Classroom Management

Revision Questions and Answers

1. Define classroom management.

Classroom management refers to the process whereby teachers deal with several
matters such as arranging time and space so as to guarantee the orderliness and
effectiveness of teaching and learning. Classroom management also encompasses the
management of discipline in the classroom.

Classroom management means how the teacher works, how the class works, how the
teacher and students work together, and how teaching and learning happen. Thus
classroom management also means being able to develop positive teacher student
relationships and creating good classroom dynamics. In short, the main goal of
classroom management, means managing resources - physical, time, human and
otherwise - so as to create a most conducive physical and psychosocial enviroment to
maximise teaching and learning outcomes and to make the classroom as productive as
possible.

Classroom management can be viewed in three dimensions. The dimensions are the
classroom, the teacher and the learners. In managing the classroom, the teacher has to
consider all these three dimensions.

2. Explain why classroom management is a complex task

Classroom management is a comples task because:

 Classrooms are multidimensional – many activities take place

 Activities occur simultaneously
 Things happen quickly
 Evenets are often unpredictable
 There is little privacy – how teachers treat students are clear for all students to see
 Classrooms have histories – studetns remember what happened in the past and the
past affects the future.

3. State and elaborate on 5 characteristics of an effective teacher in classroom

management.

a) Personal qualities

- Caring
Effective teachers care about their students in order to bring out the best in each one
of them. Showing care includes listening to the students, not only when they are in
the classroom, but also about their persoanl lives and problems. A teacher needs to
be a good listener, pay attention to the students and show understanding through
tenderness and patience.

- Know students personally.

Effective caring teachers also know their students individually and give them
individual attention and develop productive relationships with the students. They treat
the students with respect and expect the same in return, enhancing the students’
 learning process. The teacher not only knows the student formally (in the classroom)
but also outside of the classroom. For example, the teacher knows what the students
like and dislike, their background, their motivation and their attitude to learn.

- Good interpersonal skills

A teacher with good interpersonal skills can develop a strong relationship with his or
her students. This in turn can help reduce disciplinary problems. Therefore, the
teacher who spends more time interacting socially with the students, working directly
with them and demonstrating a sense of fun and willingness to participate in a
friendly and a personal manner will be effective. They can also create a warm
classroom and learning environment.

- Enthusiasm
Effective teachers always exhibit enthusiasm in the classroom. A teacher’s
enthusiasm can be infectious and thus encourage students to be interested in class
discussions and classroom activities. Effective teachers also more often than not
speak in expressive ways to show their enthusiasm. They also often show their
enthusiasm through their non-verbal communication such as through their gestures
with their hands.

- Ability to motivate students to learn

An effective teacher is able to motivate students to be more receptive and excited
about a subject; make them to be aware of the value and importance of learning as
well as to have a better attitude to learn.

(b) Teaching learning competency

- Have very good content knowledge

For many, including teachers, the most obvious requirement to be an effective

teacher is that the teacher has very good content knowledge of the subject.
According to the McBer Report (DFES, 2000) students expect a teacher to have
good content knowledge to be considered effective as this is needed to inspire
students’ confidence in the teacher. In addition.

- Having ability to plan well

Having good content knowledge is not so effective without a well planned lesson. A
good lesson plan makes the content and the session interesting and involving. Good
planning facilitates clear explanations, and it provides a wide range of resources that
are suitable for students. It assists with effective use of oral questioning, giving
instructions, being flexible, and having an impact on the students´ stimulation to
encourage their interest and participation.
 - Having good classroom management and organization

Effective teachers manage and organize the classroom, in the beginning of the year,
according to the students’ needs and preferences to create an optimistic and warm
learning environment for all the students, and enhance learning. Emmer et al. (1980,
2003) stated that “effective teachers takes time in the beginning of the year and
especially on the first day to school to establish classroom management, classroom
organization and expectations for students behavior”

Effective teachers organize the classroom to promote learning and interaction, and
have to create an optimal learning environment where students feel comfortable and
relax in terms of decoration, accessibility and mobility. According to Stronge et al,
(2004) part of the classroom organization is the furniture arrangement, the
accessibility of material, and the decoration.

- Ability to manage classroom discipline

Craig and Dickenson (2003) stated that almost all classroom behaviour is learned
and that students must clearly understand what is expected of them. The
responsibility lies with the teachers to explain how and why they want them to work
in that way, and to give positive feedback when students respond positively. In the
McBer Report (DFES, 2000), it is stated that students themselves want a teacher to
keep discipline in the classroom. According to Kyriacou, (1998) maintaining discipline
is necessary for learning to be effective. He also suggested that students’
misbehaviour can be minimised by generally skilful teaching. Wong and Wong
(2005) stated that “effective teachers manage their classrooms with procedures and
routines. Ineffective teachers discipline their classrooms with threats and
punishments”. They also underlined that discipline has to do with how students
behave, and management has to do with procedures on how students have to work
in the classroom.

4. State and elaborate on 5 considerations that should be taken into account when
organizing the classroom physically to promote effective teaching and learning.

(a) Setting arrangement

Teacher need to consider the seating arrangement of class based on type of
lesson to be taught and type of classroom furniture. For example, cluster
style of seating arrangement can encourage social interaction

(b) Furniture is arranged so that students are oriented to the primary source of
information (teacher, audio visual materials) All students can see the
chalkboard, overhead projector or other displays clearly. Desks are arranged so that
visible movement through windows or doors can be reduced.

(c) Reduce congestion in high traffic areas

Distraction and disruption occur in high traffic areas (group work areas, students
desks, teacher desk, pencil sharpener, bookshelves, computer stations
and storage locations)
 (d) Make sure that teacher can easily see all students.
Monitor students on a regular basis. (check the blind spots of room by standing in
different parts of room)

(e) Make often used teaching materials and students supplies easily accessible
Minimises preparation and clean up time that will slow down and break in activity
flow

(f)) Make sure students can easily observe whole class presentations
Students should not have to move their chairs or stretch their necks

(g) Developing positive teacher-student and student-student relationship

Helps introvert/ low self esteem student to sit in front and be better integrated in
the group. Students respect and appreciate teacher efforts in organising
the space of the classroom and materials for them. Good teacher-student
relationship encourages students learning and achievement.
Teacher can create a non-threatening learning environment where students
feel safe and secure to learn something that is relevant to their daily life
such as topic about family relationship.

5. Define psychosocial environment

Psychosocial environment refers to the overall emotional climate or feeling tone that
exists in every classroom – a mixture of pleasure, distress, intrigue, boredom,
happiness, sadness, excitement, love, fear and all other forms of emotions. It also refers
to the interpersonal relationships in the school, the social environment and ways on how
the pupils and teachers interact with each other.

6. Describe 5 ways through which teachers can create a positive psychosocial environment
for effective teaching and learning.

(a) Build good relationship among teacher and students and students and students.
 Teacher should show understanding and openness so that the students
will feel confident to speak openly about their problems.
 Teachers must be friendly and value students as individuals.
 Teachers must take care of the importance of each student so that they
will feel their sense of belonging in the classroom. For example, give
reinforcement when they do something good
.
(b) Make sure the classroom runs smoothly.
 Teachers should organize the classroom by stating clearly the teachers’
expectations by setting up rules and routines.

(c) Teachers should show their enthusiasm when teaching

 We can use many different teaching methods to arouse students’ interest
and to help them understand the lesson.
 (d) Be fair and consistent towards all students
 Avoid biasness.
 Treat the students fairly and justly; always differentiate between the
person and the behaviour .
 Classroom discipline should be imposed appropriately to ensure that
everybody learns to be responsible

(e) Teacher should have high expectations of students.

 Students will do better when they believe their teachers expect them to do
well
 For example, give verbal reinforcement and pay a close attention to the
students’ progress in the classroom.
 High expectations can motivate students

(The above are just suggestions. Note that you need to do the link yourself as to why the
suggestions above can help create a positive psychosocial environment)

7. State and explain the roles of a teacher in classroom management.

Teachers have many important roles in managing the classroom. This includes
managing the rules and regulations in classroom routines, managing tests and
examinations, planning the teaching and learning processes, keeping a good teacher-
students relationship, managing students’ information, managing classroom time and
resources and creating a conducive physical learning environment.

(a) Teachers should manage the classroom rules and routines

 Establish the classroom rules on the first day of the school.
 In planning procedures and rules for the classroom, we have to consider
the students’ characteristics and the physical environment.
 Rules must be posted in the classroom so that students may see.
 Procedures are steps for the routines students follow in their daily
learning activities.
 Teachers should plan and teach the procedures until they become
routines and students will follow automatically.

