ways to manage the different patterns of behaviour.

5.2 FRAMEWORK OF TOPIC

Observing and Recognizing Patterns of Behaviour

Disruptive Behaviour Non-Disruptive Behaviour

Violent Behaviour

Non-Violent Behaviour

Effects of disruptive behaviours

on ESL classroom Reasons for disruptive behaviour

Managing disruptive behaviour


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CONTENT

SESSION SEVEN (3 hours)

5.2.1 Patterns of Observable Behaviour

Classrooms are complex social sytems in which teachers and pupils interact in a variety of

ways across contexts. In a normal size classroom in Malaysia, usually there are 30 to 40

pupils who have different individual needs, values as well as individual ways of behaving,

interacting and socializing with one another during teaching-learning activities. In such

situation, it seems rather challenging for pupils with different characteristics and

personalities to sit through a class period and share the same environment without causing

any disruptions. Similarly, it is also challenging for teachers to create effective learning

environments and at the same time to recognize individual emotional needs and deal with

behavioural problems. The multiple dynamics of a classroom can be a challenge for any

teachers. Hence, teachers need knowledge on recognizing patterns of pupils’ behaviour and

skill on managing pupil behaviour to ensure the teaching-learning process is effectively

delivered

i. Definition of Behaviour

In order to understand behavioural problem and how they affect pupils’ engagement in the

learning process, first we need to define the concept ‘behaviour’. Charles (2002) defines

behaviour as ‘ everything people do, good or bad, right or wrong, helpful or useless,

productive or wasteful’ (p.2). He also claims that behaviour is context-specific and may be

communicated or displayed through a combination of attitudes, words and actions. In other

words, it may be expressed verbally and non-verbally.

As behaviour cannot be separated from the context and situation in which it occurs, it

explains why some pupils may behave in one way at school and another way at home.

Other than being context-specific and situational, behaviour is shaped by one’s values,

expectations of significant others as well as society. Pupils’ relationships with teachers,


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peers, parents and school community shape their interactions and responses to the

situation or environment. Hence, the ways a pupil responds to situations or environments

reflect his/her 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 ‘misbehaviour’.

ii. Understanding Misbehaviour

While the concept of behaviour is fairly straightforward and explicit, the concept of

misbehaviour is indistinct and implicit. It involves a high degree of subjectivity as different

teachers place different interpretations on what is appropriate and inappropriate behaviour

according to many factors such as their personal teaching philosophies and personalities.

Hence, it is difficult in arriving at a definition which all can agree and interpret consistently.

According to Charles (2002), misbehaviour is regarded as behaviour that is inappropriate in

a situation or setting and that it occurs and done willfully or intentionally. Fighting, interfering

with the work of other children, running about the class, talking out of turn and shouting out

are some examples of misbehaviour.

Gordon ( in Charles,2002) regards misbehaviour as ‘ a specific action of the child seen by

the adult as producing an undesirable consequence for the adult ‘ (p.90). He uses the

concept ‘problem ownership’ to explain the extent of the effects of pupil behaviour in a

classroom from non-disruptive to disruptive. If a pupil’s behaviour does not bother anyone

else in the classroom, then the problem owner is the pupil. But if a pupil’s behaviour affect

others in the classroom and causes difficulties for the teachers (pupils become inattentive

and lesson is disrupted), 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 & Bucher (2013; p.6) summarize general descriptions of misbehaviour

as follows:

behaviour problems challenge all teachers, regardless of the school, grade level, or

geographical location


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Behaviour problem differ in frequency and intensity, yet thay are similar in type.

Although some schools do not experience any violence, all schools have some pupils

who generally goof off and disturb others.

Behaviour problems disturb teachers and pupils, negatively affect the teaching and

learning process, and ultimately hinder academic achievement.

iii. Types of Misbehaviour

Since behaviour is shaped by individual’s values, expectations, nature of relationships with

others and is context-specific, the frequency and intensity of misbehaviours are considered

‘unique’ to each individual and in each setting (Manning & Bucher, 2013). Misbehaviours

can range from relatively minor off-tasks behaviours to more serious acts of violence. It is

imperative for teachers to be able to identify, analyse and classify pupils’ behavioural

pattern before planning for intervention strategies.

Meyers (2003) classifies pupil misbehaviour into two types, namely overt and covert. Overt

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 (2002; p.3) on the other hand, classifies misbehaviour into five types according to

degree of seriousness. The relative seriousness of the five types of misbehaviour is in

descending order.

Aggression: physical and verbal attacks on teachers, pupils, or property.

Immorality: acts contrary to accepted morality, such as cheating, lying and stealing.

Defiance of authority: refusal to do as the teachers requests.

Class disruptions: talking loudly, calling out, walking the room, clowning, tossing things.

Goofing off: fooling around, out of seat, not doing assigned tasks, dawdling,

daydreaming.


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The first two (aggression and immorality) are considered more serious compared to the last

three (defiance of authority, class disruptions and goofing off) and of which are more

prevalent in classrooms. Although the last three are much less serious, they have

detrimental effects on teachers’s ability to teach effectively and pupils’ learning.

Behavioural problems that disrupt a lesson is identified as disruptive behaviour. On the

contrary, behavioural problems that do not disrupt a lesson is regarded as non-disruptive

behaviour.

5.2.2 Disruptive Behaviour

It is important to differentiate between disruptive classroom behaviour from non-disruptive

classroom behaviour. Being able to correctly identify and distinguish these two types of

misbehaviours will help teachers to employ appropriate strategies for intervention. Levin &

Nolan (1991;p.24) define disruptive behaviour as having the following characteristics:

Interferes with the teaching act;

Interferes with the rights of others to learn;

Psychologically and physically unsafe; and

Destroys property.

To help teachers recognize 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 5.1).

Table 5.1: Recognizing disruptive behaviours (adapted from Nolan & Levin,1991)

Descriptions of behavioural problem (Misbehaviour)

Disruptive behaviour because the behaviour.....

1. A 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 class)

2. A pupil quietly scratches his name into his desk.

destroys school property


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3. A pupil quietly passes notes to his neighbour interferes with the teaching act

interferes with the rights of others to learn (i.e his neighbour)

4. 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 anger)

5. Making faces at others when the teachers is not looking.

Interferes with the right of others to learn

Is psychologically and physically unsafe (evoke anger)

6. A pupil doesn’t wear safety goggles while welding in industrial arts class.

Is psychologically and physically unsafe

Other 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 objects in class

While ability to merely recognize disruptive behaviours in classrooms can provide useful

information about pupil behaviour in general, it is still inadequate because teachers also

need to be able to identify specifically types of disruptive behaviours, namely violent and

non-violent. This is especially important when developing strategies for prevention and

intervention because “ crime (violent) and routine classroom misbehaviour (non-violent) are

inherently different problems that require different solutions “ ( Levin & Nolan, 1991; p.29).


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5.2.1.1. Violent Behaviour

Effective teaching and learning can take place only in a harmonious learning environment.

Hence, schools should be safe places where children can grow and learn. Unfortunately,

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. Historically, school violence is just about pupils who committed

crime but today school violence is multifaceted incorporating aspects of victimization,

aggression, hostility,bullying, sexual assault and criminal activity (Manning & Bucher, 2013).

Violent behaviours, therefore, comprise many dimensions.

World Health Organization (WHO) 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

A high likelihood to cause death, psychological harm, maldevelopment and deprivation.

(WHO Global Consultation on Violence and Health,1996)

Pupils who have the propensity for violence to self and others usually exhibit violence-

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. Based on research findings, patterns of violence-

related behaviour or warning signs of violence include:

High tendency to be argumentative with adults

Explosive temper tantrums

Verbal and physical aggression

Deliberately damage and destroy school property

Physical and Mental Bullying


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Alcohol and/or drug use

Took something from others by force

Vulgarly insulted someone

Threw things at someone else

Brought weapons to school

Annoyed teachers and other pupils in the classroom

Intolerance for differences

Low tolerance for frustration

(Basch, 2011; Manning & Butcher, 2013; Holtappels, 2000)

Research on the impact of violence in the schools has confirmed that violence-related

behaviour has created an enormous threat to the emotional, physical, and spiritual well

being of pupils who are not only victims of violence but also perpetrators, that is, the person

who commit the violent acts (Chisholm & Ward,2004).

