SI TI AMI NAH BI NTI KHALI D

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I NSTRUCTI ONAL LEADERSHI P-
A GLOBAL
PERSPECTI VE( EDM703)
CLASSROOM
MANAGEMENT
CLASROOM
News
Bulllying in SMT Cheras:
Two juveniles plead not guilty to killing
student (13.7.1988)
Death of pupil: Hearing fixed
(7.12.1988)
Ex-school head not aware of initiation
rites by boys (26.4.1989)
Delay cost student his life, says warden
(27.4.1989)
Witness: I saw pupil being punched in
toilet (7.6.1989)
Warden tells of clash in school
(9.6.1989)
Charge against boys reduced
(6.7.1989)
Boy freed after saying sorry to victims
family (7.7.1989)
Student freed of hurt charge (17.1.1990)




NST 1989
SEKTOR PEMBANGUNAN KEMANUSIAAN
UNIT HAL EHWAL MURID
2013
Bil
Jenis Kes
Salah Laku
2008 2009 2010 2011 2012
Bil
Murid
%
Bil
Murid
%
Bil
Murid
%
Bil
Murid
%
Bil
Murid
%
1
Berunsur
Jenayah
19452 0.35 17518 0.32 17595 0.32 18457 0.34 14321 0.27
2
Berunsur
Kelucahan
3138 0.04 2915 0.05 3031 0.06 2163 0.05 3778 0.07
3 Kurang Sopan 22921 0.42 20808 0.38 18346 0.34 17189 0.32 15407 0.29
4 Laku Musnah 3949 0.07 3979 0.07 5212 0.10 5343 0.10 3630 0.07
5
Kekemasan
Diri
15672 0.29 20361 0.37 21384 0.39 20778 0.39 13926 0.26
6
Ponteng
Sekolah
20363 0.37 20286 0.37 19545 0.36 18754 0.35 17343 0.33
7 Kenakalan 8523 0.16 9797 0.18 8563 0.16 8923 0.17 9926 0.19
8
Tidak
Pentingkan
Masa
18348 0.34 16314 0.30 17808 0.33 18611 0.35 10403 0.20
9 Buli 4159 0.08
10 Rokok 14298 0.27
JUMLAH
11236
6
2.08
11197
8
2.06
11148
4
2.06
11021
8
2.05
10719
1
2.03
BILANGAN KES DISIPLIN MURID MENENGAH DAN RENDAH 2012
KEMENTERIAN PELAJARAN MALAYSIA
BIL.
JENIS KESALAHAN
TINGKAH LAKU JENAYAH
SEKOLAH
RENDAH
SEKOLAH
MENENGAH
JUMLAH
MURID
TERLIBAT
%
% Drp.
ENROL
NASNL.
BIL.
MURID
TERLIBAT
%
BIL.
MURID
TRLIBAT
%
1 Berunsur Jenayah 5971 20.70 8350 10.66 14321 13.36 0.27
2 Berunsur Kelucahan 1064 3.69 2714 3.46 3778 3.52 0.07
3 Kekemasan Diri 3082 10.69 10844 13.84 13926 12.99 0.26
4 Tidak Pentingkan Masa 2225 7.71 8178 10.44 10403 9.71 0.20
5 Kurang Sopan 3794 13.15 11613 14.82 15407 14.37 0.29
6 Laku Musnah 1717 5.95 1913 2.44 3630 3.39 0.07
7 Ponteng Sekolah 5935 20.58 11408 14.56 17343 16.18 0.33
8 Kenakalan 2114 7.33 7812 9.97 9926 9.26 0.19
9 Buli 2005 6.95 2154 2.75 4159 3.88 0.08
10 Rokok 936 3.25 13362 17.05 14298 13.34 0.27
JUMLAH 28843 100 78348 100 107191 100 2.03
26.91 % 73.09 %
BILANGAN KES DISIPLIN MURID MENGIKUT NEGERI
TAHUN 2011 & 2012
2011 2012
Bil NEGERI
Bil. Murid
Terlibat
%
(enrolm
Negeri)
Bil. Murid
Terlibat
%
(enrolm
Negeri
1 PERLIS 759 1.48 747 1.55
2 KEDAH 7179 1.66 10054 2.47
3 PULAU PINANG 6189 2.25 3777 1.44
4 PERAK 12863 2.74 11752 2.14
5 SELANGOR 11854 1.27 18188 1.98
6 WP. KUALA LUMPUR 9193 3.70 6058 2.51
7 NEGERI SEMBILAN 5109 2.44 4339 2.09
8 MELAKA 4093 2.49 5356 3.39
9 JOHOR 11689 1.80 12219 1.97
BILANGAN KES DISIPLIN MURID MENGIKUT NEGERI
TAHUN 2011 & 2012
10 PAHANG 8687 3.06 4133 1.52
11 TERENGGANU 7630 3.21 3859 1.59
12 KELANTAN 5369 1.40 2669 0.75
13 SARAWAK 7479 1.50 11412 2.37
14 SABAH 11234 2.25 12088 2.52
15 WP. LABUAN 683 4.53 475 3.28
16 WP PUTRAJAYA 208 1.26 65 0.41
JUMLAH 110218 2.05 107191 2.03
2011 2012
Bil NEGERI
Bil. Murid
Terlibat
%
(enrolm
Negeri)
Bil. Murid
Terlibat
%
(enrolm
Negeri
HUKUMAN DISIPLIN (BUANG SEKOLAH)

