INSTITUT PENDIDIKAN GURU KAMPUS TEMENGGONG IBRAHIM JOHOR BAHRU, JOHOR

PROGRAM IJAZAH SARJANA MUDA PERGURUAN

KURSUS : CLASSROOM MANAGEMENT KOD : EDU 3104

NAMA AHLI AMAR BIN ARIFIN

: 920306-01-6163 920414-11-5185 920425-13-5712 920918-14-5572

ADAM SHUKRAN BIN MOHD SHUKRAN LIANA YUANNA ANAK LION VISHAALENNY SUBRAMANIAM

OPSYEN PENSYARAH

: 3 PISMP TESL 5 : ENCIK ISMAIL B. SALIYAN

TARIKH SERAHAN : 22 MAC 2013

1.0 INTRODUCTION What is classroom management? Classroom management refers to skills and strategies that teachers use to organize instruction and maximize the productive use of their instructional time. In a well-managed classroom, students behaviours rarely interfere with the achievement of instructional objectives (Bohn, Roehrig & Pressley, 2004). Classroom management is an essential skill that teachers acquire and enhance over time. Classroom management is all about the things that a teacher does to organize students, time, space, materials, so that student learning can take place in a classroom. The main focus of

effective classroom management is on how a teacher managing of their students learning and behaviour within the classroom, and therefore, it relates more to the managing of a group of student, however large it may be, in a classroom. It is good to remember that classroom management is much more than just maintaining discipline in the classroom. The term discipline may be described as a teacher exercising control over pupils actions and behaviour so as to establish order in the classroom (Goh, 1989). Discipline is but one aspect of classroom management that

encompasses whatever the teacher does in the classroom to encourage learning and foster discipline. Duke (1979) refers to classroom management as the provisions and procedures necessary to establish and maintain an environment in which instruction and learning can occur. From the perspective of Stanford, Emmer and Clements (1983), classroom

management includes all the things teachers must do to foster pupil involvement and cooperation in classroom activities, and to establish a productive working environment. Doyle (1979) describes a classroom management as fundamentally a process of solving the problem of order in classrooms. In the context of these viewpoints on classroom

management, it is evident that classroom management is one crucial dimension of classroom teaching, and the tasks of facilitating learning and establishing order go hand in hand. A teacher is no longer just a channel for the transmission of knowledge but is more of a facilitator of learning. Generally, a teacher is a classroom manager and has the responsibility of facilitating the learning of her pupils and, at the same time, providing a positive environment to ensure that learning can take place, that is, an orderly environment that promotes learning.

2.0 MODIFICATION MODELS There are several modification models that can be found in the classroom management. There are five modification models that we have found which are The Kounin Model, The Neo-Skinnerian Model, The Glasser Model and The Ginott Model. students behaviour or attitude in the classroom. modification models below. 2.0.1 THE KOUNIN MODEL Jacob Kounin is a theorist who focused on a teachers ability to affect student behaviour through instructional management. Jacob Kounins group management model is based on the fact that the effectiveness of classroom discipline depends on monitoring closely what happens in classroom. In Kounins book, Discipline and Group Management in Classrooms(1977), he attempted to influence the original viewpoint of educator which is straight-forward passing on of skills and knowledge to their students to integrate teaching and discipline in the classroom. There are four main aspects in Kounins theory which are ripple effect, wittiness, and overlapping and movement management. Kounins study in classroom found that when teachers correct misbehaviours in one student, it often influences the behaviour of nearby students. This is known as the ripple effect. The use of remark intended to stop misbehaviour, which he called desists, showed a remarkable effect on the teachers effect to maintain discipline in classroom. In order for the ripple effect to produce the desired effect, the three major characteristic which is clarity, firmness and roughness should be used wisely. Kounin stated that remarks given to the students must be clear and the student could understands the desist and displeasure of the teacher. He also stated that the firmness, to convey your seriousness about the demand and some roughness tone when making desist could work perfectly in influencing the ripple effect. Wittiness is the awareness of a teacher to know everything that is happening in the classroom at all times to prevent discipline problems before they occurred. However, as important as it is for teachers to achieve this skill, it is just as important for students to believe that their teacher is with-it. Students will still act disruptively if they feel the teacher does not notice them. Some ways that teachers can display this technique are: consistently suppress misbehaviours of exactly those students who began the problem; dealing with the more serious of two discipline problems occurring simultaneously; and decisively handling off-task behaviour before it gets out of hand or imitated by other students. 3 These

modification models can be apply by a teacher in their classroom in order to manage their We will further explain these four