5.2.1.2 Non-Violent Behaviour

Both violent and non-violent disruptive behaviour have an adverse effect on the quality of

teaching and learning as well as learning environment. However, unlike violent disruptive

behaviour, non-violent disruptive behaviour does not lead to psychological harm to others

and crime or cause death. Hence, managing non-violent disruptive behaviour is different

from managing violent behaviour. Managing non-violent behaviour is within the responsible

of teachers and school (sometimes parents). On the other hand, managing violent

behaviour involves not only school administration and parents but aslo outside law

enforcement agencies (police) and outside professional assistance (non-government

organizations) ( Levin & Nolan, 1991).

Nevertheless, pupils who display non-violent disruptive behaviour have a high tendency to

exhibit violent behaviour if pre-emptive actions are not taken to defuse the inappropriate act

from escalating and spreading. Finger tapping on desk, talking loudly, calling out, walking


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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.

5.2.1.3 Effects of Disruptive Behaviours on ESL Classroom

A classroom is a physical context in which a wide range of teaching and learning

experiences takes place. As such the ultimate success of pupils will be heavily dependent

upon the success that is facilitated in classrooms, where majority of their time is spent

(Moyles, 2009; Manning & Bucher,2013; Charles, 2002; Levin & Nolan, 1991). Hence, if

the classroom is characterized by disruptive behaviours, it will have an adverse effect on

pupils and teachers in terms of :

i. Teaching and Learning environment

As mentioned earlier, disruptive behaviour interferes with pupil academic learning time .

Dealing with frequent disruptive behaviours every day erodes teaching and learning time in

ESL classrooms, undermines quality classroom climate, builds trauma and increases

teacher’s dissatisfaction with teaching, which in turn affect quality of instructions.

Moreover, as teachers begin to deal with more behavioural problems their motivation to

teach and assist pupils in learning English will deteriorate. To make matters worse, if

teachers themselves have a low tolerance for frustration, their motivation to teach is

replaced by ‘ who cares’ and ‘get even’ attitude resulting in teacher-pupil power struggles

(Levin & Nolan,1991). This, in effect, will build up tension, anxiety and hostility between the

teachers and disruptive pupils which subsequently will lead to more disruptive problems.

Thus perpetuating a vicious cycle.

ii. Pupils’ Psychological safety

Continued occurences of violent behaviours and aggressions instil fear in pupils. This

atmosphere is not conducive to the provisons of a safe environment. When pupils begin to

feel that their own safety is threatened their ability to focus on the lesson and pay attention


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to schoolwork will be greatly affected. They will even lose their confidence in their teachers’

ability to protect them from peer victimization. When this fear escalates and reaches a high

enough level, they will decide not to attend school or school activities, contributing to low

academic achievement.

iii. Future behaviours

Childhood is the foundation period of life where attitudes, habits and patterns of behaviour

are established and moulded. How a child is moulded during this crucial period will

determine his ability to adjust to life as he grows older (Cooper, 2004).

Evidence from research suggests some continuity and consistency as well as change in

behaviour during child development, implying that behaviour problems appear to be just a

phase in development. Thus a child who is seen as a disruptive child in primary school may

or may not be a disruptive child in secondary school. So, if teachers ignore repeated

behavioural problems in her class, there is a strong tendency that the unacceptable

behaviour will reoccur in future. From 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 frequent acts of problem behaviour tend to use these acts as

socially acceptable models of behaviour.

5.2.1.4 Reasons for Disruptive Behaviour

Pupils 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. Behavioural 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.


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i. Individual

Self-Perception of academic competence

According to Bandura (1986), a personal belief in self-efficacy influences how much

effort an individual will invest and how long she or he will persevere when facing the

obstacles and even failures. A combination of both, effort and failure may be a serious

threat to self-worth. Pupils with insubstantial or low academic self-esteem 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 self-esteem makes them choose to dawdle and

potter around disturbing others in class instead of staying on-task.

Evidence from research has shown that a learning climate which strongly highlights

social comparison (e.g. comparing one’s ability with another pupil or class) is likely to

create anxieties among pupils. and threaten their self-confidence. In a case of pupils

who have experienced repeated failures in school subjects, such social comparison

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.

Social Recognition

According to Albert’s principal teaching (in Charles,2002; p71), ‘pupils need to feel that

they belong in the classroom’ which suggests pupils must perceive themselves to be

important, worthwhile and valued. Some pupils misbehave because they want

recognition and acceptance. They misbehave under the mistaken believe that the

socially unacceptable behaviour will result in the recognition they seek (Levin &

Nolan,1991). Disruptive behaviours such as attention-seeking, power-seeking and

revenge-seeking are common misbehaviour exhibited by pupils who seek recognition

and acknowledgement from others.


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Attention-seeking pupils ask irrelevant questions, 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.

However, 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 ‘I can do what I want to do and nobody can make me do anything

I don’t want to do’. These power-seeking pupils argue, ignore, become stubborn and

become disobedient to show that they are in control of the situation (ibid).

When power-seeking pupils fail to control their environment and see themselves as

losing the intended recogniton they seek, they become vengeful. Revenge-seeking

pupils vent their anger and frustration by hurting, disturbing and harrassing others as

well as damaging class furniture. They learn that when they misbehave, they become

the center of teacher’s and pupil’s attention.

ii. Society

Social problems such as drugs, rape, crime, road rage, child abuse and teenage pregnancy

which are consistently reported in newspapers, internet, and on television can have

significant effect on children’s view of the world and their psycho-social 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,2003).

A diverse body of research demonstrates that for many children, repeated exposure to

harassment or physical violence on television contributes to an acceptance of violence as a

way of solving interpersonal conflicts and desensitizes children to violence or harassment.


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When children are desensitized 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.

iii. School Environment

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. Adopting

teaching strategies that appeal to pupils’ learning style, interest and needs will engage

pupils to learning and keep pupils on task throughout the lesson. When 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 de-motivating environment.

iv. Physio-Psychological Needs

Motivation

School’s failure to meet pupils’ physiological needs has also been cited as one of the

factors that contribute to disruptive behaviour. From the perspective of Maslow’s

hierachy of individual needs, pupil motivation can significantly influence the learning

environment. When learning is effectively facilitated and pupils are able to successfully

demonstrate understanding of new 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 self-esteem and self-respect

which subsequently will further motivate pupils to learn and stay focus on the lesson,

hence reducing off-task behaviours in class.

Lack of sense of belonging

Pupils who exhibit behavioural problems are more likely to be rejected by peers.The

rejection factor can escalate their already diminished sense of belonging. Moreover,


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pupils who are rejected by peer group will often form bonds with others with similar

behavioural problems to form their own ‘peer group’ or ‘gang’.

Physical and psychological safety

Schools which have high rates of behavioural problems does not only threaten the

physical and psychological safety of pupils but also influence pupils who observe it to

act in similar harmful ways. This can encourage initiation or maintenance of anti social

behaviour, thus perpetuating a viscious cycle.

Being a victim of any form of violent acts or harassment can also affect pupils’

emotional well-being , 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. Fear and resentment repressed over a

long period may lead to hostility.

v. Home Environment

Children learn from seeing, say things they have heard, copy things they have seen and

learn actions and attitudes from others. Home environment has great influence on children’s

psychological and moral development.

Initial and minor violent act begins within the parent-child bond or within the parent-parent

bond, which in turn influences the behaviour of the child. Manning & Bucher (2013; p.8)

point out ‘ when pupils see violent and aggressive behaviours at home , they might begin to

consider such behaviours as acceptable methods of dealing with problems”. Since violent

behaviour is usually persistent, the aggresive behaviour has time to develop and become

enduring.

