1.0 Introduction Teaching profession is a noble profession because teacher is an agent of the societal changes.

In this context, a teacher could also be the answer of the social problem that is on the rise nowadays. In order to cope with this issue, a teacher must know how to identify the problems and how to tackle it. One of the ways is building good rapport with the pupils. Having the knowledge of behavioural models and how to execute it could be served as a guideline for a teacher to know how to tackle some of the social problems. 1.1 School Background The school was established in 1994, is a grade A school, located in a residential area Ria Park, Sungai Petani, Kedah. It is built on an area of 7.7 acres and categorized as a city school. Apart from Ria Park, it is surrounded by other housing and urban development such as Park Farmers Ria Jaya, Housing Swamp Grammar, Peruda Park, Legend Heights, Bandar Aman Jaya and others. Since the city is located in Sungai Petani, the school is close to Kuala Muda District Education Office / Yan, District Police Office, Mara Skills Institute, School of Science Sultan Mohamad Jiwa, and other government and private agencies as well as retail and hotel. Although categorized as a school in the city, but pupil family background still mixed between the elite 10 percent, 60 percent intermediate and the usual 30 percent. However, the breakdown of students' race of students in 1807 there were only 4.5 per cent of Indian and Malay is the rest.

2.0 Case Study The following is the summary is synopsis of the case that I have studied Mr Azman is a 5 Bestaris Mathematics teacher. When he was conducting his leeson, he always encountered some problems with a pupil known as Zamani. His appearance is quite shabby as his clothe is dirty and the colours had faded. Based on what Mr Azman said, Zamani loves to attract everyones attention by making noises which disturbs the class flow. He also like to do the opposite of what Mr Azman told him to. He loves to walk around in class while sometime giving excuses to go to the gents. Although Mr Azman scolded him, but Zamani still do what he want to do. Even though he was punished, he still shows no sign of threaten. But sometimes the opposite happen. He prefers to sit alone and skip classes. Pupils profile Zamanis family background is poor financial status. He is the fifth child from seven siblings. His father works as a grass cutter while his mother works as a tailor. He has two little brothers which aged five and two years old. His eldest is working and no longer stay with his family due to family arguments with his parent. He was also canned and hit by his father. Mr Azman said that there was once where Mr Kamaluddin (Zamanis father) slapped him during the Progress Report Program with the parents. This is because Zamani scored the lowest mark and very low examination results. Another factor why he is behaving that way is he did not get much attention from his parent. This will lead to his behaviour of attracting attention from everyone around him. But he is doing it wrong and has caused trouble for the whole class. Zamani also regularly skip classes because he felt that there is no use for him to be in school due to his low marks and achievement. Other than that, his older brother and sister did not score very well thus, leaving with no role model to motivate him.

2.2 SELECTION OF DISCIPLINE MANAGEMENT MODEL AND REASON OF SELECTION

Canter Assertive Discipline Model

Kounin's Model

Skinner Behaviour Modification

Canter Assertive Discipline Model Assertive discipline is an approach to classroom management developed by Lee and Marlene Canter in the year 1976. It involves a high level

of teacher control in the class. It is also called the "take-control" approach to teaching, as the teacher controls their classroom in a firm but positive manner. The approach maintains that teachers must establish rules and directions that clearly define the limits of acceptable and unacceptable student behaviour, teach these rules and directions, and ask for assistance from parents and/or administrators when support is needed in handling the behaviour of students. The underlying goal of assertive discipline is to allow teachers to engage students in the learning process uninterrupted by students misbehaviour. Part of this approach is developing a clear classroom discipline plan that consists of rules which students must follow at all times, positive recognition that students will receive for following the rules, and consequences that result when students choose not to follow the rules. These consequences should escalate when a student breaks the rules more than once in the same lesson. But (except in unusual circumstances) the slate starts anew the next day. Assumptions of this approach include: Students will misbehave. Students must be forced to comply with rules. Teachers have needs, wants and feelings and the right to teach without interruption by students misbehaving. Punishment will make students avoid breaking rules and positive reinforcement will encourage good behaviour.

