REVISION QUESTIONS

Managing the Primary ESL Classroom (TSL 3093)

1. Focus on the top three of classroom management approaches i) Authoritarian classroomii) Behaviour modificationiii) Instructional classroom managementThen relate with the challenges encountered by the teacher and ways to overcome the challenges by using the approaches above.

SUGGESTED ANSWER

The behaviour modification approach is based on the ideas and work of Skinner. The basis of this approach are the assumptions that pupils will change their behaviour in order to get desired rewards (Larrivee, 2009). Teachers who adopt this approach believe that pupil behaviour can be changed by altering the consequences that follow their actions and behaviours. They use reinforcement principles systematically to change some aspect of educational practice or pupil behaviour. Generally pupils can receive three types of consequences for their actions: positive and negative reinforcement to maintain or increase the occurance of a desired behaviour; and punishments to discourage them from inappropriate actions. Positive reinforcement for desired behaviours include rewards such as praises, grades, stickers and tokens. Negative reinforcement include giving pupils extra weekend homework, denying visits or their seating arrangements changed. And ways to overcome the challegens by given punishments to students There are two levels of punishments which are labelled as Punishment I and Punishment II. Punishment I which involves undesirable stimulus such as a private reprimand, isolation or a trip to the headmasters office, is given to pupils who commit undesirable actions. Punishment II involves stricter actions of removing or withholding a desired or anticipated positive stimulus. For inappropriate behaviours, pupils can lose free time or be excluded from some fun activities as watching movies or using the computer for a specific period of time. Both punishment I and II, can eliminate or decrease undesired pupil behaviours provided they are appropriately used.

Besides that, Jacob Kounin (1970) in Marzano et al (2003) found that teachers handle classroom problems differently. The primary difference was in the things the successful managers did that tended to prevent classroom problems. They were totally aware of everything in the classroom environment; they kept pupils actively engaged; and they conducted well-planned lessons with smooth transitions. Kounin concluded that some teachers are better classroom managers because of their skill in four areas: withitness, overlapping activities, group focusing, and movement management (Charles, 2002).

Withitness is the skill to know what is going on in all parts of the classroom at all times; nothing is missed. Withit teachers respond immediately to pupil misbehaviour and know who started what. A major component of withitness is scanning the class frequently, establishing eye contact with individual pupils, and having eyes in the back your head. Withit teachers dont make timing errors (waiting too long before intervening) or target errors (blaming the wrong person and letting the real perpetrators escape responsibility for misbehaviour). Withit teachers prevent minor disruptions from becoming major and know who the instigator is in a problem situation. Effective classroom managers are also skilled at overlapping. Overlapping means handling two or more activities or groups at the same time. Essentially, it is the ability to monitor the whole class at all times. It involves keeping a small group on task, for example, while also helping other pupils with their seatwork.

Finally, Kounin notes that successful classroom management also depends on movement management and group focusthat is, the ability to make smooth lesson transitions, keep an appropriate pace, and involve all pupils in a lesson. Moreover, effective managers do not leave a lesson hanging while tending to something else or change back and forth from one subject or activity to another. They keep pupils alert by holding their attention, by holding them accountable, and by involving all pupils in the lesson.

2. Discuss how different roles played by teachers and learners would lead to effective classroom management?i. Responsibility of teachers/ learnersii. Accountability of teachers/ learnersSUGGESTED ANSWERi. it is the teachers responsibility to formulate a classroom management plan to facilitate the development of an effective learning environment. Teachers need to provide quality instruction which is engaging and interactive learning experience for pupils and organize classroom activities to meet pupils need for survival, belonging, power, fun and freedom. Shared responsibility can create discipline solution that would help pupils act more responsibility in future. It is also the teachers responsibilities to:- manage and control pupils behavior- develop positive relationship with pupils- conduct activities that foster friendship and cooperation among pupilsStudents responsible to:- obey disciplinary guideline- fully engaged in classroom activities- meet all behavioral and academic expectationsii. accountability is a crucial element for the effective of classroom management. To maintain a positive environment in the classroom at all times, teachers and pupils have to be accountable for every action or behavior that does not contribute to that behavior. Teachers are accountable if they hold pupils responsible for their work. If teachers give pupils work and do not check their work it demonstrate lack of accountability.Pupils are accountability for:- communicating appropriately with peers and teachers- preparing materials that would need for classroom participation- being respectful- keep classroom clean and tidy.3. Discuss how the studied approaches theories and models could lead to effective classroom management.

SUGGESTED ANSWER

DEMOCRATIC TEACHINGDemocratic (support internal motivation and responsibility).

Because through democratic teaching it will: Provide lessons with social interest in mind. Provide a teaching environment that supports pupils sense of belonging. Come up with a set of classroom rules as a group. Support responsibility through freedom of choices in lesson plans. Avoid power struggles and encourage pupils who display inadequacy. Encourage pupils rather than praise them. Provide pupils with logical consequences to mistaken goals to support responsibility and avoid punishment.

CONGRUENT- HAIM GINOTTDefinition:Haim Ginott believes that effective classroom management depends a lot on the way in which the teacher interacts with students. It is believed that the teacher is a decisive element in the classroom, who can shape students in anyway depending on the teachers behaviour. Ginott promotes the use of congruent messages and to respect students as they are for effective classroom management (Charles, 1999). Congruent communication is open, harmonious with pupils feelings about themselves and their situations, and without sarcasm. It sends sane messages (Tauber, 2007) about a situation that involves a pupil, but not the personality or character of the pupil.

According to Ginott, both teachers and pupils should interact appropriately to maintain positive classroom behaviour. Congruent communication can be achieved when teachers: promote self-discipline for both teachers and pupils; believe the essence of discipline is finding effective alternatives to discipline; accept and acknowledge pupils without labeling, arguing, disputing, or belittling the individual; avoid evaluative praise and use appreciative praise instead; avoid saying you and I messages to pupils; demonstrate their best behaviours, and invite rather than demand pupil cooperation.

INSTRUCTIONAL MANAGEMENT- KOUNIN

Definition:Kounins theory on classroom management and discipline (Kounin in Everston, 1996) is important because without some idea on how to control the pupils in an ESL classroom, there will be chaos. The most important aspect of teaching pupils is classroom management and teachers cannot successfully teach a language class if they are not in control.

How? Withitnessscan constantly, make notes of repeated behaviours, get to know the pupils on a personal level, keep moving through the classroom.

Do not allow for dead time during transitions. Keep momentum by keeping the pupils engaged in language activity at all times.

Give lessons multiple times and reflect on your instructional management during teaching.

Ask pupils questions to ensure that they are not experiencing satiation.

Ask pupils their input before planning lessons what interests them/ what do they want to learn/ what challenging techniques do they want to

In an ESL classroom, withitness is very important because teacher is constantly scanning the classroom and observing whether pupils are using English language while communicating with their friends.

Group work is a great time to move throughout the classroom and make sure that everyone is on task and understands the material.

Enjoyable and challenging lessons go hand in hand with ESL classes.

Teachers can ask pupils what challenges them the most and what they want to learn.

4. i) Explain how to manage resources and facilities in classroom

SUGGESTED ANSWER :

Classroom resources should be managed effectively to accommodate and conduct a variety of educational activities. There are two ways to manage resources and facilities in classroom:Physical Classroom Environment including organising physical space and locating instructional space.Social Cultural Environment including safe environment, creating positive environment

ii) Explain how to organize physical space effectively.