Child- rearing practices engaged in within the family also have a direct influence on the

pupils’ behaviour in school. Homes that could be considered abusive where parents were

hostile to the child and handed out angry physical punishment tend to develop patterns of


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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.

5.2.1.5 Managing Disruptive Behaviour

Fundamental 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. Once 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.

Based on insights from theories and research on effective behaviour management,

suggested strategies to prevent and manage disruptive behaviours include:

i. Engage pupils academically and socially

Engagement in the classroom includes behaviours that are important for learning

(attending to instructions and completing seatwork) and social behaviours that facilitate

learning (following classroom rules, working cooperatively with other pupils). When 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’ on-task behaviour in the classroom will enable teachers to maximise

learning time. By 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.


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ii. Set and maintain clear and concise classroom rules and procedures

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 consequences in which they will

be imposed if they violate any of the rules or procedures.

iii. Set clearly defined learning goals/objectives

Setting clearly defined goals for each lesson communicates pupils’ accountability and

responsibility for learning. At the beginning of a lesson, teachers can tell pupils what they

did during the previous class, what they will do during the present lesson including the

activities or tasks for the lesson in order to achieve the set learning goals/ objectives. When

the learning goals or objectives are clearly communicated, pupils will direct their focus and

commitment toward achieving the goals. Disruptive behaviours are less likely to occur as

their accountability for completing a definite task in a given time motivates them to engage

in the learning activities.

iv. Verbal Recognition

Some pupils display an abnormally strong need for attention from a teacher. They are out

of their seat most of the time or ask irrelevant questions. Teacher can subtly ignore their

attention-seeking behaviour by praising all other pupils for in-seat behaviour. Praise and

give encouragement to the ‘attention-seeking‘ pupil when he/she demonstrates appropriate

behaviour.

v. Develop an acknowledgement system

An effective way to focus pupil attention on desired behaviour is to set a good

acknowledgement system. Acknowledgements are positive verbal statements such as “


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Thanks for helping me distribute the papers”, “Thanks for behaving good today”.

Acknowledgements such as these are crucial if teachers wish to establish a positive

classroom environment.

Acknowledgement system may also involve predefined rewards awarded to individual

pupilss for selected target behaviour. Rewards 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,

stamps) and intangible items ( a note to parents, extra timefor recess, first to line up, class

leader for the day).

vi. Do a perception check

Sometimes 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 one-time reactions, tehy are probably best ignored, but if they persist and

annoyed, it is time to deal with them.

Teacher can do a perception check either by describing the behaviour in neutral, objective

terms (e.g. “ Ali, I noticed that you were rolling your eyes just now’) or by asking for

feedback ( e.g. “ Can you tell me what was going on?”). Here, the teacher communicates

curiosity rather than accusation which will make the pupils become aware of their

inappropriate behaviours.

vii. Develop weekly progress report

Similar to acknowledgement system, developing a progress report works especially well

with pupils who exhibit frequent and consistent patterns of disruptive behaviour. Progress

report can be a simple checklist item that a teacher can use to monitor targeted pupil

disruptive behaviour at the end of the week. A point is given each time the pupil behaves

appropriately or has improved his/her behaviour. The points collected can be exchanged

for rewards at a later time.


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viii. Pupil-teacher conference

Communicating with pupils who displayed disruptive behaviour either before or after class

can be a powerful strategy to curb disruptive behaviours. Apart from showing them that the

teacher care for them, it also communicates teacher’s expectations. When communicating

with the pupil to find out why he/she is misbehaving, teacher must make sure that it is done

in a non-threatening and non-judgemental manner.

The communication should only focus on the pupil’s behaviour. Avoid negative statements (

‘You always give me headaches. You can’t sit still for a second and you can’t stop talking”),

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 his/her behaviour.

5.2.2 Non-Disruptive Behaviour

Non-disruptive behaviours are minor irritants and merely motivational problems but if these

behaviours are prolonged, repetitive, persistent and spread they may become disruptive (

Charles, 2002; Levin & Nolan, 1991). Examples of non-disruptive 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.

quietly draw pictures on a piece of paper while lesson is being presented

talk during a transition between activities


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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. However, 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.

Exercise 1

1. Compare and contrast the differences and similarities between disruptive and non-

disruptive behaviour.

2. Discuss the different patterns of misbehaviour. How are these patterns similar to or

different from pupils in teachersr classroom?

3. Study the scenario below and suggest ways to manage the behavioural problem.

Tutorial

1. Discuss effective ways to recognize different patterns of behaviour.

2. Reflect on past experiences on how teachers handled disruptive behaviours in an ESL

classroom.

3. Discuss ways on how to develop, monitor and maintain positive behaviours in an ESL

classroom.

4. Identify ways how pupils’ misbehave and how to handle them positively.

Scenario

A Year 3 pupil is a “drummer” and drums with his fingers on everything–the walls

walking down the hallway, on his desk, on other people etc. His drumming on his

desk during independent work time is becoming increasing annoying to other pupils.


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6.0 SYNOPSIS

Topic 6 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.


At the end of Topic 6, pupils will be able to:

Develop, monitor and maintain productive pupils’ behaviours.

Identify the productive behaviours of pupils.

Differentiate between motivation, encouragement and criticism.

Explain ways to motivate and encourage

6.2 TOPIC FRAMEWORK

TOPIC 6 DEVELOPING, MONITORING AND MAINTAINING PRODUCTIVE PUPIL BEHAVIOUR

Developing, Monitoring and Maintaining Productive Pupil Behaviour

Productive Behaviour of

Patterns of Productive Behaviour Develop, Monitor, Maintain

Productive Behaviours

Motivation

Encouragement Criticism


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CONTENT

SESSION EIGHT (6 hours)

6.2.1 Productive Pupil Behaviour

Generally, teachers have clear ideas about the behaviour and attitude of their pupils which

they like to see in classrooms. Productive pupil behaviours do not only make the job of

teaching less stressful, but also enable teachers to focus on their teaching and ultimately

increase pupils’ academic success. As behaviours are learned and are influenced by

situation in which it occurs, teachers can help those pupils who regularly misbehave

develop productive and responsibe behaviours by altering some aspects of the classroom

situation. In other words, prevention of problem behaviours involves the establishment of

classroom environment that promotes and maintains productive pupil behaviours

Desirable or productive pupil behaviour, according to Wentzel (2002), can be defined in

terms of the absence of negative or disruptive actions. She described productive behaviours

as positive actions where the outcomes (e.g. positive classroom environment) benefit others

in the classroom. Their positive actions are prompted by empathy, moral values, and a

sense of personal responsibility. Pupils exhibiting productive behaviours frequently display

normative or socially competent behaviour (e.g. cooperative, respect for others, compliant).

This suggests that, encouraging productive behaviours can have extended effects in the

classroom and for individual pupil. One of the positive effects is positive ecological and

psychological classroom environment. As discussed in earlier topic, a positive classroom

environment enriches the teaching and learning experience for teachers and pupils.

Productive 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 behaviour) that

facilitate learning. However, the ways pupils interact with peers and teachers as well as with

the demands of the classrooms, tend to shape and define classroom-specific social


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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. For

instance, positive interactions with peers can enhance the development of a range of

intellectual skills such as problem-solving and decision making ,which in turn can enhance

intellectual development (Wentzel, 2002; Damon & Phelps,1989).

6.2.2 Patterns of Productive Behaviour

Pupils 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. Based on research related to teachers’ perception of pupil productive

behaviour in a classroom (Corrie, 2011; Wentzel, 1998), teachers perceive productive

behaviours, both for individual and group behaviour, as having three characteristics. These

characterics can serve as a guide to identify productive behaviours in pupils. The three

characteristics are:

i. Socially integrative characteristics such as sharing, being helpful to others

and being responsive to rules.

ii. Motivational qualities such as hardworking, doing seat work, follow the

flow of lesson

iii. Performance outcomes such as getting good grades and completing

homework.

According to self-determination theory, pupils have a psychological need to relate to other

people . When pupils have positive interpersonal interaction involvement with peers or with

the teachers, they will develop positive image about themselves and will become more

engaged in learning tasks. Usually, pupils who as an individual displays productive

behaviour in classroom will also exhibit productive behaviours when she/he is working with

others or in groups.