(b) Teachers also need to handle test and examination planning process for
students.
 Teachers should have a variety of assessment methods and a good and
fair evaluation system.
 They have to make sure what are the objectives and goals of the learning
processes and request formal and informal responses from students.
 Teacher should consider the administration procedures of a test before,
during and after the test.

(c) Teachers also need to build a good teacher-student relationship

 Build trust among students, build mutual respect and show interest
towards students in the classroom.
  If a teacher can maintain good relationship among teacher and students
and students and students, trust and bond among members of the
classroom is closer and will increase students’ motivation to learn.

(d) Teacher should manage students’ information resources where files and forms
can be easily found.
 We can easily identify the records when we need students’ information
urgently.
 We should have students’ personal record books, attendance register,
students’ report card, corporal punishment book, cumulative record folder,
and transfer and leaving certificates.
 This system will make classroom more comprehensively organized.

(e) Teacher should maintain a conducive physical learning environment in the

classroom by managing the classroom environment so that it is
comfortable.
 Teacher should manage the seating arrangement properly according to
the activities of the lesson.
 Teacher can provide reading corner, learning centres, home corner and
maximize classroom space.
 Teachers should exploit the bulletin board for learning purposes

8. Elaborate on what is meant by classroom rules. Provide examples and elaborate

on 5 classroom rules that are reasonable and unreasonable.

A rule identifies general expectations or standards for behavior. Classroom rules are
most effective when they are negotiated between teacher and pupils; they are ineffective
if they are simply rules imposed and maintained by the teachers. For example, the rule
“Respect other persons and their property” covers a large set of behaviors that should
always be practised. Rules frequently indicate unacceptable behavior as well as
expected, appropriate behavior, although teachers sometimes manage to write rules that
are only positively stated (for example, “We ask permission before talking in class”). In
such instances the unacceptable behavior is implied (“Don’t talk without permission”).

Reasonable rules
 Talk only when permitted. Be aware of the situation since quiet talking is allowed
in some situations and speaking to the entire group without raising your hand
may be allowed in others. I will remind you once and expect compliance.
 Use polite speech and body language. Unkind teasing and impolite behavior is
unacceptable.
 Do not cheat. Students caught cheating will receive a zero and a phone call
home. Both the student who shares his work for an independent assignment
AND the person who copies it will suffer the same consequences. I expect you to
do your own work and to be sure no one can copy it.

Unreasonable rules
  Do not go to the toilet.
 Ask questions when it is necessary. This will hinder the pupils to think and
answer in the classroom and pupils will ponder if their thinking is correct or
wrong.

9. Elaborate on what is meant by classroom procedures/routines. Provide 3 examples and

elaborate.

Classroom procedures/routines:

 Procedures are what you want the students to do.

 Routines are the procedures that the students do automatically.

 Procedures and routines are the backbone of daily classroom life, because they:
(a) are statements of expectations on students that are necessary if students
are to participate successfully in classroom activities, to learn and to
function effectively in the school environment
(b) allow many different activities to take place efficiently during the school
day, often several at a time, with a minimum of wasted time and
confusion
(c) facilitate teaching and learning and increase on task time and reduce
classroom disruptions
(d) tell a student how things operate in a classroom, thus reducing discipline
problems

Examples
 Entering the classroom
 Beginning work
 Roll Call/Lunch Count
 Announcements
 Tardiness
 Absences/Make-up procedures
 Teacher's attention signal
 Getting out of your seat
 Assignments
 Getting supplies
 Sharpening pencils
 Procedures for using/carrying/handling equipment
 Getting into groups
 Working in groups
 Independent work
 Working at a center
 Lining up to leave the room
 Snacks/Water
 Restroom
 Going to the clinic, office, media center or elsewhere
 How to head papers
 Passing in homework
 Passing in papers
 Exchanging papers
 Asking questions
 Getting help
 Finishing work early
 Visitors to the room
 Responding to fire drills, "codes", or other alerts
 Sudden illness
 Checking out classroom material
 Cleaning the room at the end of the day
 Organizing materials
 Homework
 Changing classes
 Dismissal

ENTERING THE CLASSROOM . We enter the classroom in a calm, quiet manner.

Sharpen your pencil if necessary and take a seat. Remember: Once the door is closed,
you must be in your seat and working. (That means having the necessary materials out
on your desk.)

READING NOTEBOOK . This is an important tool. Bring it to class with you every single
day . The notebook will be graded twice during each 9-week grading period. Your
notebook grade is 20% of your final 9-week grade.

ATTENTION SIGNAL. When I hold up my hand I will say, "Give me five." That means
the entire class should be absolutely silent and still within 5 seconds.
ASKING QUESTIONS.LEAVING YOUR SEAT.GETTING HELP . Raise your hand and I
will acknowledge you.

CLASSROOM BEHAVIOR. Your responsibilities in this class are to: be on time, be

prepared, be productive. All team members are expected to be polite and respectful to
one another---and that includes the teacher. No student will be allowed to disrupt the
learning of his or her classmates.

MAKEUP WORK. When you are absent you are expected to make up any work you
missed. On the day you return, check the appropriate folder for any missed work.

HOMEWORK. Homework, when assigned, will be due at the beginning of class. Have it

out on your desk ready to be picked up.

END OF CLASS DISMISSAL. Two minutes before class ends, I will tell you to start
getting packed up. We will straighten the room. Then, I will give you any last minute
instructions and dismiss you.

TARDINESS. You are expected to be in your seat when I close the door. If you come in
late and do not have a pass, quietly sign the tardy sheet at the front of the room. You are
allowed three unexcused tardies for the nine weeks. The fourth unexcused tardy results
in a referral and a call home. If you are late (unexcused) for more than 5 minutes, this is
not a tardy. You are considered to be "out of area" and you will be given an automatic
referral.
 RESTROOM PASSES. You are expected to use the restroom between
classes. No bathroom passes (or any passes) will be issued the first ten minutes of
class. You are allowed two passes (of any kind) per nine weeks. Use them wisely.

10. Discuss 5 guidelines to promote / formulate classroom rules.

a) Keep the number to a minimum

- Appropriate : 4-5 rules only.
- Pupils can follow it easily.
- List down the main and necessary rules to be followed only.

b) Keep the words simple / specific

- Use short and precise words.
- Use behavioral words.
- Use words that easy to understand.
- Use positive words.

c) Keep the rules posted on the bulletin board

- To remind students about the classroom rules.
- Easy to be referred by the teacher and students.

d) Consider having rules recited daily for first two weeks periodically
- To remind the students about the classroom rules
- To make students always be alert on classroom rules.

e) Make your rules describe behavior that is observable and measurable

- To make students to know / alert on their misbehavior and try to correct it.
- Easy to be followed.
- Easy to be understood.
Examples:
*Please raise your hand to ask / answer the questions.
*Please keep your hands and feet to yourself.

11. State and elaborate on two benefits of classroom rules.

a) Communicate expectations and form the basis for catching students being good.
- Students know what to expect and they understand the learning tasks better
- The absence of clear expectations will create practical problems and an environment
of uneasiness in the class that will lead to confusion, frustration and hostility when
expectations clash.
- Students have a clearer sense of what it takes to perform
- Things in the class run more smoothly with less confusion when the expectations are
clear

b) Promote positive learning environment

- Rules which are positive in nature helps to develop a positive environment and less
likely to promote resistance. Positive rules refer to the desired behavior that the
teacher wishes to establish rather than unwanted behavior. For example, ‘Listen to
 your teacher and classmates’ is better wording than ‘Don’t talk while others are
talking’.
- Firm rules will help to reduce disruptive behavior in the classroom which can lead to
positive learning environment.

12. State and elaborate on 2 benefits of classroom routines.

Classroom routines make students get rid of distractions that waste their time and
interfere with the teaching and learning activity. Guesswork is minimized. Minor
frustrations and inconveniences are fewer, as well as opportunities for misbehavior.
If students know what to do and how to do it during every transitional or procedural
moment of the school day, they can more easily attend to what is most important.
Furthermore, adding more responsibility and purpose is a surefire way to boost
morale. It creates opportunities for students to participate more fully in a variety of
learning and social activities.

Well-executed routines also save time and lessen a teacher’s workload. Instead of
giving instructions to students through transitions, passing out papers, leaving and
entering the classroom, etc, these tasks are automated into routines, allowing you to
merely observe and focus your thoughts on the next activity.

13. State and explain 4 decisions that a teacher has to make in test development process.

(a) What to test?