Apart from that, another aspect that helps in classroom management by Kounin is overlapping. Similar to wittiness, overlapping involves the ability to attend to multiple classroom events at one time, and avoiding fixating on one event at the expense of all other classroom activities. For example, if the teacher is listening to a presentation and a pair is off task, a teacher may address them from a distance while still listening to the presentation. At last but not least, Kounin also suggest that movement management in delivery of the lesson are also important factor to prevent misbehaviours in classroom. Kounin believes that teachers should not lecture for a long period of time to allow students to gain knowledge by moving around and maximizing their allotted time. As a teacher, I would apply Kounins theory in my teaching planning and practices, though remembering that each student may require different accommodations. Being able to handle multiple situations at once, keeping students engaged, maintaining momentum and smoothness in your lessons and transitions takes experience. These are the most difficult techniques for a first year teacher to learn; therefore, making them a habit during that year will allow for mastery of these skills to occur. We believe that Kounins Model is important to develop an effective classroom environment; however, discipline problems will occur, no matter the amount of preventive planning a teacher makes. 2.0.2 THE NEO-SKINNERIAN MODEL B.F. Skinner termed a new type of operation of learning as operant conditioning. According to Skinner, organisms normally operate on the environment instead of reacting to the stimuli presented to them. Learning occurs because of the influence of the consequence that follows. Thus, operant conditioning is a form of learning in which voluntary responses are influence by their consequences. Skinner observed that almost all human behaviours can be classified into two categories which are respondent behaviour and operant behaviour. This model includes new applications of Skinner's basic ideas. Skinner himself never proposed a model of school discipline. Other writers have taken his ideas on learning and adapted them to controlling the behaviour of students in schools. Respondent behaviour is an unconditioned behaviour which is actually the response towards stimulus from the environment. Respondent learning would occur after a new stimulus appeared together with the old stimulus. However, Operant behaviour is a kind of voluntary or expected behaviour and it will not operate with stimulus which has been ascertained before. According to Skinner, this Operant behaviour is a response emitted from self-motivation. This kind of learning is considered active, as learning that take place is based on its own initiative without waiting for any related stimulus to appear. 4

The basic process in operant conditioning is acquisition, extinction, generalization, and discrimination. Acquisition proses refer to the formation of a new response, such as training to perform. This process is often referred as a gradual process of shaping. The process of extinction refers to a gradual weakening and finally disappeared of a response tendency by removal of a positive reinforcement. Whereas, stimulus generalization process in operant conditioning refer to increase in responding in the presence of a new stimulus that resemble to the original discrimination stimulus. At last but not least, discrimination process refers to non-increase in responding in the presence of a new stimulus that resemble to the original discrimination stimulus. Instead, such operant will be strengthened if suitable reinforcement is given immediately after the response. Skinner classified this type of

reinforcement into negative and positive reinforcement. Positive reinforcement occurs when a response is strengthened because of a rewarding stimulus that follows. Negative reinforcement occurs when a response is strengthened because of the removal of an unpleasant stimulus. In other words, only reinforces given occasionally would strengthen a response, and provide great resistance to extinction. Behaviour modification successfully uses various kinds of reinforces. They include social reinforces such as verbal comments, facial expressions, and gestures; graphic reinforces such as marks and stars; activity reinforces such as free time and collaborating with a friend; and tangible reinforces such as prizes and printed awards. The Skinner model can be a powerful model for classroom teachers, one that can be easily modified and implemented with students of all ages and backgrounds. 2.0.3 THE GLASSER MODEL Glassers work in the field of school discipline has two main focuses (Philips, 2009). The first is to provide a classroom environment and curriculum which motivate students and reduce inappropriate behaviour by meeting students basic needs for belonging, power, f un and freedom. The second focus is on helping students make appropriate behavioural choices that leads ultimately to personal success. There are several Glassers key ideas about this model. First, students are rational being. They can control their own behaviour and choose to act the way they do. For instance, good choices produce good behaviour and bad choices produce bad behaviour. Second, teachers must always try to help students make good choices. Teacher who truly care about their students accept no excuses for bad behaviour. Teacher will ensure that the students are in the right track of behaviour and attitudes. Reasonable consequences should always follow student behaviour, whether it is good or bad. Lastly, class rules are essential