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Hence, the examples of patterns of pupil productive behaviour as listed below in Table 6.1

include productive behaviours prevalent for individual and working in groups:

Table 6.1: Productive Behaviour

Descriptions of productive behaviour Individual Group

1 Understand how the system in classroom works / /

2 Get along well, courteous and tactful when talking with others

/ /

3 Comply with the classroom rules / /

4 Conform to the social norms and culture of the class community

/ /

5 Behave well when follow teachers’s instructions / /

6 Consistently stay on tasks / /

7 Respect others in group/class / /

8 Always pay attention in class / /

9 Responsible / /

10 Complete homework/task / /

11 Turn in quality work / /

12 Stay in seat / /

13 Resilient / /

14 Take initiative/ Proactive / /

15 Treat class property with care / /

16 Ask permission in responsible manner / /

17 Use time wisely / /

18 Cooperative / /

19 Give and accept compliments - / /

20 Respect diversity of others - /

21 Allow opportunities for other group members to participate

- /

22 Sharing and helping others solve learning/social problems

- /

23 Respect group leader- - /

24 Support team win and lose- - /

(Corrie, 2011; Morgan,S., 2008; Wentzel, 2000)


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6.2.3 Develop, Monitor and Maintain Productive Behaviours

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:

Plan lessons that highlight “productive time”, that is, time spent on lessons adapted to

pupils’ needs and interests, rather than just engaged time, which involves tasks

designed to keep pupils busy and quiet.

Modify or adapt instructional strategies when necessary to meet individual needs of

pupils. Ask, “How can I better capture pupils’ interest and excitement? Are my pupils

bored?”

Use positive classroom rules. As 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 .

Give rewards, praise and encouragement when pupils demonstrate productive

behaviour. Effective use of contingent praise will reinforce and increase a variety of

productive pupil behaviours and academic skills,

Resolve minor inattention and disruptions before they become major problems. A

teacher can monitor the rest of the class, acknowledge other requests for

assistance and handle disruptions promptly by scanning the classroom for

misbehaviours regularly, making regular eye contact with pupils and demonstrating

teacher ‘Whit-it-ness’

Minimise delays in teaching-learning 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.

Create positive interdependendence by designing a group task where participation of

every member is necessary to its completion. Pupils must clearly understand their

interdependence in accomplishing the task.

Encourage exchange of ideas by providing groups a considerable face-to-face

interaction. Besides consolidating and building new understanding, face-to face

interaction allows everyone in the group be prepared, has a chance to contribute and

responsible for the task assigned.


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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 pro-social 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. A challenging problem

solving group task accompanied by scaffoldings will encourage pupils to rely on one

another.

Teach metacognitive strategies to help each member become self-regulated pupils,

develop thinking and problem solving skills.

Consistently and clearly inform pupils of intended learning objectives, teach them

expected learning strategies, and monitor learning progress.

(Henry,D., & Riddoch, 2006; Severs, 2003; Damon & Phelps, 2001)

Developing, 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.

6.2.4 Motivation

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 (Lenin & Nolan,1991). A pupil’s motivation is influenced by a number of

beliefs, interests and attitudes which can be positive and negative in their effects.


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A pupil who is positively motivated would always pay attention to the lesson, involve actively

in the lesson, direct her/his energy to the learning tasks and believe she/he 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 enjoyable 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.

Extrinsic motivation, on the other hand, deals with behaviour performed to receive some

extrinsic rewards or recognition. Pupils 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. Since they rely primarily on rewards, there is a

tendency that once these rewards are no longer available or considerably diminished, pupils

will show little inclination to continue the academic task or activity.

Previous studies (Hidi & Harackiewicz, 2000; Schunk et al, 2008) have indicated that

intrinsic motivation can promote pupil learning and achievement better than extrinsic

motivation. However, teachers need to realize that the presence of extrinsic and intrinsic

motivation is always not mutually exclusive. There are cases where pupils may be both

intrinsically and extrinsically motivated.

a. Ways to motivate pupils

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 questions. Thus,


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it is important that teachers have a good understanding of the strategies that can be used to

motivate pupils. Teachers can actively manipulate many of the environmental and

contextual variables to increase pupil motivation. Adapted from Nolan & Levin (1991), some

of the variables which teachers can actively manipulate to motivate and encourage pupils

are:

i. Pupil Interest

- Relate teaching and learning materials to pupil interest in life outside school.

- Design variety of activities which pupil enjoy such as simulation, group work,video

viewing, games to avoid boredom.

ii. Pupil Needs

Create activities that provide ample opportunities for pupils to meet some of their basic

human needs such as sense of belonging and self-esteem through group work and pair

work.

iii. Success

Create success for pupils by designing activies that are manageable within the time

duration given and according to pupils’ ability level.

Ensure pupils experience success by making learning goals or objectives clear and

teaching content of the lesson clearly in small steps.

Encourage success by teaching pupils study skills.

iv. Variety and Novelty

Ensure variety in topics and activities when teaching as this can encourage mastery

learning. Variety of topics and activities can maximize learning opportunities for

different pupils with different learning styles.

Design variety in classroom activities that can promote novelty and will capture pupils’

attention such as simulation, language games, storytelling and amazing facts. Novelty

can occur when pupils experience something new, unusual or unexpected.


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v. Tension

Create a moderate amount of tension to enhance motivation and increase pupil

learning. When there is no tension in the learning situation, pupils tend to be

relaxed and not serious about learning.

vi. Feeling Tone

Create and establish a moderately positive atmosphere where the climate is friendly

and pleasant but focused on the learning task at hand. An extremely positive feeling

tone or climate can direct pupil attention away from the learning task. A neutral tone is

non-stimulating while an extreme negative feeling tone is threatening and can lead to

tension overload.

vii. Feedback

Give 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 work), not on pupils’ personal attributes. These feedbacks allow pupils to

keep track of their own progress over time.

6.2.5 Encouragement

Encouragement, is “a comment which shows acceptance, emphasizes effort and

improvement, appreciates contributions, gets one to evaluate his/her own performance, and

instills faith and confidence” (Adler,1946; p. 509). It is a a process that focuses on the

individual’s potential and ability in order to enhance self-esteem ,self-confidence and self-

worth. When a teacher uses encouragement (e.g. “I noticed you put a lot of effort into this

assignment”,” I’m really proud of you. Your effort really seems to have paid off”, “ I like

reading your essay. You used many descriptive words to describe your vacation”), it

inspires them with confidence, allows pupils to to become aware of their own strengths and

stimulates motivation from within them (intrinsic motivation). It focuses on what the pupils

do, highlighting their capabilities, contibutions and efforts. In context of classroom


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management, encouragement is a more psychologically healthy approach to stimulating

positive behaviour.

i. Considerations when using encouragement

There are many ways and techniques of using encouragement in classroom management.

Kelly & Chick (1982) propose Adlerian approach to using encouragement in helping pupils

to accept their own basic worth as a given and to stimulate pupils to evaluate the value of

their own behaviour as well as 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 self-esteem

plan for experiences that create success

demonstarte genuineness to pupils

demonstrate non-verbal acceptance through touch

recognize pupils’ effort

avoid emphasis on liabilities

show appreciation for pupils’ cooperation

6.2.6 Criticism

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. Unlike encouragement which shows acceptance and focuses on

individual’s potentials and abilities, destructive criticism focuses on individual’s

inadequencies and personhood which can erode his/her self-esteem and self-efficacy

(Baron, 1988).


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However, 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 (ibid). Constructive criticism is intended to

help individuals recognize or interpret ways to improve past performance or future attempts.

For 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 & Dunn, 2002). Children with mature sociocognitive understanding

are able to ‘read’ and correctly interpret what their teacher says may take criticism more

seriously than children who are less able to interpret their teacher’s comments. A well

developed social cognition may help children to deal with criticism. This is to say, children

who are better at understanding others will be more able to rationalize teacher criticism and

understand that criticism of school work is constructive and is intended to promote learning

and improvement.

