1.

CLASSROOM MANAGEMENT
a. Concept of Classroom Management
- Classroom management is a process where teachers deal with the physical,
psychosocial and discipline aspect in a classroom to produce conducive learning
environment that will improve the effectiveness of teaching & learning.
- Physical – arranging time & space
- Psychosocial – how the teacher works, how the class works, how teacher & pupils work
together, how teaching & learning happen. CM also means being able to develop
positive teacher student relationships & creating good classroom dynamics
- Discipline – CM also encompasses the management of discipline in the classroom
- In short, main goal of CM means managing resources – physical, time, human &
otherwise – to create a most conducive physical & psychosocial environment to
maximize teaching & learning outcomes & to make the classroom as productive as
possible.
- Why is it a complex task?
o Classrooms are multidimensional – many activities take place
o Activities occur simultaneously
o Things happen quickly
o Events are often unpredictable
o Little privacy – how teacher treat pupils are clear for all to see
o Classroom have histories – the past affects the future

b. Characteristics of an Effective Teacher in Managing a Classroom

i. Personal qualities (C, K, G, E, M)
- Caring
o A good listener (not only in the classroom but also about their personal
problems.
o Show understanding through tenderness and patience.

- Knows pupils personally

o Know their pupils individually, give individual attention, develop positive
relationships with them.
o Treat pupils with respect & expect the same in return.
o Not only knows pupils formally in the classroom, but also outside.
o Example – knows what pupils like & dislike, family background, motivation

- Good interpersonal skills

o Teacher with good interpersonal skills will be able to develop a strong
relationship with the pupils, which in turn reduce disciplinary problems
o Teacher who spends a lot of time interacting socially with the pupils,
working directly with them & demonstrating a sense of fun and willingness
to participate in a friendly and a personal manner will be effective.
o Create a warm classroom & learning environment.
 - Enthusiastic
o Effective teacher always exhibit enthusiasm in the classroom.
o Teacher’s enthusiasm can be infectious – encourages pupils to be
interested in class discussions & classroom activities.
o An effective teacher often speak in expressive ways to show their
enthusiasm, also through non-verbal communication e.g. gestures.

- Motivator
o Able to motivate pupils to be more receptive & excited about a subject.
o Make pupils aware of the value & importance of learning, as well as to have
a better attitude to learn.

ii. Teaching & learning competencies

a. Ability to plan well
o Good lesson plan = effective & engaging learning
o Good planning facilitates clear explanations, also be able to provide a wide
range of resources that are suitable for pupils
o Effective use of oral questioning, giving instructions, being flexible & having
an impact on the pupils’ senses to gain interest & encourage active
participations
o Equipped with TPACK – technological, pedagogical & content knowledge

b. Having good classroom management & organization

o Beginning of the year, manage & organize the classroom according to pupils’
needs and preferences to create an optimistic & warm learning environment
o To promote engaging learning & active interactions
o To create an optimal learning environment where pupils feel comfortable in
terms of seating arrangement, accessibility & mobility

c. Ability to manage classroom discipline

o Pupils must clearly understand what is expected of them
o Responsibility lies with the teacher to explain how and why they are expected
to behave or work in such ways, and give positive feedbacks when pupils
respond positively.
o Effective teachers manage their classroom with procedures & routines,
ineffective teachers discipline their classrooms with threats and punishments.

iii. Internalizing caring culture

2. ROLE OF TEACHER IN CLASSROOM MANAGEMENT

a. Conducive Learning Environment for Pupils
i. Physical environment
 a. Seating arrangement – e.g. cluster style of seating arrangement can encourage
social interactions (cluster – a group of similar things or people positioned or
occurring closely together)
b. Furniture – arranged so that pupils are oriented to the primary source of
information (teacher, audiovisual materials), pupils can see the whiteboard and
other displays clearly. Desks are arranged so that visible movements through
windows & doors can be reduced to avoid distractions
c. Reduce congestion in high traffic areas – distractions & disruptions occur in high
traffic areas (group work areas, pupils’ desks, teacher’s desk, dustbin – where
pupils sharpen their pencils, bookshelves, computer stations storage locations)
d. Make sure that teacher can easily see all pupils – monitor pupils on a regular basis
(check blind spots of room by standing in different parts of room)
e. Teaching materials that are often used should be easily accessible – minimizes
preparation & clean up time that will slow down & break in activity flow
f. Make sure pupils can easily observe whole class presentations – they should not
have to move their chairs or stretch their necks