SUGGESTED ANSWER :Every teacher has different ideas on organising and arranging their classroom that might be influenced by their different styles of teaching. Therefore, it is important for the teacher to organise physical space in classroom. Firstly, teacher has to think of the pupils movement during the different instructional activities conducted in the classroom which is floor space because this would affect the pupils seating arrangements and the layout of the furniture in the classroom. Besides that, seating arrangement also can be one of the effective physical space organizers in classroom. Teacher should group their pupils to seat as near to his/her as possible, facing a chalkboard or whiteboard. This way, it will keep the teacher fairly close proximity to pupils working at their desks. Teacher can also be able to oversee everyone in the class and the pupils are aware of that too. Work and activity areas also play the importance part in organizing effective physical space. Teacher can made the areas attractive by having an attractive file cabinet, and shelves for a small collection or personal books. Other than that, wall space also can be used to display pupils work. It provides recognition of pupils achievements which builds their self-esteem and is highly motivating.

5. Explain how good management of learning grouping helps ESL learners improve their English proficiency.

SUGGESTED ANSWERS:

Ideally classrooms should be arranged so that the pupils are in a U shape, where the desks on the sides are diagonal, facing the board. With this arrangement, the teachers can see every pupil, and every pupil can see the board. This set up puts the focus on the centre of the room where the teachers will be teaching. The teachers desk is at the back of the room so that he/she can see all of the pupils. Also, this set-up allows for ease of putting them into groups or partners. There is plenty of room to walk in- front- of and behind desks, as well as room to walk behind rows. Teachers can also use other means of pupil location and grouping according to their needs. Classroom management theories and organising instructional time are based on the idea of developing classrooms providing a climate of respect, a democratic environment, cooperatively developed rules, logical consequences and a focus on the rights and welfare of both teachers and pupils.6. Dicuss the impact of personal characteristic of good and bad communication to young group ESL learners. Briefly give examples: non-verbal/verbal communication and managing verbal/non-verbal communication.

SUGGESTED ANSWER

Impacts of personal characteristic of good and bad communication to young group ESL learners are providing motivation. Teachers provide motivation and encouragement as they engage their pupils in lesson. Teachers should realize that teaching does not just mean imparting knowledge but it also a process of nurturing ones personal growth. For example, boys and girls, this is a contest lesson to see if you can set a new record for yourself of for the class. Second impact is able to give direction. Giving good direction is essential for good classroom management which can help to evade problem. Therefore in giving instruction, a teacher should be clear, short and precise. In managing verbal communication, teacher can inform pupils and conducting instruction. Teachers inform pupils most of the time. Normally, after teacher has informed the pupils, he will continue checking the pupils understanding by asking questions or repeating himself.

7. Explain ways to manage the different pattern of behaviour:i. Disruptive behaviour/Non-disruptive behaviourii. Productive behaviour for group and individualThen discuss on how to overcome them. Give examples

SUGGESTED ANSWERS1. WAYS TO MANAGE DISRUPTIVE BEHAVIOURSFundamental to the understanding of behaviour problems is recognition that there is no one method or strategy to manage disruptive behaviour. It is thus important for schools and teachers to have an accurate picture of the nature and prevalence of behaviour that interfere with teaching and learning. Once the disruptive behaviour has been identified and clarified, it is important for teachers to consider causes for the disruptive behaviours before selecting and adopting strategies to prevent the behavioural problems from escalating. Based on insights from theories and research on effective behaviour management, suggested strategies to prevent and manage disruptive behaviours include: 1 Engage pupils academically and sociallyEngagement in the classroom includes behaviours that are important for learning (attending to instructions and completing seatwork) and social behaviours that facilitate learning (following classroom rules, working cooperatively with other pupils). When pupils are not engaged in the classroom either academically or socially, they are less likely to actively involved in the learning process and more likely to disrupt other pupils or the teacher. Increasing pupils on-task behaviour in the classroom will enable teachers to maximise learning time. By varying the types of activities during a lesson according to the developmental level of pupils and ensuring the duration of the learning activities match pupil attention spans will increase pupils engagement in the learning tasks, thus minimise disruptive behaviours.2 Set and maintain clear and concise classroom rules and proceduresTeachers are advised to keep classroom rules simple and to state rules in terms of what pupils should do than what pupils should not do. The purpose is to set reasonable limits for behaviour, create norms for classroom behaviour and communicate thoughts and concerns for the learning environment. To ensure that pupils understand what is expected from them, the rationale for each rule and procedure, teachers need to teach and demonstrate the class rules and procedures consistently and fairly so that they fully accept the logical consequences in which they will be imposed if they violate any of the rules or procedures.3 Set clearly defined learning goals/objectivesSetting clearly defined goals for each lesson communicates pupils accountability and responsibility for learning. At the beginning of a lesson, teachers can tell pupils what they did during the previous class, what they will do during the present lesson including the activities or tasks for the lesson in order to achieve the set learning goals/ objectives. When the learning goals or objectives are clearly communicated, pupils will direct their focus and commitment toward achieving the goals. Disruptive behaviours are less likely to occur as their accountability for completing a definite task in a given time motivates them to engage in the learning activities.4 Verbal RecognitionSome pupils display an abnormally strong need for attention from a teacher. They are out of their seat most of the time or ask irrelevant questions. Teacher can subtly ignore their attention-seeking behaviour by praising all other pupils for in-seat behaviour. Praise and give encouragement to the attention-seeking pupil when he/she demonstrates appropriate behaviour. 5 Develop an acknowledgement systemAn effective way to focus pupil attention on desired behaviour is to set a good acknowledgement system. Acknowledgements are positive verbal statements such as Thanks for helping me distribute the papers, Thanks for behaving well today. Acknowledgements such as these are crucial if teachers wish to establish a positive classroom environment. Acknowledgement system may also involve predefined rewards awarded to individual pupils for selected target behaviour. Rewards can be in the form of tokens or merit points and pupils can trade points or tokens for a variety of tangible (stickers, school supplies, stamps) and intangible items (a note to parents, extra time for recess, first to line up, class leader for the day). 6 Do a perception checkSometimes pupils can be disruptive simply by displaying nonverbal behaviours aimed at the the teacher that communicate disapproval, such as making faces or rolling their eyes. This can be a form of passive aggressive behaviour intended to challenge the teacher. If these behaviours are one-time reactions, they are probably best ignored, but if they persist and annoyed, it is time to deal with them. Teacher can do a perception check either by describing the behaviour in neutral, objective terms (e.g. Ali, I noticed that you were rolling your eyes just now) or by asking for feedback ( e.g. Can you tell me what was going on?). Here, the teacher communicates curiosity rather than accusation which will make the pupils become aware of their inappropriate behaviours.