Exercise 1

1. List some examples of expected productive behaviours you wish to have in your

class. Give reasons.

3. You plan to organize a group work activity for your English lesson. What are

the considerations you would take to promote productive group behaviour. Discuss.

4. Pupil motivation is an essential element necessary for quality education.

How do teachers know when pupils are motivated?

5. Compare the differences between motivation, encouragement and criticism.


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Tutorial

1. Discuss the effects of good and poor motivating strategies on young ESL pupils.

2. Discuss ways on how to develop, monitor and maintain productive behaviours of

young ESL pupils.

3. Find and present successful cases of good motivation strategies on young ESL pupils.


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TOPIC 7

DEVELOPING A PERSONAL CLASSROOM MANAGEMENT PLAN

1.0 SYNOPSIS

Topic 7 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 consequences, procedures, and communication

skills.



Outline and develop a personal Classroom Management Plan (CMP)

Identify and differentiate different approaches, theories and models in Personal CMP

Explain how to do reflective sessions in managing an ESL classroom.

Outline the expectations of teachers and pupils in the management of an ESL classroom

Identify the rules, consequences and procedures in developing a Personal CMP

Identify and explain the effective communication skills in preparing a good Personal CMP


Developing a Personal Classroom Management Plan

Reflection Sessions Approaches, Theories and Models

Expectations Rules and Procedures

Consequences

Communication Skills


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CONTENT

SESSION NINE AND TEN (6 hours)

7.2.1 Reflective Sessions

Evertson et al. (1989)

“Good classroom management doesn’t just 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.”

Indeed such classrooms exists because teachers have a plan to make them happen and

are prepared to carry out the plan and meet that goal.

When teachers develop a Personal CMP (Appendix 4 - 8), they integrate classroom

management theory and practice into how they teach, how their pupils learn and how the

classroom works. The Personal CMP places this theory and practice into a structure where

teachers can implement in a classroom, emphasizing 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 Personal CMP

maximizes instructional and learning time and minimizes interruptions, distractions and

disruptions. Classroom management, instruction and teacher behaviour interact to create a

productive and positive learning environment.

The Personal CMP 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 journals, ideas from education courses, and ideas

colleagues have shared. Ultimately, a teacher’s Personal CMP style must become an

extension of the teacher’s personality and philosophies combined with the chemistry of the

pupils in the classroom. The Personal CMP 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.


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Reflection 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 CMP. To be and remain effective, teachers need to assess their own as

well as pupil’s classroom performance and behaviour, analyzing and evaluating how they

work and how the classroom works. Reflecting is a critique 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. Kohn (1996 in Bosch, 1999),

suggests that teachers must think about their long term goals and reflect on whether these

goals are animated in their classrooms.

Bosch, K (1999), refers to reflective recall as the method designed for reflection and revising

the Classroom Management Plan (CMP). According to her, reflective recall is a method that

lets teachers use time, thought and insight to impact how they and the classroom work.

Reflective recall comprises four-steps which are ‘Stop, Recall, Review and Revise’. 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 CMP. 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 consequently enhancing their classroom instruction

and classroom management skills.

i. Reflection Questionnaire

To help teachers think and promote further understanding of their teaching self they can use

a reflection questionnaire (Figure 7.1). Their answers to the questionnaire will make them

reflect on their own practice and subsequently assist them in planning and implementing

their own Personal Classroom Management Plan (Bosch, 1999).


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Figure 7.1: Reflective Questionnaire

7.2.2 Approaches, Theories and Models

Before teachers can make any classroom management plan for their classroom, it is vital

for teachers to be aware of the principles and consequences of decisions and strategies

they wish to implement. A good understanding of the different approaches, theories and

models of classroom management and “...consideration of teachers’ own beliefs of pupil’s

REFLECTION QUESTIONNAIRE

1. What does the term classroom management mean to you?

2. Reflect on your philosophy of education. Write five “I believe” statements about teaching.

3. List your strengths. Think about both personal strengths and talents. Circle that particularly apply

to classroom teaching.

4. Ask several family members and friends to tell teachers what they like best about

you, and list their responses below. Note responses similar to yours.

5. List your weaknesses. Circle those the CMP may need to support.

6. List the most important qualities you wish to foster in your pupils.

7. How do you introduce yourself to the class?

8. Complete a concept map on “What is Good Teaching?”

9. Write a brief paragraph on how you make a difference in the lives of your pupils.

10. Find and copy a favorite qoute, poem or story that conveys an understanding

of your teaching self.


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development” (Edwards and Watts, 2004) will help teachers make the right decisions and

select strategies that will work for their situation. At this point, it would be useful to have an

overview of the different approaches, theories and models of classroom management

(Appendix 1).

From the overview, classroom management theories, approaches and models differ in

terms of pupil self-regulation to the degree of teachers’ control over their pupils. These

differences can be categorised as ‘teacher-directed approach, collaborative approach and

pupil-directed approach’ as shown in Table 7.1 (Balson, 1982).

Table 7.1: Categories of Approaches

Relative Power

Teachers’ Control Mixed Pupil’s Autonomy

Discipline Models

Behaviour Modification Democratic Discipline Teachers Effectiveness Training

Assertive Discipline Choice Theory Responsible Thinking Process

Positive Behaviour Leadership Pain

Teacher-directed Approach Collaborative Approach Pupil-directed Approach

Theoretical Bases

7.2.2.1 Teacher-Directed Approach

i. Theory

Teacher-directed 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, consequences and

punishments. Therefore, teachers give pupils little autonomy because they do not believe

that pupils are able to self-monitor or self-regulate adequately. Hence, teachers should

adjust the external conditions to achieve expected behaviours only (Martin and Pear, 2007).


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ii. Model Demonstration in practice

One of the famous discipline models based on the teachers-directed theory is Canter’s

assertive discipline model, which gives teachers a system to set up their expectations and

rules, avoid negative behaviours by negative consequences and reinforce preferred

behaviours through rewards or encouragements. There are a few steps to apply assertive

discipline model to classroom management problems.

Establishing positive pupil-teachers 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. Hence, 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. Rules in class are mostly based on

teachers’s needs, and they need to be clearly specified and explained. A short list of rules is

preferable rather than long one since it is easier for pupils to understand, remember and

follow.

The following step is to 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. All following rewards and consequences are

provided based on the observation as well. (Edwards and Watts, 2004)

The three steps above is the basis of the assertive discipline model. Next is to use

consequences to enforce boundaries. With advance preparation, the discipline hierarchy

could be set up to differentiate severity of misbehaviours. Consequences or punishments

could become more and more serious when pupils continue to misbehave.

Besides negative consequences, positive consequences also need to be applied to

encourage desirable behaviours. Frequently supplying negative consequences will increase

the tense and depression in classroom, while praise, rewards and encouragements will

ease the tense and depression. However, the Canters claimed that rewards can not replace


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punishments, and a balance between positive and negative consequences are needed in

the assertive discipline system.

The last but not the least, establishing strong parent support is very important. Parents play

a vital role in helping teachers maintain good classroom discipline. A successful teachers-

parent communication could also show parents that teachers are really interested in helping

their kids (Edwards and Watts, 2004).

7.2.2.2 Collaborative Approach

i. Theory

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. Pupils

would like to control their own life to meet their needs, so that they are able to achieve

responsible self-determination, if teachers could offer appropriate guidance. In other words,

teachers have to teach pupils how to be responsible and allow them to gain more self-

control over their behaviours.

ii. Model demonstration in practice

William Glasser’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, 2002)

In practice, choice theory includes significant prevention components. Glasser suggested

three types of classroom meetings to prevent discipline problem - social-problem-solving

meetings, open-ended meetings and educational diagnosis meetings.

Social-problem-solving meetings are focused on class. It encourages pupils to solve

discipline problems from class expectations. The behaviours that the class finds


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unacceptable are listed through collective discussions. Here, 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. Pupils are also

welcomed to contribute on the rule formulations, consequently, 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.