BIL.

TAHUN

JUMLAH

%

PURATA

1
2007 1834 0.08%
1584
(0.06%)

2
2008 1848 0.08%

3
2009 1534 0.06%

4
2010 1348 0.05%

5
2011

1131
0.05%

6
2012 1811 0.07%
HUKUMAN DISIPLIN (GANTUNG SEKOLAH)

BIL.

TAHUN

JUMLAH

%

PURATA

1
2007 9587 0.40%
7863
(0.33%)

2
2008 8515 0.36%

3
2009 9080 0.38%

4
2010 8246 0.35%

5
2011 5007 0.26%

6
2012 6746 0.28%
HUKUMAN DISIPLIN (DIROTAN)

BIL.

TAHUN

JUMLAH

%

PURATA

1
2007 31252 1.33%
26,691
(1.11%)

2
2008 31645 1.34%

3
2009 32964 1.40%

4
2010 27646 1.17%

5
2011

20452
0.87%

6
2012 16189 0.67%


Kategori
Salah Laku
2008 2009 2010 2011 2012
Bil
Murid
%
Bil
Murid
%
Bil
Murid
%
Bil
Murid
%
Bil
Murid
%

PONTENG
SEKOLAH
20363 0.37 20286 0.37 19545 0.36 18754 0.35 17343 0.33
JUMLAH MURID TERLIBAT PONTENG SEKOLAH
DALAM TEMPOH 5 TAHUN (2008-2012)
Dealing with Discipline Problems
Make eye contact
Verbal hints : name dropping
Ask students if they are aware of
the consequences of their
behavior
Remind students of the relative
rule or procedure
Ask the student to state the
correct rule or procedure and
follow it
Assertively tell the student to
stop the misbehavior
Offer a choice
Special Problems with Secondary Students
Work not completed:
Teach students how to use a daily
planner
Keep accurate records
Enforce established consequences
Do not grade on the benefit of the
doubt
Continue to break rules:
Seat student away from other students
Catch them before they break the
rules
Enforce established consequences
Dont accept promises
Special Problems: Hostile Behaviors
Get out of the situation as soon as possible
Give the student the choice to cooperate
Allow a short cool down period
Talk privately in the hall
Send another student for the assistant principal
Conference with a counselor, parents, other
teachers
Keep a record of the incident
Special Problems: Violence or Destruction of
Property

Send for help
Get the names of all participants
Disperse any crowd
Do NOT try to break up a fight without help
Inform the school office of the incident
Follow the school policy
THE NEED FOR
COMMUNICATION
Message Sent = Message Received?
Hidden
messages
Body language
Choice of words
Paraphrase rule
Whos Problem Is It?
Does this affect my role as
teacher?
Student owned: actively listen
Teacher owned: problem solve
Counseling: The Students Problem
Empathetic listening
Block out external
stimuli