7 Develop weekly progress reportSimilar to acknowledgement system, developing a progress report works especially well with pupils who exhibit frequent and consistent patterns of disruptive behaviour. Progress report can be a simple checklist item that a teacher can use to monitor targeted pupil disruptive behaviour at the end of the week. A point is given each time the pupil behaves appropriately or has improved his/her behaviour. The points collected can be exchanged for rewards at a later time.8 Pupil-teacher conferenceCommunicating with pupils who displayed disruptive behaviour either before or after class can be a powerful strategy to curb disruptive behaviours. Apart from showing them that the teacher care for them, it also communicates teachers expectations. When communicating with the pupil to find out why he/she is misbehaving, teacher must make sure that it is done in a non-threatening and non-judgemental manner. The communication should only focus on the pupils behaviour. Avoid negative statements (you always give me headaches. You cant sit still for a second and you cant stop talking), instead start off by pointing out the positive attributes of the pupil. Communicate how the pupils disruptive behaviour affects the lesson and other pupils. The teacher can ask the pupil to change and then develop a plan of action including a progress report to monitor the changes in his/her behaviour.

2. WAYS TO MANAGE NON - DISRUPTIVE BEHAVIOURSAdjust the volumeWith loud classes, avoid raising your voice. It only increases the noise. Lowering your voice can be much more effective. If the volume of your voice is always high, it loses its effect and doesn't help to control the situation.Move aroundYour presence is extremely powerful. Don't stay stagnant at the front of your class. Move around and don't allow the children to become distracted. Talk to them about their task. Give them deadlines. For example say: "I'd love to see two more ideas by the time I come back as your ideas are really interesting." Then walk and visit another child/pair but make sure you come back.Shut out negativityDon't allow negativity to enter your classroom. If a child isn't ready to come in, stop them and provide a distraction. Allow the child to calm down so that they can enter in a calmer frame of mind.Be preparedThis one is a basic one but doesn't always happen. Prepare your resources before you start teaching. It allows you to challenge the children's energy as much as you can. Rustling papers and setting out resources while children wait only encourages low-level disruptions and sets the mood for the lesson.It's your classroomControl your space. You are the decisive element in your classroom. Stand at the door as they enter. Talk, change moods. Say hello to the children regardless of whether you have their eye contact or not. Always say goodbye.Keep calmHave a calm outlook. If you can't leave the room but are getting annoyed, flick through your assessing pupil progress (APP) sheets or walk away from the situation to calm yourself down before returning.Don't deviate from teachingThere is no need for an excessive response to low-level disruption. Don't interrupt your teaching to deal with it. It can be corrected by including the child's name into your explanation, a look or a signal of some sort.Be positiveDeal with low-level disruptions by using positive language. "We sit in our chairs so that our handwriting is beautiful." It doesn't give the child the opportunity to opt out but also sets the expectation.Share your expectationsDon't assume children understand what your version of acceptable is. Tapping, shouting, and throwing could be acceptable at home. A child needs to have reinforcement of your expectations.Have a routineHaving a routine in your classroom can help. Children can be uneasy when they do not know what is going to happen in the day. Children need to feel secure in their classroom and with their activities. They like to know what is coming up in their day so if things are going to change give them warning that something different will be happening and explain what to expect.3. WAYS TO MANAGE PRODUCTIVE BEHAVIOUR FOR GROUP AND INDIVIDUAL In the presence of high quality behaviour management, students typically understand and engage in the range of acceptable classroom behaviours and little time is spent managing their behaviours. This minimizes distractions and disruptions, allows the majority of classroom time to be spent on instructional activities, and increases the amount of time students are immersed in learning. Furthermore, dealing with misbehaviour can be draining and stressful for teachers and students. By reducing the frequency and intensity of behavioural problems, the classroom is a more comfortable and enjoyable environment for all.1. CLEAR COMMUNICATION OF BEHAVIOURAL EXPECTATIONS.a) Be explicit and be clear. Establish rules that can be generalized across many different activities and are stated positively (e.g., Be respectful, rather than Dont be rude.). Be specific about expectations. For example, if a student keeps interrupting others during a classroom discussion, prompt this student by saying Robert, remember that we need to let each person complete his/her thoughts without interruption.b) Be consistent with consequences. Immediately following any misbehaviour, provide students with a predictable response about the behaviour. If it is a classroom rule for students to raise their hands in order to respond, be consistent in only calling on students with a hand raised. Make sure that students know when this rule is or is not in effect. Make sure students understand the consequences of their behaviour, but avoid threats. Be open to discussion about students perceptions of fairness and unbiased treatment.2. PROACTIVE PLANNINGa) Monitor student behaviour. Look for cues (e.g., body language, facial expressions, rising noise level) that indicate students may be moving toward more disruptive or inattentive behaviour.b) Anticipate problem behaviour. Establish classroom rules and behavioural expectations early. Giving students some role in this process can give them a sense of ownership and fairness. Review rules and expectations regularly. Anticipate moments when misbehaviour is likely to occur (e.g., transitions, discussions of sensitive topics), and reiterate rules/expectations at this time, before any misbehaviour occurs.c) Get in close proximity to your students. Move closer to where you note behavioural problems. Your presence will make a difference to your students!d) Give specific praise. Notice when students are behaving, and give specific information about what it is they are doing well. For example, rather than telling students, Youre behaving really well today, say, You folks are working together well. Youre helping each other, and I can see you are each taking part. You are making good progress. This statement promotes desired behaviour and serves as a model for other students so they know what types of behaviour are expected.3. REDIRECTION OF MISBEHAVIOURa) Use subtle cues to redirect. Intervene before situations escalate by redirecting minor misbehaviour. Effective and quick redirection techniques for individual students include eye-contact, moving closer to the student, gentle touch, using the students name, and specifying the desired behaviour. Develop classroom level routines that quickly reorient the whole class when they are too loud or not paying attention (e.g., visual and verbal cues, lowering your voice, etc.). These subtle signals encourage students to monitor their own behaviour and self-correct.4. STUDENT BEHAVIOURa) Students behaviours meet expectations. As a result of your clear expectations, proactive strategies, and effective redirection of misbehaviour, your students behaviour meets expectations. There is an absence of aggression, defiance or chaos in the class.8. Discuss what you need to consider when preparing a personal classroom management plan.

