tsl 3109 presentation 1 group 1

8/12/2019 Tsl 3109 Presentation 1 Group 1

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Tsl 3109Managing the Primary

ESL ClassroomTopic 1: Introduction to Classroom Management

Group 1:

Maria James Chayak

Rethna Gorettie bt Robert Tiru

Siti Noor Wahida bt Abdul Rahman

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Definition

Richard (1990) - Classroom management is defined asan organisation and howa teacher controls the students behaviour so that the teaching and learning

process can happen effectively.

Alberto & Troutman (1986) classroom management is a skill which requires

the teacher to manage the time, space, resources and students behaviour in

preparing a conducive learning environment.

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Manning & Bucher (2013);

i. strategies to provide physical and psychological safety in the classroom;

ii. techniques for changing pupil misbehaviours and instruction self-discipline;

iii. methods of assuring an orderly progression of events during the school day;

iv. instructional techniques that contribute to pupilspositive behaviours.


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The fundamentals of effective classroom management are the methods and

strategies used to

i. provide a safe and conducive classroom environment,

ii. instill self-discipline and prevent disruptive behaviours,

iii. maintain an orderly development of daily activities, and of course

iv. implement instruction successfully.


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Function and Nature of a Classroom

Steele (cited in Ellen, 2002) : an ideal place for maximizing instruction and

learning, the classroom has to provide;

a) security and shelter

b) opportunities for social contact

c) symbolic identification

d) task instrumentality

e) pleasure

A place for the process of instruction and learning to take place.

For pupils to be fully engaged in the instructional process, the classroom

climate has to be conducive to their intellectual, social and emotional needs.


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i. Security and Shelter

Although the classroom should be a safe and comfortable place for instruction

and learning, it should not give a feeling of being inviting and soft. The

classroom set up should not allow for any form of intrusion and interference, and

at the same time it should not make available opportunities for privacy.

ii. Social Contact

The furniture should be arranged in such a way that it allows pupils to

communicate during classroom activities. Teachers will find it easier to plan

other aspects of classroom management once teachers know how the physical

features of the classroom will be organized.


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iii. Symbolic Identification

The walls of the classroom should be a source of information for the pupils at all

times. Posters and charts, a bulletin board, daily routines and procedures should

be implemented and posted. A weekly calendar of assignments and due dates

should also be visible.

iv. Task Instrumentality

The classroom materials that would be used by the pupils should be made

available on bookshelves in a neat, orderly way and arranged accordingly by

topic and when it would be used.

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v. Pleasure

To make it pleasurable for pupils to be in the classroom, the environment should

have a pleasant and relaxing atmosphere. The walls should not be brightly

coloured as that would be a source for distraction. The furniture should be neatly

organised and the floors clean to promote a healthy and comfortable learning

environment.



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The Role of Instruction

Instruction is the academic process of carrying out activities that induce

learning among pupils.

Effective instruction activities can motivate pupils to learn in ways that make a

sustained, substantial, and positive influence on how they think, act, and feel.

Involve interaction between the teachers and pupils as well as

between pupils and pupils. Teachers not only impart content

knowledge and language skills, but educate pupils on social skills,

relationships, self-discipline, values and beliefs.

Through instruction and learning activities, pupils learn to communicate and

develop confidence and self-esteem.


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The role of instruction as a central classroom activity is to positively develop

pupils and equip them with the knowledge and skills to be able to adjust

themselves to society and the environment.


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Classroom Instruction and Management

Practices Instruction and classroom management are not two separate entities (Manning

& Bucher, 2013).

A classroom that is well managed can act as a suitable setting for effective

instruction and a well planned lesson.

It engages pupils in purposeful and meaningful tasks that will support good

behaviours in the classroom.


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i) Effective Classroom Instructions

The primary role of teachers is to plan and deliver instructions effectively and

efficiently.

Thus, teacher need to:

i- select appropriate teaching materials.

ii- devise suitable activities to facilitate pupil learning.

iii- make effective use of classroom management techniques to ensure a conducive

environment for learning with minimal disruptive behaviours.


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Effective classroom instructions thus included having:

a wide array of instructional strategies at your disposal.

being skilful at identifying and articulating the proper sequence and pacing of

your content.

being highly skilled in classroom management techniques.


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ii. Instructional Strategies

Teachers need to employ instructional strategies that make the most of class time

and keep pupils engaged.

This involves:

considering pupilsattention span when planning instructional activities.alternating teacher-centered activities (presentation, teacher modelling), and pupil-

centered activities (practice sheets, independent reading).

familiarising pupils with transition times and procedures between activities like

from small group activities to whole group instruction.


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Besides, teachers also need to have a time limit for activities so that they can becarried out successfully.