ii. Classroom rules and routines

 Classroom rules – guidelines for pupils to know what is expected of them
 CR are most effective when negotiated between teacher and pupils
 Reasonable rules – e.g. use polite speech & body language, do not cheat
 Unreasonable rules – e.g. do not go to the toilet, ask questions only when
necessary (will hinder pupils to think & answer in the classroom)
 Classroom procedures – what pupils are expected to do
 Classroom routines – what pupils automatically do in the classroom on a daily
basis
 Both classroom procedures & routines are the backbones of a daily classroom
life, because they are;
o Statements of expectations on pupils that are necessary if pupils are to
participate successfully in classroom activities
o Allow many different activities to take place effectively during the
school day, often several at a time, minimizing wasted time & confusion
o Reduce classroom disruptions & distractions
o Tell pupils how things should occur in a classroom, thus reducing
discipline problems
o Examples – when entering the classroom, absences/make-up
procedures, teacher’s attention signal, getting out of your seat, passing
in homework, asking questions, getting help

 5 guidelines to promote/formulate classroom rules;

o Keep the number to a minimum
 Appropriate: 4-5 rules only
 Pupils can follow it easily
 List down the main & necessary rules to be followed only
 o Keep the words simple/specific
 Use short & precise, easy to understand, positive words

o Keep rules posted on the bulletin board in the class

 Easy to be seen & referred to
 As reminders to pupils

o Consider having rules recited daily for first two weeks periodically
 So that pupils will always be alert of the classroom rules

o Make rules describe behavior that is observable and measureable

 Alert on their misbehavior & try to correct it

 Benefits of classroom rules;

o Communicate expectations & form the basis of catching pupils who
exhibit good behaviors
o Promote positive learning environment

 Benefits of classroom routines;

o Reduce distractions, save time, teaching & learning runs smoothly,
reduce teacher’s workload
o How it save time & reduce teacher’s workload – instead of giving
instructions through transitions, passing out papers, leaving and
entering the classroom etc., these tasks are transformed into routines,
allowing the teacher to merely observe & focus on the next activity

b. Management of Pupils’ Information Resource

i. Assign numbers to students – assign the same number to each student (that is used in
the gradebook/attendance register), have each student write or her number on every
worksheet/assignment. Use corresponding student numbers to label all student
materials.
ii. Online gradebook – allows teacher to automatically give out online assignments and
record grades.
iii. Make labels with each student’s name – have students write their names & numbers
on labels, which teacher can simply peels off to use on all folders and student
materials that need students’ information, including forms.
iv. Create a seating chart – from the teacher’s point of view in front of the class. Helps
teacher to remember students’ name & help keep some order in the classroom
v. Create assignment baskets/trays – for students to turn in their homework or
assignments. Can be different baskets/trays for different h/a. This helps to prevent
lost or misplaced h/a.

 Why is it important to keep student records in school?

 c. Providing necessary data that may be requested from time to time by researchers,
planners, higher-ups or ministry officials. Therefore, it is important to ensure records
are updated from time to time.
d. The information are important to assist in determining the amount of grant to be
given to a particular school, for example the amount of textbooks to be given.
e. Useful to identify students’ interests & problems – can take appropriate actions &
decisions based on it.
f. Helpful in identifying health problems among students in which certain situations can
be avoided, for example, preventing a sick student from participating in an outdoor
activity.
g. Other reasons: facilitate continuity in school administration, for effective guidance &
counselling, for future employers, information for parents and school community

Question: State & explain the roles of a teacher in CM.

(a) Manage classroom rules & routines

- Establish classroom rules on the first day of school

- In planning classroom rules & procedures, must consider pupils’ characteristics & physical
environment
- Rules must be displayed in the classroom for pupils to see
- Procedures are steps for pupils to follow in their daily learning activities
- Teachers should teach rules & procedures until they become routines & pupils will follow
automatically

(b) Handle test & examination planning process for pupils

- Have a variety of assessment methods & good and fair evaluation system
- Make certain of what are the goals and objectives of the lesson and gain formal and informal
feedbacks from pupils

(c) Build a good teacher-student relationship

- Build trust among pupils, build mutual respect & show interest towards pupils in the
classroom
- Maintain good relationship, bond becomes stronger, increase pupils motivation to learn

(d) Manage pupils’ information resources where files and forms can be easily found

- Easily identify the records when in need of pupils’ information urgently

- For example pupils’ personal record books, attendance register, pupils’ report cards, corporal
punishment book, cumulative record folder, transfer & leaving certificates
- This system will make classroom more comprehensively organized

(e) Maintain a conducive physical learning environment

- Manage seating arrangement properly

- Provide reading corner, learning centers, home corner & maximize pupils’ space
- Exploit bulletin board for learning purposes
3. DEVELOPING A POSITIVE RELATIONSHIP IN THE CLASSROOM
 Elements of a positive teacher-student relationship:
 Honest teacher-student communication
 Mutual respect between both
 Existence of trust and bond between both
 Climate is encouraging of students
 Interest & care for students

a. The Importance of Developing Positive Relationship

 To make students appreciate & behave appropriately
When teachers demonstrate respect, they win the students’ favor. They will appreciate
and like you, thus try to please you, which causes them to behave appropriately.

