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Video analysis of the theories applied by the teacher

Classroom management is the ability of a teacher to manage their classroom


to create a conducive learning environment for the students to learn. According to
Albert and Troutman (1986), classroom management is the ability of teachers to
provide a conducive environment for learning by cooperatively managing time,
space, resources and pupils roles and behaviours. This is the essence of classroom
management as it will enhance the quality of teaching and learning session. Hence
teachers need to use effectual classroom management strategies to manage pupils
behavior and at the same time be able to create a safe, orderly and pupil-friendly
environment to execute instruction productively (Manning and Bucher, 2013). It is
therefore important for us as a teacher trainee to master classroom management
skills.
Classroom Management in Primary ESL Classroom is one of our major
subjects as a TESL student in order to prepare us for our teaching practice at
semester five. The assignment of this subject requires us to observe how our
cooperating teacher conducts and manages her classroom. My cooperating teacher
is Mrs. Yogesvary who teaches a year three class. I requested to enter the class with
her for me to observe on how she manages her classroom.
This class is one of the well known problematic classes as they cause
headache to a lot of teachers in the school. They do not listen to what teacher is
talking about and do not pay attention in the class. Some of them are even playing
and fighting in the class. These had caused a lot of problems to the teachers as it
interrupts the teaching and learning session.
During my observation of teacher Yogesvarys class, I found out that she
applied a few models and theories of managing classroom in order to manage the
class. There are Skinners Behaviour Modification Model, Rudolf Dreikurs
Democratic Teaching Theory and Jacob Kounins Instructional Management theory.
These are among the strategies that found to be effective in managing a classroom
even though with pupils who are having disruptive behaviours.
Through the observation I had done, I was able to discover the application of
Skinners Behaviour Modification Model in managing the classroom. This model

stresses that human behavior can be shaped along desired lines by means of the
systematic application of reinforcement. The reinforcers might be oral rewards such
as teacher praises and material based which attracts pupils the most like sweets.
Pupils who do not follow the procedures, who misbehave or who perform poorly are
denied desired rewards or are punished in some way.
As stated above, the types of reinforcers can be divided into social and
tangible reinforcers. Social reinforcers are rewards that use oral as the medium. For
example, teacher praises such as well done, very good, and excellent. On the
other hand, Tangible reinforcers are real objects that pupils can earn as rewards for
desired behaviour and are more powerful for some pupils than other types of
reinforcers. They are widely used with pupils who have special behaviour problems.
The examples of inexpensive reinforcers are crayons, colour pencils and sweets.
During her class, teacher Yogeswary explained to her pupils that they will get
a mystery gift from her if they behave correctly as listed on the classroom rules. This
shows that she used tangible rewards to attract her pupils to make them follow the
classroom rules and do not misbehave during the teaching and learning process. As
in return, they will receive a mystery gift if they manage to follow all the rules. This is
quite effective as most of the pupils follow the rules set by the teachers as they
wanted to get the mystery gift.
At certain point of the lesson, the teacher lost control over the pupils where
the pupils are making unnecessary noise after they had finished doing their work
(task exercises or worksheet). What the pupils had done was they are talking to the
other pupils, which considered as disturbing the other pupils whom have not finish
doing the task. This action had disrupts the pupils and demotivate them to complete
the task. What they had done was they join the other pupils talking and abandoning
the task. For this situation, teacher used Theories of Instructional Management by
Jacob Kounin. Kounins theory on classroom management and discipline (Kounin,
1970) is important because without some idea on how to control the pupils in an ESL
classroom, there will be chaos. Through this theory, the teacher applied the concept
of ripple effect in the classroom. Teacher corrected and punished a student who
misbehaves, and this positively influenced the behaviour of other nearby pupils. It
leaded to the greatest pupils involvement and minimum misbehaviours.

Moreover, teacher applied the concept of overlapping by Jacob Konin in the


classroom. Overlapping is what teacher does when they have to deal with two
matters at the same time which is the same idea as multitasking. Teacher was giving
her focus on the group work and teacher communicates through her action besides
using words. For example, from the lesson the teacher is actively present the lesson
with her actions pointing on the picture of Mother Teresa while saying the sentences
that related about her. She also asks the pupils to say the sentences loud and clear
according to their group. By doing these activities, the pupils are convinced that the
teacher really knows what is going on. Thus, pupils were acted appropriately in the
lesson by paying attention towards the lesson.
Teacher also implemented some of Democratic Teaching strategies where
teacher encourage her pupils to take part actively in the discussion. Firstly, I can see
that teacher always allow her pupils to try and offer them a chance think of their
answer ideas during the lesson. Teacher gives the pupils opportunities to learn. The
pupils then learn how to enquire and discover new information during the teaching
and learning process. Teacher also involved her pupils by practicing the oral drills
among themselves. For example, teacher asks the pupils to repeat the sentences
about details of Mother Teresa until he pupils understand and remember. From the
activity, pupils learn to communicate with their teacher and also their own friends.