How this model helps to overcome discipline students in Malaysia? Based on Lee and Canter (1992), a plan is the main component in the effective learning and a good classroom management. Why? It is because if the teacher does not have any good discipline management plan during the lesson, he/she will choose any of the consequences that are suitable when the discipline matter happen in the classroom. (Source: Choong Lean Keow, P. hD, Pengurusan Bilik Darjah dan Tingkah Laku)

In Malaysian classroom, if the student does not well behave in the classroom, the teacher needs to give the first warning to the misbehaved student. Assertive Discipline Model divides three types of teacher that are assertive, non-assertive and aggressive attitude to the students. It is the teachers responsibility to keep the learning environment in an optimum way. Other than that, the teacher also receives support from the administrators and also the students parents. The teacher also needs to apply the consequences consistently. The consequences are in five levels that are give warning for the first time, the second until the fourth time is to be in a Silent Corner for five minutes and write the misconduct journal and lastly is the fifth time is meeting with the headmaster or headmistress. When the students are well behaved in the classroom, they are qualified to get a compliment from the teacher. Assertive teachers build positive, trusting relationships with their students and teach appropriate classroom behaviour to those who don't show it at present. They are demanding, yet warm in interaction; supportive of the youngsters; and respectful in tone and mannerisms when addressing misbehaviour. Assertive teachers listen carefully to what their students have to say, speak politely to them, and treat everyone fairly.

1. The Kounin Model According to Choong Lean Keow (P. hD), in his book Pengurusan Bilik Darjah dan Tingkah Laku Jacob Kounin is an educational theorist who focused on a teachers ability to affect student behaviour through instructional management. His best-known work was done in the 1970s, where he conducted two major case studies. From educational psychologist to a well-known theorist today, Kounin brought a novel idea that incorporated both the instructional and disciplinary aspects of the classroom together. Before this happened, most educators viewed their role as a straight-forward passing on of skills and knowledge to their students. After publishing his book, Discipline and Group Management in Classrooms(1977), Kounin attempted to influence the original viewpoint of educators and to integrate teaching and discipline in the classroom. Kounins first observation of an intriguing pattern in student behaviour was when he asked a student in his own classroom to put something away; he noticed that the

students around him suddenly followed in focusing their attention. He watched as the correction of one students behaviour actually spread to other students engaging in inappropriate behaviours, and resulted in a much more ordered room. He later described this phenomenon as the Ripple Effect. This first observation led Kounin to conduct experiments over 5 years with students from all levels, but later Kounin changed his focus to seeing how teachers actually prepared or proactively managed their classrooms before behaviour occurred. He noticed how the reactions of teachers to students affected classroom management in a negative way. He learned that teachers were always receiving similar responses from their students no matter how they reacted to misbehaviour in the classroom. From this observation, he concluded that there must be something a teacher could do to prevent misbehaviour in the first place, which would lead to more effective classroom management. From his studies, Kounin developed theories about classroom management that were based around a teachers ability to organize and plan in their classrooms while using proactive behaviour and high student involvement. He believed that in order for a teacher to have an effective connection between management and teaching, there needed to be good Lesson Movement. This Lesson Movement is achieved through withitness, overlapping, momentum, smoothness, and group focus.

With-it-ness

Group Focus

Overlapping

Lesson Movement

Smoothness

Momentum

I. "With-it-ness" The teacher is responsible for inhibiting poor behaviour. The teacher can maintain this strategy by making eye contact to all students at all times. The teacher should know each student on a personal basis. The teacher can use other non-verbal techniques to show students that they are alert and care about the well-being of all students. The teacher may also want to make a respectable suggestion to inform the student that their behaviour is unacceptable. The teacher should have