 To help students learn at a high level & accomplish well

Through communication, teacher can discuss strategies with the students on how to
overcome their problems in learning.

 To produce a good psychosocial environment within the classroom

Students are able to express themselves without having to fear of being judged or feeling
threatened, teacher will be more inclined to teach with inspiration & creativity. When
students feel comfortable, they are willing to take risks and challenge themselves.

 Gain student’s trust

Meaningful relationship between both. Students are more approachable when they trust
the teacher.

 Development of a caring culture

Offering students an environment where they are nurtured, supported & encouraged.
Teacher will able to unlock the expression, imagination & passion held within each child’s
heart. When a teacher really listens & understands them, the teacher will not only foster
their connection to him or her but also to their innermost selves.

b. Factors Influencing Teacher-Student Positive Relationship

 Teaching methodology
 Teacher’s interpersonal skills
 Students’ interpersonal skills
 Classroom dynamics
 Parental involvement
 How teacher deals with classroom routines
 How teacher deals with misbehavior
 The teacher’s role as a model
 c. Strategies to Develop Positive Relationship Between Teacher & Students
 Use a variety of suitable teaching ideas & methods
 Use some verbal communication teaching strategies
o Vary the tone of your voice – monotone is boring
o Do not scream

 Use non-verbal communication teaching strategies

o Eye contact
o Hold up your hand – stop students from talking or doing something else
o Stand still & stare at the clock – if very noisy, wait until they stop talking

 Motivate students
o A necessity so that learning will become continuing, improving, interesting &
enjoyable

 Communicate positive expectations

 Preventing & reducing teacher frustration & stress
 Sincerely listen to their problems & empathize

d. Classroom Dynamics
 System of behaviors & psychological processes occurring within a classroom. It also
describes the way a classroom & its students react to changing circumstances.
 Also refers to the nature of the classroom, the laws of its development & interrelations
with individuals in the classroom, other individuals in the school
 Why is it important?
o Make the class management easier & more effective as the class work as a team
o Group cohesiveness – build confidence in learning to take risks & feeling safe
o Motivate & provide classes with genuine reason for learning & attaining common
goals
o Generate interests among students about each other, encourage them to have a
desire to communicate
o Learning is a non-threatening experience

 Ways a teacher can establish a good classroom dynamics.

o Enforce a system of discipline
o Ensure students & teacher participate in activities
o Avoid activities, issues that isolate
o Set up routines & procedures
o Collaboration

4. MODELS OF CLASSROOM DISCIPLINE MANAGEMENT

a. Concept of Classroom Discipline
  Discipline – influence that teacher exerts in the classroom to produce productive
learning environments & to minimize misbehavior & irresponsible behavior
 To maintain a productive learning environment, to teach students to be self-directed
and responsible, to promote civility among all members of a class
 Teacher’s efforts to maintain classroom decorum & secure students’ cooperation in
learning & exercising self-control & responsible behavior

b. Models of Managing Discipline

 Canter Assertive Discipline Model
Key ideas:
 Teachers have basic educational rights in their classrooms;
o The right to establish optimal learning environments
o ‘’ to request & expect appropriate behavior
o ‘’ to receive help from administrators & parents when it is needed
 Students have basic rights in the classroom too;
o The right to have teachers who help limit inappropriate, self-destructive
behaviors
o ‘’ to choose how to behave, with a full understanding of the consequences
that will follow automatically from their choices
 The needs & rights of teachers & students are best met through the use of
assertive discipline;
o Communicates clearly his or her expectations to students
o Follows up with appropriate & consistent actions which do not violate the
best interests of the students

Weaknesses:

 Too controlling, harsh, too aggressive, overpowering for younger children

 Too demeaning for older students
 Too focused on suppressing bad behaviors that it excludes emphasis on the
building of values for good, responsible behavior

Strengths:

 Emphasizes rights of students and teachers

 Addressing situations, not students’ character
 Ease of implementation
 Caring for students
 Gaining support from parents and administrators

 Dreikurs Logical Consequences Model

Key ideas:
 Discipline is not punishment; it is teaching students to impose limits on them.
 Discipline should not be imposed from the outside.
 Democratic teachers provide firm guidance & leadership – allow students to have
a say in establishing rules & consequences.
  All students want to ‘belong’. They want status and recognition. Most of their
behaviors are directed by their desires to ‘belong’.
 Misbehavior reflects the mistaken belief that it will lead to the recognition they
want.
 Misbehavior is associated with four mistaken goals: seeking attention, gaining
power, taking revenge, displaying inadequacy. Goal of each case is to elicit certain
responses from teachers.
 Misbehavior is to be corrected through logical consequences.

