4.

Model Pengurusan Disiplin Bilik Darjah

Discipline/Managment Model Concept Methods

 Teacher-centered.  Classroom Discipline Plan is to

1. Model Disiplin Asertif Canter be posted in the classroom and
 Was designed to meet the needs of teachers, not sent home to parents.
their students. three parts:
a. supportive feedback: positive
 Emphasizes the importance of teacher imposed behavior bulletin board, sticjers
structure in the classroom. b. rules, and
c. corrective actions: punishment
 Less emphasis on the use of negative techniques,
particularly punishment.  Classroom Discipline Plan: four
main components teacher
 Now stresses the importance of teachers establishing:
demonstrating warmth and caring in order to 1. a set of consistent, firm,
develop and maintain positive teacher-student and fair rules;
relation. 2. a predetermined set of
positive consequences for
 Positive techniques: positive reinforcement and the adhering to the rules;
importance of supportive teacher-student relations 3. a prearranged set of
negative consequences to
be applied when rules are
not followed; and
4. a plan to implement the
model with students

 Emphasizes the importance of assisting students  Teacher target those goals in

2. Model Akibat Logikal Rudolf
Dreikurs (1968)
Based on earlier work by German
psychiatrist Alfred Adler
3. Model Pengurusan Kelompok
in meeting their innate need to gain recognition both lessons and during
and acceptance. disciplinary encounters, and thus
changes the student’s beliefs.
 Assumptions: all students desire and need social perceptions and reasoning.
recognition. When this need is not fulfilled,  Social belonging
students exhibit a hierarchy of misbehaviors based  Self esteem
on what Dreikurs refers to as “mistaken goals”.  Encouragement
 Trying to Get Attention,  Class meeting
 Seeking Power,  Not use punishment, reward
 Seeking Revenge, and
 Displaying Inadequacy.
 Prevention is based on developing positive
relationships with students so that they can feel
accepted.
 Logical consequences (Dreikurs and Grey,
1968), which are consequences that have a clear
and logical connection to the misbehavior and
have been discussed and agreed upon with the
student before applied.
 An example of a logical consequence for a student
who disrupts others during class might be that the
student will be isolated from the group until he or
she agrees to rejoin the group without disruption.
 Teacher-centered mode.  Effective managers engaged in to
keep students focused on
Jacob Kounin (1970)  Preventing disruptions from occurring in the first learning and to reduce the
place. likelihood of classroom
Book “Discipline and Group disruption.
Management in Classrooms”  Kounin describes the teacher behaviors associated
with good discipline with the terms: "withitness,"  Establishing and clearly teaching
"overlapping," "momentum," and "smoothness." classroom rules and procedures.

 Withitness refers to the teacher's skill in being  Specifying consequences and

aware of all that is going on in the classroom no their relation to student behavior.
matter how many activities are taking place; for
example, working with individual students while  Enforcing classroom rules
also monitoring the rest of the class. Additionally, it promptly, consistently, and
refers to the teacher's ability to correct misbehavior equitably.
before it escalates, to nip it in the bud, so to speak.
The teacher has to be "with it" in order to know  Sharing with students the
when to reprimand and when not to. responsibility for classroom
management.
 Overlapping refers to a teacher's skill in handling
two or more matters at the same time, such as  Monitoring classroom activities
dealing with a misbehaving student while and providing feedback and
simultaneously maintaining the flow of the lesson. reinforcement.

 Momentum refers to a teacher's skill in pacing

instruction in order to cover the lesson's objectives
without digressions or distractions by students.

 Smoothness refers to a teacher's skill in moving

from one activity to another without being
distracted by irrelevant matters. An example of
smoothness might be a teacher who presents a
science lesson involving an initial lecture to the
whole class followed by the class breaking up into
teams to conduct group experiments, and all this is
happening without wasting a lot of time for the
student teams to get organized to conduct their
experiments. A smooth-flowing lesson keeps a
 class interested in the material and lessens the
chances for students to get off task and into
mischief.