Open-ended meetings are used to support regular curriculum, in which pupils could ask

questions relevant to their learning circumstance. Also, it encourages pupils input on the

class operations in order to promote a more enjoyable and productive learning environment.

Educational diagnosis meetings are for pupils to evaluate their academic achievements and

find out the blind side of their knowledge. Teachers should offer quality teaching and

activate pupils’ genuine motivation by locating their needs and interests. Encouraging pupils

to go through a process of self-evaluation, improvement and repetition could achieve a

better work quality and protect their self-esteem as well.

When class rules are broken, Glasser (in Manning and Bucher, 2013) suggested that

teachers’ intervention should not be punitive, but make logic sense to pupils. Although

negative consequences would be applied when the classroom rules are breached, pupils

are encouraged to accept and consider these consequences as reasonable outcomes for

contravening rules rather than pure punishments.

7.2.2.3 Pupil-Directed Approach

i. Theory

The pupil-directed theory believes that children are capable for complete rational self-

regulations, since the “blueprint” of their future is already in them. Pupils would grow up

naturally and teachers’ role in this process is to promote their self-growth by providing

conditions.


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ii. Model Demonstration in practice

A well-known 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. Besides, punishments are not going to stop pupils’ contrary to

regulations. In contrast, the punitive punishment would cause aggression in children.

(Gordon, 1989 in Manings and Bucher, 2013) The teachers effectiveness training model is

relied on good connection between teachers and pupils, which is based on good

communication.

Applying the teachers effectiveness training model to solve discipline problems, first of all,

the problem ownership has to be located. 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.

When teachers own the problem, they should deal with pupils’ misbehaviours in a positive,

non-adversarial manner. Usually, teachers may minimize or eliminate the behaviour

problems by modifying the physical or psychological environment. Besides, sending pupil a

confrontive I-message to clarify the problem, its effect and teachers’ feeling is also a method

to gain the pupil’s cooperation and support. When a pupil responses the I-message 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 no-lose method of conflict resolution is much

better than a win-lose one.

When pupils own the problem, they need a way to release the distressful feelings and

emotions, so that, as teachers, just listening to their problems will help a lot, which exhibits a

posture of willingness to help the pupil. Some body movements, facial expressions and door

openers could show teachers’ positive attitude and promote the conversation. Furthermore,

teachers should avoid expressions such as giving order, warning, preaching, analyzing,


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lecturing and criticizing, 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.

Firstly, preventing I-message 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 no-lose conflict

resolution. Besides, teachers need to share the power and decision making with pupils to

manage the class with the anticipation of pupils. Consequently pupils will have more

confidence and self-esteem in the class, and they are required to behave more responsibly.

iii. Discussion

The strengths and limitations of the example models - assertive discipline model, choice

theory and the teachers’ effectiveness training model - are listed in Table 7.2 below, in

which the advantages and disadvantages of each approaches would be located as well.

(Edwards and Watts, 2004)

Table 7.2: Advantages and Disadvantages of Models/Theory

Discipline Model Advantages Disadvantages

Assertive Discipline (Teachers-directed)

Simple for application Focus on teachers’s desire Parents and administrators are

involved in discipline process

Inhibition of pupil’s self-regulation Punishments may cause

consequences such as embarrassing, rebellion or revenge

Underlying the causes of discipline problems

Choice Theory (Collaborative)

Developing effective teachers-pupil relationship

Promotion of self-autonomy and self-determination to meet pupil’s need

High-lighting the teachers’s need

Difficult for pupils to experience true sense of autonomy if the outside influences are too strong

Difficult for teachers to show respectful behaviour if pupils keep challenging them

Time consuming

Teachers Effectiveness

Training (Pupil-directed)

Promotion of honest communication Encouraging self-discipline Forming good teachers-pupil

relationship

Time consuming Not applicable in emergency or

dangerous situations Over reliance on pupil’s willingness


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The three approaches are essentially different in the cognition of pupils. The teachers-

directed theory does not believe that pupils are able to self-regulate, so the strategies

emphasize on the teachers’ desire and neglect pupil’s needs. The pupil-directed theory

believes pupil’s self-regulation, so its strategies highlight the pupil’s willingness, but impair

teachers’ interventions. The collaborative theory believes that pupil’s self-regulation must be

guided by teachers, so that strategies of collaborative theory are trying to balance both of

their needs. Hence, in practice, factors such as the age group of pupils and school learning

environment could be considered to find a suitable classroom management plan.

7.2.3 Expectations

Research has explored the complex factors and the many potential sources that affect the

formation of teacher expectations. For example, Alderman (2004) provides a useful

summary of the major sources of the expectations that teachers hold for their pupils based

on research by Alvidrez & Weinstein (1999) and Baron, Tom & Cooper (1985).

i. Teachers’ beliefs about pupils’ ability and their beliefs about intelligence

Alderman (2004: 174) explains that when teachers consider intelligence as a fixed pupil

characteristic, they are more likely to label pupils as “smart or dumb and teach them

according to the label”. Weinstein argues that “one contributor to teacher judgments of

ability is pupil performance” (Weinstein, 2002:54).

ii. Pupils’ socioeconomic background, gender and ethnicity.

Dusek and Joseph conducted a meta-analysis of research on teacher expectancies and

concluded that pupil characteristics such as pupil's conduct in the school, race, classroom

conduct, and social class “were related to teacher expectancies” (Dusek and Joseph, 1983:

327).


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iii. Pupils’ test scores, and/or previous academic achievement

Rivers (1980) quoted in (Dusek and Joseph, 1983) has found that in the early elementary

school years an older sibling's performance may influence teachers’ expectancies (either

positive or negative) for a younger sibling's performance. In addition, van Matre et al (2000)

suggest that teachers held higher grade, graduation, and college attendance expectancies

for females than for males and for middle-socio economic status (SES) than low-SES pupils

which can be similar to ESL primary school teachers’ expectations of their pupils.

The following are differing ways teachers treat and respond to pupils who are low-acheiving

versus pupils who are high-achieving (Good and Brophy, 2002).

Waiting less time for pupils who are low-acheiving than for pupils who are high-

acheiving to answer questions before giving the anser or going to another pupil.

Giving pupils who are low-acheiving the correct answer rather that offering clues or

repharising the questions.

Calling on pupils who are low acheiving less often.

Asking pupils who are low-acheiving only easy questions.

Expecting less academic work from pupils who are low-acheiving.

Making fewer efforts to improve the performance of pupils who are low-acheiving.

Accepting and using fewer ideas of pupils who are low-acheiving.

The anxiety created by the often unreasonable expectations and demands of today’s

classroom, a teachers’s own dissatisfaction with self, adds to the feelings of helplessness.

Sometimes teachers fail to discriminate between the actual expectation of teaching and

their own self-imposed expecations. 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 self-

induced stress. The teacher’s own thoughts and feelings undermine more effective


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behaviour. Such limiting beliefs are expressed in self-verbalizations. Teachers should learn

to replace negative thought patterns with affirming ones. Two especially destructive ways of

thinking about problems and issues are:

All-or-None Thinking

Mr. Puven doesn’t like me, so none of the teachers here likes me.

My Headmaster let me down. I’ll never trust him again.

Catastrophic Thinking

I messed up again. I can’t do anything right.

Why even try? It won’t do any good – she’s a hopeless case.

The following I – should statements represent some commonly held teaching myths,

(Larrivee 2009).

I should

Like and care for all pupils

Have no preferences or prejudices

Be consistent in my actions with pupils

Remain calm and collected at all times

Hide my true feelins and place pupils’ feelings above mine.

Be able to solve all problems.

Cope with all situations without anxiety, stress or conflict.

Run my classroom so that there is no confusion, uncertainty or chaos.

Having 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.

Determining, teaching and reinforcing over time appropriate rules, procedures and

consequences will help teachers to meet these expectations.


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7.2.4 Rules and Procedures

Classrooms are unpredictable places. On 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. At any moment, the fire alarm could ring,

the intercom could blare with announcements, someone could start a fight, the overhead

light could blow, a child could have a seizure, 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.