and they must be enforced. Classroom meeting are effective vehicles for attending to matters concerning class rules, behaviour and discipline. Students are capable of understanding what is generally regarded as acceptable school behaviour and can choose to behave in acceptable ways (Alex, 2010). However, in making good choices, students must see the result of these choices as desirable. If bad behaviour gets them what they want then they will make bad choices. This is where the teacher can be influential in helping students become aware that they choose their own actions. The teacher forces them to acknowledge their behaviour and to make value judgment about it. The teacher refuses to accept excuses for bad behaviour. Instead the teacher always directs the students attention to alternative and a more acceptable behaviour. The essence of discipline then, lies in helping students make good choices. Teacher holds the key to good discipline (Glasser, 1978). Glasser concludes that both teachers and students have important roles to play in maintaining effective discipline, but today he puts much greater responsibility on the shoulder of teachers than he formerly did. He has always maintained that the following actions are the teachers responsibilit ies which are stress student responsibility, establish rules that lead to success, accept no excuses from students, call for value judgment, suggest suitable alternatives, invoke reasonable consequences and be persistent. I would like to explain more on the first point which is stress student responsibility. Since good behaviour comes from good choices and since students ultimately must live with the choices they make, their responsibility for their own behaviour. Discussion in which their responsibility is explored and clarified occurs in classroom meetings. These meeting occur as regular parts of the curriculum. Students sit in a tight circle with the teacher and discuss matters that concern the class. It is reasonable to conclude that Glasser would have teachers begin with organizing their classes so as to meet students needs to extent possible. But he concedes that probably about 25% of the students will be unproductive (Glasser, 1978). And of course even productive students often present discipline problems. Once the class is better organized to meet students needs, the Glassers earlier suggestion on how to deal with misbehaving students are still appropriate. Simple improvement in meeting students needs, while tremendously important, does not do away with all misbehaviour students therefore should still be helped to see that good behaviour choices lead to better results. They should still be urged to show responsibility for their actions and to be considerate of others. Thus, Glassers model of discipline can now be seen in this expanded form which is first organize the class to meet needs as well as possible, then continue to use intervention strategies for controlling and improving behaviour. 6

2.0.4 THE GINOTT MODEL The Ginott Model is about to address the situation with sane measures. Sane measures can be defined as the assessment that is taken based of the logical instruction towards pupils (Edward, 2009). This model usually workout when communication happen between teacher and students. The Ginott Model insists that co-operation happen through communication. Without communication The Ginott Model cannot be done in the classroom. Discipline is a series of little victories gained when the teacher used sane messages. Sane messages usually address the situation rather than the students character that will guide students away from inappropriate behaviour towards behaviour that is appropriate and lasting. There are several Ginotts key ideas about this model. First, discipline is a series of little victories slowly acquired over time. Second, Teachers are at their best when they are able to used congruent communication. Congruent communication is a communication that is harmonious with students feelings about the current situation and themselves. Next, teachers at their worst when they attack and label student character which is against The Ginott Model. Lastly, the best teachers help students to build their self-esteem and to trust their own experience. The teacher is a decisive and powerful element in the classroom (Abraham, 2010). Teachers create and maintain the harmonious classroom environment. They have the power to humanize and dehumanize students. Their effectiveness depends on their ability to establish a productive educational climate. Students who are in constant emotional turmoil cannot learn or being teaches by using this model. However, emotional turmoil can be reducing. To reduce this turmoil Ginott advocates using congruent communication, a harmonious and authentic way of talking to in which messages to the students are matched to the students feelings about the situations and themselves. Ginott claims that the principle of congruent communication is the crucial factor in determining classroom climate (Michael, 2005). Teachers must constantly endeavour to use it. When they do they convey an attitude of helpfulness and acceptance. Teachers are advised to be continually aware of the impact of their messages on students self-esteem. Congruent communication incorporates many of the different elements that we see included in Ginotts descriptions of teachers at their best and at their worst (John, 2009). Ginott wrote extensively about teachers at their best and at their worst. Teachers at their best use congruent communication are stated in several ways. First, they send sane messages that addressing the situation rather than a students character. It shows that the