SUGGESTED ANSWER

The first thing needs to be considered when preparing a personal classroom management plan is the reflective session. Reflective session is important as teachers need to assess their own as well as pupils classroom performance and behaviour. Besides, it is important for the teachers to have a reflective session as it enable them to analyze and evaluate how they students work and how the students work. The next aspect to be considered is the selection of approaches, theories and models. A good understanding of the different approaches, theories and models of classroom management development will help the teachers make the right decisions and select strategies that will work for their situation. Factors such as the age group of pupils and school learning environment could be looked upon to find a suitable classroom management plan. Apart from that, it is also essential for the teachers to have expectations on the classroom when preparing a classroom management plan. The expectations can be made based on the teachers belief about pupils ability and their beliefs about intelligence, pupils socioeconomic background (gender and ethnicity), and also pupils test scores or academic achievement. The fourth aspect, which needs to be considered, is the rules and procedures. Determining rules and procedures, teaching them to pupils and outlining the benefits of working within them, is a critical up-front investment of a teachers time and energy. These pieces of classroom management plan help to promote appropriate pupils behaviour, prevent pupil misbehaviour and create a sense of order and consequences in the classroom. Other than that, teachers also need to think of the consequences on the rules when preparing a classroom management plan. In establishing consequences, the teacher will want to take into account what characteristics make some consequences more effective than others. The degree of consequences should increase gradually, so as to give pupils adequate warning before imposing a more severe penalty. Effective consequences flow logically and naturally from the pupils behaviour while the effective consequences keep the pupils dignity intact. 9. Rules and procedures that a teacher needs for his/ her classroom will depend on the needs and disposition of the teacher and students.Identify specific rules and procedures for your class. SUGGESTED ANSWER1. Arrival and dismissal. Attendance at beginning of period, missed work the previous day because of absence, students who are tardy, ending period with clear expectations for homework and clean-up, signal for dismissal. 2. Transitions and interruptionsArriving late with pass, leaving room, returning to room, going to office.3. Materials and equipment Distributing and collecting materials, storage of personal or classroom materials. 4. Group workMovement in and out of group, expected behaviour in group and not in group, roles and leadership. 5. Seatwork and teacher led activitiesStudents attention during presentations, student participation, talking among students, obtaining help, movement in room, what to do when work is completed. Use specific techniques to establish a strong level of purpose and guidance. 1. Exhibit assertive behaviour Body lang- Tone of voice Persistence2. Model the behaviour that you expect- at all times, but in particular when dealing with problem.3. Establish clear learning goals- use rubrics frequently4. Arrange the classroom to allow for close proximity to students and their work.Be aware of students needs, temperament and learning style. 1. Notice behaviours and outcomes, suggest assistance , formulate plans, follow-up, evaluate. 2. Assist students to know more about themselvesProvide consequences : 1. Teacher reaction Eye contact and proximity Use a silent signal Privately offer a reminder or an initiating request Provide physical signals and private acknowledgment for appropriate behaviour.2. Tangible recognition Rewards ( stars, candies )3. Direct cost : time out Removal from activity Removal from others Very short- purpose is to regain control.4. Group contingency Interdependent students in the group must meet the established behavioural criterion for the group to earn credit. Dependent a specific individual or set of individuals must meet the criterions for the group to earn credit.5. Home contigency Inform parents for positive and negative behaviour of their children. Parents collaborate to establish a system of positive and negative consequences enacted at home. 10. Define rules and procedures

SUGGESTED ANSWER: Rules: A statement that tells you what is or is not allowed in a particular situation Procedures: A series of actions that are done in a certain way or order

1. Elaborate the importance of rules and procedures in the classroomi. To establish the behavioural context of the classroom by specifying what behaviours are expected of pupils, what behaviours will be reinforced, and the consequences for inappropriate behaviour.ii. to manage classwide behaviour, iii. to manage the behaviour of targeted groups of pupilsiv. to manage the behaviour of individual pupils as part of a comprehensive classroom-management plan

2. Discuss how rules and procedures can be developed, taught and reinforced:Developed:i. Rules should be kept to a minimum to allow pupils to remember them.ii. Rules should contain language that is simple and appropriate to the developmental level of the pupils and classroom.iii. Rules should be positively stated.iv. Rules should be developed for various situations or contexts as needed.

Taught: i. Rules should be consistent with the schoolwide behaviour plan and teachers need to teach rules and routines systematically, not only at the beginning but also throughout the school year. ii. Emphasize rules and routines on occasions when increased violations are likely to occur (e.g., before school breaks) or if warranted by inappropriate behaviour.

Reinforced:i. Teacher can reinforce rules by acknowledge and encourage pupils appropriate use of these rules and routines by giving specific and contingent praise, practicing a token economy system, in which pupils earn rewards for behaviour and set up behaviour contracts for the students.3. Give examples of rules that teachers commonly used in classroomi. Pupils must listen when teacher is talkingii. Pupils must follow directions quicklyiii. Pupils must raise hand to speak to the classiv. Pupils must throw rubbish in the binv. Pupils must walk in the class- not run11. Explain two ways in which the teacher can use non-verbal communication to control misbehavior in the classroom.

SUGGESTED ANSWER: Facial ExpressionsFacial expressions usually communicate emotions. The expressions tell the attitudes of the communicator. Researchers have discovered that certain facial areas reveal our emotional state better than others. A teacher who delivers his lesson accompanied by the right facial expression will display his own enthusiasm and sincerity that would be appreciated by his observant pupils.

Eye ContactEye contact is a direct and powerful form of non-verbal communication. The teacher generally maintains eye contact longer than the pupils. The direct stare of the sender of the message conveys candour and openness. It elicits a feeling of trust. Downward glances are generally associated with modesty. Eyes rolled upward are associated with fatigue. In many instances the simplest and most effective corrective move is for the teacher to make solid eye contact with the pupils. Proficient classroom managers often rely heavily on their eyes as basic tools for keeping a class orderly and attentive

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

SUGGESTED ANSWER

Having effective communication skills will make teachers non-judgemental towards their pupils; thus treating them with respect. Psychologically the pupils will feel appreciated, which will help develop their self-confidence and self-esteem as well as enhance their class performance. Teachers too will improve their self-confidence and ability to conduct good lessons. Hence effective communication skills:

i. Promote Pupils Self EsteemPupils will feel that their thoughts or ideas are appreciated when teachers listen to their opinions. This increases their self esteem and confidence. Confident pupils are less likely to second guess their answers on tests, and self-assured pupils are more likely to speak up in class. Class participation leads to increased learning for the entire class.

ii. Build Teachers Self-ConfidenceCommunicating effectively also boosts teachers self-confidence over time which in turn helps them to effectively deal with pupils. Consequently, they will be able to deliver their lessons efficiently and motivate as well as inspire their pupils to excel in their studies.

iii. Prevent MisunderstandingsCommunicating and expressing effectively can minimize the risk of misunderstanding among pupils. Teachers will be able to deliver their lesson in the best possible way so that teaching and learning takes place in the classroom. They will use various communication strategies to ensure that the lesson is well understood and the pupils achieve the learning outcome for that day.iv. Improve Class PerformanceTeachers who practise effective communication will notice an improvement in the overall class performance. Teachers can gauge the effectiveness of a lesson through their pupils feedback. By asking questions, teachers can determine if their pupils were able to retain the imparted information. Since there will be less room for misunderstanding to occur in the class, the pupils will learn better and this will contribute to better class performance.

13. Explain what is effective classroom management in an ESL classroom?

SUGGESTED ANSWER

The fundamentals of effective classroom management are the methods and strategies used to provide a safe and conducive classroom environment, instil self-discipline and prevent disruptive behaviours, maintain an orderly development of daily activities, and of course implement instruction successfully.A positive and productive learning environment is the key to academic success and making sure your pupils feel they are in an environment that allows them to achieve is of utmost importance. It is your responsibility to control the environment and interaction in your classrooms so that time is not lost due to disruptive behaviours.Keeping pupils focused in order to get the most out of their daily classroom experiences is also an important factor which can be successfully done through the employment of different instructional techniques. Time lost to disruptive behaviour and the inability to keep the pupils focused on the core processes of learning can result in low achievement.In managing their classrooms and executing instruction, teachers need to recognise options, make decisions and take actions based on their own attitudes, intentions, beliefs and values as well as researched educational theories. If teachers are unable to positively recognise options, make decisions and take actions they would be faced with a disorganised classroom. Undeniably, having poor classroom management skills would make teachers less effective instructional leaders as it could be difficult for them to conduct instruction and learning in a chaotic environment.To be an effective classroom manager teachers need to observe positive behaviours, take into consideration the diverse nature of the classroom population and make appropriate decisions to facilitate and maximise pupils learning. This includes planning and preparing effectual instructional materials and activities, setting rules and procedures for classroom routines, as well as organizing and decorating the classroom to create a productive learning climate.