Determining rules and procedures, teaching them to pupils and outlining the benefits of

working within them, is a critical up-front 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 consequences in the classroom. Rule,

procedures and explanation of them, tell pupils how the teachers expects them to behave.

Teachers can adopt the guidelines in Table 7.3 when crafting classroom rules (Gimbert,

2010).

Table 7.3: Guidelines on Crafting Classroom Rules

Characteristics Rationale Examples to follow Examples to avoid

1. Rules should be in positive statements and not in negative statements.

Positive rules explain what pupils should be doing.

Negative stated rules simply tell pupils what to avoid and challenge pupils to find inappropriate behaviours that fall outside the scope of the rule.

Respect your classmates in your words and actions.

Listen when someone else is talking.

Class time is for class activities.

No disrespectful comments.

No talking out of turn.

No toys or games in class.

2. Rules need to be stated clearly. (Avoid vague rules unless intended to be discuss extensively with pupils).

Pupils should be able to understand the behavioural expectation.

Come to class prepared with all required materials.

Follow the teacher’s direction.

Every pupil will demostrate habits of a responsible pupil.

Always use appropriate conduct.


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3. Rules should be few. When there are fewer rules, each rule will seem more important.

Fewer rules are easier for pupils to remember and for teachers to enforce.

Just a few rules will avoid the sense that the teacher is trying to control a pupil’s every movement.

Rules such as Class time is for class activities or Follow the teacher’s directions.

Address many behaviours in one rule.

No gum, food or drink in class.

Bring homework, book, norebook and pen/pencil to class everyday.

Be on tim.

No profanity.

No leaving the room without permission.

Keeping 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

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.

7.2.5 Consequences

While consequences 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. A pupil needs to

know up-front, what would happen if he/she 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 consequences. Helping pupils realize this cause and effect relationship, and they

have the power to choose the resulting “effect”, is one of the many ways teachers can

empower their pupils and help them develop self-discipline. Gimbert (2010) posits that self-

discipline involves the capacities to regulate oneself, to anticipate consequences 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 consequences, the teacher will want to take into account what characteristics

make some consequences more effective than others. First, the degree of consequences

should increase gradually, so as to give pupils adequate warning before imposing a more

severe penalty. Effective consequences flow logically and naturally from the pupil’s


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behaviour. Finally, effective consequences keep the pupil’s dignity intact. Table 2.4

illustrates the characteristics of effective consequences (Gimbert, 2010)

Table 7.4: Characteristics of Effective Consequences


Consequences should be gradual, 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.

When they repeat the misbehaviour, they choose the more severe consequences.

1. Mild Warning

2. Short detention after class or school

3. Written plan for improvement

4. Guardian contact

5. Severe clause: Sent to Headmaster

1. Warning

2. Sent to office

or

1. Phone call home

2. Parent conference

3. In school detention

Consequences should be natural and/or logical

Natural consequences 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.

Logical consequences 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. (Natural)

When a pupil misbehaves during rehearsal for an activity, he/she receives a mild warning and is told that if the poor behaviour continues, he/she will have to sit out of the rehearsal until the next day. (Logical)

When a pupil is disrespectful to a group member during group work, he/she is allowed to remain in the group but is held in from recess. (neither logical or natural

Consequences should maintain the dignity of the pupil.

Consequences should be consistent from pupil to pupil and delivery of consequences should always address the particular behaviour in question, not the pupil and his/her behavioural history.

If three pupils interrupt the teacher during a class period, they all receive mild warning.

If three pupils interrupt the teacher during a class period, the first gets ignored, the second gets a harsh warning and the third pupil, who had a history of not raising his/her hand, gets detention after school because the teacher is so so “fed up” by that time.


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7.2.6 Communication Skills

Effective communication help teachers to show that they care about pupils and want them

to succeed. Both verbal and non verbal communication strategies of teachers should

reflect the cultures of pupils. Teachers should use familiar words and expressions and refer

to things that the pupils are interested ini. To communicate clear expectations, the tone

should be firm. Directives should be straighforward. Humor can be used to lighten

situations; however, it should be culturally and developmentally appropriate. Sarcasm is

inappropriate and jokes should never be made at the expense of individual pupils (Bondy

et al., 2007).

Teachers should use communication patterns that are familiar to different cultural groups.

For example, pupils from working class families are often used to direct orders (Work on

your exercises now) rather than polite requests (Please begin to work on your assignment)

or indirect requests (Would you like to begin your work....). Stressing logical consequences

(if you don’t study, you won’t pass the test) may not work with some cultural groups.

However, they might respond to comments about bringing shame to the family if they are

successful on the test (Weinstein et al., 2013

Exercises 1

1. List an array of potential consequences and discuss how to implement them in the

classroom.

2. Discuss the Collaborative Approach in Personal Classroom Management and its

effectiveness in your own school.

3. Explain briefly the effective communication skills that you would consider in preparing

your own Personal CMP?


134

Tutorial

1. Discuss strategies to develop a Personal Classroom Management Plan.

2. Discuss characteristics of a good Personal Classroom Management Plan.

3. Discuss what would you need to consider when preparing a Personal Classroom

Management Plan.

4. Prepare a Personal Classroom Management Plan and share with friends.


135

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142

Appendix 1 The following table shows a comparison of early influential writers and contemporary models in classroom management.

Pioneers in Classroom Management

Theorists Models Approaches Main Assumptions

1. Fritz Redl and William Wattenberg

Classroom haviour and classroom discipline

Authoritative/ democratic

Pupils in groups behave differently to individuals; teachers support pupil self-control and offer ‘in the moment’ help to change behaviour.

2. B.F. Skinner Behaviour modification

Authoritarian Teachers shape pupil behaviour through systematic reinforcement including rewards and negative reinforcements.

3. Jacob Kounin Instructional management


Teachers prevent misbehaviours through awareness in the classroom and by using effective lesson management techniques (pupil movement, group awareness, smoothness of lesson delivery) to influence pupil behaviour.

4. Haim Ginott Congruent communication

Democratic Teachers encourage pupil autonomy through dignity and awareness of pupils’ feeling about situations and themselves. Teachers assists pupil self-discipline by focusing on the situation not the pupil and view pupils as capable of making good decisions.

5. Rudolph Dreikurs

Democratic teaching

Democratic Teachers promote pupil self-discipline in a democratic classroom where pupils and teachers make decisions on how the class will work. Pupil behaviour is goal directed and all pupils want to belong. Pupils misbehave out of mistaken goals. Teachers use logical consequences and encouragement instead of praise, and should never use punishment.

6. Thomas Gordon

Teachers effectiveness training

Liberal Disciple is best achieved through pupil self-control.Teachers use ‘I’ messages in influencing pupil behaviour, preventive strategies and incorporate a no-lose approach to conflict.

7. Lee and Marlene Canter

Assertive discipline

Authoritarian The teachers and pupils have rights in the classroom. Clear rules of behaviour and expectations are written and enforced through a discipline hierarchy of cosequences.

8. William Glasser

Choice theory and quality school

Democratic Teachers and school meet pupil needs in order for them to flourish. Quality teachers instruction assists in meeting these needs. Teachers encourage pupil involvement and responsible behaviour.


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Contemporary Models in Classroom Management

Theorists Models Approaches Main Assumptions

1. Linda Albert Cooperative discipline

Democratic Discipline is best achieved through cooperation. Teachers need to establish a classroom that is safe, where pupils feel connected and belong. Pupils assist in the development of a code of conduct. Pupil behaviour is viewed as an opportunity for learning.

2. Barbara Coloroso

Inner discipline Democratic 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. Jane Nelson and Lynn Lolt

Positive discipline


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.

4. Frederic Jones Positive classroom discipline

Authoritarian 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.

5. Jerome Freiberg

Cosistency management and cooperative discipline

Democratic As a part of school-wide approach, teachers provides learning communities that are built on trust, cooperation and consistency of message across the school. Pupils take on leadership roles and responsibility in developing self-discipline. Effective instruction and increasing pupil achievement are important in taking pupils from being ‘tourists’ to citizens.