teachers are able to express their anger appropriately. Second, teacher will always invite cooperation with students. By doing this, teacher will be able to accept and acknowledge students feelings. Third, teachers are able to correct students by directing them appropriately. In order to correct students behaviour and attitude, teacher needs to be brief when correcting students. Besides that, teacher should be able to be good models of human behaviour before correcting their students. Teacher at their worst fail to use congruent communication. This occurs when they are caustic and sarcastic. By being sarcastic, teacher are more easily attacking students character without they notice. Second, teacher demand cooperation from students rather than invite the student to cooperate in a discussion or teaching and learning process. Teacher of ten deny students feelings that will leads to labelling students as lazy, stupid and so forth. Third, teachers usually lose their tempers and self-control when handling the classes. This is poor models of human behaviour that should not be practice by a teacher.

3.0 APPLICATION OF STRATEGIES BASED ON KOUNINS MODEL Based on the situation coped by Mr. Veejaya, which is teaching Mathematics for the class 6 Usaha. We can see that many strategies based on Kounin Model to solve the problem coped by Mr. Veejaya in succeeding his learning session and control his classroom environment. Being able to have the skills to handle situations like this takes practice and experience. Kounins theory on classroom management was the first to integrate instructional and disciplinary aspects of the classroom. First, teacher must be smart in correcting misbehaviour of pupils and bringing the power to influence positive behaviour to other pupils. This technique is also known as ripple effect. This ripple effect may occur when teacher give a good encouragement to pupil such as Good, I see that many of you are almost finished". Beside, this ripple effect also may occur when teacher reprimands to pupils such as "I see a few people who may have to stay in after class to finish". The ripple effect is most powerful at the early childhood or primary level in school. The basis of the model is for teachers to be organized, prepared, and use proactive behavioural management combined with high student involvement with the goal of leading to a more effective classroom while minimizing disruptive behaviour. Kounin coins his theory as Lesson Movement, comprised of techniques called: wittiness, overlapping, momentum, smoothness, and group focus (Classroom Management Theorist and Theories/Jacob Kounin, 2009). Wittiness is the ability of a teacher to know everything that is going on in his classroom at all times to prevent discipline problems before they occurred. However, as important as it is for teachers to achieve this skill, it is just as important for pupils to believe their teacher is with-it.. Pupils will still act disruptively if they feel the teacher did not notice them. Some ways which teachers can display this technique are by consistently suppress misbehaviours of exactly those pupils who began the problem. Then, dealing with the more serious of two discipline problems occurring simultaneously and decisively handling off-task behaviour before it gets out of hand or imitated by other pupils (Whom are We Talking About: Jacob Kounin, 2008). Similar to wittiness, overlapping involves the ability to attend to multiple classroom events at one time, and avoiding fixating on one event at the expense of all other classroom activities. For example, if a teacher is conducting small group assignments, and a pair is off task, a teacher may address them from a distance while still conducting the activity. (The Kounin Model, 2008).

Momentum is keeping the lesson moving briskly, requiring the teacher to plan effectively to avoid the pace of learning session become slowing down. Kounin believes that teachers should not lecture for a long period of time to allow pupils to gain knowledge by moving around and maximizing their allotted time. By minimizing delays and interruptions, causes pupils will not lose interest and misbehave. (Charles, 1989). In conjunction with momentum is smoothness. During teaching session, a teacher must maintain the direction and do not drift off on tangents, be diverted with irrelevant questions and information or fall victim to flip flops, dangles, or truncation. Otherwise, pupils will be confused and act out from loss of interest. (Classroom Management Theorist and Theories/Jacob Kounin, 2009) Lastly, Kounin refers to group focus as the ability to engage the whole class. Some techniques he offers are building suspense or ask community questions. Although community questions may appear random, it draws the groups attention and intrigue. The teacher must incorporate procedures to handle multiple situations at once to maintain group focus. For example, if a pupils completes an assignment early, he or she must be given challenging task such as providing another assignment or enrichment activity while he or she helps other pupils which are struggling (Classroom Management Theorist and Theories/Jacob Kounin, 2009). Kounins Model of Classroom Management is an important topic for teachers today, because it is one of the most difficult skills to acquire. Student-cantered classrooms and discovery lessons are becoming much more popular in our classrooms, leading to a more active learning environment. Being able to handle multiple situations at once, keeping pupils engaged, maintaining momentum and smoothness in lessons and transitions takes experience. These are the most difficult techniques for a first year teacher to learn; therefore, making them a habit during that year will allow for mastery of these skills to occur. We believe that Kounins Model is important to develop an effective classroom environment. However, discipline problems will occur, no matter the amount of preventive planning a teacher makes. Kounin does not address his procedures for disciplining; he also states that misbehaving as a response to some factor that is outside of the teachers control. As a teacher, we would incorporate Kounins theory in teaching planning and practices, although remembering that each student may require different accommodations.