14. Define ESL classroom management, Give 3 reasons to know good classroom management practices

SUGGESTED ANSWER:

The definition of classroom management Manning & Bucher (2013) is strategies to provide physical and psychologival safety in the classroom, techniques for changing pupil misbehaviours and instruction self-discipline, methods of assuring an orderly progression of events during the school day and intructional techniques that contribute to pupils positive behaviours.

According to Brophy, (1983 in Regina & Daniel 2007) a good classroom manager adheres to three principles. The first principle that needs to take charge by teachers is to be willing to accept responsibility for classroom control. The second reason is to advocate to long term, solution-oriented approaches to problems and abstain from short-term, control responses. The third reason is endeavour to discover underlying personal problems (impulsivity, lack of awareness, home problems, etc.) for symptomatic behaviour.

Effective classroom management requires a comprehensive approach that includes structuring the school and classroom environment, actively supervising pupil engagement and implementing classroom rules and routines.

15. Discuss how students diversity (cultural, gender, social class, and developmental differences) affect behavior and perspectives of behavior.

SUGGESTED ANSWER

Differences in culture, social class and developmental would affect the students behavior in the classroom and may lead to misbehavior such as demotivated, passive in the classroom and show no interest in learning. They will feel that they are not belonging to the group. The lack of sense belonging make them tend to stay quiet and avoid from contacting to their peers. On the other side, they tend to only make friend with the same group with them for example, the Indian pupils will only be friend to the Indian pupils only. Same goes to the Chinese and Malay pupils. On the social class, the pupils also will only communicate with the same level with them and hang out with the same class with them. The poor and unfortunate pupils will stay behind and afraid to mingle in the group of higher state in term familys economy state.

16. Explain why educators should develop a personal philosophy of c/room management, one on which they can base their daily management practices and strategies.

SUGGESTED ANSWER

In general, effective teachers display the following characteristics to create a positive climate in the ESL classroom as described in the next section. Leadership styles Effective communication Levels of friendship High expectations Classroom norms Managing conflict

LEADERSHIP STYLES

Lippitt and White, with guidance from Lewin (Mills, 2007), observed effects on youth of three leadership styles: autocratic, democratic, and laissez faire.

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

Democratic leaders specified group goals, but urged group members to decide among alternative ways of working.

Laissez-faire leaders abdicated authority, permitting youth to work as they pleased. Groups with democratic leaders performed best with high quality work output and high morale.

Autocratically lead groups had high quality work output, but low morale. Groups with laissez-faire leaders performed worst overall.

Classroom research has shown that although autocratic teachers can get pupils to accomplish high amounts of academic work, they also create conformity, competition, dependency, and resentment.

Pupils of democratic teachers accomplish both a great deal of excellent academic work, and establish positive social climates.

EFFECTIVE COMMUNICATION

Effective communication is the key in understanding differences between autocratic and democratic teachers.

Autocratic teachers use one-way communication in persuading pupils to accept learning goals and procedures as well as rules for classroom behaviour; such unilateral direction giving is often an ineffective way of transmitting information.

In contrast, democratic teachers use two-way communication often to encourage pupils to participate in making decisions for themselves and in establishing group agreements for classroom procedures. By using transactional communication whereby pupils and teachers reciprocate in trying to understand one another, democratic teachers help build a climate that is participatory, relaxed, personal, and supportive. Attributes of democratic teachers who are effective transactional communicators are receptivenessto pupils' ideas, an egalitarian attitude, openness, warmth, respect for pupils' feelings, sensitivity to outcasts, a sense of humor, and a caring attitude.

Levels of friendship

Such participatory teachers understand that friendships in the classroom peer group cannot be separated from teaching and learning; friendly feelings are integral to instructional transactions between teachers and pupils and among pupils.

Pupils who view themselves as disliked or ignored by their peers often have difficulty in performing up to their academic potential. They experience anxiety and reduced self-esteem, both of which interfere with their academic performance.

As outcasts they might seek revenge, searching for ways to be aggressive toward teachers and peers. By watching their teacher interact with the class, pupils learn who gets left out and who gets encouragement and praise.

Teachers can help rejected pupils obtain peer support by giving them an extra amount of encouragement and praise in front of their peers, and by assigning them to work cooperatively with popular classmates

. Teachers with friendly classes see to it that they talk and attend to every pupil rather than focusing on a few, and often reward pupils with specific statements for helpful and successful behaviour; they seek to control behavioural disturbances with general, group-oriented statements.

High expectations

In tandem to positive climate are the expectations that teacher and pupil hold for one another. Teachers' expectations for how each pupil might behave are particularly important because they affect how teachers behave toward that pupil. Thus, teachers should engage in introspection and reflection to diagnose their expectations, and obtain feedback from colleagues about how they are behaving toward particular pupils. Teachers should also use diverse information sources to understand what makes their pupils behave as they do. In particular, teachers should reflect on their expectations and attributions toward girls and boys, pupils of different social classes and ethnic groups. Teachers should deliberately seek new information about pupil strengths in order to free themselves of stereotypes.

Classroom norms

Classroom norms form when most pupils hold the same expectations and attitudes about appropriate classroom behaviours. Although norms guide pupils' and the teacher's behaviour, they are not the same as rules.

Rules, on the hand are regulations created by administrators or teachers to govern pupils' behaviour which are not neccessarily group norms. Pupil norms frequently are in opposition to teachers' goals, and can become counter productive to individual pupil development.

Teachers should strive to help pupils create formal group agreements to transform preferred rules into pupil norms. In particular, cooperative peer-group norms enhance pupil self-concept and language learning more than do norms in support of competition.

Managing conflict

Conflict, natural and inevitable in all groups, exists when one activity blocks, interferes, or keeps another activity from occurring. Conflicts arise in classrooms over incompatible procedures, goals, concepts, or interpersonal relationships. The norms of cooperation and competition affect the management of conflict differently. With cooperative norms pupils believe they will obtain their self-interest when other pupils also achieve theirs. Teachers should strive, therefore, to build a spirit of teamwork and cooperation in their classes, so that pupils will feel that it is in their self-interest to cooperate with their peers. When a competitive spirit exists, particularly when pupils are pitted against each other to obtain scarce rewards, a pupil succeeds only when others lose. In the competitive classroom, interpersonal conflict will arise frequently between pupils. For teachers to build and maintain successful classrooms with high pupil achievement and positive social climate, they should attend to their leadership style, communication skills, friendliness and warmth, expectations and stereotypes of pupils, tactics for establishing pupil group agreements, and their skills in managing conflict.

17. Define Assertive Discipline. Identify significant advantages and disadvantages of Assertive Discipline.

SUGGESTED ANSWER :

Assertive Discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment.AdvantagesDisadvantages

build positive, trusting relationships with pupils and teach appropriate classroom behaviour (via direct instruction.describing, modelling, practicing, reviewing, encouraging, and rewarding) Rewards and punishments are effective. Both teachers and pupils have rights to feel comfortable. Teachers create an optimal learning environment.

Inhibition of pupils self-regulation neglect pupils needs Punishments may cause consequences - embarrassing, rebellion or revenge the causes of discipline problems

18. Explain whether Assertive Discipline has the potential for addressing student misbehaviours in contemporary is the key to effective classroom management.