(b) How much emphasis to give for various topics and objectives?
(c) How much time to allocate for the assesment?
(d) How to prepare students

14. State and explain three roles of a teacher in assessment –

(a) preparing assessment tools,

(b) improving learning through assessment, and
(c) giving feedback on students’ performance

15. Managing students’ information resource is an important aspect of classroom

management. Provide 3 suggestions on what can be done to organize student records.

As soon as you get your student list, set up a system that will allow you to access
student records quickly and easily. Here are a few suggestions:
 Assign numbers to students. Assign the same number to each student that you
use in your gradebook. Have each student write his or her number on every
assignment. Use corresponding student numbers to label all student materials,
including mailboxes. o Provide information to
 Use an online gradebook. Online gradebooks allow you to automatically give out
online assignments and record grades. students about the gist of the
 Make labels with each student's name. Have your students writethey’re
their names and
assessment so that
numbers on labels, which you can peel off and use for all folders, notebooks, and
alert.
o Prepare students; student
test-taking strategies &
practice exam activities
 other materials that need student identification, including forms. This is a real
time-saver. This also can be done by using individual folders for assignments,
one for each child clearly labeled with the students' names.
 Be prepared for new students. Have packets of information for new students
prepared ahead of time so that when a new student enters your class in the
middle of a lesson, you're ready.
 Create a seating chart. As soon as your class list is final, create a seating chart
from your perspective at the front of the class. This should help you learn
students' names and help keep some order in the classroom.
 Create an assignment basket or tray. Use a basket or tray for students to turn in
assignments. You can have a different basket or tray for each class or subject.
Then train your students to turn in assignments in these places. A basket can be
used to collect assignments, which will help to prevent lost or misplaced papers.

16. Give 5 reasons why it is important to keep student records in school.

(a) Providing necessary data that may be requested from time to time either by
researchers, planners or ministry officials. It is vital to ensure the records are
updated from time to time.

(b) Information from the records could assist considerably in determining the amount
of grant to be given to a particular school. For example, the amount of text books
can be distributed exactly based on the number of students in a certain school.

(c) It could be used to identify a child’s interest and problems and to take
administrative decisions.

(d) It is also helpful in identifying sick students, truants, absentees and students who
attend school regularly. Occasionally, when teachers want to understand the
origins of disruptive behaviors they would take note of the details surrounding
several examples of the behavior, a so-called “ABC” analysis, for understanding
the antecedent-behavior-consequence. Gather enough ABC reports, and, with
some experience, you can tease out the cause for the behavior and move
towards a behavioral intervention plan that improves the lives of everyone.

(e) Other reasons: facilitate continuity in school administration, for effective guidance
and counseling, for future employers, objective assessment of student
performance, information for parents and school community

17. What is attendance register and wWhy is it important?

What is attendance register?

- A book which the presence or absence in a class is recorded on a daily basis.
- It is a statutory record that must be kept in a school.
- The one who is in charge of this record is the class teacher.

Why it is important?
- Provide necessary information that may be requested from time to time either by
researches, planners, or ministry officials.
 - Information from it could assist in determining the amount of grant to be given to
a particular school (for example number of textbooks to be given).
- It could be used to determine child’s interest and problems and to take
administrative decision.
- Identifying sick students, truants, absentees & ss who attend school regularly.

18. State and explain 5 school records and explain why they are important

School records are books, documents, diskettes and files in which are embodied
information on what goes on in school.

School records are important because they:

- Facilitate continuity in the administration of a school.

- Serve as data bank – both school head & staff & even students can draw on.
- Enable school heads to collate information on pupils and staff when occasion
demand.
- Provide data needed for planning and decision making by school head, ministry
of education and related educational authoritites.
- Provide information needed on ex-students by higher and other related
institutions for admission or placement and for employment

(a) Admission& withdrawal register

Permanent record book regarding the entry or exit of pupils.

The importance of admission & withdrawal records.

- Serve as historical & reference with great detail of every child.
- Useful in supplying information on personal & family background.
- Showing students who withdraw from school.
- Promoting accountability as well as enhance planning.

(b) Attendance register

A book which the presence or absence in a class is recorded on a daily basis.

(c) Students report card/ sheet

Keep data on students’ academic performance in termly basis.
Assist in monitoring students academic progress.
Compliment to cumulative record folders.

(d) Transfer and leaving certificate.

Shows the formal exit of the pupils after completion of study or leaving during the
course of study in a certain school.

(e) Corporal punishment book.

Contains the names of pupils who create disciplinary problems.
Also contains the nature of punishments awarded eg: canning & hard knocks.
This is to ensure the proper procedure is followed in punishing offenders.
Reduce the case of misuse of punishment.
Recording & noting the names of students in record book will eventually reduce
the disciplinary problems.
19. What constitutes a positive teacher-student relationship?

Elements of a positive teacher student relationship include:

(a) honest teacher-student communication
(b) mutual respect between teacher and students
(c) existence of trust and bond between teacher and students
(d) climate is encouraging of students
(e) interest and care for students

20. Elaborate on three reasons why it is important to develop a positive teacher-student

relationship.

(a) To make students appreciate and behave appropriately

A teacher who demonstrate respect towards their students, automatically wins
favor by having active learners in their classroom. The arrogant or offensive
teacher will not be able to command this favour due to his or her lack of control
over the children. It is critical to remember that when you treat students with
respect, they tend to appreciate and like you. When they appreciate and like you,
they are more willing to want to please you—which causes them to be more likely
to behave appropriately.

(b) To help students learn at a high level and accomplish well

Communication between students and the teacher serves as a connection
between the two, which provides a better atmosphere for a classroom
environment. Of course a teacher is not going to understand every problem for
every child in his or her classroom, but he or she can acquire enough information
to help those students who are struggling with specific tasks. A significant body
of research indicates that “academic achievement” and student behavior are
influenced by the quality of the teacher and student relationship”. The more the
teacher connects or communicates with his or her students, the more likely they
will be able to help students learn at a high level and accomplish well.

(c) To produce a good psychosocial environment within the classroom.

When a teacher creates an environment that students feel comfortable and
welcomed, it can only be advantageous to the teacher. This is because students
will feel a sence of belonging and confidence to express themselves without any
fear of being isolated or ridiculed by their peers and theirteacher. The teacher
can also benefit from a good environment because the teacher will probably be
more inclined to teach with inspiration and creativity. When someone feels
comfortable in their environment, one is able to challenge many things that are
not reasonable.--- students are able to take risks in class.

(d) Other reasons: establish positive discipline climate, student’s appreciation of

teacher’s efforts, students will try hard to excel in all areas especially
academic achievement, gain students’ trust, development of a caring culture

21. State and elaborate on five factors that can affect teacher-student relationship
(a) teaching methodology
(b) teacher’s interpersonal skills
 (c) students’ interpersonal skills
(d) classroom dynamics
(e) parental involvement
(f) how teachers deal with classroom routine
(g) how teachers deal with misbehaviour
(h) the teacher’s role as a model

For each you need to be able to elaborate and explain how and why they can affect
teacher-student relationship. Link it back to the definition of positive teacher-student
relationship.

22. What are some strategies to develop positive teacher-student relationship?

(a) Use a variety of classroom teching methods

 come up with some a variety of teaching ideas and methods
suitable for different learning styles
 because when students find your classes interesting and enjoyable, they
are more likely to listen to you, participate actively in classroom
interaction & develop trust and bond with you
 Methods e.g.s.  demonstration, questioning, discussion, visuals,
manipulatives.

(b) Use some verbal communication teaching strategies

 Vary the tone of yor voice – monotone is boring
 Learn to use teacher voice – not screaming
 Don’t repeat every response that students give – students won’t listen to
the other students b’coz they know teacher will repeat it., repeat only to
emphasis @ if it was a great comment.
 After asking questions, pause to let the students think and then say the
students name – if u say the students name first, only he/she will listen
 Do not respond to students who call out – let them know they must raise
their hand and wait permission for speak
 Don’t just accept ‘yes’ or ‘no’ answer – have students problem solve, infer
and use critical thinking.