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4.0 STRATEGIES TO SOLVE MR.VEEJAYAS PROBLEM Students misbehaviour in classroom especially during teaching and learning period is very common that we heard about it most of the time. Mr. Veejaya should have good skills in managing the classroom as what Brophy and Evertson (1976) had reported that classroom management skills are of primary importance in determining success in teaching. The skills are of crucial and fundamental. This perspective of classroom management emphasises the teachers ability and disposition to get the class ready for learning. The wealth of information to get concerning the pupils is usually are readily available in the school and Mr. Veejaya should have find out about his pupils for himself, preferably before he meet his class for the first time. The information gathered will equip Mr. Veejaya with the confidence to face the class on the first day for him already know something about each of his pupils. The information also may help Mr. Veejaya to plan suitable strategies to maintain good behaviour of his pupils in classroom in order to facilitate learning. There are several appropriate methods or strategies that Mr. Veejaya can use to solve the problem of his students interruptive behaviour in classroom, which are, physical proximity method, sudden silence method, Post-It Notes method, quickly-state-studentsname method and individual signals method. We will further discuss how Mr. Veejaya can apply all these methods. The first method that Mr. Veejaya can apply is physical proximity method. Physical proximity method needs Mr. Veejaya to be fully mobile. This means that Mr. Veejaya should be able to move freely and move around in the classroom. Movement communicates that Mr. Veejaya are focused on all parts of the classroom, and it can get a single students attention without interrupting the entire class. When a student is creating a minor interruption, Mr. Veejaya should immediately move closer to his or her seat. For example, Mr. Veejaya moves closer to the students who making noise seat so they knows that Mr. Veejaya are aware of their interruptions. While moving closer to those noisy students, Mr. Veejaya continues teaching and maintains the flow of the lesson. Mr. Veejaya should remain by their desk for a short period of time before moving on. The second method is sudden silence method. This method is like, when a student is disruptive while Mr. Veejaya teaching in front, Mr. Veejaya should stop and wait for the disruption to cease. For example, if some students are making noises and making trouble during lesson, Mr. Veejaya should sharply pause the lesson. After a few seconds, if the students stop their noisiness, then Mr. Veejaya may continue teaching.

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The next method is Post-It Notes method. Tis method is like where Mr. Veejaya carries a clipboard with prewritten Post-It notes that say PLEASE FOCUS ON WHAT WE ARE DOING NOW or PLEASE PAY ATTENTION or PLEASE KEEP QUIET. If a student needs a reminder about their behaviour, they choose the appropriate note and place it on the students desk. For example, as Mr. Veejaya continues teaching, he walk by the disruptive students and place the note that says, PLEASE KEEP QUIET AND PAY ATTENTION on their desk. Another method that Mr. Veejaya can use is quickly-state-students-name method. Stating a students name is effective if a teacher feel that they need to immediately catch some disruptive students attention, but dont overuse this technique because students quickly become immune to hearing their name called. Example of situation is, when students starts making noise during lesson, Mr. Veejaya should immediately say their name and make eye contact with them. The last method is individual signals method. Some students need an individual reminder when they are interrupting disrupting. Taking them aside and agreeing upon a method can be very effective. Example of the situation is, while teaching, Mr. Veejaya holds up one finger and makes eye contact with the disruptive students. Because both Mr. Veejaya and the disruptive students agreed upon this signal in advance when those students was disruptive in the past, they knows that they are creating a distraction and that one finger means that they needs to stop what they are doing.

