Tsl3109 PPG Module

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM
TOPIC 1 INTRODUCTION TO CLASSROOM MANAGEMENT
1.0 SYNOPSIS
Topic 1 focuses on the concept of Classroom Management and the role of teachers and
pupils in effective classroom management. It provides teachers with a brief description of
classroom management, the function and nature of classrooms, the role of instruction as a
central classroom activity, and classroom instructions and management practices. It also
looks at teacher and pupil responsibility, accountability, expectation, and consistency in
effective classroom management.
1.1 LEARNING OUTCOMES

By the end of Topic 1, you will be able to:
outline the concept of classroom management
identify the functions & nature of classroom
explain the role of teaching as a central classroom activity
identify classroom instructions & management practices
1.2 Framework of Topics
Introduction to Classroom Management
Concept of Classroom
Management
Roles in Effective
Classroom Management
Function and Nature of

Classrooms
Responsibility
Instruction as Central Classroom

Activity
Accountability
Classroom Instruction &

Management Practices
Expectations
Consistency
Objectivity
CONTENT
SESSION ONE (6 hours)
1.2.1 The Concept of Classroom Management
As teachers it is your professional responsibility to manage your classroom effectively to
provide meaningful and fruitful learning experiences to your pupils. What strategies should
you possess to be effective and efficient in your classroom? Study the scenario below and
suggest how you would manage this class:
It is an English language lesson and Amin is copying an exercise from the board
while the teacher walks around monitoring the pupils at work. One of his
classmates Samy, reaches over and pokes his side. Startled, Amin jumps from his
seat and this results in his exercise book getting scribbled. He pushes Samy and a
scuffle follows (adapted from Hardin, 2008).
An inept teacher, in a disordely, unsafe and hostile classroom environment as above, may
not be able to provide favourable instruction and learning experiences to his pupils. The
following are research findings on classroom management and instruction:
poor classroom management skills and disruptive pupils were major reasons for teachers
to perform badly.
a safe and orderly classroom is essential for academic success.
classroom management is the most important variable for pupil achievement.
planning instructional strategies to facilitate learning and using classroom management
techniques effectively is vital for effective instruction.
(Marzano and Marzano, 2003)
Hence teachers need to posses effectual classroom management strategies to manage
pupil behaviour and at the same time be able to create a safe, orderly and pupil-friendly
environment to execute instruction productively (Manning and Bucher 2013).
Albert and Troutman (1986) emphasised that the ability of teachers to provide a conducive
environment for learning by cooperatively managing time, space, resources, and pupil roles
and behaviours is the essence of classroom management.
In their definition of classroom management Manning & Bucher (2013) included
strategies to provide physical and psychological safety in the classroom;
techniques for changing pupil misbehaviours and instruction self-discipline;
methods of assuring an orderly progression of events during the school day; and
instructional techniques that contribute to pupils positive behaviours.
To summarise, the goal of classroom management includes not only a favourable climate
that fosters pupils learning but also instructional and behaviour modification techniques that
inculcate positive behaviour and self-discipline among the pupils.
In other words, the fundamentals of effective classroom management are the methods and
strategies used to
provide a safe and conducive classroom environment,
instil self-discipline and prevent disruptive behaviours,
maintain an orderly development of daily activities, and of course
implement instruction successfully.
A positive and productive learning environment is the key to academic success and making
sure your pupils feel they are in an environment that allows them to achieve is of utmost
importance. It is your responsibility to control the environment and interaction in your
classrooms so that time is not lost due to desruptive behaviours.
Keeping pupils focused in order to get the most out of their daily classroom experiences is
also an important factor which can be successfully done through the employment of
different instructional techniques. Time lost to disruptive behaviour and the inability to keep
the pupils focused on the core processes of learning can result in low achievement.
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In managing their classrooms and executing instruction, teachers need to recognise

options, make decisions and take actions based on their own attitudes, intentions, beliefs
and values as well as researched educational theories. If teachers are unable to positively
recognise options, make decisions and take actions they would be faced with a
disorganised classroom. Undeniably, having poor classroom management skills would
make teachers less effective instructional leaders as it could be difficult for them to conduct
instruction and learning in a chaotic environment.
To be an effective classroom manager teachers need to observe positive behaviours, take
into consideration the diverse nature of the classroom population and make appropriate
decisions to facilitate and maximise pupils learning. This includes planning and preparing
effectual instructional materials and activities, setting rules and procedures for classroom
routines, as well as organizing and decorating the classroom to create a productive
learning climate.
1.2.1.1 The Function and Nature of Classrooms
The classroom generally functions as a place for the process of instruction and learning to
take place. For pupils to be fully engaged in the instructional process, the classroom climate
has to be conducive to their intellectual, social and emotional needs. It has to be a safe,
friendly and comfortable environment for them to interact productively with the teachers and
among themselves. According to Steele (cited in Ellen, 2002), to be an ideal place for
maximizing instruction and learning, the classroom has to provide security and shelter,
opportunities for social contact, symbolic identification, task instrumentality and pleasure.
i. Security and Shelter
Although the classroom should be a safe and comfortable place for instruction and learning,
it should not give a feeling of being inviting and soft. The classroom set up should not allow
for any form of intrusion and interference, and at the same time it should not make available
opportunities for privacy.
ii. Social Contact