Teachers also need to prepare extra activities for pupils who finish tasks early to

keep them actively engaged while the other pupils complete the task.

Focusing on effective instructional strategies can prevent academic and

behaviour difficulties and thereby facilitate increased pupil achievement.


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Effective Instructional Strategies

Effective teachers have higher rates of positive pupil responses.

Pupils attending to academic tasks cannot at the same time be engaged in

disruptive, off-task behaviour.

Effective instruction minimizes disruptive behaviour through higher rates ofacademic engagement.


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Instruction that is effective in encouraging high rates of academic engagement and

on-task behaviour is characterized by the following key features:

Appropriate level of instructional material or task.

- If information and materials are beyond pupilscurrent skill level it will frustrate

them and they may engage in behaviours that avoid engagement in the lesson.

- Too easy materials may result in pupils engaging in inappropriate behaviours outof boredom and lack of challenge.

- Pupils who are actively engaged and provided with frequent opportunities to

respond to academic tasks are less disruptive and demonstrate improved

academic skills.



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Feedback

- Effective instruction provides feedback for both the pupils and the teachers in a

variety of ways. (discussion)

- The feedback serves to motivate both pupils and teachers, promoting an active

learning situation.



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Teacherspersonal qualities

- Having a mastery of the subject and the enthusiasm to impart the knowledge

are paramount. (more important than anything else)

- Other essential characteristics are being approachable, accessible, a sense of

humour and having respect for the pupils.



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iii) Effective Classroom ManagementPractices

The primary purpose of classroom management is to gain control of the classroom

so that pupilstime in the classroom is optimised for learning.

Effective classroom management requires a comprehensive approach. (includes

structuring the school and classroom environment, actively supervising pupil

engagement and implementing classroom rules and routines).


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iv) Structuring the school and classroomenvironment

Teachers need to have forethought and planning the classroom environment so that

it decreases the likelihood of inappropriate pupil behaviour, increases desirable pupil

interactions, and sets up pupils for success.

It requires certain features. (physical arrangement, time management, mutual and

peers interactions)



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v) Rules and routines

Rules 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.

Rules stated or worded positively to describe the expected behaviour, rather than

what not to do, can prevent problem behaviour easily.

(Colvin, Kameenui, & Sugai, 1993; Kerr & Nelson, 2002 in Carolyn and Weinstein,

2006).


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Guidelines for the construction ofclassroom rules

Rules should be kept to a minimum to allow pupils to remember them.

Rules should contain language that is simple and appropriate to the

developmental level of the pupils and classroom.

Rules should be positively stated.

Rules should be developed for various situations or contexts as needed.

Rules should be consistent with the school wide behaviour plan.


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Besides, teachers also need to incorporate routines into their efforts to organize

the classroom.

For example:

- Turning in homework.

- Engaging in small-group activities.

It allow the classroom to run efficiently with fewer disruptions from pupils.


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After classroom rules and routines are established, strategies to acknowledge

and encourage pupils appropriate use of these rules and routines must be

incorporated into the classroom management plan.

For example:

- specific, contingent praise

- a token economy system, in which pupils earn rewards for behaviour.


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To be effective, teachers have to implement such strategies appropriately to

manage class wide behaviour, the behaviour of targeted groups of pupils, and the

behaviour of individual pupils as part of a comprehensive classroom-management

plan.

Teachers also need to be aware that no single strategy will be effective for every

pupil at all times and in all contexts.

Effective classroom management requires teachers to be adept at employing

multiple strategies and to be skilled at recognizing when current strategies are

ineffective and modifications are necessary.



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Teacher and Learner Roles in EffectiveClassroom


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ResponsibilityTeacher Learner

Formulate a classroom management

plan to facilitate the development of an

effective learning environment

Obey disciplinary guidelines

Quality instruction Be fully engaged in classroom activities

Organise classroom activities to meetpupils need for survival, belonging,

power, fun and freedom

Meet all behavioural and academicexpectations

Manage and control pupil behaviours

Develop positive relationships with

pupils;Conduct activities that foster friendship

and cooperation among pupils (Glasser

& Dotson, 1989 in Charles, 2002)

Show respect for self and others which

can contribute to a quality learning

environment and reduce disciplinarydistractions



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Communicate with parents and

administrators of ongoing

problems within the classroom

before a situation gets out of

control.

Not to be tardy as it is disruptive

and can negatively impact the

academic progress of the class.

To listen actively, which means to

pay close attention to fully

absorb what the teacher is

saying, explaining or teaching.


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Shared Responsibilities

- Deciding classroom rules and procedures;

- Taking charge of classroom duties and resposibilities;

- Making responsible choices regarding the lesson content; and

- Demonstrating their accomplishments

*can be creating a discipline solution that would help pupils act more

responsibly in the future (Kyle, Kagan, & Scotts, 2000 in Charles,

2002)


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Accountability Aim: To maintain a positive environment in the classroom at all times.