Weaknesses:

 Requires steady and continual effort for results to become evident.

 Does not address the issue of hard-to-manage classes or defiant (proudly refusing
to obey authority) students.
 Too much emphasis on sense of belonging as cause.

Strengths:

 Potential to bring about genius attitudinal changes in students.

 Shared responsibility: teacher & students decide together on rules &
consequences.
 Build students’ inner sense of responsibility and respect for themselves and
others.

 Kounin Group Management Model

Key ideas:
 Ripple effect – when teacher corrects misbehavior of a student, it influences the
other students
 Withitness – this awareness is that teacher should know what is going on in all
parts of the classroom at all times
 The ability to provide smooth transitions between activities & to maintain
consistent momentum within activities is crucial to effective group management
 Teacher should strive to maintain group alertness and to hold every group
member accountable for the content of a lesson, which allows optimal learning to
occur.

Weaknesses:

 Teacher must be able to deal with the entire class, various subgroups and
individual students, often at the same time.
 Teacher must be good in managing groups and lessons.
 Teacher must be able to deal with one issue at a same time.
 Focus on prevention rather than building values/proper behaviors.

Strengths:

 Keep students busily engaged

 Students always alert
  Does not depend on teacher’s personality traits
 Students enjoy lessons

 Thomas Gordon Classroom Management Model

Key ideas:
 The only effective discipline is self-control, developed internally in each student
 Discipline as self-control is based on the idea:
o Teachers must give up their power (controlling authority)
o Replace it with influence or persuasive authority in an effort to help
students develop self-control
 Golden rule: Treat children as adults
 Punitive action (punishment) are ineffective & harmful
 Children can make their own decisions, be self-reliant & control their own
behaviors. Teachers must trust students.
 Teachers and students can negotiate reasonable consequences
 Participative management: Teacher and students share decision making
 No-lose method of conflict resolution, which preserves self-esteem.
 Identify roadblocks to communication that suppress students’ willingness to
discuss problems
 Demonstrate how to clarify problems, determine ownership & deal with the
problems
 6 major elements:
o Influence vs control
o Determining who owns the problem
o Preventive skills
o Confrontive skills
o Helping skills
o No-lose conflict resolution (win-win)

Weaknesses:

 Teacher has to be willing to give up control

 Takes practice
 Discipline approach can be manipulated
 Will not work for students who do not care about owning up to their problems
 Deals with problems only after they happen

Strengths:

 Help students to be self-reliant & responsible

 Share power in classroom
 Give students a sense of power over their lives
 Give students the opportunity to make decisions and learn from their success and
mistakes
 Look at power relationships through the ownership of problems
 Focus on character training rather than rewards and punishments
  Mutual respect between teacher and students
 Mutual agreements on problem-solving
 Focus on relationships rather than individuals
 Non-dictatorial; teacher & students are equal

 Alfie Kohn Beyond Discipline Model – curiosity & cooperation should govern the class
Key ideas:
 Students have feelings – compassionate, curious & courteous – can reason
 Students should be responsible & are capable of controlling their behavior
 Students are actively constructing knowledge all the time
 Classrooms & schools should promote caring & supportive environments for
learning
 Children succeed when they are exposed to a home with unconditional
acceptance, therefore schools & classrooms should provide similar environment
 Children’s needs to be fulfilled – sense of autonomy, belonging, competence
 Teacher should allow students to experience natural consequences
 Classrooms should not have physical or psychological punishments, students are
responsible for self-disciplining themselves
 Students determine when and what they should receive (they reward themselves)
 Classrooms should show high expectations with unconditional acceptance
 Teacher should work with students to help students make their own decisions
(autonomy) & attain a sense of belonging
 Curriculum should focus on students’ interests and curiosity, encourage
cooperation & group projects, help students gain a sense of competence (the
ability to do something successfully or efficiently) through collaboration
 Learning environment should not have competition, rewards & praise, homework,
tests, punishment
 Learning environment should have words of encouragements, respect & sense of
belonging
 When misbehavior occurs,
o Focus on the curriculum – is there something wrong with it? Too boring?
Unrelated to students’ lives? Does not align with the pupils’ interests?
o Re-examine the task – is there something wrong with it?
o Do not punish