As for social contact, the furniture should be arranged in such a way that it allows pupils to
communicate during classroom activities, be it pairwork or small group work. Arranging the
physical setting for instruction is a logical starting point for classroom management because
it is a task that teachers face before school begins. Teachers will find it easier to plan other
aspects of classroom management once teachers know how the physical features of the
classroom will be organized.
iii. Symbolic Identification
The walls of the classroom should be a source of information for the pupils at all times. The
walls should effectively communicate information about the pupils through their classwork
and teachers through the types of information they post on them. Posters and charts
created by the pupils should be displayed on the walls as a source of information and
motivation for the pupils. There should be a bulletin board on the wall where teachers can
rotate pictures that reflect the time or subject matter that goes with the instruction units so
the pupils can see real pictures of the time.
It would be helpful to tell pupils what is
expected of them and how to succeed in the class. Daily routines and procedures should
be implemented and posted. A weekly calendar of assignments and due dates should also
be visible. A consistent use of these things will make pupils familiar with them and achieve
a sense of security in the classroom.
iv. Task Instrumentality
In terms of task instrumentality, the classroom materials that would be used by the pupils
should be made available on bookshelves in a neat, orderly way and arranged accordingly
by topic and when it would be used. Pathways should be visible and pupils should have the
ease to carry their books and place any unused books in their desks or shelves at the back
of the classroom. The seating arrangement should allow for ease and clarity of viewing for
all aspects of instructional presentations.
v. Pleasure
To make it pleasurable for pupils to be in the classroom, the environment should have a
pleasant and relaxing atmosphere. The walls should not be brightly coloured as that would
be a source for distraction. The furniture should be neatly organised and the floors clean to
promote a healthy and comfortable learning environment.
To be effective, teachers need to create a positive learning environment through actions
and deeds. The foundation of a positive climate is positive interaction between teachers and
the pupils and among the pupils. A positive environment encourages pupils to be excited
about their school experience and about learning.
1.2.1.2 The Role of Instruction as a Central Classroom Activity
The fundamental purpose of classrooms is to provide an environment for the process of
instruction and learning. Instruction is the academic process of carrying out activities that
induce learning among pupils. Effective instruction activities can motivate pupils to learn in
ways that make a sustained, substantial, and positive influence on how they think, act, and
feel.
Instruction activities in the classroom too involve interaction between the teachers and
pupils as well as between pupils and pupils. Through these interactions teachers not only
impart content knowledge and language skills, but educate pupils on social skills,
relationships, self-discipline, values and beliefs. It is through instruction and learning
activities too that pupils learn to communicate and develop confidence and self-esteem.
Hence, the role of instruction as a central classroom activity is to positively develop pupils
and equip them with the knowledge and skills to be able to adjust themselves to society and
the environment.
1.2.1.3 Classroom Instruction and Management Practices
Instruction and classroom management are not two separate entities (Manning & Bucher,
2013). A classroom that is well managed can act as a suitable setting for effective
instruction and a well planned lesson which engages pupils in purposeful and meaningful
tasks will support good behaviours in the classroom. Conversely, poor classroom
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management will not be supportive toward instruction even though a wide range of effective
instruction strategies are used. Similarly, instruction with weak strategies may not work as
expected even if the classroom is effectively managed.
i. Effective Classroom Instructions
The primary role of teachers is to plan and deliver instructions effectively and efficiently. To
be able to do so teachers need to make wise choices about the most effective instruction
strategies to employ, which are:
selecting appropriate teaching materials and devise suitable activities to facilitate pupil
learning; and
making effective use of classroom management techniques to ensure a conducive
environment for learning with minimal disruptive behaviours.
(Marzano, Pickering, & Pollock, 2001)
Effective classroom instructions thus constitute having:
a wide array of instructional strategies at your disposal;
being skillful at identifying and articulating the proper sequence and pacing of your
content; and
being highly skilled in classroom management techniques.
ii. Instructional Strategies
Teachers need to employ instructional strategies that make the most of class time and keep
pupils engaged. This involves:
considering pupils attention span when planning instructional activities;
alternating teacher-centered activities such as presentation and teacher modeling, and
pupil-centered activities like practice sheets and independent reading; and
familiarising pupils with transition times and procedures between activities like from
small group activities to whole group instruction.
Besides these, teachers need to have a time limit for activities so that they can be carried
out successfully.
Excessively long or too short presentation and independent activities will negatively
impact the overall effectiveness of the lesson as well as hamper the pupils full
understanding of the concept being taught.
Group tasks or hands-on activities that provide pupils with too much or too little time to
finish will hinder pupil learning.
If teachers are long-winded or the task takes too long to complete, pupils may become
bored and tune out.
Too easy a task, will result in pupils finishing before the allotted time, giving an
opportunity for mischief.
Teachers also need to prepare extra activities for pupils who finish tasks early to keep them
actively engaged while the other pupils complete the task.
In addition, focusing on effective instructional strategies can prevent academic and
behaviour difficulties and thereby facilitate increased pupil achievement, especially among
poor and minority pupils who tend to lag behind their more affluent peers. The following are
findings of researchers on effective instructional strategies:
Effective teachers have higher rates of positive pupil responses.
Pupils attending to academic tasks cannot at the same time be engaged in disruptive,
off-task behaviour.
Effective instruction minimizes disruptive behaviour through higher rates of academic
engagement.
(Espin, & Yell, 1994; Sutherland, Alder, & Gunter, 2003 in Regina & Daniel, 2007).
Instruction that is effective in encouraging high rates of academic engagement and on-task
behaviour is characterized by the following key features:
Appropriate level of instructional material or task
It is particularly important to provide pupils with planned, sequential instruction,
materials and tasks at their appropriate instructional level. If information and materials
are beyond pupils current skill level it will frustrate them and they may engage in
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behaviours that avoid engagement in the lesson (Wehby, Symons, Canale, & Go, 1995
in Regina & Daniel 2007). As a result, teachers may remove the instructional
material
or task, or the offending pupils from the instructional environment.

