CLASSROOM CLASSROOM MANAGEMENTMANAGEMENT

CM 3101 (R)CM 3101 (R)

~task 3~~task 3~

Prepared by:Prepared by:

~Alya, Dalila, Dhiya, Ieda, Mawar~~Alya, Dalila, Dhiya, Ieda, Mawar~

CONSTRUCTIVISM CONSTRUCTIVISM THEORYTHEORY

How would you as the teacher, How would you as the teacher, respond to the pupils’ respond to the pupils’

misbehaviour?misbehaviour?

MISBEHAVIOURMISBEHAVIOUR

Goofing off, speaking out of turn, continually Goofing off, speaking out of turn, continually getting out of the seat, bullying others, getting out of the seat, bullying others, threatening others physically and threatening others physically and psychologically.psychologically.

TEACHER’S RESPONDTEACHER’S RESPOND

1.1. Bring inappropriate habits to students’ Bring inappropriate habits to students’

attention without pointing finger at anyone. attention without pointing finger at anyone. Discuss their harmful effectDiscuss their harmful effectHave students practice acceptable Have students practice acceptable

alternative to name calling etc.alternative to name calling etc.

2.2.Acknowledge students basic needs Acknowledge students basic needs

(teacher’s attention). (teacher’s attention). Identify and remedy the needs that are Identify and remedy the needs that are

prompting misbehaviourprompting misbehaviour

What are the possible reasons What are the possible reasons for the pupils’ misbehaviour?for the pupils’ misbehaviour?

Inappropriate habitInappropriate habit

Ingrained ways of behaving that violate Ingrained ways of behaving that violate established standards and expectation. established standards and expectation.

E.g- ‘Bullied others and threatening them E.g- ‘Bullied others and threatening them physically and psychologically’physically and psychologically’

Poor behaviour choicePoor behaviour choice

Students attempt to meet their needs Students attempt to meet their needs which sometimes acceptable, sometimes which sometimes acceptable, sometimes not. not.

In most cases, students choose to behave In most cases, students choose to behave as they do. as they do.

E.g- goofing off, speaking out of turn, E.g- goofing off, speaking out of turn, continually seating out of seats. continually seating out of seats.

Teacher’s unfamiliarity with better Teacher’s unfamiliarity with better techniquestechniques

Some educators have not had occasion to Some educators have not had occasion to learn some of the newer, more effective learn some of the newer, more effective ways of teaching and relating with today’s ways of teaching and relating with today’s students.students.

Be informed about topics and activities Be informed about topics and activities that are well receive by students. that are well receive by students.

e.g- Ms. Maribel La Comba…is in her first e.g- Ms. Maribel La Comba…is in her first year of teaching.year of teaching.

Teacher shows little interest in or Teacher shows little interest in or appreciation to studentsappreciation to students

If students are disregard repeatedly, If students are disregard repeatedly, students become hesitant to approach students become hesitant to approach teacher and may seek attention in teacher and may seek attention in disruptive ways.disruptive ways.

E.g. ‘…I never wanted to teach fifth grade.’E.g. ‘…I never wanted to teach fifth grade.’‘‘- they are so bad- they are so bad.’.’

Teachers succumb to personal Teachers succumb to personal frustration.frustration.

Some teachers may be stressed dealing Some teachers may be stressed dealing with misbehaviours or inconsiderate with misbehaviours or inconsiderate parents.parents.

It makes them difficult to work with It makes them difficult to work with students in a kind, helpful manner.students in a kind, helpful manner.

E.g. ; ‘some parents suggested that she E.g. ; ‘some parents suggested that she was to blame;’was to blame;’

‘‘I don’t what to do’I don’t what to do’‘…‘…I might just give up teaching’I might just give up teaching’

INTRODUCTION TO TE INTRODUCTION TO TE CONSTRUCTIVIST CONSTRUCTIVIST

CLASSROOM DISCIPLINE CLASSROOM DISCIPLINE MODEL MODEL

REALITY THERAPYREALITY THERAPY

Glasser holds the view that people who are behaving in Glasser holds the view that people who are behaving in inappropriate ways do not need help to find a defense for inappropriate ways do not need help to find a defense for their behavior. their behavior.