Weaknesses:

 Collapse of standards – mediocre (average) students produce lack of competition

 Abolishment of rules and consequences is unsafe – lead to chaos
 Trusting all students’ ability to self-monitor is risky because not all of them are
matured or have the ability to do so
 This method will not be able to deal with students who have chronic behavior
problems resulting from physical and emotional triggers
 Not all students have the capacity to take responsibility of disciplining themselves
  Praise & rewards need not necessarily reduce motivation, research – they can
help the unmotivated at least in the beginning
 Research – homework can help in improving skills & provide practice time for
mastery
 If students have so much choice in what they learn how will teacher keep track
of their progress?

Strengths:

 Constructivist view of learning

 Against authoritarian management; research – authoritarian often leads to
negative outcomes
 Creates respectful & responsible citizens in our community
 Develop sense of value for every individual within the classroom, school,
community & society
 When students get to choose what they learn, they are more inclined to explore
the topic themselves. They become self-motivated learners.

Problem: Azizah is a quiet student. She is also hostile towards her classmates. Azizah does not hand
in her class work & homework. She did badly in all her examination. She is not bothered by the
classroom & school rules. In class, she often disrupts all classroom activities.

Canter:

- Communicate the class expectations clearly to Azizah. Be firm and insistent & check if she
received the message.
- Use a firm tone of voice & maintain eye contact when reminding Azizah of the expectations.
- Teacher should be consistent when he wants to follow through with pre-established
consequences. He should make the negative consequences more severe and positive
consequences more attractive until he finds the level that works for Azizah.
- Let her parents know how her behavior concerns the teacher. Explain that her best interests
are served by the parents and teacher working together to help her

Dreikurs:

- Identify Azizah’s mistaken goal – teacher can do this by checking his own reaction to Azizah’s
behavior & noting the others’ reactions when he tries to correct Azizah
- If Azizah’s mistaken goal is attention seeking, ignore her
- ‘’ is gaining power, admit that she has power. “I can’t make you do your work, what should I
do?”
- ‘’ is taking revenge, ask other class members to be encouraging if she exhibits pleasing
behavior
- ‘’ is to appear inadequate, encourage any favorable behavior & give her continual support for
it
- Gently confront her with her mistaken goal & draw her into discussion about it
Kounin:

- Say “I see many people have completed their work,” then look at Azizah, later comment, “I’m
afraid a few people will have to stay late to complete their work”, - this is the ripple effect
- Let Azizah knows that you are aware she is not working. Tell her, “I see you have barely
started. This work must be completed today!”
- Call on Azizah in discussion preceding independent work, as a means of involving her in the
lesson
- Point out Azizah’s progress when it occurs, “Good! Now you are in the right track, keep up the
good work,”
- Provide variety. Continually challenge her to accomplish more.
- Hold Azizah accountability with group focus techniques; do not disregard her just because she
has been unproductive.

Kohn:

- Examine what she is studying (the curriculum). Is it in line with her interests, does it gain her
interest? If not, change or adapt what she is learning to something she is interested in. Give
her autonomy to choose what she wants to study.
- Examine the tasks given to her. Then bla bla bla same like above :p
- Engage & work with her. Tell her why it is important to get along well with the others. Ask her
what would be the best way to make the class a caring & happy one.
- Implement steps to make the class a caring, safe & supportive learning environment by
providing more autonomy, a sense of belonging & a sense of competence for Azizah.

Thomas Gordon:

- First, determine the ownership of the problem.

o Problem 1: She is hostile towards others. (Azizah’s problem)
o Problem 2: Does not hand in all her work. (Shared with teacher)
o Problem 3: Did poorly in examinations. (Azizah’s problem)
o Problem 4: Not bothered by classroom & school rules. (Shared with teacher)
o Problem 5: Often disrupts all class activities. (Shared with teacher)

- For the shared problems (2,4,5) there must be conflict resolution;

o Teacher can start off with I-messages like “I get frustrated when students do not hand
in their homework,” or “I cannot control other students for her misbehaviors,”
o If she turns defensive or blames other students for her misbehavior, then shift gears
into Active Listening & find out why she does not complete her works or why she
ignores the rules.
o Teacher should convince her that he understands & discuss possible ways to solve the
problem.
 o Examine the suggestions & together decide on one best possible ways to solve the
problem. Implement it & see the result.
o If does not work, try another solution.

