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CLASSROOM MANAGEMENT TSL 3109

1 Prepared by: TENGKU SYAKIRAH BT. TENGKU DZARIFF

MUHAMMAD SANUSI B. ISMAIL

DEFINITIONS:

DEMOCRATIC

The idea that everyone should haveequal rights and should be involved inmaking decision

ASSERTIVE

A form of communications in whichneeds of wishes are started clearly withrespect for oneself and the other personin the interactions

INSTRUCTIONAL

Any of various devices designed to teachby presenting the student with aplanned sequence of statements andquestions and providing an immediateresponse to his or her answers

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Democratic Teaching - RUDOLF DREIKURS

Born in Vienna, Austria

Educated at University Of Vienna

Student and colleague of social psychiatrist, Alfred Alder.

Immigrated to U.S in 1937.

Founded the Alfred Alder institute of Chicago.

Author of several books designed for parents and teacher on child behaviourand positive discipline.

Pioneered Positive (Judicious) discipline.

Instructional Management - JACOB KOUNIN

Behaviourist theorist

best known for his two studies done in 1970

he wrote the book, "Discipline And Group Management In Classrooms"

worked to combined both discipline and learning in the classroom.

believed that organization and planning are keys to engaging students.

this relationship is characterized by proactive teacher behaviour along withthe students involvement in learning.

Assertive Tactics - LEE AND MARLENE CANTER

Lee attended Californian State University. Then completed a master"s Degreein social work at the University of Southern California.

1970 - began serving as a psychiatric sovial worker for children in SouthernCalifornia.

Lee passion for helping children succeed in the classroom led to the researchand development of his well-known Assertive Discipline Programe.

Marlene worked with her husband,to help other educators address classroom

management challenges.their strategies formed the basis for Lee Canter's groundbreaking bookAssertive Discipline, and Ultimate of Canter And Associates in 1976

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ASSERTIVE TACTICS

a systematics and objectivesway of ensuring a teacher -controlled classroom.

also called the "take - control"approach to teaching, as theteacher controls theirclassroom in a firm but positivemanner.

requires teachers to beassertive rather than passiveor hostile (teacher-controlled)

teacher creates a set ofbehaviour rules for the classand a set of negativeconsequences that result if the

rules are not followed.

INSTRUCTIONALMANAGEMENT

effective teaching includesgroup alerting and

accountability, highparticipation and smoothtransitions,

effective teachers are "withit", use the ripple effect,overlapping, and they don't'dangle' , 'flip-flop' or getdistracted.

"withitness" means theteacher knows what is goingonat all times in the classroom.

momentum keeps the

students engaged.students may experiencesatiation when they have beenover exposed to a certain topicor strategy.

provide students withenjoyable and challenginglessons.

DEMOCRATIC TEACHING

classroom are democratic withappropriate teaching styles.

mutual respect motivates

pupils to behaveconstructively.

praise supports completion.

encouragement supports theprocess.

logical consequences producebetter results thanpunishment.

Descriptions Of Theories

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APPROACHES / STRATEGIES OF THEORIES

decide which rules ( 4 or 5 are best ) you wish to implement inyour classroom for example ; raise up their hands whenanswering questions, do not disturb others, speak in english, bequiet when the teacher is speaking.

determine negative consequences for noncompliance forexample; time out or extra homework.

determine positive consequences for appropriate behavioursuch as verbal praise or giving stars.

list the rules on the board along with the positive and negativeconsequences

have the students write the rules and take them home to besigned by the parents and returned to the teacher.

ASSERTIVETACTICS

provide lessons with social interest in mind.

provide a teaching environment that supports pupils sense ofbelonging.

come up with a set of classroom rules as a group.

support responsibility through freedom of choices in lesson

plans.avoid power struggles and encourage pupils who displayinadequacy.

encourage pupils rather than praise them.

provide pupils with logical consequences to "mistaken goals" tosupport responsibility and avoid punishment.

DEMOCRATICTEACHING

"whititness" - scan constantly, make notes of repeated

behaviours, get to know the students on a personal level, keepmoving through the classroom.

do not follow for dead time during transitions. keep momentumby keeping the students engaged in some activity at all time.

give lesson multiple times and assess yourself during theteaching.

ask students questions to make sure they are not experiencingsatiation.

ask students their input before planning lessons - what intereststhem/ what they want to learn / what challenging techniques dothey want to learn.