Too easy materials may result in pupils engaging in inappropriate behaviours out
of
boredom and lack of challenge. When pupils are provided with materials of appropriate
levels of instructional difficulty, their on-task behaviour, task completion and
comprehension increases (Gickling & Armstrong, 1978 in Regina & Daniel 2007).
Studies show that pupils who are actively engaged and provided with frequent
opportunities to respond to academic tasks are less disruptive and demonstrate
improved academic skills (Sutherland & Wehby, 2001 in Regina & Daniel 2007).
Effective instruction is even more critical for at-risk pupils who display poor academic
and social outcomes because they have fewer academic skills and require increased
instruction in order to accelerate learning (Donovan & Cross, 2002 in Regina & Daniel
2007). Besides, the instructional environment may be experienced differently by them.
As such, instruction has to be adjusted appropriately (e.g. more opportunities for
practice and review, lower reading-level texts, books on tape, or small-group
instruction) in order to increase successful learning opportunities for them.
Feedback
Effective instruction provides feedback for both the pupils and the teachers in a variety
of ways: through discussion, in writing and non-verbally, but never solely through
testing. Most importantly, the feedback serves to motivate both pupils and teachers,
promoting an active learning situation.
Teachers personal qualities
Teachers personal qualities are also important for effective instruction. Having a
mastery of the subject and the enthusiasm to impart the knowledge are paramount.
Other essential characteristics are being approachable, accessible, a sense of humour
and having respect for the pupils.
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Effective teachers are always willing to seize the teachable moment. Teachers should
take advantage of a pupil's question or observation, or some incident from real life and
spin it into their lesson. Pulling all these together is genuine passion for teaching which
effective teachers show when they enthusiastically and professionally engage pupils in
lessons to help them learn and retain what is taught.
iii. Effective Classroom Management Practices
Although effective instruction can reduce behaviour problems, it does not fully eliminate
them (Emmer & Stough, 2001 in Regina & Daniel 2007). The primary purpose of classroom
management is to gain control of the classroom so that pupils time in the classroom is
optimised for learning. According to Brophy, (1983 in Regina & Daniel 2007) a good
classroom manager adheres to three principles:
be willing to accept responsibility for classroom control;
advocate to long-term, solution-oriented approaches to problems and abstain from
short-term, control responses; and
endeavour to discover underlying personal problems (impulsivity, lack of awareness,
home problems, etc.) for symptomatic behaviour.
Besides principles, Brophy also cited the following theoretical teacher orientations:
the self-concept/personal adjustment orientated teacher encourages discouraged pupils,
builds self-esteem by arranging for and calling attention to success and improving peer
relationships;
the insight (cognitive) orientated teacher spends time with problem pupils individually,
getting to know them personally, attempting to instruct and inform them; and
the behaviouristic teacher offers incentives, negotiates contracts, calls attention to and
reinforces desirable behaviour.
Effective classroom management requires a comprehensive approach that includes
structuring the school and classroom environment, actively supervising pupil engagement
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and implementing classroom rules and routines.