Possible reasons and comments for the actions/decisions taken by the teacher

Teacher used reinforcers which is the rewards to create extrinsic motivation


for pupils. Motivation is a kind of stimulus which arouses and sustains the interest of
an individual to achieve a goal, including the change in attitude and behaviour.
Motivation is an internal power which arouses, directs and controls
human interest and behaviour.
(Woolfolk,
1990)
By giving praises, rewards or better grades, it motivates pupils extrinsically
and it really helps a teacher to control their class more effectively. This is because
there is a force that drives them to follow the classroom rules set by the teacher.
Instead of using reward system to motivate pupils and shaping their behaviour,

teacher Yogesvary also used punishments to her pupils who do not follow the
classroom rules even though warned. As a result, she punishes them by asking them
to stand behind the class and face the wall for the remaining time. According to
Jordan and Porath punishment is a reinforcer that decreases behaviour. In classroom
management, shaping behaviour is always a better choice than decreasing
behaviour. It is therefore not suitable for the teacher to punish their pupils in the
classroom.
Furthermore, the pupils also keep on making noise and screaming when the
teacher is delivering the lesson. Teacher should not ignore this problem because the
pupils will think that it is alright to make noise while she is teaching. Jacob Kounin
believed that teachers who demonstrate effective instructional behaviours usually
have better-behaved students. Testing his theories over two decades of work, he
analysed thousands of hours of tapes of classes on a variety of grade levels and in a
variety of neighbourhoods and communities Eilerman, T. (2002). Through this theory,
the teacher applied the concept of ripple effect and overlapping in the classroom.
The teacher applied the concept of ripple effect and overlapping. Ripple
effect is the effect when a teacher corrects one student who is misbehaving and the
behaviour ripples to other pupils causing them to behave in a better way.
Overlapping is what teacher does when they have to deal with two matters at the
same time which is the same idea as multitasking. The teacher a better class control
by the use of ripple effect and overlapping.

Personal view (suggestions)

Therefore I suggest that we teacher should not only applied democratic


teaching at all time, but we must also become pragmatic and should be ready to
have assertive teaching and autocratic classroom whenever the condition requires us
to be so. This would send the right message to the pupils that they should be more
discipline and responsible in their own learning thus held themselves accountable as
per stated by Kounin.
I suggest that she changes the ways of offering rewards to her pupils to
overcome the problems faced by her. Token System is one of the most popular and
effective strategy to be used.

One of the most important technologies of behaviour modifiers and


applied behaviour analysts over the last 40 years has been the token
economy.
(Matson and Boisjoli, 2009*, p.
240)
Token system is used as a method of strengthening behaviour, or increasing its
frequency, because the tokens are a way of paying children for completing tasks
and the children can then use these tokens to buy desired activities or items
(Miltenberger, 2008). This system is very useful in shaping behaviours. Pupils will be
given a token such as stars and stickers if they perform the desired behaviour. After a
pre-determined number of tokens are collected, they can be traded for rewards they
desired to get from the teacher. Candies and extra rest time are among the popular
choices of young pupils. It is also effective in providing a less obstructive form of
reinforcement in the classroom.
However, to apply the Token System, a teacher must remember to use small
and countable items as the token and define the desired behaviour clearly for pupils
to understand fully the requirements to get a token from their teacher.For example,
she can prepare a star chart and explains to her pupils that every one of them has to
follow the classroom rules in order to avoid the numbers of star from decreasing as
the result of their friends misbehavior. This will make her pupils to help her manage
her classroom as they will ask their friends to stop misbehaving if they want to
rewards. But there are factors to be taken into consideration too. The teacher should
remove the stars whenever needed to avoid pupils from thinking that the teacher will
not remove the stars and keep on misbehaving.
According to Skinner, negative reinforcement is strengthening of behaviour by
stopping, removing or avoiding unwanted or undesired behaviour. By giving pupils
choice to choose either to remove unwanted behaviour or to get punished will surely
avoid them from misbehaving as they will not choose to get punished. This can be
one of the strategies that can be applied by teacher Yogesvary instead of using
punishments as it will decrease behaviour instead of shaping it.

As a conclusion, there is no one model or strategies of classroom


management will suit all situations faced by teachers in a classroom. But the
knowledge of these models will allow teachers to build their own management style
that combines all the models and theories into a unique and interesting style of
managing a classroom.
.

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