 Group alerting--attempting to involve no reciting

children in recitation tasks and keeping all students
"alerted" to the task at hand

 Stimulating seatwork--providing students

seatwork activities that have variety and offer
challenge.

 classroom management: the importance of  Four basic components of

4. Model Pengurusan Bilik darjah developing meaning and mutually beneficial
Thomas Gordon (1918) relationships.
 Main Focus:
Ph.D. with his favorite professor Carl  Communication skills and conflict resolution
Rogers methods
 Believed self-discipline is developed through
Teacher Effectiveness Training autonomy
(TET)  Developed Discipline as Self-Control Model
 The management style promotes problem-
Thomas Gordon is a clinical solving techniques, positive relationships and
psychologist who is the founder and communication strategies.
director of Effectiveness Training
International.
 Attempts to get each child to take responsibility for
their own actions and become self-reliant, attentive
He has also written several
students.
parenting books that offer teachers
and parents help in teaching
 Influence Rather than Control
children to be more self-reliant, self-
controlled, responsible and
 Emphasizes the importance of teaching students
cooperative. 
to regulate and manage their own behavior.
Teacher Effectiveness Training
(TET):
 the behaviour window,
 active listening,
 I message and
 no-lose conflict resolution.
 “I message” is used to prevent
conflicts as a teacher assumes
full responsibility for future plans
and needs of children. For
example, to avoid the
misunderstanding of classrooms
rules, a teacher says: “I’d like you
to think of some class rules and
on Friday we will develop a chart
of them together”.
 I messages - state how teachers
personally think or feel about
 situations and behavior.
 Conceptualizes effective management of a  You-messages- are statements
classroom as facilitating the shift of management of blame leveled at students’
responsibilities from teacher to students. behavior.

 The management style promotes problem-solving  “The behaviour window” is the

techniques, positive relationships and concept of problem ownership.
communication strategies. Teachers should clearly identify
who owns a problem – the child
 Teachers are encouraged not to discipline or the teacher. If a child
students in the traditional manner. Instead, misbehaves, it does not mean
teachers should foster open relationships marked that he or she accepts it as
by excellent student-teacher communication that something wrong, for example,
encourages the student to take an active role in noise or playing games during
their own behavior and understand that it is their the lesson is a problem for a
own choice and in their own best interest to teacher, not a child. This method
behave in a manner that benefits the student, the is connected with a conflict
teacher, and the rest of the class. resolution, when after the teacher
identified the problem, it is
 Teacher should always be tolerant, empathic, necessary for him to determine
skilful in conflicts resolutions, knowledgeable in its reasons, find out why the child
managing the negative children’s behaviour to is angry rather than to demand
provide the formation of self-confident and the correction of behaviour.
independent personality.
 “Active listening” is about
 Gordon highlights the value of intrinsic motivators changes in people. It implies that
and encourages teachers to use “I-messages” a teacher sees things from the
when talking to students about problematic student’s point of view, accepts
classroom behavior. the total meaning of the
message, and responds to
 Contra with Canter’s model, teacher can empower feelings showing sincere interest
the students to self-regulate their behavior through and understanding of the
modeling, and teaching students how to problem.
conceptualize and solve problems for themselves.
 Plan for Discipline Influence
rather than control
  Preventive skills
 Determining who owns the
problem
 Confrontive skills
 Helping skills
 No-lose conflict resolution

 Self-Control: The best way to

create a good sense of
classroom discipline is by helping
the students acquire an inner
sense of self control.

 Teacher can empower the

students to self-regulate their
behavior through modeling, and

 Teaching students how to

conceptualize and solve
problems for themselves.

 Kohn took a very pro-children approach to  Teachers who wish to move

5. Model Beyond Discipline Alfie management, calling instead on teachers to do beyond discipline must do three
Kohn everything in their power to foster the environment things:
they wish to have through developing student  Provide an engaging
responsibility and input. curriculum
 Develop a sense of
 Discourages the use of positive reinforcement. community
 Draw students into
 When students misbehave, we should first meaningful decision-making.
question in what ways we are responsible instead
of labeling that student as “bad.” One of the most  Class meetings offer the best
memorable quotes by Kohn (1996) goes as forum for addressing questions
follows: “When students are ‘off task,’ our first
 response should be to ask, ‘What’s the task?’”
 Students need to be taught how to be responsible
and respectful. Once this is accomplished, all other
"content" can be learned at a more "reasonable"
rate, with a greater threshold of proficiency.
 Student growth toward kindness, happiness, and
self-fulfillment depends on working closely with
fellow students.
 Rules are of no practical value in the classroom.
 Argue that: some teachers - and most authorities
in discipline - have an unrealistically negative view
of students' basic motives.
that affect the class.
 Involve students seriously in
discussions about curriculum,
procedures, and class problems.
Always ask the question: How
can I bring my students into
helping decide on this matter?
 When concerns arise, the teacher
should always ask students:
"What do you think we can do to
solve this problem?"