INSTRUCTIONAL

MANAGEMENT

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ASSERTIVE

TACTICS

WEAKNESSES

will not work

without positive

relationship and

respect.

Teaching style not

fit the students

needs.

Can be bad way.

Teacher might

over controlling.

Minimal students

interactions. This approach fails

to promote self-

directions in

students.

Students are not

allowed to give

ideas.

negatives

consequences or

punishment

stimulates

rebellion.

The practice of

warning may

entice some

students to

misbehave.

STRENGHTS AND WEAKNESSES OF THE THEORIES

STRENGTHS

Foundation of mutual

trust and positive

relationship withstudents and earn their

respect.

Develop good class

control.

Students expectations

are clearly stated.

Rules and limitations

are also clearly stated.

No interruptions from

students during

teaching and learning

session.

Simple and well-

structured plan.

Teachers are in power

to control the students.

Punishment will make

students avoid breaking

rules and positivereinforcement will

encourage good

behaviour.

Positive , caring and

productive classroom

environment.

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WEAKNESSES

Teacher can lose

track of time when

performing a lesson.

Teacher can get

distracted by

students or other

outside variables

(the phones rings,

someone walks into

the classroom)

The teachers eye

cannot be every

student at all times.

The teacher cannot

always point out a

students

strength/weaknesse

s.

The teacher cannot

always get every

student involved in a

lesson.

The teacher can

loose control over a

disruptive students

INSTRUSCT

IONAL

MANAGEMENT


STRENGTHS

Present methods of

withitness and

organization that teachers

can use in the classroom.

Group alerting gains the

attention of students.

Overlapping provides

teachers with control over

several activities.

Teachers that make

lessons more interesting

avoid satiation.

Teachers develop a pace

with their class to achieve

a precise momentum toteach a lesson

appropriately.

Help extinguish

misbehaviour.

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DEMOCRAT

IC

TEACHING

STRENGTHS

It promotes mutual

respect between the

teacher and students.

It helps students to learn

and correct theirmisbehaviour.

This model incorporates a

preventive approach to

discipline.

Relies on logical

consequences instead of

arbitrary punishments (

unreasonable or unfair

punishment )and

systematic reinforcement.

WEAKNESSES

clear logical

consequences cant

be arrived at for all

behaviour for all

students.

Teachers havetroubles

determining the

actual motives on

their students.

it takes a long time

to build up students

trust .

teachers may have

problem dealing

with the complexity

of engaging in a

dialogue with their

students.


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PRACTICALITY OF THE THEORIES IN A LOCAL ESL CLASSROOM.

ESL classes allow pupils to work in small groups

and as a large group to support social groupbelonging.

social group s can take place in criticism,aesthetic, and productions.

allow time for each of these.

encourage pupils who seem discouraged in theprocess of a product, rather than praising themfor their completion.

in group critiques, ask about process rather thanfocusing on the final product by itself.

DEMOCRATICTEACHING

in an ESL classroom, wiyhitness is very importantbecause teacher is constantly scanning theclassroom and observing whether pupils areusing English Language while communicatingwith their friends.

group work is a great time to move throughoutthe classroom and make sure that everyone is ontask and understands the material.

enjoyable and challenging lessons go hand inhand with ESL classes.

teacher can ask pupils what challenges them themost and what they want to learn.

INSTRUCTIONALMANAGEMENT

simple for applications.

focus on teacher's desire.

parents and administrators are involved indiscipline process.

ASSERTIVETACTICS

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ASSERTIVE TACTICS

the teachers and pupils have right s in theclassroom.

clear rules of behaviour and expectations arewritten and enforced through a discipline

hierarchy of consequences.

DEMOCRATIC TEACHING

teachers promote pupils sel-discipline in a democratic

classroom where pupils andteachers make a decisions on

how the class will work

pupil behaviour is goal

directed and all pupils wantto belong. pupils misbehae

out of mistaken goal.

teacher use logicalconsequences and

encouragement instead ofpraise, and should never use

punishment.

INSTRUCTIONAL MANAGEMENT

teacher prevent misbehaviours through awareness in the classroom and by using effectivelesson management techniques (pupil movement, group awareness, smoothness of lesson

delivery)to influence pupils behaviour.

APPEAL

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