communicated to all students the expectations and can have these displayed so everyone can be "with-it". II. Overlapping The teacher can have procedures that will allow the teacher to be effective when two situations occur at the same time. For example, if a student is done with an assessment or an assignment early have something for them to do such as moving on to another assignment, reading a book, or a quiet enrichment exercise. While the early-finishers are staying busy the teacher is allowed to move around the room to answer question or assist struggling students. Once the students are doing their work the teacher can go to the tardy student and tell them what they missed or answer any questions from the homework assigned the night before. III. Momentum The teacher should make lectures short to allow students to group together and move around to gain more knowledge of the content. The teacher should make sure that these exercises remain short so students do not get bored. A teacher can keep a timer and assign roles to students to keep the students moving and on a time deadline. If students are struggling the teacher can reflect on what they can do to make the lesson more meaningful and easier to understand for their students. IV. Smoothness The teacher can have students make hand gestures that will tell the teacher whether the student has a comment or question concerning the lesson. This technique allows the teacher to have an idea of which students may cause an unwanted tangent and which students may have a good question that could pertain to utilizing the time effectively. When placing students in group-work the teacher can walk around

facilitating and listening to discussions of other students. The teacher can then intervene or take the group to a different track if the teacher feels it is necessary. V. Group Focus The teacher can implement this strategy with several techniques: A. Encourage Accountability: Make students aware that they will be graded for their participation and contributions to the group. B. The teacher can have a canister of popsicle sticks that have each students name on them. The teacher can pick the popsicle stick at random to keep students on track and out of their seats with anticipation for question/answer time, board problems, etc. C. The students can facilitate a discussion. Once they have finished a task they can turn to each other or they could pair up with those who are already done and compare answers. In order for implementation to be effective the teacher must be well organized, communicate their expectations to their students, and hold them responsible for their actions to encourage motivation and attention.

How this model helps to overcome discipline students in Malaysia? In Malaysian classroom, this model can help the teacher to deal with the student in the class, the groups and others. By giving them some works to do, teacher can assist them while they working on the worksheets. Through this Kounin model a teacher must address the behaviour of its students in a soft voice. This is to be able to create a feeling of respect for the students to teacher. As teachers, we are encouraged to speak gently and not rude when dealing with students. Other than that is to adopt the attitude of 'overlapping'. 'Overlapping' means a teacher is able to resolve two or more issues arising at the same time. In this case, the teacher shall immediately and capable of problem-solving within the same problem in order to avoid the problems of problem becomes more difficult. Using the lesson movement that is stated by Kounin, the discipline problem will be able to solve if the teacher can use the method wisely. A teacher is able to attract the attention of the class or group learning in the classroom. For this idea, a teacher

should prepare you with materials that could attract the attention of the class for example, by providing a 'power point' for presentation to the students. The subjects provided "power point" to attract the class because students are attracted to the technology. Finally, there is satisfaction. Satisfaction here means a teacher shall be not easily satisfied with the preparations have been done. To reduce the feeling of complacency, the teacher may practice a few things as follows; build feelings for improvement, provide a variety of challenges in the learning process, high-spirited and add diversity in learning.

Skinner Behaviour Modification This model behaviour uses the principles of reinforcement that lead to external elements to influence student behaviour that reinforcement can be a stimulus to increase desired behaviours. There are two types of reinforcement, the positive reinforcement and negative reinforcement. Positive reinforcement occurs when a stimulus is given as a gift, compliments, etc. aimed at improving student behaviour desired. While negative reinforcement occurs when a stimulus such as magazines, comics released so that the students again showed the desired behaviour. Positive or negative reinforcement is used to reinforce or increase the desired behaviour. Reinforcement is different from the fines. Reinforcing the action to punish the wrong behaviour or unwanted while the fines are the actions taken to reduce unwanted behaviour. Individual behaviour is heavily influenced or shaped by reinforcement received upon the behaviour shown. According to Skinner, to get the desired behaviour, reinforcement or reward should be given after a person shows such behaviour. This reinforcement stimulus acquired in the classroom in the form that is achieved after work hardly or peer acceptance, gift, smile, nod or earned praise from the teacher. A change in behaviour refers to behaviour that is used by teachers to form the desired behaviour through periodic reinforcement. Behaviour which in turn is influenced by the reinforcement provided. Through constant reinforcement provided each time a student shows the desired behaviour, it will help shape the desired new

behaviours. For example, teachers can engage students who are passive in every classroom. Teachers should use the regular and periodic reinforcement such as giving praise when each student is able to raise their hand or right answer. With this reinforcement, the shy students will begin to dare to raise their hands and participate because in the discussion after he was showed by such behaviour.