SUGGESTED ANSWERS:

Dismiss the thought that there is any acceptable reason for misbehaviour (Biologically based misbehaviour may be an exception). Decide which rules you wish to implement in your classroom. Devise four or five rules that are specific and easily understood by your pupils. Determine negative consequences for noncompliance (You will be providing a consequence every time a pupil misbehaves). Choose three to six negative consequences (a "discipline hierarchy"), each of which is more punitive or restrictive than the previous one. These will be administered if the pupil continues to misbehave. Determine positive consequences for appropriate behaviour. For example, along with verbal praise, you might also include gift vouchers that are given to pupils for proper behaviour. Pupils write their names on the cut up pieces of paper and drop them into a container for a daily prize drawing. Even if a pupil is having a bad day, there is a reason to improve. Pupils might get a gift voucher have a chance to redeem a gift from the local supermarket. Others might receive notes of praise to be shown to their parents. Group rewards are also used. A marble might be dropped into a jar for each predetermined interval that the class as a whole has been attentive and respectful. When the jar is full, a special event is held. Some assertive teachers write a letter of the alphabet on the board for each period/ activity of good group behaviour. When the letters spell "Pizza Party" (or some other activity), that event is held. Conduct a meeting to inform the pupils of the rules. Explain why rules are needed. List the rules on the board along with the positive and negative consequences. Check for understanding. Review the rules periodically throughout the year in order to reiterate important points and consolidate the rules. Have the pupils write the rules and take them home to be signed by the parents/ guardians and returned. Attach a message explaining the rules and requesting their help.

19. Explain what Dreikurs means by Democratic Teaching and management and the belief that democracy is the key to effective classroom management.

SUGGESTED ANSWER

- Teachers promote pupil self-discipline in a democratic classroom where pupils need and teachers make decisions on how the class will work. Pupils behaviour is a goal directed and all pupils went to belong. Pupils misbehave out of mistaken goals. Teacher use logical consequences and encouragement instead of praise, and should never use punishment. 20. Discuss Rudolf Dreikurs means by encouragement, logical consequences and the four goals of misbehaviours and how educators can apply these concept in primary schools.SUGGESTED ANSWERS1. ENCOURAGEMENTDreikurs did not believe in the use of punishment, reinforcement or praise. Instead, he believes that natural/logical consequences and the process of encouragement are the most useful techniques for preventing discipline problems. Praise vs. Encouragement According to Dreikurs, encouragement is more important than any other aspect of child rising because a misbehaving child is a discouraged child. Encouragement corresponds so well to childrens goals. Children seek approval and encouragement is a legitimate way to do it. Encouragement focuses on effort rather than achievement, so it gives positive feedback to children who are trying hard but may be unsuccessful. Encouragement motivates them to continue trying. Praise is very different from encouragement. It focuses on the level of achievement.Encouragement: Encouragement is a acknowledgement of an effort Encouragement helps students evaluate their own performance Encouragement is a message between equals. Encouragement stimulates cooperation Encouragement stimulates helpfulness2. LOGICAL CONSEQUENCESLogical consequences referred to reasonable results that follow behaviour either desirable or non-desirable.They usually require students to make right of what they have done wrong.For example, if Marisa does not complete her work during class, she is required to do it for homework.In a democratic classroom, Marissa would know in advance the consequences of her misbehaviour because as part of the classroom she helped formulate the consequences.3. FOUR GOALS OF MISBEHAVIOURSi. Attention gettingAttention is the most common goal for most of the young children. Children who seek excessive attention are often annoying in class. They distract their teachers by showing off, being lazy, being disruptive, asking special favours, needing extra help on assignments, asking irrelevant questions, throwing things around the room, crying, or having an overly desire to please. They seem to function appropriately only as long as they have their teachers approval. They do actions to make him the center of attention. When asked to stop, will comply but will start again later. Giving attention to attention seeking children does not necessarily improve their behavior. When attention is given in response to childrens misbehavior, the misbehavior increased. A student who seeks attention should not receive it when he acts out. To give attention to the student for inappropriate behavior would not solve the problem, instead would get the situation worse.Instead, the teacher might use some techniques such as: Minimizing the attention: ignore the behavior, give the eye. Legitimizing the behavior: have the whole class to join in the behavior. Doing the unexpected: turning out the lights, changing the voice, playing a musical sound. Distracting the student: ask a direct question. Noticing appropriate behavior: thank the students, write well-behaved students names on the board.ii. Power and ControlWhen children fail to gain all the attention they seek, they often engage in a power struggle with parents and teachers. Teachers should avoid putting pressure on these children to make them behave appropriately because such pressure usually leads to a power competition. Teachers never win these power competitions. Children win because society expects adults to behave in a responsible, moral way. However, children can cry, argue, contradict, lie, be stubborn, and disobedient. Adults are expected to be honest, trusting, loving, and helpful. Here, the child repetitively does actions to make him the center of attention. When asked to stop, he becomes defiant, and increases his negative behavior and challenges the adult.iii. RevengeThis is a goal for the student who feels unable to gain attention or power. He believes that others have deliberately tried to hurt them and attempts to get even. He is convinced that nobody likes him. He believes that If Im hurting, then I have the right to hurt others. He hurts others physically or psychologically. He hits, kicks others or destroys their property. A revenge-seeking child is very difficult to help. Teachers must realize that he hurts others because he feels hurt. Causing him more pain will only provoke more revenge seeking behaviours. It is probable that this student appears unloving and uncaring and is very hard to warm up to. But this is exactly what he needs to feel cared for.The teacher might use some techniques with power and revenge students such as: Refusing the fight Changing the subject Using time out Establishing consequences.iv. Helplessness and InadequacyThe student operating with this goal is the most pathetic. He has given on the possibility of being a member of the group. This child wishes not to be seen, to be left alone, rejects social contact, and refuses to try most educational demands.The teacher might use some techniques with helpless students such as: Providing tutoring Avoiding criticism Making mistakes okay Building confidence Acknowledging effort. How does a teacher understand the goal of the misbehaving child? If the teacher feels annoyed, then the childs goal is attention getting. If the teacher feels beaten or intimidated, then the childs goal is power. If the teacher feels hurt, then the childs goal is revenge. If the teacher feels incapable, then the childs goal is helplessness.4. EDUCATIORS APPLYING THESE CONCEPTS IN SCHOOLTEACHERS SHOULD:1. Give clear-cut directions for the actions expected of students. Wait until you have the attention of all class members before giving directions.2. Establish a relationship with each individual based on trust and mutual respect.3. Use logical consequences instead of traditional punishment. The consequence must bear a direct relationship to the behavior and must be understood by the students.4. See each behavior in its proper perspective. In this way, you will avoid making serious issues out of trivial incidents.5. Let students assume greater responsibility for their own behavior and learning.6. Treat students as your social equals.7. Combine kindness and firmness. The student must always sense and respect that while you are a friend, you will not accept certain kinds of behavior.8. At all times distinguish between the deed and the doer. This allows you to retain respect for the student while not accepting their behaviour.9. Set limits from the beginning but work toward mutual understanding, a sense of mutual responsibility and mutual consideration for others.10. Mean what you say, keep your demands simple and ensure that they are carried out.11. Deal with incidents quickly and effectively, bring them swiftly to closure and work to repair damaged relationships. Let students know that mistakes are corrected, forgiven and then forgotten.TEACHERS SHOULD NOT:1. Nag and scold as this is likely to strengthen a student's regrettable concept on how to get attention.2. Work to obtain a promise from a student. Most students will promise to change in order to free themselves from an uncomfortable situation. Requiring a student to give you a promise is a sheer waste of time.3. Find fault with students. It may hurt their self-esteem and discourage them.4. Adopt double standards - we are all familiar with these.5. Use threats as a method to discipline students. Although some students may become intimidated and conform for the moment, threats have no lasting value. They do not lead to a change in a student's basic attitude.21. Discuss how educators can create democratic classroom rather than autocratic or permissive classroom.

