CLASSROOM MANAGEMENT

TSL 3109

DEFINITIONS:
The idea that everyone should have equal rights and should be involved in making decision

DEMOCRATIC

ASSERTIVE

A form of communications in which needs of wishes are started clearly with respect for oneself and the other person in the interactions

Any of various devices designed to teach by presenting the student with a planned sequence of statements and questions and providing an immediate INSTRUCTIONAL response to his or her answers

Prepared by: TENGKU SYAKIRAH BT. TENGKU DZARIFF MUHAMMAD SANUSI B. ISMAIL

CLASSROOM MANAGEMENT

TSL 3109

Democratic Teaching - RUDOLF DREIKURS

Born in Vienna, Austria Educated at University Of Vienna Student and colleague of social psychiatrist, Alfred Alder. Immigrated to U.S in 1937. Founded the Alfred Alder institute of Chicago. Author of several books designed for parents and teacher on child behaviour and positive discipline. Pioneered Positive (Judicious) discipline.

Instructional Management - JACOB KOUNIN

Behaviourist theorist best known for his two studies done in 1970 he wrote the book, "Discipline And Group Management In Classrooms" worked to combined both discipline and learning in the classroom. believed that organization and planning are keys to engaging students. this relationship is characterized by proactive teacher behaviour along with the students involvement in learning.

Assertive Tactics - LEE AND MARLENE CANTER

Lee attended Californian State University. Then completed a master"s Degree in social work at the University of Southern California. 1970 - began serving as a psychiatric sovial worker for children in Southern California. Lee passion for helping children succeed in the classroom led to the research and development of his well-known Assertive Discipline Programe. Marlene worked with her husband,to help other educators address classroom management challenges. their strategies formed the basis for Lee Canter's groundbreaking book Assertive Discipline, and Ultimate of Canter And Associates in 1976

Prepared by: TENGKU SYAKIRAH BT. TENGKU DZARIFF MUHAMMAD SANUSI B. ISMAIL

CLASSROOM MANAGEMENT

TSL 3109

Descriptions Of Theories

ASSERTIVE TACTICS
a systematics and objectives way of ensuring a teacher controlled classroom. also called the "take - control" approach to teaching, as the teacher controls their classroom in a firm but positive manner. requires teachers to be assertive rather than passive or hostile (teacher-controlled) teacher creates a set of behaviour rules for the class and a set of negative consequences that result if the rules are not followed.

INSTRUCTIONAL MANAGEMENT
effective teaching includes group alerting and accountability, high participation and smooth transitions, effective teachers are "with it", use the ripple effect, overlapping, and they don't 'dangle' , 'flip-flop' or get distracted. "withitness" means the teacher knows what is going onat all times in the classroom. momentum keeps the students engaged. students may experience satiation when they have been over exposed to a certain topic or strategy. provide students with enjoyable and challenging lessons.

DEMOCRATIC TEACHING
classroom are democratic with appropriate teaching styles. mutual respect motivates pupils to behave constructively. praise supports completion. encouragement supports the process. logical consequences produce better results than punishment.

Prepared by: TENGKU SYAKIRAH BT. TENGKU DZARIFF MUHAMMAD SANUSI B. ISMAIL

CLASSROOM MANAGEMENT

TSL 3109

APPROACHES / STRATEGIES OF THEORIES

ASSERTIVE TACTICS

decide which rules ( 4 or 5 are best ) you wish to implement in your classroom for example ; raise up their hands when answering questions, do not disturb others, speak in english, be quiet when the teacher is speaking. determine negative consequences for noncompliance for example; time out or extra homework. determine positive consequences for appropriate behaviour such as verbal praise or giving stars. list the rules on the board along with the positive and negative consequences have the students write the rules and take them home to be signed by the parents and returned to the teacher.

DEMOCRATIC TEACHING

provide lessons with social interest in mind. provide a teaching environment that supports pupils sense of belonging. come up with a set of classroom rules as a group. support responsibility through freedom of choices in lesson plans. avoid power struggles and encourage pupils who display inadequacy. encourage pupils rather than praise them. provide pupils with logical consequences to "mistaken goals" to support responsibility and avoid punishment.

INSTRUCTIONAL MANAGEMENT

"whititness" - scan constantly, make notes of repeated behaviours, get to know the students on a personal level, keep moving through the classroom. do not follow for dead time during transitions. keep momentum by keeping the students engaged in some activity at all time. give lesson multiple times and assess yourself during the teaching. ask students questions to make sure they are not experiencing satiation. ask students their input before planning lessons - what interests them/ what they want to learn / what challenging techniques do they want to learn.