The goal of any accountability system is to help pupils develop into independent

learners.

In disciplining pupils, accountability means that there is an immediate

consequence if something is not done or a behaviour is not acceptable, and that

consequence must matter.


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Teacher Learners

Hold pupils responsible for their work

Checking pupils progress and providing

pupils with timely feedback

Teacher procedures should give as much

responsibility as possible to the pupils

themselves

Accountable for their learning and

behaviour (Manning & Bucher, 2013), and the

mistakes they make (Charles, 2002)

Communicating appropriately with peers

and teachers, be it verbal or non-verbal

Paying attention in class and on task

Preparing materials they would need for

classroom participation

Asking permission and procedures for

various activities, including leaving the room

when necessary

Behaving appropriately toward teacherrequests and directions

keeping the classroom clean and orderly

Being respectful at all times, and

not being tardy

(Seganti, 2008 in Charles et al, 2011)tsl3109/presentation1/pimspsem5/tesl2/group1

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Expectation Based on research, teacher expectancies on pupils behaviour and academic

performance can strongly affect the academic achievement of the pupils.

Pupils tend to conform to teacher erroneous expectations of their behaviour and

academic performance.

(Tsiplakides & Keramida, 2010)


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Factors and sources that affect the formation of teachersexpectations: Teachers beliefs about pupils ability and intelligence based on their

performance

Pupilssocioeconomic background, gender, ethnicity and social class

Pupilsconduct in the school and classroom conduct

Pupilstest scores, and/or previous academic achievement

An older sibling's performance on a younger sibling's performance

(Carolyn and Weinstein, 2006)


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According to Rosenthal and Jacobson (in Tsiplakides & Keramida, 2010)

teachers can in subtle and unintended ways convey their expectancies of their

pupilsbehaviour.

Some ways teachers might convey their expectations and the effects:

Labelling pupils as lessable based on their characteristics, using differential

practices and behaviour causes negative effect on their personal judgments

about teacher capabilities to provide effective instruction.


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Praise the low achievers for success in relatively simple tasks, while withholding

blame for failure can have a negative effect on their pupilsmotivation and self-

esteem.

Adopting different questioning techniques based on pupil ability can convey that

teachers expect much or little from the pupils.

Classroom sitting arrangement.

Advantages to the more capable learners (opportunities to perform publicly,

choices in assignment, more respect as individual).

Creating a warmer socio-emotional climate for brighter pupils.

(Tsiplakides & Keramida, 2010)


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Suggestions on promoting the communication of positive expectations:

Create a classroom culture in which language errors are seen as a normal part

of the language acquisition process

Use cooperative learning in small groups to complete projects

Provide effective praise and feedback - care and effort

Provide criticism that helps pupils realize how they could do better

Use portfolio assessmentfocus on quality

Communicate expectancies for success by forming groups with pupils from all

levels of language performance


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Avoid using the following as they can promote the communication of low

expectations

calling on low-achieving pupils less often to answer questions;

providing fewer clues to low achievers when they cannot answer questions;

rarely expressing personal interest in low achievers; and

making social comparisons between pupils in front of the classroom.

smiling less often to weak pupils, staying farther away physically, or avoiding

eye contact with them.

(Levin and Nolan, 1996)



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Develop a positive classroom climate by not forming differential expectations for

pupils based on qualities such as gender, ethnicity, or parents background.

(Schunk, Pintrich, and Meece, 2008)

Reassess your expectations from time to time as pupils performance or

behaviour may change in the course of the school year.


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Should be communicated from the very beginning of the year through rules and

procedures of how they should behave in class and the consequences of

breaking the rules.

Pupils need to meet requirements and deadlines of their academic for which

there will be consequences and incentives.

Pupils expect teachers to deliver instruction effectively and efficiently, be

consistent in implementing the rules and procedures without any form of

injustice or partiality, all pupils alike and provide equal opportunities to

experience learning.



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Consistency Pupils will perform at their best if the rules, procedures and routines are kept

consistent as they will become familiar to them.

Can facilitate classroom management and pupil achievement.

Behavioural and academic consequences too should be consistently applied to

be accepted favourably by pupils.

Being consistent with rewards for good behaviour and punishment for bad

behaviour will help teachers run a dynamic, organized and positive classroom.



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Objectivity Professional responsibility to practice effective classroom management and

instruction which includes:

managing pupil behaviour;

establishing safe classrooms; and

providing learning experiences for a diverse pupil population in an orderly and

pupil-friendly manner.

Establish rules, procedures and routines to develop self-discipline and reduce

disruptions during the teaching and learning process.



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tsl 3109 presentation 1 group 1

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