(c) Use non-verbal communication teaching techniques

These strategies should be introduced at beginning of the year, so that students
aware of them. Examples:
 Eye contact - establish eye contact to gain their trust & make positive
impression
 Hold up yor hand – to stop students from talking or doing something else
 Stand still & stare at the clock– if the class very noisy to starts a lesson,
patiently wait until they stop talking
 As you are teaching, you notice a student who is writing or reading –
gently put his or her pencil or paper down on the desk & continue walking
and smiling as you walk away, without losing a beat

(d) Motivate students

Motivation is a necessity so that learning becomes continuing, improving,
interesting and hopefully enjoyable process. Ways:
  Encourage, help students to set goals
 Humor in the classroom is a great way to motivate students
 Games are fabulous classroom team building which are great for creating
motivation in the classroom
 Relate assignments & class project to real life situations
 Have students to help with some of the many jobs that need to be done in
the classroom
 Hold classroom contests that can help to establish discipline in the
classroom

(e) Communicating positive expectations

 give all students chances to participate
 tell students directly that you believe that they have the ability to do well
 monitor the way you call students
 call on all students equitably
 provide equitable response opportunity
 call on all students rather than select a few
 call on students who off task
 give hints and clues to help students answer questions

(h) Develop positive classroom pride

 Help students take pride in their accomplishments & positive behavior
rather than in their negative behaviors
 Students are proud of the fact that they are behaving and achieving at a
high level.
 Strategies to develop positive classroom pride-show off class’s
achievement, display students work, positively reinforce students verbally

(i) Preventing and reducing teacher frustration and stress

(j) Show an interest in your students’ personal lives

A powerful way to communicate that the students are important and cared for.
Eg: asking about recent trip, hobby or sports activity. Or have students write a
journal at the beginning of the year in which they list what they did during their
vacation, pets they have, what sports they enjoy and what hobbies they have.

(k) Watch for and touch base with students who display strong emotions.
- Students who display strong emotions (eg; happy, excited or angry), ask
them how they are doing and what is going on with them.
- Statements such as, “Are you all right?” and “Can I help with anything?”
let students know they are cared for, valued and noticed.

(l) Sincerely listen to students and empathize

- Listening intently and sincerely to students is a powerful way to
communicate how much you care.
- Maintaining eye contact and paraphrasing helps students realize that you
have heard them.
- Students will understand that they are recognized and valued.
- Let them know that you recognize the emotions behind their actions.
Communicate empathy by telling students that even though it’s wrong to
 hit someone, for instance, you understand the emotions behind an
incident.

23. Explain the meaning of classroom dynamics.

 Classroom dynamics refers to the system of behaviours and psychological
processes occurring within a classroom. It describes the way a classroom and its
students act and react to changing circumstances.
 Refers to the nature of the classroom, the laws of its development and the
interrelations with individuals in the classroom, other individuals in the school.
 Based on the feelings and emotions, students in a classroom form a common
perception, a common purpose, task or goals.

24. Why are classroom dynamics important?

 Make the class management easier and more effective as the class work
together as a team.
 Group cohesiveness helps build confidence in learning to take risks and feeling
safe.
 Motivate and provide classes with genuine reason for learning and attaining
common goals.
 Generate interest among students about each other, personalize class and the
lesson content and encourage ss to have a desire to communicate.
 Effect on morale, motivation, self image and affect learning
 Develop positive attitude to the content being learned, the learning process and
to the ss themselves.
 Help to develop learner’s socio linguistic competence of knowing what to say.
 Learning is non threatening experience.

25. Suggest five ways a teacher can establish good classroom dynamics. Elaborate on how
each of the ways can help in establishing good classroom dynamics.

a. Providing motivation by the way the teacher sets up activities and encourage
sharing of ideas. Being in groups or pairs allow the teacher to walk around,
oversee and monitor their work from a distance and to help individuals where and
when needed. Working together can instill in learners positive beliefs about their
ability to learn, their aptitude, their self worth and their social acceptance.

b. Setting up routines is good for classroom dynamics if there are fixed routines for
students’ interaction. Among the routines needed to set up by the teacher are for:
 The way students participate in class and interact with the teacher
 The way they check their learning on tasks
 The way they check their progress
 Homework, testing, and exam preparation

c. Variety and pace is important if the class consists of multilevel learning styles
and attention spans. In cases such as these, the teacher should:
  Provide opportunity for all to contribute in different ways to the whole,
example- vocabulary work with dictionaries, finding words in a text
matching, labelling, writing sentences, with new words.
 Provoke and maintain interest through change from something light to
something challenging.
 Promote whole class involvement

d. Life knowledge, interest, and personalisation is the another way to foster good
classroom dynamics is to use what students know about life to generate interest
in topics and facilitate the learning process. Among the thing that a teacher can
do are:
 Arouse curiosity and create a reason to be involved with visuals,
activities, problems, games etc.
 Tap into meaningful questions the students might have and set clear
achievable goals

e. Collaboration provides students a genuine reason to communicate by working

together on tasks and personalizing language can be very helpful in creating
positive vibes. It facilitates the process of group cooperation and cohesion. Risk-
tasking and experimenting is easier without suffering loss of face, and thus
engenders confidence. Various strategies include:
 Group work where students complete a task together
 Pairwork
 Peer review
 Jigsaw activities

26. Define discipline. What is its primary purpose?

Discipline is defined as the influence that teachers exert in the classroom in order to
produce productive learning environments and to minimize misbehaviour and
irresponsible behaviour. In other words, the primary purposes of discipline is to maintain
a productive learning environment, to teach students to be self-directing and
responsible, and to promote civility among all members of a class.

Thus, discipline management refers to a teacher’s efforts to maintain classroom

decorum and secure students’ cooperation in learning and exercising self-control and
responsible behaviour.
27. Describe briefly the different Models of Discipline.

Canter’s Assertive Discipline Model

Canter's Key Ideas

1. Teachers have basic educational rights in their classrooms including:
o The right to establish optimal learning environments
o The right to request and expect appropriate behaviour
o The right to receive help from administrators and parents when it is needed.
2. Students have basic rights in the classroom too, including:
 The right to have teachers who help limit inappropriate, self-destructive
behaviour
 The right to choose how to behave, with a full understanding of the
consequences that will follow automatically from their choices.
3. The needs and rights of teachers and students are best met through the use of assertive
discipline.
• communicates clearly his/her expectations to students and
• Follows up with appropriate and consistent actions which do not violate the best
interests of the students.
Weaknesses
1. Too controlling, harsh, too aggressive, overpowering for younger children
2. Too demeaning for older students
3. Too focused on suppressing bad behaviour that it excludes emphasis on the building of
values for good, responsible behaviour

Strengths

• incorporates practices of other models

• emphasizes rights of students and teachers
• addressing situation not student’s character
• ease of implementation
• caring for students
• gaining support from parents and administrators
 Dreikurs’ Confronting Mistaken Goals/Logical Consequences

Dreikurs’ Key Ideas

1. Discipline is not punishment. It is teaching students to impose limits on them, to develop

inner control. Discipline should not be imposed from the outside
2. Democratic teachers provide firm guidance and leadership. They allow students to have
a say in establishing rules and consequences. You must be able to elaborate on what is
meant by democratic teachers by giving examples.
3. All students want to "belong". They want status and recognition. Most of their behaviour
is directed by their desire to belong.
4. Misbehaviour reflects the mistaken belief that it will lead to the recognition they want.
5. Misbehaviour is associated with four mistaken goals: seeking attention, gaining power,
taking revenge, and displaying inadequacy. The goal in each case is to elicit certain
responses from teachers.
6. Misbehaviour is to be corrected through logical consequences

Weaknesses
• Require steady and continual effort for results to become evident.
• Does not address the issue of hard-to-manage classes or defiant students
• Too much emphasis on sense of belonging as cause
• Too much weight age given to “mistaken goals” as misbehaviour

Strengths
• potential to bring about genuine attitudinal changes in students
• shared responsbibility: teachers and students together decide on rules and
consequences.
• build in students an inner sense of responsibility and respect for themselves and others.
 Kounin’s Withitness and Organisation Model

Kounin’s Key Ideas

1. When teachers correct misbehaviours in one student, it often influences the behaviour of
nearby students. This is known as the ripple effect.
2. Teachers should know what is going on in all parts of the classroom at all times. Kounin
called this awareness, 'withitness'.
3. The ability to provide smooth transitions between activities and to maintain consistent
momentum within activities is crucial to effective group management.
4. Teachers 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

• teachers must be able to deal with the entire class, various subgroups and individual
students, often at the same time
• teacher's must be good in managing groups and lessons
• teachers must be able to deal with more than one issue at a time
• focus on prevention rather than building values, proper behaviour

Strengths
• keep students busily engaged
• students always alert
• does not depend on teachers' personality traits
• students enjoy lessons
 Kohn’s Beyond Discipline

