1.

0 Introduction
In order to produce and have an effective teaching, management classroom is a must
and also a vital element to be covered. Management of classroom is an important element of
effective teaching. Basically, classroom management is defined as the methods and strategies a
teacher uses to maintain a classroom environment to be conducive and effective for the
students to learn (McCreary, 2012). While according to Charles and Senter (2005), classroom
management is managing the classroom situation to ensure that a positive atmosphere is
generated where the most effective learning takes place for all the students. Therefore, it can
be said that if the teacher does not apply suitable classroom management, effective teaching
and learning process cannot be achieved and thus learning objectives also cannot be attained.
Rendering to Charles (2001), if students always are at their best behaviour, there would
be no need for discipline. However, according to Fennimore (1995), teachers and students
together must create a meaningful and positive behavioral climate.

Nevertheless, in my

humble opinion, the main character in producing and maintaining a productive and effective
classroom is the teacher as a great teacher should has mastered and equipped with a lot of
knowledge academically and also knowledge in managing classroom.
According to Jones and Jones (1990), about half the time spent by teachers and
students in classrooms involves aspects of management-generally organizing and arranging
learning events and handling misbehavior and other discipline problems. As result, various
theories and concepts were invented in order to help the teacher to control the behaviour of the
pupils. Therefore, a teacher should has mastered and know about Skinners Model of Discipline,
Canters Assertive Model of Discipline, Dreikurs Model of Discipline, Kounins Model of
Discipline, and Glassers Model of Discipline in order to produce a conducive and productive
classroom. Fundamentally, this essay will discuss and focus on the classroom management
theories, communication skills, physical and social cultural classroom environment based on the
observation made in a year two (2) ESL classroom that was conducted during my phase one
practicum which I did in Sekolah Kebangsaan Taman Tun Dr. Ismail (1) (TTDI 1).

ABDUL AZIZ AFKAR BIN MOHD RAWI

2.0 The Uses Of Verbal Reprimands In Maintaining Pupils Behaviour

Primarily, I have observed my cooperative teacher which was Madam Roslina Mohd
Noor twice which was on 15th and 16th of April 2015. Based on my observation, I have noticed
that my cooperative teacher always uses verbal reprimand or warning in order to keep the
pupils on task and also to remind the pupils about their misbehaviors. Usually, my cooperative
teacher uses verbal reprimands directly after she saw one of her pupils misbehaved. Basically,
by reprimanding and reminding the pupils about their misbehavior directly, it can send a
message directly to the pupil that that his or her behavior is considered as misbehavior and this
will help to make the pupil understand that his actions are disrupting the teaching and learning
process. For example, my cooperative teacher said Aiman, stop playing and please do your
work and also Qiesha, please pay attention. Plus, another example is Raziq, get back to your
seat or else I will punish you. As stated earlier, these verbal reprimands are used to make sure
that the pupils realized that they were off task and thus disrupting the teaching and learning
process. Furthermore, by giving direct verbal reprimands right after the misbehavior, this will
help the teacher to curb and limit the problem from getting worsen. In this context, verbal
reprimands are used by my cooperative teacher as to make sure that the pupils knew that they
were off task and did not pay attention during the teaching and learning session and their
misbehaviors will disrupt the flow of the lesson. Furthermore, the teacher also used verbal
warning in order to reprimand the pupils that their actions are not acceptable in the near future.
Overall, my cooperative teacher actions are lenient with one of the theories that I have learnt on
Managing an English Second Language (ESL) subject which is Skinners Behaviour
Modification Theory. In Skinners Behaviour Modification Theory, behavior is shaped by its
consequences, by what happens to the individual immediately afterward. In simpler words, the
pupils behavior will depend on what will happen if they keep doing the behavior. In this case,
pupils will right away behave after been reprimanded by the phrase Raziq, get back to your
seat or else I will punish you . In my humble opinion, verbal reprimands are used to get the
pupils into their task and also to make other pupils focus during the teaching and learning
session. It is essential to have verbal reprimands but the teacher should be careful when giving
verbal reprimands as sometimes pupils are very sensitive. Furthermore, the teacher also should
only give verbal reprimands only when truly needed as based on my experience, if the teacher
always give verbal reprimands, the effect will not be effective as before.