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4.0 REFLECTIONS 4.0.1 REFLECTION 1 AMAR BIN ARIFIN 920306-01-6163 We have already finished our classroom management assignment in an appropriate time. In this assignment we need to explain modification model in the classroom management, then we need to choose suitable modification model for the situation given. All of us work together in order to discuss and be able to resolve the situation given in the assignment. Thus, I congratulate my group for their good commitment as they are ready to work hard to finish this assignment in a very exemplary manner. I myself find that it is not easy to do this assignment as this assignment needed us to think critically on how to handle a classroom with a good modification model based on the situation given. I also realized that handling a classroom is not an easy thing but I am glad to be introduced to this type of situation before I have to face a reality in the school. By doing this assignment I indirectly learn on how to manage my classroom and be able to handle misbehaving pupils in the classroom. I also would like to thank my lecturer, En. Ismail B. Saliyan, for his cooperation and support while finishing this assignment by giving us a guideline and explanation in order to complete this assignment. He is a very dedicated lecturer and willing to help us with any problem that we face. Besides that, he manages to come out with a good idea on how to handle a classroom which I think very precious from a lecturer. After finished this assignment, I think that I have developed knowledge on teaching skills. Before this I never know the technique used in handling problems regarding misbehaving pupils. Now, I am confident enough to teach and handling my class in the future by using a knowledge of classroom management. In conclusion, I have developed good teaching skills while doing this assignment. It seems that I can memorize for a long period of any new knowledge by applying back the knowledge in real situation. By be able to handle a classroom, I am sure that one day I will become a good teacher.

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5.0.2 REFLECTION 2 ADAM SHUKRAN BIN MOHD SHUKRAN 920414-11-5185 For this assignment, we were needed to explain modification model in the classroom management, then we need to choose suitable modification model for the situation given and finally we need to choose suitable strategies to solve the cases in the situation given. This coursework went well as we all worked together and we had save a lot of time in finishing this assignment. If we had not worked as a team and no collaboration were given, I believe that we could not finish a single thing. Therefore, in this reflection, I want to express my appreciation to my group because they had given their fullest cooperation and commitment in completing this assignment. To be honest, I had to control and manage my time wisely as I have many other assignments and works to be done instead of this very short coursework. To manage my time well, I forced myself to come out with a schedule so that all my works will finish accordingly and on time. By forcing myself to do a schedule, I realized that I can do works and finished it on time. It had made my life more organized and convenient when I have more time to spare after finished doing all the works. As a result, I had learnt a new and important thing while doing this coursework task, which is to manage time by doing a schedule. Another skill that I managed to develop through finishing this short coursework is leadership. A teacher is the leader to his or her pupils. When I was doing this assignment, I realized that my teammates did not have a clue to do this assignment. I also did not understand quite well on how to do it. Hence, I had decided to ask anyone about this assignment and the result was surprisingly easy. All we had to do was goggle up through the internet and find any information regarding this Kounin Model and other Modification Model. It has been acknowledged that there is a strong link between disciplines and classroom management in building conducive learning environment. Based on the modification model chosen by my group which is Kounin Model, Jacob Kounin found that the teachers differed very little in the way they handled classroom problems once they arose. The primary difference was in the things the successful managers did which tended to prevent classroom problems. They were totally aware of everything in the classroom environment; they kept students actively engaged and they conducted well-planned lessons with smooth transitions. Kounin concluded that some teachers are better classroom

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managers because of skill in four areas which is withitness, overlapping activities, group focusing, and movement management. As the conclusion of my reflection, I hope that I can improve more on my weaknesses and take any opportunities to apply what I have learnt through this assignment. It seems that I can memorize for a long period of any new knowledge by applying back the knowledge in real situation. Thus, I will try as hard as I can to sharpen the knowledge that I got from this assignment by applying it back in real life and in the future, I hope that I can be a better person and also a better teacher.