SUGGESTED ANSWER

Traditionally, classroom management has implied a top-down, hierarchical model that values a teacher's authority over her students. Recent research, however, has questioned the validity of this management model, and has concluded that a more democratic approach can be more effective. This approach includes greater opportunities for student socialization, group activities and participation in classroom decision-making.The first step in a democratic classroom requires a teacher to distribute some authority over the classroom to his students. This does not, however, mean that a teacher gives all decision-making power to his students. Instead, a common approach to a democratic classroom involves a "morning meeting." Such a meeting might involve students in planning how a school day might progress -- what to learn or what activities to do. This "micro-governance" approach to a classroom has proven results, with students learning more about self-government and democracy in a natural setting. In addition, students improve their social skills and feel more invested in the class.A second piece of a democratic classroom involves students learning in a self-directed way, often in a group setting. This contrasts with the traditional model of a teacher lecturing in front of a classroom. By moving the direction of a classroom from teachers to students, students obtain a sense of ownership in their education. Teachers often face challenges foreseeing what is interesting to students; by giving students some ability to determine a classroom's direction, there is less concern that students will be bored.As a result of greater student engagement with their social and academic environment, students in general tend to behave better. Classrooms, for example, that integrate a Positive Behavioural Interventions and Supports program, which is closely linked to a democratic classroom model, have shown improved student behaviour. Office visits and suspensions also declined and attendance rates improved. The democratic model of a classroom encourages students to work together to solve problems. Simple conflicts, therefore, become negotiations that lead to solutions, not trips to the office, and reduce the teacher's role as disciplinarian.Another major impact of a democratic classroom on classroom management involves a closer integration of diversity and new perspectives. By actively encouraging students to speak, a teacher ensures that the myriad differences among her students are shared.22. identify the behaviours Ginott would describe as teachers at their best and teachers at their worst.SUGGESTED ANSWERCongruent communication: address situation, not the students characters or personality. Teacher at their best :When teachers are at their best they display a common orientation: they do not believe in the power of pontification. They neither preach nor moralize. They give no guilt and demand no promises.They are not preoccupied with the child's past history or distant future, they deal with the present. What matters to them is the here and now of the child in distress.Teachers at their Worst :Some teachers work too hard. They spend time and wasted energy on battles that can be avoided and wars that can be prevented. In each school there is a gigantic waste of human resources. Time and talent are devoured by needless conflicts and useless quarrels.23. Explain sane messages and provide example

SUGGESTED ANSWER

-Sane messages (Tauber, 2007) is about a situation that involves a pupil, but not the personality or character of the pupil. These messages are used to guide pupils away from inappropriate behaviour. Teachers should avoid using evaluative praise as it is destructive to the pupils character. Instead, teachers should resort to use appreciative praise as it shows appreciation for what the pupil has done and the effort taken.-focus calmly on what needs to be corrected without attacking the students character or personality.

Example of sane messages:1. Rosalyn, we are all supposed to be in our seats before the bell rings, not Rosalyn, youre always gossiping at the doorway and coming late to class.2. You have a lot of erasures and whiteouts on your homework, not Your homework is sloppy;3. You form your letters correctly, not You are a good writer.

24.List Ginotts essential principles and explain how they can be implemented effectively.

SUGGESTED ANSWER:

Congruent communicationHaim Ginott believes that effective classroom management depends a lot on the way in which the teacher interacts with students. It is believed that the teacher is a decisive element in the classroom, which can shape students in anyway depending on the teachers behavior. Ginott promotes the use of congruent messages and to respect students as they are for effective classroom management.

Congruent communication is open, harmonious with pupils feelings about themselves and their situations, and without sarcasm. It sends sane messages about a situation that involves a pupil, but not the personality or character of the pupil. These messages are used to guide pupils away from inappropriate behaviour. Teachers should avoid using evaluative praise as it is destructive to the pupils character. Instead, teachers should resort to use appreciative praise as it shows appreciation for what the pupil has done and the effort taken. According to Ginott, both teachers and pupils should interact appropriately to maintain positive classroom behavior.

According to Ginott, both teachers and pupils should interact appropriately to maintain positive classroom behavior. Congruent communication can be achieved when teachers: promote self-discipline for both teachers and pupils; believe the essence of discipline is finding effective alternatives to discipline; accept and acknowledge pupils without labeling, arguing, disputing, or belittling the individual; avoid evaluative praise and use appreciative praise instead; avoid saying you and I messages to pupils; demonstrate their best behaviours, and Invite rather than demand pupil cooperation.Pupils, on the other hand should behave properly according to classroom norms and accept responsibility for their behaviour.

25. Explain what Kounin meant by the term instructional management and why he thought teachers behaviors contributed to positive student behavior.

SUGGESTED ANSWER

Instructional management is when the teacher prevent misbehaviours through awareness in the classroom and by using effective lesson management techniques (pupil movement, group awareness, smoothness of lesson delivery) to influence pupil behaviour.

Teachers behavior contributed to positive student behavior because:1. If a teacher can correct a misbehavior by using one student as the instigator, other students within the classroom normally will correct their misbehavior as well! This is what Kounin meant by the "ripple effect".2. All teachers should be aware of what is taking place within all parts of the classroom at any given time. "Withitness" is what Kounin describes this as.3. According to Kounin, if the teacher can create little chaos between activities, keep on task, and utilize good time management skills they are modeling effective group management.4. All educators should be able to maintain group alertness, as well as hold each member of the group accountable for understanding the content of the lesson. Kounin believes that by doing this, all students have a chance for optimal learning.5. In order to avoid students getting bored or uninterested, the teacher should give assignments and tasks that provide the students with a feeling of progress or accomplishment when completing the assigned work. Kounin also stresses the importance of creating a diverse curriculum, as well as a change in environment every now and then.

Kounin discovered the fact that if students think that the teacher is alert/aware of what is going on within the classroom, they are not likely to misbehave. This is because the teacher has effective classroom management skills that leaves little room for misbehavior or discipline to occur. By having a teacher-directed curriculum where the classroom students know who is the "boss" they are less likely to try and take over the classroom. If misbehavior occurs, it is crucial to correct the problem within a timely manner in order for the discipline to be effective. It is always beneficial to try your best to discipline the correct student, if you misjudge and correct the wrong student, your tactics will be less likely to work on future problems within the classroom. Always make sure that those who truly are in the wrong are the ones who get punished, otherwise students who did nothing wrong will begin to not enjoy being in your classroom.