Prepared by: TENGKU SYAKIRAH BT. TENGKU DZARIFF MUHAMMAD SANUSI B. ISMAIL

CLASSROOM MANAGEMENT

TSL 3109

STRENGHTS AND WEAKNESSES OF THE THEORIES

ASSERTIVE TACTICS

STRENGTHS Foundation of mutual trust and positive relationship with students and earn their respect. Develop good class control. Students expectations are clearly stated. Rules and limitations are also clearly stated. No interruptions from students during teaching and learning session. Simple and wellstructured plan. Teachers are in power to control the students. Punishment will make students avoid breaking rules and positive reinforcement will encourage good behaviour. Positive , caring and productive classroom environment.

WEAKNESSES will not work without positive relationship and respect. Teaching style not fit the students needs. Can be bad way. Teacher might over controlling. Minimal students interactions. This approach fails to promote selfdirections in students. Students are not allowed to give ideas. negatives consequences or punishment stimulates rebellion. The practice of warning may entice some students to misbehave.

Prepared by: TENGKU SYAKIRAH BT. TENGKU DZARIFF MUHAMMAD SANUSI B. ISMAIL

CLASSROOM MANAGEMENT

TSL 3109

STRENGHTS AND WEAKNESSES OF THE THEORIES

INSTRUSCTIONAL MANAGEMENT

WEAKNESSES Teacher can lose track of time when performing a lesson. Teacher can get distracted by students or other outside variables (the phones rings, someone walks into the classroom) The teachers eye cannot be every student at all times. The teacher cannot always point out a students strength/weaknesse s. The teacher cannot always get every student involved in a lesson. The teacher can loose control over a disruptive students

STRENGTHS Present methods of withitness and organization that teachers can use in the classroom. Group alerting gains the attention of students. Overlapping provides teachers with control over several activities. Teachers that make lessons more interesting avoid satiation. Teachers develop a pace with their class to achieve a precise momentum to teach a lesson appropriately. Help extinguish misbehaviour.

Prepared by: TENGKU SYAKIRAH BT. TENGKU DZARIFF MUHAMMAD SANUSI B. ISMAIL

CLASSROOM MANAGEMENT

TSL 3109

STRENGHTS AND WEAKNESSES OF THE THEORIES

DEMOCRATIC TEACHING
WEAKNESSES STRENGTHS It promotes mutual respect between the teacher and students. It helps students to learn and correct their misbehaviour. This model incorporates a preventive approach to discipline. Relies on logical consequences instead of arbitrary punishments ( unreasonable or unfair punishment )and systematic reinforcement. clear logical consequences cant be arrived at for all behaviour for all students. Teachers have troubles determining the actual motives on their students. it takes a long time to build up students trust . teachers may have problem dealing with the complexity of engaging in a dialogue with their students.

Prepared by: TENGKU SYAKIRAH BT. TENGKU DZARIFF MUHAMMAD SANUSI B. ISMAIL

CLASSROOM MANAGEMENT

TSL 3109

PRACTICALITY OF THE THEORIES IN A LOCAL ESL CLASSROOM.

DEMOCRATIC TEACHING

ESL classes allow pupils to work in small groups and as a large group to support social group belonging. social group s can take place in criticism, aesthetic, and productions. allow time for each of these. encourage pupils who seem discouraged in the process of a product, rather than praising them for their completion. in group critiques, ask about process rather than focusing on the final product by itself.

INSTRUCTIONAL MANAGEMENT

in an ESL classroom, wiyhitness is very important because teacher is constantly scanning the classroom and observing whether pupils are using English Language while communicating with their friends. group work is a great time to move throughout the classroom and make sure that everyone is on task and understands the material. enjoyable and challenging lessons go hand in hand with ESL classes. teacher can ask pupils what challenges them the most and what they want to learn.

simple for applications. focus on teacher's desire. parents and administrators are involved in discipline process.

ASSERTIVE TACTICS

Prepared by: TENGKU SYAKIRAH BT. TENGKU DZARIFF MUHAMMAD SANUSI B. ISMAIL

CLASSROOM MANAGEMENT

TSL 3109

APPEAL

INSTRUCTIONAL MANAGEMENT
teacher prevent misbehaviours through awareness in the classroom and by using effective lesson management techniques (pupil movement, group awareness, smoothness of lesson delivery)to influence pupils behaviour.

DEMOCRATIC TEACHING
teachers promote pupils seldiscipline in a democratic classroom where pupils and teachers make a decisions on how the class will work pupil behaviour is goal directed and all pupils want to belong. pupils misbehae out of mistaken goal. teacher use logical consequences and encouragement instead of praise, and should never use punishment.

ASSERTIVE TACTICS
the teachers and pupils have right s in the classroom. clear rules of behaviour and expectations are written and enforced through a discipline hierarchy of consequences.

Prepared by: TENGKU SYAKIRAH BT. TENGKU DZARIFF MUHAMMAD SANUSI B. ISMAIL