Kohn’s Key Ideas

1. Students have feelings – compassionate, courteous, curious – and can reason
2. Students should be responsible and are capable of controlling their own behaviour
3. Students are actively constructing knowledge all the time
4. Classrooms and schools should promote caring and supportive environments for
learning
5. Children succeed when they are exposed to a home with unconditional acceptance and
therefore, our school and classrooms should exhibit the same value to assist our
students in success
6. Children’s needs to be fulfilled
• Sense of Autonomy
• Sense of Belonging
• Sense of Competence
7 Teachers should allow students to experience natural consequences
8. Classrooms should not have physical or psychological punishments; students are
responsible for self-disciplining themselves
9. Students determine when and what rewards they should receive
(they reward themselves)
10. Classrooms should show high expectations with unconditional acceptance
11. Teachers should work with students to help students make their own decisions
(autonomy) and attain a sense of belonging
12. Curriculum should focus on students’ interests and curiosity, encourage cooperation and
group projects and help students attain a sense of competence especially through
collaboration
13. Learning environment should NOT have competition, rewards and praise, homework,
tests, punishment;
14. Learning enironment should have words of encouragement, respect and sense of
belonging
15. Students must not be induced to comply but should ne taught how to gain autonomy
16. When misbehaviour occurs,
(a) focus on the curriculum – is there something wrong with it? Too boring?
Unrelated to students’ lives?
(b) Re-examine the task – is there something wrong with it?
(c) do not punish

Weaknesses

1. Collapse of standards – mediocre students produced because lack of

competition
2. Abolition of rules and consequences is unsafe as can lead to chaos
3. Trusting all students’ ability to self-monitor is risky because not all students are
matured or have the ability to do so
4. Kohn’s methods will not be able to deal with students who have chronic
behaviour problems stemming from emotional and physical triggers
5. Not all students have the capacity to take responsiblity of disciplining themselves
 6. Praise and rewards need not necessarily reduce motivation; research has shown
that they can help for the unmotivated, at least in the beginning
7. Research has shown that homework does help with automaticity of skills and
provide practice time for mastery (S’pore; Hong Kong)
8. If students have so much choice in what they learn how does a teacher keep
track of each student’s progress?

Strengths
1. Constructivist view of learning
2. Against authoritarian management – research has shown that
authoritarian style often leads to negative outcomes
3. Creates respectful and responsible citizens in our community.
4. Develops a sense of value for every individual within the classroom, the
school, the community and society
5. When students choose what they are learning they are more inclined to
explore the topic themselves. They become self-motivated learners.
 Thomas Gordon Disicpline as Self-Control

Gordon’s Key Ideas

• the only truly effective discipline is self-control, developed internally in each student.
• discipline as self-control is based on the idea
- teachers must give up their power (controlling) authority
- replace it with influence or persuasive authority in an effort to help students develop
self control.
• Golden Rule: Treat children as adults
• Punitive actions are ineffective and harmful
• Children can make positive decisions, be self-reliant, and control their own behavior
Teachers must trust students
• Reasonable consequences can be negotiated by students and educators.
• Participative management : teachers and students share decision making
• No-lose method of conflict resolution, which preserves self-esteem
• Identified roadblocks to communication that suppress student’s willingness to discuss
problems
• Demonstrated how to clarify problems, determine ownership, and deal with the
problems
• 6 major elements

1. Influence vs. control.

2. Determining who owns the problem
3. Preventive Skills
4. Confrontive Skills
5. Helping Skills
6. No-loss Conflict Resolution (Win-Win)

(You should be able to explain each of the six elements – see Lecture Powerpoint; also you
must be able to explain active listening, I-messages and the twelve roadbloacks)

Strengths
• Helps students become self-reliant and responsible
• Share power in classroom
• Gives students a sense of positive power over their lives
• Gives students opportunity to make decisions and learn from their success and mistakes
• Looks at power relationships through ownership of problem
• Focuses on character training rather rewards and punishment
• Mutual respect between student and teacher
• Non-dictatorial; teacher and student are equals
• Mutual agreements and problem-solving
• Focuses on relationship rather than individuals

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
28. Given a scenario, you must be able to suggest ways to handle a discipline case by
referring to the models of discipline.

Problem:
Azizah is in Mr. Izzat's class and is a quiet student. She is also hostile towards all her
classmates. Azizah also does not hand in her work whether it is class work or homework. She
does poorly in all examinations. She is also not bothered about the classroom and school rules.
In class, she often disrupts all class activities.

Sample A: (Skinner)
o Catch Azizah being good (doing anything that is appropriate). Reward her whenever she
participates or works.
o Reiterate the class rules regarding work. Praise Azizah whenever she follows the rule.
o Consider stronger reinforcers. If praise is ineffective, use points, tokens, or other tangible
objects to reinforce and shape Azizah’s improvement.
o Set up a contract with Azizah. Identify a reward that is exceptionally attractive to her.
Outline what she must do in order to earn the reward. Share the contract with Azizah’s
parents to enlist their support. Reinforce every improvement Azizah makes.

Sample B: (Canter)
o Communicate the class expectations clearly to Azizah. Be firm and insistent and check
that Azizah has received the message.
o Use a firm tone of voice and maintain eye contact when reminding Azizah of the
expectations.
o Mr. Izzat should be consistent when he wants to follow through with pre-established
consequences. He should make the negative consequences more severe and the
positive consequences more attractive until he finds the level that works for Azizah.
o Let Azizah's parents know how her behaviour concerns Mr. Izzat. Explain that Azizah's
best interests are served by the the parents and Mr. Izzat working together to help her

Sample C: (Dreikur’s)
o Identify Azizah's mistaken goal. (Mr. Izzat can do this by checking his own reaction to
Azizah’s behaviour and by noting the reactions of other students when he attempts to
correct Azizah)
o If Azizah's mistaken goal is attention seeking, ignore her.
o If Azizah's mistaken goal is gaining power, admit that Azizah has power: "I can't make
you do your work. What do you think I should do?"
o If Azizah's goal is taking revenge, ask other members of the class to be especially
encouraging to her when she displays any pleasing behaviour.
o If Azizah's goal is to appear inadequate, encourage any favourable behaviour and give
her continual support for it.
o Gently confront Azizah with her mistaken goal and draw her into discussion about it and
her related behavior.

Sample D: (Kounin)
1. Say, "I see many people have already completed half their work." Look at Azizah, later
comment, "I'm afraid a few people will have to stay late to complete their work".
 2. Let Azizah know you are aware she is not working. Say to her, "I see you have barely
started. This work must be done today!"
3. Call on Azizah in discussions preceding independent work, as a means of involving her
in the lesson.
4. Point out Azizah’s progress when it occurs: "Good! Now you are on the track! Keep up
the good work."
5. Provide variety. Continually challenge Azizah to accomplish more.
6. Hold Azizah accountable with group focus techniques. Do not disregard her just because
she has been nonproductive.

Sample E: (Kohn)

1. First examine on what Azizah is studying (the curriculum). Is it in line with her interests?
Does it piques her interests? If not, change or adapt what she is learning to something
that she will be interested in. Give her autonomy to choose what she wants to study
2. Examine the tasks given to her? Are they in line with her interests? Is she curious
enough to complete the tasks? If not, change or adapt the tasks
3. Do away with homework unless Azizah wants to do it; or change the homewoprk tasks
to be in line with her interest
4. Engage with Azizah and work with her. Ask her why it is important to get along well with
the other students. Ask her what would be the best way to make the class a caring and
happy one.
5. Implement steps to make the class a caring, safe and supportive learning environment,
amongs others by providing more autonomy, a sense of belonging and a sense of
competence for Azizah.

Sample F (Thomas Gordon)

1. Azizah faces several problems. For each problem, first determine ownership of the
problem.

Problem 1: She is also hostile towards all her classmates (Azizah's problem)
Problem 2: Azizah does not hand in her work whether it is class work or homework
(Shared problem with teacher)
Problem 3: She does poorly in all examinations (Aziziah’s problem)
Problem 4: She is also not bothered about the classroom and school rules (Shared
problem with teacher)
Problem 5: In class, she often disrupts all class activities (Shared problem with
teacher).

2. For the shared problems (Problem 2, 4 and 5), there must be conflict resolution. Teacher
can start off with I-messages like "I get frustrated when homework is not handed in by
students" or "I cannot control the classroom when students ignore the classroom rules";
however, if Azizah turns defensive or blames other students for her misbehaviour, then
shift gears into Active Listening and find out why she does not complete her homework
or why she ignores the rules. Reassure her you understand and then discuss possible
ways to solve the problem. Examine the suggestions and together decide on one best
solution. Implement it and see the results. If it does not work, try another solution.