Instead, they need help to acknowledge their behavior Instead, they need help to acknowledge their behavior as being inappropriate and then to learn how to act in a as being inappropriate and then to learn how to act in a more logical and productive manner.more logical and productive manner.

The bare bones of Glasser's theory are that people are The bare bones of Glasser's theory are that people are required to live in a world full of other human beings, and required to live in a world full of other human beings, and every individual must learn to satisfy his own needs in a every individual must learn to satisfy his own needs in a way that does not encroach upon on another person's way that does not encroach upon on another person's needs (Wolfgang, 2004).needs (Wolfgang, 2004).

some of the basic premises of some of the basic premises of Reality Therapy are as are as follows: follows:

Focus on the present and avoid discussing the past. Focus on the present and avoid discussing the past.

Encourage people to judge their actions by "Is what I am Encourage people to judge their actions by "Is what I am doing getting me closer to what I need?" doing getting me closer to what I need?"

Help people create specific, workable plans to succeed Help people create specific, workable plans to succeed in fulfilling their needs, and then follow through by in fulfilling their needs, and then follow through by helping them evaluate their progress (William Glasser helping them evaluate their progress (William Glasser Institute, 2004). Institute, 2004).

TEACHER EFFECTIVENESS TEACHER EFFECTIVENESS MODELMODEL

Thomas Gordon's work can be described as training Thomas Gordon's work can be described as training developed to help people improve their relationships. developed to help people improve their relationships.

Through research and observation, Gordon found that Through research and observation, Gordon found that when a person listens to another and shows acceptance when a person listens to another and shows acceptance and trust, healthy relationships can be formed and and trust, healthy relationships can be formed and problems can be solved. problems can be solved.

The core of the Gordon Model is that consideration The core of the Gordon Model is that consideration needs to be present of all parties involved.needs to be present of all parties involved.

LOGICAL CONSEQUENCE LOGICAL CONSEQUENCE MODELMODEL

The teacher help children become conscious of a The teacher help children become conscious of a problem, make sure that children agree and truly believe problem, make sure that children agree and truly believe that a problem exists, and ask children for opinions that a problem exists, and ask children for opinions about what to do about the problem, with an emphasis about what to do about the problem, with an emphasis on preventing future occurrences. on preventing future occurrences.

Once the group has agreed on a logical consequence, Once the group has agreed on a logical consequence, children are more likely to understand the logic of the children are more likely to understand the logic of the consequence. consequence.

Children may not be able at times to think of Children may not be able at times to think of consequences until these are experienced.consequences until these are experienced.

RESPONSIBLE CLASSROOM RESPONSIBLE CLASSROOM MANAGEMENTMANAGEMENT

The main focus of Jones's model of discipline is on The main focus of Jones's model of discipline is on helping students support their own self control. helping students support their own self control.

Toward that end he emphasis's effective use of body Toward that end he emphasis's effective use of body language, describes how to provide incentives that language, describes how to provide incentives that motivate desired behavior, and details procedures for motivate desired behavior, and details procedures for providing effective and efficient help to students during providing effective and efficient help to students during independent work time.independent work time.

Example actionExample action Undesired behaviour: Undesired behaviour:

speaking out of turnspeaking out of turn

Teacher’s reaction based on responsible Teacher’s reaction based on responsible classroom management model:classroom management model: Make them alert with the undesired behaviour that occurred among Make them alert with the undesired behaviour that occurred among

them (e.g. speaking out of turn). Include it in class discussion)them (e.g. speaking out of turn). Include it in class discussion) Make an agreement with them after explaining the consequences of Make an agreement with them after explaining the consequences of

behaving that way.behaving that way. Let those who followed the rule received reward and vice versa and Let those who followed the rule received reward and vice versa and

teacher will make observation during next class.teacher will make observation during next class. Give cues to those who are doing the undesirable behaviour to stop. Give cues to those who are doing the undesirable behaviour to stop.

(avoid embarrassing the student in front of the class) (avoid embarrassing the student in front of the class)

Thank you=]Thank you=]