How this model helps to overcome discipline students in Malaysia? According to the behaviourist, consolidation is a very effective element for new teaching appropriate behaviour and to change the current behaviour is less desirable. This model emphasizes a systematic approach to changing behaviour through the application of the principles of conditioning in the form of positive reinforcement and negative reinforcement. To get good behaviour, it can be developed by using reinforcement. Skinner's theory of behaviour has posed a concept known as a reinforcement contingency of the relationship between behaviour and control behaviour effectively. In the context of the classroom, positive reinforcement is given to pupils who perform the desired behaviour. This positive reinforcement can be in the form of material rewards and words of praise. Whereas, a negative reinforcement is withdrawn stimulus to the students show the desired behaviour. Generally, there are three basic assumptions that describe the behaviour consequences. First of all, behaviour followed by a reward that is reinforcement will be more frequent. Secondly, behaviour followed by punishment will not occur frequently or did not happen. Third, the behaviour will be deleted or disappear if it is not reinforced. In other words, ruled by the consistent behaviour that arises, it will be strengthened if provided with immediate reinforcement and vice versa will be weak if reinforcement is given.

3.0 Reflection

A great teacher is one a student remembers and cherishes forever. Teachers have long-lasting impacts on the lives of their students, and the greatest teachers inspire students toward greatness. Great teaching seems to have less to do with our knowledge and skills than with our attitude toward our students, our subject, and our work. Based on my observation and doing this case study, I manage to get a grip on what is the difficulty that I am going to face if I am going to be a teacher soon. These serious problems that were faced by pupils can affect their studies and if they are disruptive, they can disturb the whole learning process. So it is vital for the teacher to tackle this problem in order to gain complete control of the class and to make sure that the pupils will gain maximum output from the teacher. In order for the teacher to solve or help the pupils with their problems, the teacher must have the knowledge in a few Discipline model to help them. These models is suitable according to specific situation so the teacher must know what is the suitable model to apply according to the problem that he or she is facing. By doing this assignment, I now know a few discipline models and how to use them according to the problems that I am facing. Another benefit that I gain from doing this activity is that I feel that my information seeking skill has been improved dramatically. Usually I search everything in the internet but now I also look it up in books. As a teacher, this skill is important because we need it to look for information that can help us in our teaching and learning processes. The next benefit that I gain is that I now understand that to never quickly judge and be mad at the pupils if they are making problems as they are might be some deep seated factor that causes them to behave like that. As a teacher, we must be empathy and have good rapport with the pupils in order to know what they are facing and how to help them solve the problem. To conclude, after I had done this assignment, I have gain a few benefit which are getting a taste of being in a teachers desk, being empathy, an increase in information seeking skills, having knowledge on a few discipline model and how to apply it to solve pupils problem and to never to quickly judge a problematic pupil.

References

Lee & Marlene Canter. (1992). Assertive discipline: Positive behaviour management for today's classroom. Santa Monica, CA: Canter and Associates.

Canter, L., & Canter, M. (1976). Assertive discipline: A take-charge approach for today's educator. Santa Monica, California: Lee Canter and Associates.

Keow, C. L. (2009). Pengurusan bilik darjah dan tingkah laku untuk program ijazah sarjana muda perguruan. Kuala Lumpur, Malaysia: Kumpulan Budiman Sdn.Bhd.
Kounin, Jacob S. Discipline and Group Management in Classrooms. Huntington, N. Y.: R. E. Krieger, 1977