3. For problems that are owned by Azizah, use Active Listening to find out how she feels
and what are her reasons then generate possible solutions together with Azizah, decide
 on one after evaluting the possible solutions and try it out; see the results and if the
problem is not solved, try another solution.
29. Provide guidelines on how each model of discipline could solve a discipline problem and
then show how the guidleines are applied

Canter’s model
1. Teacher should use their voice, eye contact and gestures.
Voice : firm but not threatening.
Eye contact : Look students straight in the eyes but do not insist students do likewise.
Gestures : use facial expressions together with other body gestures but not finger and
fist.

2. Requesting appropriate behaviour verbally.

Remind the students what are the expectations of the teacher and direct students what
to do.

3. Set clear limits and consequences.

Use of positive consequences. Eg: Personal attention from teacher and rewards.
Use of negative consequence. Eg: Warning – detention – suspension.

4. Use broken record technique

-repeating your requests or your refusals every time you are met with resistance.

Application of Model
Kwan is in your class and is quite docile. She never disrupts the class and does little socializing
with other students. Despite your best efforts Kwan rarely completes an assignment. She
doesn't seem to care. She is physically present but makes little effort or contribution to the life of
the class. How would you deal with Kwan using assertive discipline?

o Communicate the class expectations clearly to Kwan. Be assertive and check that Kwan
has received your message (Ask questions to make sure).
o Use a firm tone of voice and maintain eye contact when reminding Kwan of the
expectations.
o Be consistent when you follow through with pre-established consequences. Make the
negative consequences more severe and the positive consequences more attractive
until you find the level that works for Kwan.
o Let Kwan's parents know how her behaviour concerns you. Explain that Kwan's best
interests are served by the the parents and yourself working together to help her

Dreikurs model
(a) Always speak in positive terms, never be negative
(b) Encourage students to strive for improvement, not perfection
(c) Emphasize students’ strengths while minimizing their weakness
(d) Help students learn from their mistakes, which are valuable elements in the learning
process
(e) Encourage independence and responsibility
(f) Show faith in students, offer them help to overcome obstacles
(g) Encourage students to help each other
(h) Show pride in student work, display and share with others
(i) Be optimistic and enthusiastic – a positive outlook is contagious
(j) Use encouraging remarks such as “You have improved”; What have you learned from
that mistake?
Application of Model
Nathan is quite docile in your class. He never disrupts the class and has little contact with other
students. Regardless of your best efforts, Nathan rarely completes an assignment. Nathan
doesn't seem to care. He makes little effort. He is simply there - a mere physical presence in the
classroom!

How would Dreikurs deal with Nathan?

o Identify Nathan's mistaken goal. (You can do this by checking your own reaction to
Nathan's lethargy and by noting the reactions of other students when you attempt to
correct him.)
o If Nathan's mistaken goal is attention seeking, ignore him.
o If Nathan's mistaken goal is gaining power, admit that Nathan has power: "I can't make
you do your work. What do you think I should do?”
o If Nathan's goal is taking revenge, ask other members of the class to be especially
encouraging to him when he displays any pleasing behaviour.
o If Nathan's goal is to appear inadequate, encourage any favourable behaviour and give
him continual support for it.
o Gently confront Nathan with his mistaken goal and draw him into discussion about it and
his related behavior.

Kounin’s model
Teacher must :
1. Know what is happening in every area of the classroom at all times and communicate
that fact to students.
2. Be able to deal with more thanh one issue at a time.
3. Correct the appropriate target before misbehaviour escalates.
4. Ensure smooth transitions from one activity to another.
5. Maintain group focus through alerting and accountability.
6. Provide non satiating learning programs by emphasizing progress, challenge and
variety.

Application of Model
Thomas, in your class, is quite docile. He never disrupts class and does little socializing with
other students. Despite your best efforts, Thomas rarely completes an assignment. He doesn't
seem to care. He is simply there putting forth virtually no effort.
How would Dreikurs and Kounin deal with Thomas?
1. Use the ripple effect. "I see many people have already completed half their work." Look
at Thomas, later comment, "I'm afraid a few people will have to stay late to complete
their work".
2. Let Thomas know you are aware she is not working. Say to her, "I see you have barely
started. This work must be done today!"
3. Call on Thomas in discussions preceding independent work, as a means of involving her
in the lesson.
4. Point out Thomas’s progress when it occurs: "Good! Now you are on the track! Keep up
the good work."
5. Provide variety. Continually challenge Thomas to accomplish more.
 6. Hold Thomas accountable with group focus techniques. Do not disregard him just
because he has been nonproductive.

30. State and explain 10 disruptive behaviour (displinary problems) in the classroom and
school

Grandstanding:
Use the classroom for themselves by monopolizing class discussion, speaking
protractedly and bombastically on favorite subjects with no regard to relevancy to the
discussion.

Sleeping in Class:
While passively disruptive, it sends a message to the other students about the quality of
the class or teaching. It is disrespectful to the instructor and the other students.

Prolonged Chattering:
Small cliques of 2-3 students who engage in private conversations or pass notes

Excessive Lateness:
Students who not only come in late, but make an entrance speaking to friends, walking
in front of the professor, arranging their belongings.

Verbal or Physical Threats to Students or Faculty:

Some verbal threats are veiled while others are more explicit. A threatening student may
approach the instructor or fellow students menacingly, or actually shove the individual, or
worse, physically assault them.

Usage of Electronic Devices

• Using cellular phones, text messaging iPods, MP3 players, laptops, etc. while class is
in session

Unexcused exits
• Leaving to retrieve a soda or other snack items
• Leaving to engage in a conversation (i.e. person-to-person or by phone)
• Leaving before class is finished for any reason without prior permission from the
instructor

Non-Permitted Communication During Classroom Instruction

• Talking while the instructor is talking
• Talking before being recognized by the instructor (i.e. blurting out information)
• Mimicking and/or consistently repeating an instructor’s words

Personal Attacks
• Engaging in abusive or mean spirited criticism of another student or an instructor
• Questioning an instructor’s authority in front of the class
• Continuing to insist on speaking with an instructor during classroom instruction
• Telling an instructor to “shut-up”

Threatening Behaviors
 • Verbally abusing an instructor or student (i.e. cursing or extremely loud talking directed
at a particular person)
• Threatening to physically harm an instructor or student through verbal or body gestures
• Intimidating through body gestures and/or posture or persistent staring at an instructor
or student
31. State and discuss 8 possible causes of disciplinary problems.

Basically, causes of disciplinary problems do not only come from the student. It
may reflect on various different causes. Student’s internal and external factors may also
come into account. Not only that, teacher may also be the cause of the disciplinary
problems.

One of the internal factors that cause disciplinary problems is due to student’s
inexperience or ignorance. Student at early stage especially may not be able to
understand or be aware of basic classroom discipline such as not to go out from class as
they like, ways of addressing a teacher’s questions and so on. This condition may be
caused by their inexperience of classroom environment and also due to their lack of
ability to understand the rules in class. That is why teachers have to emphasize rules in
class to students so that they may be able to understand it clearly and follow it.
Ignorance is when students actually relate the situation in class as the same situation
when they are outside of the class. Some students that come from disadvantaged
environments such as living in squatter camps, on the streets or in abusive family
scenarios, where language is coarse and loud and where stealing is a way of surviving,
have to be taught what is expected of them in the classroom. Making rules clear and
explaining with the aid of concrete examples can help relieve their ignorance.

Disciplinary problems may also caused by a lack of sense of belonging. Students

that are neglected or get less attention from the teacher and friends will tend to
misbehave especially in class to gain attention. It is normal for students to want to be
recognized. This may due to stereotype that happens in class due to differences that
student have that lead to less attention from the teacher. In Malaysian context, this may
due to different ethnicity and lead to stereotypes from the teacher and friends. Therefore,
teacher should try to create a classroom where every students can enjoy and share their
feeling together although they may have differences.

Some learners misbehave as a means of issuing a deliberate challenge to the

teacher’s authority. Ironically these are often children who either come from families
where the children are powerless, or from families where the children are in control. This
may due to lot of copying they observe around them. Watching television, as well as
playing computer and videogames, influences young people to be heroes and stresses
for power, control and aggressive behaviour. They are inspired mostly due to media.

One of external factor that caused disciplinary problem is when it is related to the
family. Lack of parental guidance and dysfunctional families are continually emphasized
as risk factors. Not only that, students also may create disciplinary problems due to what
they see from their parents as a role model. Mostly due to fighting among parents that is
seen by children. It also leads to disciplinary problems. The student may act aggressive,
violent and anti social background due to all the above.