6. Harry and Rosemary Wong

Pragmatic Classroom Management

Authoritarian 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 classroom management.

7. Spencer Kagan, Patricia Kyle and Sally Scott

Win-win discipline


Teachers and pupils work cooperatively to solve problems in the class. Misbehaviour is seen as a starting point in helping pupils develop self-responsibility. Teachers work with pupils, as if on the same side (win-win) to solve problems and continually reaffirm self management and proactive life skills.


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8. Richard Curwin and Allen Mendler

Discipline with dignity

Democratic 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 consequences and provide choices for pupils. Teachers model the values promoted in the classroom.

9 Alfie Kohn Beyond discipline

Democratic Teachers work to develop classrooms as learning communities. In these communities pupils and teachers develop respectful relationships and collectively solve problems (class meetings). Teachers respect pupil interest in instruction and costructing learning that movespupils to deeper levels of thinking.

10 Marvin Marshall

Discipline without stress

Authoritative/democratic

Teachers focus on pupil responsibility and empower pupils to make choices about behaviour. Pupils are more likely to behave when given responsibility. Pupils are taught a framework for behaving appropriately. Teachers are positive, offer choices and develop self-reflection as a step towards changing behaviour.

11 Ronald Morrish Real discipline Autocratic Teachers provide guidance and support for pupils to behave responsibily. Pupils 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.

12 Forest Gathercoal

Judicious discipline


Schools 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 Evertson and Alene Harris

Classroom organisation and management program (comp)


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 pupil-centred instruction.


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Appendix 2

The following table highlights the characteristics of effective consequences. (Gimbert, 2010)

Characteristics Rationale Examples to folow Examples to Avoid

Consequences should be gradual, 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. When they repeat the misbehaviour, they choose the more severe consequences.

1. Mild Warning 2. Short detention after class or school 3. Written plan for improvement 4. Guardian contact 5. Severe clause: Sent to Headmaster

1. Warming 2. Sent to office or

1. Phone call home 2. Parent conference 3. In school detention

Consequences should be natural and/or logical

Natural consequences 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. Logical consequences 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. (Natural) When a pupil misbehaves during rehearsal for an activity, he/she receives a mild warning and is told that if the poor behaviour continues, he/she will have to sit out of the rehearsal until the next day. (Logical)

When a pupil is disrespectful to a group member during group work, he/she is allowed to remain in the group but is held in from recess. (neither logical or natural

Consequences should maintain the dignity of the pupil.

Consequences should be consistent from pupil to pupil and delivery of consequences should always address the particular behaviour in question, not the pupil and his/her behavioural history.

If three pupils interrupt the teachers during a class period, they all receive mild warning.

If three pupils interrupt 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 his/her hand, gets detention after school because the teachers is so so “fed up” by that time.


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Appendix 3

The following table gives examples of rules that do and do not meet these guidelines,

(Gimbert, 2010)


1. Rules should be in the form of positive statement. Avoid rules framed as negative statements.

Positive rules explain what pupils should be doing. Negative stated rules simply tell pupils what to avoid and challenge pupils to find inappropriate behaviours that fall outside the scope of the rule.

Respect teachersr classmates in teachersr words and actions. Listen when someone else is talking. Class time is for class activities.

No disrespectful comments. No talking out of turn. No toys or games in class.

2. Rules need to be stated clearly. (Avoid rules that are vague unless teachers intend to discuss the rule extensively with pupils).

Pupils should be able to understand the behavioural expectation

Come to class prepared with all required materials. Follow the teachers’s direction.

Every pupil will demostrate habits of a responsible pupil. Always use appropriate conduct.

3. Rules should be few.

Each rule appears more important when there are fewer of them. Fewer rules are also easier for pupils to remember and for teachers to enforce. Finally, having just a few rules avoids the sense that the teachers is trying to control a pupil’s every movement.

Rules such as Class time is for class activities or Follow the teachers’s directions. Address many behaviours in one rule.

No gum, food or drink in class. Bring homework, book, norebook and pen/pencil to class everyday. Be on tim. No profanity. No leaving the room without permission.


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Appendix 4

CLASSROOM ORGANISATION

My Personal Classroom Management Plan

Teaching Goal :

Classroom Organisation

Classroom Environment

Draw or describe room arrangement

Sketch bulletin board ideas

Class Motto

Classroom Operation

Rules

1.

2.

3.

4.

5.


148

Appendix 5


Routine and procedures

Consequences

1.

2.

3.

4.

5.

Incentives

Cues


149

Appendix 6


Instruction

Lessons

Instructional Strategies

Individual Instructional Strategies

Questioning Strategies

Examples of questions

Respo nses to pupils

When a pupil gives a correct answer.

When a pupil gives a partially correct answer.

When a pupil gives an incorrect answer

Pupil self-evaluation opportunities


150

Appendix 7


Effective Teaching Practices

Building positive relationships

Between teachers and pupils

Among classmates

With parents

Strategies to develop pupil social skills

Strategies to develop pupil problem-solving and decision-making skilss

Strategies to develop pupil self-control

Preventive discipline strategies

Classroom technology plan

ASSESSMENT

Grading Plan

Recording grades in the grade book


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Appendix 8


Homework policy

Progress Report

Pupil opportunities to impacr grades

Extra credit

Rewrites

Drop a grade

Special assignment

Collection of points to be factored into the final grade

REFLECTION


152

PANEL PENULIS MODUL PROGRAM PENSISWAZAHAN GURU

MOD PENDIDIKAN JARAK JAUH (PENDIDIKAN RENDAH)

NAMA KELAYAKAN

MUHAMAD RAJA ABDULLAH Pensyarah TESOL [email protected] DR SITI ROHANI BT. MOHD ZAIN Pensyarah TESOL [email protected] PUVENESWAREN A/L KARUPPIAH Pensyarah TESOL [email protected]

KELULUSAN: M.ESL Universiti Malaya

B.Ed.(Hons) TESOL Universiti of Leeds, UK

Ass. Diploma in TESOL Sheffield City Polytechnic/ Trinity College London

Sijil Perguruan TESOL MPKNPKT PENGALAMAN KERJA 14 tahun sebagai guru di sekolah rendah

6 tahun sebagai guru di sekolah menengah

13 tahun sebagai pensyarah di IPG

KELULUSAN PHD Ed. Universiti Sains Malaysia

M.A Linguistics Indiana University, Blomington, USA

B.A. English Indiana University, Blomington, USA

PENGALAMAN KERJA 5 tahun sebagai guru di sekolah menengah


KELULUSAN M.Ed. (Educational Management & Administration),

Universiti Sains Malaysia

B.Ed.(Hons) TESL University of Nottingham, UK

Sijil Perguruan TESOL MPK Ipoh

PENGALAMAN KERJA Pensyarah dalam bidang TESOL

15 tahun sebagai guru di sekolah rendah

5 tahun sebagai guru di sekolah menengah


mailto:[email protected]




153

TARSAME SINGH A/L MASA SINGH Pensyarah TESOL [email protected] AHMAD KAMAL BIN ABDUL GHANI Pensyarah TESOL [email protected]

KELULUSAN M.Ed. (Educational Technology)

Universiti Sains Malaysia

B.Ed.(Hons) TESOL University of Lancaster, UK

Sijil Perguruan Khas MPIK KL

Sijil Perguruan TESL MP

PENGALAMAN KERJA 22 tahun sebagai guru di sekolah menengah


KELULUSAN

M.A.Linguistics Universiti Malaya

B. Ed. TESL (Hons) UPSI

KDPK TESOL MP Kinta

Sijil Perguruan TESOL MP Ipoh PENGALAMAN KERJA

14 tahun sebagai guru di sekolah rendah/ menengah





154

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Tamat NOTA: SILA GUNAKAN IKON-IKON Di ATAS BAGI TUJUAN / MAKSUD SEPERTI YANG DINYATAKAN.

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