- For problems that are owned by Azizah (1 & 3);

o Use Active Listening to know how she feels & what are her reasons
o Generate possible solutions together with Azizah
o Decide on one after evaluating the possible solutions, try it out, see if it works
o If does not work, try another solution

*Active Listening – speak with the pupil privately & listen to the pupil’s reasons for his/her misbehavior

5. MANAGEMENT OF INCLUSIVE CLASSROOM INVOLVING PUPILS WITH SPECIAL NEEDS

 Explain what inclusive education is.
 All students attend & are welcomed by their neighborhood schools in age-appropriate,
regular classes & are supported to learn, contribute & participate in all aspects of the life of
the school.
 Inclusion in education – approach to educating students with special needs. It rejects the use
of special schools/classrooms to separate students with disabilities from students without
disabilities.
 Children with & without disabilities participate & learn together in the same class.
 Different & diverse students learning side by side in the same classroom.
 Value diversity & unique contributions each student brings to the classroom.

 Benefits of inclusive education:

 Friendships, increased social initiations, relationships & networks, peer role models for
academic, behavior & social skills, greater access to general curriculum, enhanced skill
acquisition & generalization
 Developing empathy & acceptance
 Differentiated instruction increases student engagement
 Behavioral support help maintain a positive learning environment
 Respect for diversity creates a welcoming environment for all

Types of Special Needs Characteristics

Physical Disability a. PD as orthopedic impairment that adversely affects a child’s
Problems educational performance
1. Cerebral Palsy b. CP – lack of muscular coordination, shaking or unclear speech
2. Seizure Disorder c. CP signs – stiff muscle, difficulties in moving, rigid muscle at one
moment & floppy the next moment (clumsy & jerky)
d. SD – such as epilepsy – nervous disorder characterized by
recurring sensory motor attacks or movement convulsions
e. SD signs – brief starring spells, motor movements such as
twitching of the eyelids
 Strategies:
 Seek assistance from parents, guardians & other teachers on
how you can best meet their needs
 Be positive, use clear & simple instructions
 Make sure they have clear access to a seat so they can get to
it easily
 Monitor their comfort during the trip to school
 Allow them to change their seat if they feel uncomfortable,
or if they need to
 Allow more time for them to get in and out of vehicles

Vision Problems a. Poor vision even when corrected can still affect a child’s
educational performance (negatively)
b. Partial sight, low vision, fully blind
c. Could not see what is written on the board
d. Low self-confidence
e. Need assistance in reading

Strategies:
 Ensure that the passage to their seats is clear
 Provide instructions, rules & so on verbally, one-to-one
 Make sure the print is large enough for students to see (when
handing out printed notes & worksheets)
 Set up a buddy system – assists students with vision problems
when sitting next to them in class
 Encourage students to tell the teacher when they do not
understand, as they may be reluctant to do so

Hearing Problems a. Cannot hear, with or without amplification, to the point it

negatively affect a student’s educational performance
b. Slight/mild/marked/severe/profound
c. Misinterpretation of teacher’s explanation
d. Having difficulties in communicating verbally with others
e. Low self-confidence

Strategies:
 Seating – a distance where the student can hear you
 Visual aids – remain in one spot when talking to the student,
do not talk while facing backwards
 Attention – speak clearly but naturally – exaggeration or
shouting can make it more difficult to understand the speech
 Feedbacks – get them to repeat what you have said, make
sure they understand not just simply hearing
 Buddy system – assist them
  Rephrasing – saying in another way, use visual clues or basic
signing to help them get the message

Learning Disabilities a. LD – disorders in which one or more psychological process

1. Dyslexia involving any kind of language affects a person’s ability to
2. Dyscalculia correctly do things
b. Dyslexia – difficulty with reading, writing & spelling. Usually have
difficulties in reading & recognizing letters. Visual Dyslexia means
that a person reverses letters and could not write well.
c. Dyscalculia – difficulty with numbers usually involving math

Strategies:
 Give feedbacks more frequently
 Use concrete examples to illustrate abstract concepts
 Give plenty of time to complete work
 Mark based on efforts and ideas
 Multisensory learning – engaging in activities which
stimulates all senses (e.g. writing words & sentences with
tactile materials such as glitter glue, beads or physical
activities to practice spelling e.g. hopscotch or jump-rope –
students spell out words when they jump to each square or
over the rope)

Autistic a. Noticeable delays

b. Deficiencies in the communicative abilities
c. Repetitive & stereotyped patterns of behavior
d. Inability to relate to others
e. Cannot function well in social situations
f. Some common behavior in classroom:
 Not responding to questions
 Not willing to try something new
 Frustration when communicating
 Not following classroom rules