Discipline problems also caused from factors emanating from society. Moral
degeneration of communities, racial conflict, poor housing and medical services, the
 availability and poor control of firearms, poor law enforcement and unemployment (De
Wet, 2003) are some of the community based risk factors that could heighten possibility
of discipline problems. Therefore, teacher need to require a solid background knowledge
of child development, the reasons why learners behave and misbehave, and which types
of disruptive behavior occur most frequently in the classroom and on playground.
Teacher also causes the discipline problems in class. It arise from a number of
sources, lack of preparation, inadequate training in discipline techniques, and attitude
toward students.

Parents also a factor to students discipline problems in class. This happens when
parents actually receive complaints from students and accepting it as the truth without
any prove. This create problems in relation between teacher and parents and lead to
make students to dare to make another discipline problems.

Discipline problem also occurs when teacher gives too much or too little work. If
the task is too simple, it make their learning limited and they have lots of time spend
doing anything. Hence it brings to discipline problems. The same also goes to too many
work because students find it too difficult for them and lead them to become lazy and
feel stupid in learning. So, they will create discipline problems to satisfy themselves
rather than studying something that they will never be able to answer correctly.\

32. State and explain some obstacles (impediments) to disicpline management.

Factors that can hinder discipline management

• Lack of teacher’s assertiveness

• Lack o support from colleagues
• Lack of support form principal, senior assistant
• Lack of support from education department
• Parental interference
• Teacher’s values

(For each, you must be able to elaborate by giving examples)

33 Discuss three possible interventions in handling disciplinary problems

.
 Behaviour modification
Use of empirically demonstrated behavior change techniques to increase or decrease
the frequency of behavior, such as altering an individual’s behaviors and reactions to
stimuli through positive and negative reinforcement of adaptive behavior and/or the
reduction of behavior through its extinction, punishment and/or satiation. Examples:

 Time out or removal privileges

 Verbal reprimands
 Corporal punishment

 Counselling
 Counselling includes work with individuals and with relationships which may be
developmental, crisis support, psychotherapeutic, guiding or problem solving.
Counselors provide academic, career, college access, and personal and social
competencies and planning to all students, and individual and group counseling for
some students and their family to meet the developmental needs of young children.

Goal is to correct behavior and disciplining students for inappropriate behavior. Students
should able to reflect on what they did and try to make better decision in the future.

 Pastoral care
Holistic approach where school attempts to meet the personal, social, emotional and
intellectual needs of every pupils, in order that each might participate fully and gain
maximum benefit from everything the school has to offer.

 Providing personal support appropriate to the needs of every student

 Support on school curriculum, specific to the needs of every students
 Provide vocational support to assist student to adult life
 Provide personal and social education appropriate to students need
 Contributing to the development of a positive school ethos that seeks to promote
self-esteem of every school member community.

 Therapy – Play therapy, Story telling therapy, Music therapy, Art therapy.
(For each therapy, you should be able to explain the following:
 What is it? (definition)
 Give three examples of activities
 Rationale (Reasons) why it is effective
 How does it work
 Three examples of how it can work and for whom

34. Given a scenario, explain how play therapy, story-telling therapy or art therapy can help
solve the problem.

Example of problem:
Azizah is in Mr. Izzat's class and is a quiet student. She is also hostile towards all her
classmates. Azizah also does not hand in her work whether it is class work or
homework. She does poorly in all examinations. She is also not bothered about the
classroom and school rules. In class, she often disrupts all class activities.

Explain how you can use one of the therapies to help Azizah solve her problem.
(Fikirlah sendiri!)

35. State 5 types of disciplinary problems and discuss how a teacher can handle these
problems

A) Bullying

Talk privately with bully

Talk to bully nicely by asking him/her to reflect on own behaviour
Find out the root cause of the problem (to gain status/power over peers, to punish a chid
that they are angry or jealous at or to vent frustration with problem at home or school)
Remind them of the building policy of not bullying. If anyone bullies another students, he/
she will be sent to the office and possibly be suspended from school
Remind him/her that you know him/her can make a better choice next time. Tell him/her
that there is support for him/her in the future

B) Hitting/Threatening a teacher

Convey to the student the seriousness of the behaviour

Respond firmly if a student hits you, maintain you composure.
Tell him in a stern and non-sense voice that violence is an unacceptable and he will
never do that again
Do not scream, name call or belittle him
If teacher scream at him, it will only antagonize him to further find means to upset the
teacher.

C)Vandalism (Doodling in books/walls, slicing school bus seats, smashing school

furnitures)

Require the students to make amends

Having the students to remedy a problem she created is the best way of holding her
accountable for her behaviour
If determining her consequences, the nature of the damage and age of the student and
make the punishment fit the crime.
For example, a student has torn a page from a book, you might have her carefully tape
the page back into the book.

D) Dealing with student aggression

Be assertive when breaking up fights

If 2 elementary school students are engaged in a fight, use a strong voice to stop it.
Insist them to move away, sit down and calm down
Meet with the combatants after the incident to help them resolve any lingering problem.
Students will pour out the problems and begin to feel more relieve when the teacher is
there to help them out.

E) Student interruptions

From blurting out an answer without raising his hand, to respond when another student
has been called on, to make an unsolicited comment in the middle of a lesson.
Ignore a student who calls out, only call on students who raise their hands
Giving attention to a student who calls out will make him more likely to call out in the
future.
Calling on a student who has raised his hand
Make a comment such as “Daniel, I like the way you’re raising your hand and waiting to
be called on.”
 Send a message that a student who raises his hand gains more attention that a student
who calls out.

36. State the charactersitics of each of the following type of special needs

Types of Special Needs Characteristics

Visual Impairment a) A student with poor vision that even when corrected, it
can still negatively affect his or her educational
performance
b) Partial sight/low vision/fully blind
c) They could not see what teachers write on the board
d) They have low self confidence
e) Need assistance in reading

Hearing Impairment a) A student who cannot hear, with or without amplification,

to the point it negatively affects his or her educational
performance.
b) Slight/Mild/Marked/Severe/Profound
c) Misinterpretations of teachers’ explanation
d) Having difficulties in communicating verbally with others
e) Have low self confidence
f) Lack of Attention
g) Lack Speech Development

Physical Disorders a) Physical disabilities as orthopedic impairment that

i. Cerebral Palsy adversely affects a child’s educational performance.
ii. Seizure Disorder b) Cerebral Palsy is a disorder that involves a lack of
muscular coordination, shaking or unclear speech.
Students with Cerebral Palsy will suddenly have:
i. stiff muscle
ii. difficulties in moving
iii. rigid muscle at one moment and floppy the next
moment(clumsy & jerky)
c) Seizure Disorder such as epilepsy is a nervous disorder
characterized by recurring sensory motor attacks or
movement convulsions. The sign are:
i. Brief starring Spells
ii. Motor movements such as twitching of the
eyelids

Learning Disabilities a) Learning disabilities are disorders in which one or more

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

Autism a) Noticeable delays

b) Deficiencies in the communicative abilities
c) Repetitive and stereotyped patterns of behavior
d) Inability to relate to others
e) Cannot function well in social situations.
f) Some common behavior in classroom:
i. Not responding to questions
ii. Not willing to try something new
iii. An/frustration when communicating
iv. Not following classroom rules

Attention Deficit Hyperactivity a) Fidgety hand and foot

Disorder b) Talking excessively
(ADHD) 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

Mental Retardation a) A person with both significantly low IQ and considerable

problems in everyday functioning.
b) Difficulty with hearing, sight or speech.
c) Emotional and behavioral disorders
d) Withdrawal

Slow Learners a) Difficulties in completing extensive reading, writing or

math operations.
b) Immature in their relationship
c) Do poorly in schools
d) Cannot do complex problems and work slowly
e) Lose track of time easily
f) Short attention span
g) Poor concentration skills

Gifted and Talented Learners a) Bored when asks to do work below their skill level on a
regular basis
b) Extraordinary potentials

37. Suggest 3 ways to manage each of the following types of students with special needs-
visual impairment, hearing impairment, physical disorders, learning disabilities in
 particular dyslexia and dyscalculia, autism, ADHD, mental retardation, slow learners,
dyslexic, gifted and talented learners.

Strategies for visual impairment

• ensure that their passage to their seats is clear
• provide instructions, rules and so on verbally to the student one-on-one
• if handing out a note to students (for example, rules when travelling) make sure the print is
large enough so that they can read it (for those with a bit of vision)
• set up a buddy system – it may be helpful to have a responsible peer sit with/close by to
the vision impaired student so that they can fill the student in on what instruction/direction
they may have missed
• if the student did not understand, try saying the same thing another way
• you may need to do some basic signing or use visual clues for them to get the message
• encourage the student to say when they don’t understand, as they may be reluctant to do
so.