Listen carefully

Differentiate between
intellectual and
emotional messages

Make inferences about
the speakers feelings
Confrontation and Assertive Discipline
Use of I messages
Passive or hostile responses
Care enough to confront
Clearly stated expectations with eye contact
Do not debate fairness of the rules
Expect changes - not promises or excuses
See PointCounterpoint, Woolfolk, p. 461
Confrontation and Negotiation
Teacher imposes a solution
Teacher gives in to student demands
Gordons no-lose method
Define the problem
Generate many possible solutions
Evaluate each solution
Make a decision on a solution
Determine how to implement the solution
Evaluate the success of the solution
Student Conflicts and Confrontations
Conflicts: goals and needs clash
Violence
Prevention is the best cure
High academic expectations
Genuine care for students
Mentoring, peer mediation, conflict resolution, social
skills, relevance, community involvement programs
Steps in Peer Mediation
Jointly define
conflict
Exchange positions
and interests
Reverse perspectives
Invent 3 arguments
that allow mutual
gain
Reach an integrative
agreement
Respect & Protect Program
Respect & protect the rights of
others
Violence is not acceptable
Target violence-enabling
behaviors
Clearly define violence
Bully/victim violence
Normal conflict violence
Adult-centered and student-
centered interventions
See Table 12.5, Woolfolk, p. 465
Families and Classroom Management
Parents as partners
Clear classroom expectations
Communicate
(Family & Community Partnerships, Woolfolk, p.
466)
Management Scenarios
Reflection Questions
Consider the following
scenarios.
Decide what you would do in
each situation. Dont stop
with an initial response to
the situation.
Come up with a Plan B just in
case Plan A would not work.
Consider multiple
perspectives for each
scenario.
Elementary: Art
Kent, Kari, and Krista are working together
on an art project. Kent needs the tangerine
crayon to finish the trim on an Indian blanket.
Kari really needs the tangerine crayon to
touch up the sunset. Krista really REALLY
needs the tangerine crayon to do the tree
leaves. A major conflict is about to erupt!
How will you use this as a learning
opportunity to teach the concept sharing?
Elementary: Cheating
It is achievement test time, and you have
consistently encouraged your students to do
their own best work. However, during the
reading comprehension test, you notice that
Melissa is exhibiting severe diagonal vision
disorder (cheating). At least two other
students have noticed, also! What
prescription would you recommend to treat
her malady?
Secondary: Defiance
You have just handed back the exam results. Sean is
NOT one of your outstanding students, and is not
happy with his grade. You ask, Sean, do you have
any questions on the exam? His retort challenges
the validity of your test, compares your IQ to your
shoe size, states his opinion about your heritage, and
suggests a place for you to take an extended vacation.
Sean uses descriptive language and explicit
adjectives. Your response?
Secondary: Vandalism
On a crisp, September morning, you go to school
early. As you enter the building, you notice a
white
haze in the halls, but no smell of smoke.
Suddenly
you hear glass breaking and see three students
with
fire extinguishers burst out of the chemistry lab,
spraying white every where, running toward you.
Next?
Back Stage
It is after school on a nice day in May. You have to
make copies of a test for your class tomorrow
morning. You decide to take a shortcut to the
teachers workroom through the back of the stage.
You hear unusual but intriguing sounds coming from
a dim corner of the stage and decide to investigate.
You discover two students engaged in active and
intimate physical contact. Now what?
LEARNING
ENVIRONMENTS
FOR ALL
STUDENTS
SUMMING IT UP:
Summary
The Need for Organization
Creating a Positive Learning Environment
(conducive)
Creating a Learning Community
Maintaining a Good Environment for Learning
The Need for Communication

Review Questions
What are the challenges of classroom management?

What are the goals of good classroom management?

Distinguish between rule and procedures.

Distinguish between personal territories and
interest-area spatial arrangements.
Review Questions
Contrast the first school week of effective and
ineffective managers.

What are Johnson and Johnsons three Cs of
establishing a classroom community?

How can teachers encourage engagement?

Explain the factors identified by Kounin that prevent
management problems in the classroom.
Review Questions
Describe seven levels of intervention in misbehavior.

What is meant by empathetic listening?

Distinguish among assertive, passive, and hostile
response styles.

What are some options for dealing with student-
student and student-teacher conflicts?