Strategies:
 Be consistent
 Be positive
 Use clear, simple language
 Have clear expectations
 Prepare students for any change
 Keep routine the same
 Tell students what to do rather than what not to do

Late Development a. Talents/capabilities are not visible to others until later than usual
(Late bloomer) b. Matures physically/emotionally at an older age than considered
usual (e.g. cannot walk, talk, remember ABC’s until much later)
c. May be teased, bullied
d. Low self-esteem
e. Problems in socializing
f. May feel embarrassed

Strategies:
 Do not stigmatize (e.g. “I can’t believe you didn’t get that!”
or “You’re so slow and dumb!”)
 Give students the kind of support they need
 Be patient
 Believe in them
 Teach them the value of being patient with themselves &
value of perseverance when pursuing their goals
 Suggest strategies that can help them to speed up their
development
 Give them all the time they need

Hyperactive a. Fidgety hand & foot

(ADHD) b. Talking excessively
c. Forgetting daily activities
d. Having trouble sitting still
e. Having trouble controlling behavior
f. Having trouble paying attention in class
g. Making careless mistakes
h. Not following directions
i. Become the class distractions

Strategies:
 Find out information from parents, guardians or other
teachers on what works best for them to handle the
student’s behavior
 Listen & talk to the students to discover their interests
 Be short & clear – keep rules to a bare minimum, keep
explanations of rules short, don’t try to present all rules at
once, ask students to repeat the rules after you have stated
it (this reinforces the learning process)
 Make eye contact
 Be specific (e.g. when instructing a student to sit down and
fasten her belt, firstly instruct her to sit down, then when she
is seated, instruct her to fasten her seat belt)
 Maintain a calm atmosphere – shouting angrily will not
accomplish anything, do not threaten
 Words of praise when student accomplished something
  Replacing (-) words with (+) words – e.g. instead of “do not
run”, say “please walk slowly”

Gifted a. Bored when asked to do work below their skill level on a regular
basis
b. Extraordinary potentials

Strategies:
 May need guidance in other areas – e.g. social skills,
handwriting
 Help them to weigh the consequences of ‘winning and losing
the battle’
 Allow them to work in groups, teach them how to
appropriately assert their opinions, present ideas & listen to
others
 Help them to establish friendship in the classroom

Question: Discuss 4 general ways to create a suitable teaching & learning environment for children
with special needs.

Method 1: Create a Supportive Community

 When there are students with special needs in the classroom, the teachers and students should
be aware of the students’ needs, disabilities & preferences
 Teacher should tell other students to treat the special needs fairly & appropriately and help them
when they have difficulties in learning
 Buddy system – an assistant. For example, for a student with vision problems, her buddy can help
to copy written things on the board for him
 Teacher should treat all students equally, but give extra attention to the special needs

Method 2: High & Achievable Expectations

 With high expectations – teacher will monitor the student’s progress frequently & with enough
reinforcement. This applies to the special needs to as they need the motivation and belied that
they can achieve success too
 Although they are disabled in some areas, does not mean that they are not capable in other areas
 One way a teacher can communicate high expectations is through verbal reinforcement, Wall of
Fame & fair treatments to students in terms of question difficulties, activities and others
 Teacher should slowly build up the students’ efficacy ( the ability to produce an intended result)

Method 3: Physical Arrangements Suitable for the Special Needs

 Physical arrangement of the classroom – for easy movements for students with special needs
 Harmful objects & furniture should be taken out
 Teacher should have an emergency plan when there are students with cerebral palsy or seizure
disorders – prepare one free space in the classroom if the problem arises
 Visual or hearing impaired students are placed at the most front row
 Suitable teaching aids

Method 4: Suitable activities, methods & pacing

 Games like Charades, Snake & Ladders cannot be played by visually impaired students. They will
feel left out & not welcomed
 Teaching methods should be appropriate for them so they can follow the lessons easily. For
example, when dealing with ADHD students, teacher can use Total Physical Response method
because this method involves movement, these students will surely be interested to learn &
move along with the others
 Pacing should be appropriate – not too fast not too slow