ABDUL AZIZ AFKAR BIN MOHD RAWI

3.0 Classroom Communication

Basically, communication in classroom refers to a two way process where teachers and
students express themselves through interchanging of thoughts, feelings and information to one
another (Aldridge and Goldman, 2007). In addition, most classroom activities involve
communication (Omstein, 1990, as cited in Nurzali and Khairul Najmi, 2009). From my
observation, Madam Roslina starts the lesson by asking the pupils whether they have took their
breakfast or not. By asking the question, she will know her pupils state and condition and this
will her to plan her lesson wisely. For example, if most of the pupils did not took their breakfast,
she will try to conduct more interesting activities in order to divert her pupils attention from
thinking about food to focus doing the activities. In addition, by doing this, it also will strengthen
the teacher-students relationship. It is vital to strengthen teacher-students relationship as it will
lead to a non-threatening classroom environment which is also important in producing an
effective classroom. Furthermore, most of the pupils love to get attention from the teacher and
will respect the teacher as children are more likely to be respectful when important adults in
their lives respect them. They are more likely to care about other if they know they are cared
about (Kohn, 1996). It is clear that strengthen teacher-student relationship is very essential as it
will make sure that the pupils will always be motivated to learn as well as respect the teacher.
When they respect the teacher, they will behave well and follow the instructions that the teacher
gave.
In addition, Madam Roslina also has a classroom routine which when sh says Class!,
the pupils will reply with Yes!. In my view, this is a very unique way to control the class as the
pupils will automatically pay attention to Madam Roslina when she did the routine. Moreover,
this is the example of implementation of Skinners Model of Discipline which the teacher expects
a desired respond from the pupils. Plus, I think that the use of this classroom routine is very
helpful and handy as I can apply it during my practicum. Next, I also think that the classroom
routine is important as it helps the teacher to get the pupils attention right away without using
violence or harsh words. In addition, Madam Roslina also practices praises to the pupils
whenever the pupils behave well or pay attention during the teaching and learning session. For
instance, Congratulation Areez, you listened attentively. Plus, Madam Roslina also says
good or very good to the pupils who managed to answer the question correctly. Clearly that
the uses of praises will inject motivation to the pupils as they feel appreciated by the teacher.
ABDUL AZIZ AFKAR BIN MOHD RAWI

Plus, the use of praises is a very effective in shaping the behaviour of students. Moreover, the
pupils will try their best to get praised by the teacher as the kids really love to feel appreciated
by the elder one.
4.0 Physical Classroom Environment
Besides classroom communication, physical classroom environment also plays major
role in producing productive classroom. This is because pupils learn best when they feel
comfortable and free to move. In the classroom that had been observed which is year 2 Intan, I
noticed that the seating arrangements are good and well organized. This is because the seating
arrangements allow the pupils to discuss with each other and thus, it will be easier to conduct
group work activity. However, the number of pupils in this classroom is 33 which is quite a lot for
a teacher to handle each of them. Nevertheless, the class is still big enough for the pupils to
move around or make movements such as jumping and dancing. Hence, it ensure that the
pupils can get involved on every classroom activity and thi surely will make them feel happy.
5.0 Conclusion
All in all,it can be concluded that there are various way in planning classroom
management. As for me, I will use verbal reprimand which will be integrated with Lee and
Marlene Canter Assertive Tactics in order to deal with misbehaviour of my pupils. Then, as for
communication in classroom, I will try to build a non-threatening classroom as I want to have a
good rapport with my pupils and thus hopefully they will respect me as their teacher. In addition,
as for physical classroom environment, I prefer seating arrangements which allow the pupils to
move freely. This is because I believe that learning should be fun and lively. So, the pupils need
to move freely in order to have fun in their learning.

ABDUL AZIZ AFKAR BIN MOHD RAWI

REFERENCES
Aldrige, J., & Goldman, R. (2007). Current issues and trends in education. Boston: Ally and
Bacon.
Charles., C.M., & Senter., G.W., (2005). Building classroom discipline. Pearson/Allyn & Bacon.
Charles, C. (2001). Building Classroom Discipline. New York: Allyn and Bacon.
Fennimore, B.S. (1995). Student-centered classroom management. New York: Delmar
Publishers.
Jones, V.F., & Jones, L. S. (1990). Comprehensive classroom management (3rd ed.).
Boston: Allyn & Bacon.
Kohn, A. (1996). Beyond Discipline. Retrieved April 18, 2015 from www.alfiekohn.org/:
http://www.alfiekohn.org/
McCreary, R (2012). Classroom management definition. Retrieved
April 18, 2015 from http://www.ehow.com/about_5438989_classroom
-management-definition.html.
Nurzali Ismail and Khairul Najmi Idris, (2009). The effects of classroom communication on
students academic performance at the international islamic university
malaysia(IIUM). Retrieved on February 28th, 2015, from
http://www.academia.edu/3194236/The_Effects_of_Classroom_Communication_on
Students_Academic_Performance_at_the_International_Islamic_University_Malaysi
_IIUM_ .

ABDUL AZIZ AFKAR BIN MOHD RAWI