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5.0.3 REFLECTION 3 LIANA YUANNA LION 920425-13-5712 We have received a project task for Behaviour and Classroom (EDU 3104) subject. We are required to prepare an essay entitled Effective Classroom Management based on the situation given in the task project. We are also required to analyse all the modification models I classroom management and how to apply the models in classroom. There are so many experience that I have faced while doing this assignment. I have some problem while finishing this assignment. But luckily, I manage to move on and overcome all the problems that interfere. The problem that I face will not make me weak but it makes me stronger. The problem that I faced is time management. I have many assignments for other subject to be done too. The date due for all assignment was on the same day. It is very torturing to finish all the assignment all in once. I barely sleep while doing the assignment. It makes me having a very bad headache and migraine. I cant even focus while doing

assignment while thinking about another assignment that needs to be submitted on the same date. Another problem that I face is limited relevant sources. Some source weather it is from internet or from books, the information are sometimes different. I dont know which is relevant, true and believable. And at the end, I just simply pick which I think is the better one. There is also new knowledge that I have learnt from doing this assignment. The knowledge that I get are about the modification models and effective classroom management. After finishing this assignment, I getting to know about how important it is for a teacher to know about the modification models. I can apply the knowledge of modification model when I am teaching in the future. This is a chance for me to learn the suitable model to apply according to the classroom environment Im in in the future. This new knowledge also helps me to understand about individual cognitive development. All students have different cognitive development. Not all students have high cognitive, there are also students who have lower cognitive level. With the knowledge of modification models that I learnt from finishing this task, I can apply it with every students according to their cognitive level. Every student need different approach of modification models in order for them to cope in the classroom.

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In conclusion, it is very important or in other words, it is vital for all teachers to learn about modification models and effective classroom management strategies. This is because it may help teacher to control their students and to develop their students cognitive level. This knowledge will also help teacher to help their students to learn and have good behaviour not also in classroom but outside the classroom too. Nothing is impossible if we really work hard.

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5.0.4 REFLECTION 4 VISHAALENNY SUBRAMANIAM 920918-14-5572 Theories of learning refer to general learning principle which has been derived from research by education psychologist. Learning theories are classified into five major perspective which are behavioural, cognitive, social, and humanistic and also constructivism. These theories are useful to teachers to understand concisely how pupil learn and then use these learning theories to relate with teaching methods and techniques to guide the students. As a future teacher, I would apply Kounins theory in my teaching planning and practices, though remembering that each student may require different accommodations. Being able to handle multiple situations at once, keeping students engaged, maintaining momentum and smoothness in your lessons and transitions takes experience. These are the most difficult techniques for a first year teacher to learn; therefore, making them a habit during that year will allow for mastery of these skills to occur. I believe that Kounins Model is important to develop an effective classroom environment; however, discipline problems will occur, no matter the amount of preventive planning a teacher makes. As a future teacher, mainly I would be applying these theories in classroom basically concerned with observable behaviours that can be measured. In learning, behaviourism focuses on stimuli that create a response. The Behaviourist approach might be best suited to a class of young or less able learners, for the objectives are clear and are easy to measure. This form of teaching might also be necessary for moving things along, keeping to deadlines such as exams, discouraging late-comers and people texting during class. Behaviourism is action-oriented and does not take into account thoughts or emotions associated with a reaction or behaviour because these are not observable and not measurable. Behavioural theory says that behaviours can be shaped using rewards and punishment. Consistently rewarding a student for exhibiting a desired behaviour increases the likelihood that the behaviour will be exhibited again. Punishment of undesired behaviour has the same potential to reduce unwanted behaviour As a conclusion, I think behaviourisms theory is one of the best theory that could be applied in the class to convey the lesson in a positive and an interesting way. In the learning arena, behaviourism techniques such as reinforcement, repetition and teacher-centric learning

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introduce stimuli that produce desired behaviour. With correct way of conveying the class, the teacher could successfully use this method to teach her students.

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REFERENCES Abraham. Johnny. (2010). (EDS). Teachers roles in the classroom. Tuscaloosa, Alabama.

Alex. Samuel. (2010). (EDS). Know Your Students: Misbehavior Students. Washington, United States.

Bohn, Roehrig, & Pressley. (2004). What is Classroom Management?. In G. S. Chiew, Classroom Management: Creating Positive Learning Environments (2nd Ed.) (pp.17). Singapore: Pearson Education South Asia.

Brophy, & Evertson. (1976). The Concept of Classroom Management. In G. S. Chiew, Classroom Management: Creating Positive Learning Environments (2nd Ed.) (pp. 1819). Singapore: Pearson Education South Asia.