(Note that there are various degrees of visual impairment; some visually impaired can see a
bit)

Strategies for hearing impairment

The following may assist in overcoming some of the difficulties hearing impaired students
typically experience when in your vehicle.

Seating
• Have the student close to you, but allow them to sit where they can best hear you.
• Check that the student does in fact hear you from where they sit.

Visual supplements
• Try to remain in one spot when talking to the student.
• Don’t talk while your back is turned.

Attention
• Speak clearly but naturally – exaggeration of speech or shouting can make it more difficult
for students to understand your speech.
• Make sure the hearing impaired student is understanding (not just listening) when you
provide information/ directions to students or when you ask a question.

Feedback
• Check that students have understood instructions. For example, get them to repeat what you
have said.

Buddy system
• It may be helpful to have a responsible peer sit with/close by the hearing impaired student
so that they can fill the student in on what instruction/direction they may have missed.

Rephrasing
• If the student did not understand, try saying the same thing another way.
• You may need to do some basic signing or using visual clue for them to get the message.
 • Encourage the student to say when they don’t understand, as they may be reluctant to do
so.

Inattention
• Don’t expect continuous attention on the hearing impaired student’s part.
• Remember, they have to work harder to listen and take in a range of cues and such
concentration can be tiring.

Socialisation
• Observe how they socialise with other students and you may need to encourage a positive
acceptance of the student by other students.

(Note that there are various degrees of hearing impairment; some visually impaired can hear
a bit)

Physical disorders

How you communicate with these students can be critical and you need to:
• seek assistance from parents, carers and teachers on how you can best meet a student’s
specific needs
• be positive, use clear and short 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 and allow them to change position in their seat if
they need to, or move to another seat
• allow more time for them to get in and out of vehicles etc.

ADHD

Find out from the student’s parents/carers and/or teacher/s information about what works best
for them in handling the child’s behaviour.
• Listen to and talk with the student to unearth their interests. Talk about these with genuine
interest.
• Be short and clear:
––keep rules to a bare minimum
––keep explanation of rules short
––don’t try to present all the rules at once
––ask the student to repeat a rule after you have stated it – this reinforces the learning
process.
• Make eye contact – before you deliver any directions, you need to make sure the student’s
attention is on you and what you are saying.

• Be specific – don’t give several directions at once. For example, if you want the student to sit
down and fasten their seat belt (if there is one):
––first instruct the student to sit down
––when the student is seated, instruct them to fasten their seat belt.

• Maintain a calm atmosphere – shouting angry demands at a student will not accomplish
anything:
––be quiet and calm
 ––sometimes a touch on the student’s shoulder will get their attention, however with some
students physical contact will make them more agitated
––get to know your students.
• Be positive, not negative – using positive words with these students works much better. For
example:
––instead of saying ‘Take your feet off the back of the seat,’ it may be best to say ‘Please
put your feet on the floor, thank you.’
––instead of saying ‘Don’t run onto the bus/don’t jump into the taxi,’ it’s best to say ‘Please
walk onto the bus/please enter the taxi calmly.’
––negative commands focus on them as a person rather than on their behaviour. This can
be destructive for a student’s self image.

• Words of praise help everyone. Let students know you are pleased about their good
behaviour. For example, ‘You were wonderful today on the way home. That’s great!’

• Don’t threaten what you can’t follow up on – students are pretty smart and recognise idle
threats and ignore them.

• Make sure consequences for breaking rules are carried out promptly and are within the
guidelines of your company’s rules or the Code of Conduct of School Students Travelling on
Buses. Students need to know the consequences for breaking the rules.

• Be consistent:
––don’t keep changing the rules, this only leads to confusion and unnecessary disruption
––if rules need to be repeated, restate them when necessary and repeat them the same way
each time
––follow a consistent pattern of enforcement (for example, for bus drivers, refer to the Code
of Conduct of School Students Travelling on Buses for suitable processes)
––treat everyone the same and avoid playing favourites.

Autism

In communicating with students with ASD it is important to:

• be consistent
• be positive
• use clear, simple and short language
• have clear expectations (‘rules’ can structure these)
• prepare the students for any change For example, a new student/driver/supervisor or a route
change
• keep the routine the same
• tell the student what to do rather than not what to do
• keep in mind the literal interpretation.

Mental retardation

• provide short, clear, ‘stepped-out’ instructions

• set reasonable expectations
• allow ‘wait time’ for each student to process information
• use visual/pictorial supports
• check for student understanding
• provide one-on-one instruction/guidance
• be consistent in the language you use and your behaviour strategies.
Dyslexia and Dyscalculia

 Teach children learning strategies to enable processing of information

 Give feedback more frequently
 Present lessons visually on the board or OHP
 Use concrete examples to illustrate abstract concepts

Slow learners

 Reduce distractions, arrange a quiet place for child to work

 Keep the homework sessions short
 Provide activity times before and during the homework
 Add a variety of tasks to learning
 Allow for success
 Use my “three transfer” form of learning in which the students must take information and
do three things with it besides reading. For example, read it, explain it to someone else,
draw a picture of it and take notes on it.
 Be patient and consistently observe and motivate the children
 Assign a patient student to assist the child.

Gifted and talented learners

 Serving the needs of the gifted-A child may be performing at a developmentally

appropriate level for his or her age but not grade. Handwriting, social skills, and
organization are examples of skills that an accelerated child may need more support
from the teacher to perform at the same level as their grade level peers.
 Helping child to weigh the consequences of winning and losing the battle, teach the child
how and when it is appropriate to approach an authority figure about their erroneous
actions.
 Arrange the child to work in group-teach the child how to appropriately assert their
opinion, present ideas, and listen to others. Try to establish friendship within the
classroom.

36. Discuss four general ways how you can create a suitable teaching and learning
environment for children with special needs. (The discussion for Q35 above focused on
specific ways for specific children with special needs)

Step 1  Create a Supportive community

A classroom is like a community. They learn together and collaborate to create an

effective and conducive classroom community. When there is a student with special
needs in the classroom, the teacher and students should be aware of the student’s
needs, disabilities and preferences. The teacher should tell the other students to treat
the special needs students fairly and help them when they have difficulties in learning.
Buddy system can also be introduced where a student can be made an assistant. For
 example, for a visually impaired student, one of his friends can help in copying written
things on the board for him. The teacher also plays a big role; she has to treat the
students equally but with extra attention.
Step 2 High and Achievable Expectations

High expectations of a teacher on a student means that the teacher believes in the
student’s potentials. With high expectations, a teacher will monitor the student’s
progress frequently and with enough reinforcement. This theory is also applicable to
special needs students because they need motivation and belief that they can achieve
success too. Although they are disabled in some areas but it does not mean that they
are not capable in other areas. One of the ways a teacher can communicate high
expectations is through verbal reinforcement, Wall of Fame and fair treatment of the
students in terms of question difficulties, activities and others. Also, the teacher should
slowly build up the students’ self-efficacy.

Step 3 Physical Arrangements Suitable for the Special Needs

A teacher has to consider the physical arrangement of the classroom for easy movement
of the students with physical disabilities. It is to ensure easy movement of them around
the class. Objects and furniture that can harm them should be taken out. Teacher has to
think of an emergency plan too when there are students with cerebral palsy or seizure
disorders in the classroom because they can suddenly have muscular problems without
warning. One free space can be located somewhere in the class if this problem arises.
Visual or hearing impaired students can be placed at the most front row so that they can
see the words on the board and hear more clearly as well as focus more during learning.
A teacher can place and use many teaching aids in the classroom to help students with
special needs understand the subject better. Some of the teaching aids are projectors,
computers, braille and learning toys.

Step 4  Suitable activities, methods & pacing

A teacher should be considerate when teaching in an inclusive classroom. Activities

planned should be suitable for children with special needs too. For example, games like
Charade and Snakes and Ladders cannot be played by a visually impaired student. If
the class insists on playing the game, the special needs students will feel left out and not
welcomed into the classroom. Also, the teaching methods should be apporpriate for
students with special needs to ensure that they can follow the lessons. For example, in
dealing with ADHD students, the teacher can use Total Physical Response method
because this method involves movement and these students will surely be interested to
learn and move along with the others. The pacing should be appropriate too. Not too fast
for them to follow and not too slow for the sake of other students’ achievement too.

37. Discuss what are the elements that should be in a classroom management plan and why
they are necessary
.
Elements that could be included:
• Teacher’s philosophy
• Physical arrangement of room
• Rules
 • Procedures
• How to develop positive relationships
• How to deal with discipline problems
• How to encourage students

38. Discuss what are the constraints in classroom management

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