6. MANAGEMENT OF DISCIPLINARY PROBLEMS IN THE CLASSROOM

a. Types of Problematic Behavior
 Grandstanding – monopolizing the class discussion, speaking bombastically on favorite
subjects which are not relevant to the current discussion
 Sleeping in class – passively disruptive, disrespecting the teacher and other students
 Prolonged chattering – disturbing others who are focusing on the lesson
 Excessive lateness – not only coming in late, distracting others by walking in front of them
 Verbal/physical threats to students or school – assault, harmful to others
 Usage of electronic devices – distractions
 Unexcused exits – leaving to retrieve snacks or drinks, or to engage on a conversation
(person-to-person or on the phone), or leaving before the class is finished without
permission
 Non-permitted communication during classroom instruction (talking when teacher is
explaining, mimicking/constantly repeating after what teacher is saying, talking before
being recognized by the teacher)
 Personal attacks (abusive criticism, questioning teacher’s authority, telling teacher to ‘shut
up’)
 Threatening behaviors (verbally abusing teacher or student by cursing or extremely loud
talking etc., threatening to physically harm others, intimidating stares or gestures towards
others)

b. Causes of PB
 Students’ ignorance – does not understand why they should follow rules
 Lack of sense of belonging – less attention, misbehave to get attention
 Lack of parental guidance & dysfunctional families – parents fighting, witness the violence
 Teacher’s values – attitude, lack preparation
  Parents’ interference – blindly believe their children & defend them when teachers try to
correct
 Too much/less work – too much work: become lazy & demotivated // too less work: more
time to play around

c. Teacher’s Role in Managing PB

 Maintain control & do not take things personally. Practice detachment.
 Be mindful – what teacher says or does in response to problem behavior determines
whether in continues or not.
 Validate learners – show care and attention for learners. Acknowledge positive
contributions. Listen.
 Remove distractions – move the particular student’s seat away from other students or take
away any distracting objects from students during class.
 Always approach off-task student to remind him or her of the task that needs to be
completed.

d. Hindrance in Managing PB
 Lack of teacher’s assertiveness
 Lack support from colleagues
 Lack support from principal, senior assistant
 Lack support from education department
 Parental interference
 Teacher’s values

7. INTERVENTIONS TO DEAL WITH PROBLEMATIC BEHAVIOUR IN THE CLASSROOM

a. Behavior Modification Techniques
 ABC analysis;
o Antecedents: What comes directly before the behavior
o Behavior: What does the behavior looks like
o Consequences: What comes directly after the behavior
 Use of (+) and (-) reinforcements after (+) and (-) behaviors to increase/decrease the
frequency of behavior

b. Basic Primary School Guidance & Counselling Skills

 Developing thoughts, stabilizing their emotions to help them to change to more acceptable
behavior
 When correcting students, correct privately, treat them as how you want your children to
be treated, stay calm, avoid frustration
 Attending & listening skills
 Interpreting non-verbal behavior skills
 Giving response skills
 Identifying problems skills
 Intervention skills
 c. Play Therapy
 A medium for children to express their experiences and feelings
 Examples of activities: Group play therapy, puppets, sand play
 Rationale: reduces anxiety about traumatic events, promotes self-confidence, enhance
healthy bonding in relationships, enhances creativity, promote appropriate behavior
 How does it work:
o As medium of communication
o Communicate feelings without feeling threatened
o Interact with others

d. Storytelling Therapy
 Examples – listening to stories, tell a story
 How does it work – gain insight through storytelling (e.g. moral values)
 How it can work:
o Read, listen & learn stories
o Learn the story pattern & content
o Be descriptive (vivid description to engage learners)

e. Art Therapy
 A form of expressive therapy that uses the creative process of making art to improve a
person’s physical, mental & emotional well-being.
 Examples: Drawing, coloring, painting
 Rationale: Reduce stress, express themselves freely, increase creativity, reduce behavioral
problems
 How does it work: relieve stress & tension, as a mode of self-discovery
 How it can work: students with learning disabilities, adults experiencing severe stress,
those who suffer from traumatic events

f. Music Therapy
 Uses music
 Examples – listening to music, singing, creating lyrics, dancing, playing instruments
 Rationale: relieve stress, increase self-esteem, improve mood, improve learning and
memory skills
 How it can work: chronic disease patients, depressed people, those with low-self esteem

8. PLANNING OF CLASSROOM MANAGEMENT

a. Designing an Effective, Creative & Innovative Classroom Management Plan
 Elements that should be included:
o Teacher’s philosophy
o Physical arrangement
o Rules
o Procedures
o How to develop positive relationships (psychosocial environment)
o How to deal with discipline problems
 o How to encourage students

b. Constraints to Classroom Management

 Physical – seating arrangement, class size, materials
 Psychosocial – different personalities, levels
 Time constraint
 Discipline problems

Question: Discuss the extent to which a classroom management plan is useful.

 Yes, it is useful.
 Systematic.
 Holistic. (Covers basically everything)
 Lessen the possibility of discipline problem.
 Achieve the lesson’s objectives.
 As a guidance.
 Effective teaching & learning session.
 Easy to handle the classroom.