Weekly Journal

Number of Journal

: 6/12

Week of Practicum

: Week 6

Date of Events

: 9.3.2015 13.3.2015

Journal Entry

: Red Draculas light ~!

Sometimes, we are asking ourselves about how much noise can we tolerate while
teaching young children? In my opinion, I myself can tolerate medium-level of noise in the
classroom and it must be closely-related to the language content of that particular lesson.
Normally, pupils will be making noise while they are playing with each other in the middle of
conducted lesson. For me, I have experienced lots of situations whereby pupils were playing
energetically while I am teaching especially in SK Dato Mohd. Musa, Samarahan. I also
have written down about this problem in my weekly journal (Week 2, 2014) when I was a
practicum teacher for Phase II.

Problems arisen as we were dealing with young learners and finding the ways to deal with
the matter became issues for us. First of all, my major issue with my own pupils in Year 3 Bestari was
their attitudes in the classroom. Some of the pupils were very disruptive in term of talking, playing,
procrastinating in doing works and hardly to pay attention to the teacher in front.
(Frederick G., 2014)

Indifferent from that situation, I was having some difficulties with my Year 3 pupils in
SK Tanah Merah, Serian. I would say that this time is somewhat more challenging than
before. The girls tend to talk among themselves in a corner. Meanwhile, a group of boys will
play in one corner at the back. Another group of boys like to play in the centre of the
classroom, jumping and walking around. If you are the teacher, what will you do to handle
these kinds of problem? Scolding seems like a traditional method of prevention. Canning is
somewhat cunning. Nowadays, even using cane to do punishment is not allowed anymore. In
short words, military style of punishment cannot be used in todays society. So, I suggested
various ways to tackle this kind of problem in the strategy part.

Weekly Journal

Classroom management skill is essential for every teacher. Without proper class
control, teacher will not be able to teach appropriately and effectively. In my case, Madline
was behaving so energetically. She can be considered as hyperactive girl who is always
shouting, running here and there as well as quarrelling with her tablemate, Kana. As an early
intervention, I always ask her to sit in front of the class so that it will be easier for me to
control her. According to Gage & Berliner (1992), young children will feel agitated if the
teacher always looks at him and with that teacher will be able to control his misbehaviours.
Based on the given statement, I strongly agree with the effectiveness of this strategy in
reducing misbehaviour of the pupils.
Based on my reading of an article entitled Addressing Students' Needs:
Dealing with Disruptive Behaviour in the Classroom, if disruptive behaviours occur despite
your efforts at prevention, you must act as early/ quickly as possible. Otherwise, you can
"lose control" of the classroom, frustrate other students, and create a hostile learning
environment. As the article suggested More Extreme Classroom Interventions as another
strategy to tackle this problem, it might be useful for teachers out there. One way of applying
this intervention is to spend some time in class discussing the whole situations with an open
heart and honest feelings. The teacher can tell the pupils how he feels and then ask them how
they think this matter should be handled. Other people may think that this is time-wasting
strategy but bear in mind that if the class time is disrupted by the pupils and it affects the
ability to do works, learning is being harmed and time is wasted.
With all strategies mentioned in the three sub-parts, its up to the teacher itself which
strategy would be used to tackle or handle disruptive behaviours occur during teaching and
learning process. Strategies can be eclectic, which means teachers can use more strategies if
this one strategy is not effective and practical to be applied.

Weekly Journal

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