26. Explain how Kounin define the term movement management and related aspects such a jerkiness, stimulus bound, thrust, dangles, flip flow and over dwelling

SUGGESTED ANSWER

Movement management and group focus is, the ability to make smooth lesson transitions, keep an appropriate pace, and involve all pupils in a lesson. Moreover, effective managers do not leave a lesson hanging while tending to something else or change back and forth from one subject or activity to another. They keep pupils alert by holding their attention, by holding them accountable, and by involving all pupils in the lesson.Dangling - Dangles occur when a teacher leaves a topic without having finalized it, provides a summation, or otherwise drawn the lesson to a full conclusion. If a lesson is important enough to teach, it is important enough to finish. To avoid dangles, teachers work on proficient planning and the timeliness of their lesson presentation. They should not be surprised by the time on the clock: Oh my! Its almost time to go to lunch. Clean up quickly and line up at the door.A flip-flop is somewhat like a dangle. It occurs when a teacher is teaching a lesson on one topic, but then inserts unrelated material from a previous lesson. This act destroys student concentration, and they are now confused as to where to focus their attention. Once a lesson has been concluded, and another one begun, avoid reminiscing back to previous material (except to relate the earlier material directly to this new subject matter in order to facilitate comprehension). Teachers should avoid leaving a topic on which the students are focused in order to introduce unrelated material.Thrust - Thrusting occurs when teachers fail to give clear, well-worded directions when group attention was upon them. Non-descript directives result in student confusion, complaints, multiple questions as to what to do, conversations with other students, refusals to work, and so forth. Teachers then find themselves answering the same question multiple times, having to address misbehaviour, and pulling students who did comprehend off-taskBecoming "Stimulus-Bound"- Teachers who allow themselves to be distracted by outside stimuli, move the class attention to that distraction. The students are now off-task, have trouble re-engaging in the task, and engage in misbehaviour. Teachers also become bound up in the wrong focus when they draw student attention away from the lesson to make spontaneous announcements (OhRemember that field trip permission slips are due tomorrow. Or Mr. Lee! Before Ms. T. goes to the deli, please tell her to order a vegemite sandwich for me.

27. Explain whether Kounins Instructional Management can contribute to the effort to make contemporary schools safe.

SUGGESTED ANSWER:

Kounins Instructional Management can contribute to the effort to make contemporary school safe as Jacob Kounin (1970) in Marzano et al (2003) found that teachers handle classroom problems differently. The primary difference was in the things the successful managers did that tended to prevent classroom problems. They were totally aware of everything in the classroom environment; they kept pupils actively engaged; and they conducted well-planned lessons with smooth transitions. Kounin concluded that some teachers are better classroom managers because of their skill in four areas: withitness, overlapping activities, group focusing, and movement management (Charles, 2002).

Withitness is the skill to know what is going on in all parts of the classroom at all times; nothing is missed. Withit teachers respond immediately to pupil misbehaviour and know who started what. A major component of withitness is scanning the class frequently, establishing eye contact with individual pupils, and having eyes in the back your head. Withit teachers dont make timing errors (waiting too long before intervening) or target errors (blaming the wrong person and letting the real perpetrators escape responsibility for misbehaviour). Withit teachers prevent minor disruptions from becoming major and know who the instigator is in a problem situation.

Effective classroom managers are also skilled at overlapping. Overlapping means handling two or more activities or groups at the same time. Essentially, it is the ability to monitor the whole class at all times. It involves keeping a small group on task, for example, while also helping other pupils with their seatwork.

Finally, Kounin notes that successful classroom management also depends on movement management and group focusthat is, the ability to make smooth lesson transitions, keep an appropriate pace, and involve all pupils in a lesson. Moreover, effective managers do not leave a lesson hanging while tending to something else or change back and forth from one subject or activity to another. They keep pupils alert by holding their attention, by holding them accountable, and by involving all pupils in the lesson.

28. Explain what Kounin meant by the term group focus and related terms such as group alerting and accountability.

SUGGESTED ANSWER

Group focus meant by Kounin in his Theory of Instructional Management is work group is a great time to move throughout the classroom and make sure that everyone is on task and understand the materials. Whereby, teachers are expected to help students develop attitude, skills and many more. Enjoyable and challenging lessons go hand in hand with ESL classes. Teacher can ask pupils what challenges them the most and what they want to learn. In group work, accountability of the group members are the group members should communicate appropriately giving ideas, paying attention to group task (group alerting), preparing materials answers that they needed to complete within their group and being respecting towards each other.

29. Identify 5 factors you will consider as you build a positive classroom climate and instill a sense of community, one that will make students feel physically and psychologically safe.

SUGGESTED ANSWER

1. teachers are sensitive about their cultural diversity2. They do not have to explain about their misbehaviours3. not practice discrimination and has high tolerance towards the cultural diversity. 4. No one person or group can bear the responsibility for creating and maintaining safe classrooms. Instead, a collaborative effort must be made that includes teachers, pupils and parents5. helping pupils to develop social competencies, problem-prevention skills and coping skills; 6. emphasizing pro-social attitudes and values about self, others and work and avoids negative labelling and tracking; 7. monitoring pupils academic progress, behaviour and attitudes on a regular basis; 8. creating a buddy system in the classroom in which current pupils help the new arrivals; 9. getting the pupils involved in a class project together such as a classroom beautification campaign; and 10. establishing pupils tip lines which provide anonymous, non threatening way for pupils to report school crime. However, it is often controversial because some parents and teachers do not want pupils placed in awkward situations. 11. Encouraging them to communicate with teachers and making special effort to know their childrens friends and childrens activities at and away from school. 12. Familiarising with the school safe school policy as well as an individual teachers safe classroom policy.

30.Identify three of the major types, causes and effects of students misbehaviours.

SUGGESTED ANSWER : Misbehaviour is regarded as behaviour that is inappropriate in a situation or setting and that it occurs and done wilfully or intentionally such as, fighting, shouting out or interfering with the work of other pupils. There are two types of misbehaviours, namely overt and covert. Overt misbehaviours are more open and observable such as pupils talking during lesson, kicking others, and damage properties. While, covert misbehaviours are more passive such as sleeping during lesson, arriving late to class, acting bored and disengaged.Behavioural problems are usually caused by a mixture of interacting factors, some of which reside within the individual pupil, while others are related to conditions within environment in society, school and home.

I. Home EnvironmentIf pupils see violent and aggressive behaviours at home, they might begin to consider such behaviours as acceptable methods of dealing with problems. There is a tendency for the child to use the same aggressive behaviour patterns with his peers in school. In other words, what is learned at home will influence what the pupil would do in school.II. Lack of sense of belongingPupils who are rejected by peer group will often form bonds with others with similar behavioural problems to form their own peer group or gang. III. MotivationPositive feelings about themselves will lead to the development of self-esteem and self-respect which subsequently will further motivate pupils to learn and stay focus on the lesson, hence reducing off-task behaviours in class. Students misbehaviours have an adverse effect on pupils and teachers in terms of: I. Teaching and Learning environmentMisbehaviours undermines quality classroom climate, builds trauma and increases teachers dissatisfaction with teaching, which in turn affect quality of instructions. Besides, it also will build up tension, anxiety and hostility between the teachers and disruptive pupils which subsequently will lead to more disruptive problems.II. Pupils Psychological safetyThey will even lose their confidence in their teachers ability to protect them from peer victimization. When this fear escalates and reaches a high enough level, they will decide not to attend school or school activities, contributing to low academic achievement.