Charles, C. M., (1989), Building classroom discipline: from models to practice, Longmans Inc., New York. (pages 40-54).

Doyle. (1979). Understanding Classroom Management. In G. S. Chiew, Classroom Management: Creating Positive Learning Environments (2nd Ed.) (pp. 18). Singapore: Pearson Education South Asia.

Duke. (1979). Classroom Management Skills. In G. S. Chiew, Classroom Management: Creating Positive Learning Environments (2nd Ed.) (pp. 18). Singapore: Pearson Education South Asia.

Edward. Wayne. (2009). (EDS). Models of Discipline: The Ginott Models. Boston, United States.

Nelson, T. G. (2002). An Interview with William Glasser. Teacher Education Quarterly, Summer 2002, 93-98.

Martin, W. (1988). Control theory: Applications to middle-level school environments. Paper presented at the Annual Meeting of the American educational research association (New Orleans, LA, 1998).

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Glasser, W., (1985), Control theory in the classroom, Perennial Library, New York.

Glasser, W., (1990), The quality school: Managing students without coercion, Harper and Row, New York.Hill, D. 1990, Order in the classroom, Teacher, 1(7), 70-77.

Skinner, B. F., 1971, Beyond freedom and dignity, Knopf, New York.

Tauber, R. 1982, Negative reinforcement: a positive strategy in classroom management, Clearing House, 56, 64-67

Kounin, J., (1971; 1977), Discipline and group management in classrooms, Holt; Rinehart and Winston, New York.

Goh. (1989). Maintaining Pupils Discipline and Behaviour. In G. S. Chiew, Classroom Management: Creating Positive Learning Environments (2nd Ed.) (pp. 17). Singapore: Pearson Education South Asia.

Stanford, Emmer, & Clements. (1983). Understanding Classroom Management. In G. S. Chiew, Classroom Management: Creating Positive Learning Environments (2nd Ed.) (pp. 18). Singapore: Pearson Education South Asia.

Michael. Shawn. (2005). (EDS). Principle of Congruent Communication. Texas, United States.

John. Brown. (2009). (EDS). Learning and Teaching Process in Classroom. California, United States.

Philips. Joe. (2009). (EDS). The Glasser Model: Volume I. Michigan, United States.

Glasser. William. (1978). (EDS). Choice Theory. United States.

Teacher Matters, (2008). The Kounin Model. Retrieved March 10, 2013 from http://www.teachermatters.com/index.php?option=com_content&view=article&id=9:k ounin-model&catid=4:models-of-discipline&Itemid=4

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WikiBooks, Wikimedia Foundation, Inc. (2009). Overview/History of Jacob Kounins Work. Retrieved March 10, 2013 from http://en.wikibooks.org/wiki/Classroom_Management_Theorist_and_Theories/Jacob_ Kounin

WikiEd. (2008). Whom are we talking about: Jacob Kounin. Retrieved March 10, 2013 from http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob

Toso, R. B. (2000). Control Theory, Principal Leadership (High School Ed.), 40-3.William Glasser Institute. (2006). Quality schools. Retrieved June 15, 2007: http://www.wglasser.com/quality.htm.

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LAMPIRAN B1 COURSEWORK COLLABORATION FORM STUDENTS NAME : ADAM SHUKRAN BIN MOHD SHUKRAN : AMAR BIN ARIFIN : LIANA YUANNA LION : VISHAALENNY SUBRAMANIAM GROUP/OPTION SEMESTER SUBJECT CODE LECTURER : PISMP TESL 5 :3 : BEHAVIOUR AND CLASSROOM MANAGEMENT : EDU 3104 : EN. ISMAIL B. SALIYAN

DATE 25 February 2013 4 February 2013 11 February 2013 11 February 28 February 2013 1 March 2013

MATTER DISCUSSED We received the project task. Lecturers briefings the task. We divide the group for the task.

SIGNATURE (PEER)

SIGNATURE (LECTURER)

We discus in group about the task.

We search all the information that might be useful for the task.

We divide the work within our group member. We compile all the work. We check together our work. We do some correction. We re-check back our essay and do correction.

10 March 2013 14 March 2013 15 March 2013

We submit the task.

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