Contents

TASK 1: GRAPHIC ORGANIZER...................................................................................................... 2

TASK 2: ACADEMIC WRITING ..................................................................................................... 8
REFERENCES ........................................................................................................................................ 12

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TASK 1: GRAPHIC ORGANIZER

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TASK 2: ACADEMIC WRITING

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 Classroom management is a term used by teachers to describe the process of
ensuring that the teaching and learning sessions run smoothly despite disruptive behavior by
the students. It has been cited as one of the most serious obstacles in promoting effective
teaching. According to Alberto and Troutman (1986), classroom management is directly
related with teachers' management skills in some areas like time, environment, resources,
pupil's attitudes and manners to develop an atmosphere for encouraging learning (Osakwe,
2014). It is closely linked to issues of motivation, discipline and respect. Doyle (1986)
describes classroom management as fundamentally a process of solving the problems of
order in classroom. The aims of classroom management are to encourage the desired
behaviour from the students in the class by creating a positive and conducive learning
environment. There is such a thing as an atmosphere that encourage the involvement of
students to learn. Classroom management also help in reducing disciplinary problem. It helps
to promote appropriate student behaviour and eliminate inappropriate ones.

The teacher is the most important adult and an expert in the classroom. A teacher’s
actions and behaviour always affect the nature of the classroom. In a class, teacher is in
complete charge of the class to ensure that the learning activities and behavior of student in
the classroom are consistent with the objectives, expectations and plans of both teachers and
school. Teacher acts as the controller. An effective teacher is also a good planner. Effective
teaching, learning and classroom management depend on effective planning (Goh,2002).
Teachers design lesson plans to teach the standards and provide engaging activities, while
taking into account each student's interests and instructional needs. The success of activities
depends on good organization. Giving clear instructions is vital in this role as well as setting
up activities and also serve as a demonstrator. It allows the teacher to get involved and
engaged with the students. In the 21st century classroom, teachers are facilitators of student
learning. Teacher should provide opportunities for learning and help the student to access the
resources. The teacher should be helping the students only when necessary. To gain an
effective teaching teacher should develop healthy and professionally relationship with all the
students.

Based on the classroom situation given, there are some issues that need to be
solved. Teaching a large class would be challenging for teachers. One of the main difficulties
that teacher may experience while teaching a large class is handling with student’s individual
differences. This is because every student has differences in learning abilities and learning
styles. It is hard to archive effective learning among the students. The students will distract or
disrupting others. With a large class, it is difficult to get a satisfactory knowledge of student’s
needs. Intimacy with students and remembering names might be a problem. The students
may be absent from the class.

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So, teacher needs to be creative in handling students with different learning styles. Varies of
teaching strategies might work. This is because students will not feel interested to learn if the
teaching styles does not match with their learning styles. The impact will be the students will
make verbal disturbance or noise during Teaching and Learning (T&L) Session.

There are some models of discipline that I would suggest in managing those issues.
According to Canter (1976), teachers’ response style sets the tone of the classroom. The
teacher’s style will impact each student’s self-esteem and success. In Canter assertive
discipline model, it involves a high level of teacher control in the class. It also called the "take-
control" approach to teaching, as the teacher controls their classroom in a firm but positive
manner. There are three basic responses styles used by teacher when interacting with
students: non-assertive, hostile and assertive. This model can be used because it is easy to
learn and implement in the classroom. It is one of direct approach in managing misbehaviour
in the classroom. This is because assertive teachers clearly and firmly express their needs
and they have positive expectations of students. The teacher will have a more productive class
with less interruptions due to clear stated classroom rules that have been explained, practiced,
and enforced consistently. However, this model only effect in a short time.

Other model that can be implement in managing the issues is Alfie Kohn Beyond
Discipline model. This model popularized the concept of classroom as community, where
everyone participates equally. "The more we 'manage students' behaviour and try to make
them do what we say, the more difficult it is for them to become morally sophisticated people
who think for themselves and care about others." (Kohn,1996). Beyond discipline operates
under the premise that students are responsible for their own behaviour and capable of
controlling their own behaviour. In this model, physical or psychological punishments were
absence. Therefore, students will feel safe, free to express their opinions and work
cooperatively- Nothing valuable comes from reward and punishment. It also does not promote
removing student with misbehaviour from the classroom. In this way, it designs classroom as
a safe place for the students to learn. This kind of community environment creates mutual
respect between the teacher and students. The only problem with this model is not all students
can easily adapt this kind of learning styles. Some of them were not able to make their own
decisions.

The misbehaviour that distract the teaching and learning sessions can be overcome
with effective behaviour and classroom management. Disturbance problem and misbehaviour
can be overcome if the teacher does some interventions to deal with problematic behaviour in
the classroom. According to Paul (1999), interventions is an action taken by the teacher that
is intended to stop the disruptive actions and return to the academic flow of activities. There

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are several forms of intervention that can be done like music therapy and play therapy. Music
therapy can be defined as the controlled use of music and its influence on the human being
to aid in physiological, psychological and emotional integration of the individual during the
treatment of an illness or disease (Munro,1978). In the music therapy, the use of music can
be beneficial to the students as it attracts students’ attention while learning. The students can
easily understand and remember better when learning with music. With students, music
therapy provides a unique variety of music experiences and effect changes in a student’s
behaviour and facilitate development of his/her communication, social/emotional, sensory-
motor, and cognitive skills.

As for play therapy, it builds on the natural way that children learn about themselves
and their relationships in the world around them. Through play therapy, students learn to
communicate with others, express feelings, modify behaviour, develop problem-solving skills,
and learn a variety of ways of relating to others. Play also provides a safe psychological
distance from their problems and allows expression of thoughts and feelings appropriate to
their development (Carmichael, 2006). Play therapy helps student become more responsible
for behaviours and develop new and creative solutions to problems. Students also learn to
experience and express emotion.

The main goal of classroom management is to reduce misbehaviour in the

classroom. Effective classroom management gives the students little time to misbehave.
Because the expectations are clearly explained, the students know what they need to do.
Transitions in particular are easier to control when a teacher has strong classroom
management skills. The expectations for behaviours that are part of a classroom management
plan give students boundaries, as well as consequences.

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REFERENCES
Alberto, P.A., and Troutman, A.C. (1986). Applied behaviour analysis for teachers. In K.T.

Henson, B.F. Henson and B.F. Eller (1999:404) (Eds.); Educational Psychology for

Effective Teaching, USA: Wadsworth Publishing Company.

Canter, L., & Canter, M. (1976). Assertive Discipline. California: Canter & Associates, Inc.

Carmichael, K. D. (2006). Play therapy: An introduction. Glenview, IL: Prentice Hall.

Doyle, W. (1986). Classroom organisation and management. In M.C. Wittrock (Ed), Handbook

of Research on Teaching. New York: Macmillan.

Goh, S.C. (2002) Classroom management creating positive learning environments.

Singapore: Prentice Hall.

Kohn, A. (2006). Beyond discipline: From compliance to community. ASCD.

Osakwe, R.N. (2014). Classroom management: a tool for achieving quality secondary school

education in Nigeria. Macro think Institute International Journal of Education, 6(2), 58-

68.

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