iv. Structuring the school and classroom environment
To structure a classroom so that it supports positive pupil behaviour teachers need to have
forethought and planning. To be highly effective, teachers have to structure the classroom
environment so that it decreases the likelihood of inappropriate pupil behaviour, increases
desirable pupil interactions, and sets up pupils for success. Effective classroom structuring
requires attention to the following features:
Creating a physical arrangement that eases traffic flow, minimizes distractions, and
provides teachers with good access to pupils in order to respond to their questions and
better control behaviour.
Making efficient use of classroom time, including transitions between various classroom
activities.
Ensuring that the nature and quality of pupil interactions is positive by clearly
communicating appropriate behaviours for particular classroom activities. For example,
pupils may be expected to interact with one another during cooperative learning
activities but not during independent work at their seats.
(Paine et.al, 1983 in Carolyn and Weinstein 2006).
v. Rules and routines

The use of rules is a powerful, preventive
component of classroom organization and
management plans. Rules establish the behavioural context of the classroom by specifying
what behaviours are expected of pupils, what behaviours will be reinforced, and the
consequences for inappropriate behaviour. Rules stated or worded positively to describe the
expected behaviour, rather than what not to do, can prevent problem behaviour easily
(Colvin, Kameenui, & Sugai, 1993; Kerr & Nelson, 2002 in Carolyn and Weinstein, 2006).
Guidelines for the construction of classroom rules indentified by educators are as follows:
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Rules should be kept to a minimum to allow pupils to remember them.

Rules should contain language that is simple and appropriate to the developmental
level of the pupils and classroom.
Rules should be positively stated.
Rules should be developed for various situations or contexts as needed.
Rules should be consistent with the schoolwide behaviour plan.
(Martella, Nelson, & Marchand-Martella, 2003 )
In addition to establishing rules, teachers also need to incorporate routines into their efforts
to organize the classroom. Routines for turning in homework or engaging in small-group
activities allow the classroom to run efficiently with fewer disruptions from pupils, thus
enabling teachers to attend to other aspects of instruction.
To be effective, teachers need to teach rules and routines systematically, not only at the
beginning but also throughout the school year. Emphasize these rules and routines on
occasions when increased violations are likely to occur (e.g., before school breaks) or if
warranted by inappropriate behaviour. This type of instructional approach to social
behaviour neutralizes the reactive or extreme approaches to behaviour management that
ultimately are ineffective (Colvin et al.,1993 in Carolyn and Weinstein, 2006).
After classroom rules and routines are established, strategies to acknowledge and
encourage pupils appropriate use of these rules and routines must be incorporated into the
classroom management plan. This include:
specific, contingent praise;
a token economy system, in which pupils earn rewards for behaviour; and
behaviour contracts
Arranging consequences in order to increase desired behaviour is a critical component of

effective classroom organization and management. Like all behavioural reinforcement,
however, these strategies are effective only if they provide initial reinforcement in close
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temporal proximity to occurrences of the desired behaviour; also, they are more effective if
they are linked to the classroom rules and expectations.
To be effective, teachers have to implement such strategies appropriately to manage
classwide behaviour, the behaviour of targeted groups of pupils, and the behaviour of
individual pupils as part of a comprehensive classroom-management plan. Teachers also
need to be aware that no single strategy will be effective for every pupil at all times and in all
contexts. Effective classroom management requires teachers to be adept at employing
multiple strategies and to be skilled at recognizing when current strategies are ineffective
and modifications are necessary.
1.2.2 Teachers and Pupil Roles in Effective Classroom Management
Teachers and pupils have specific roles in effective classroom management. This topic will
discuss the roles of teachers and pupils in terms of responsibility, accountability,
expectations, consistency and objectivity.
1.2.2.1 Responsibility
It is the teachers responsibility to formulate a classroom management plan to facilitate the
development of an effective learning environment. Teachers need to provide quality
instruction which is an engaging and interactive learning experience for pupils; and organise
classroom activities to meet pupils need for survival, belonging, power, fun and freedom.
This can be done by involving pupils in class matters like
deciding classroom rules and procedures;
taking charge of classroom duties and resposibilities;
making responsible choices regarding the lesson content; and
demonstrating their accomplishments.
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Another shared responsibility can be creating a discipline solution that would help pupils act
more responsibly in the future (Kyle, Kagan, & Scotts, 2000 in Charles, 2002). Although
teachers and their pupils can share the responsibility of formulating rules and
consequences, it is the teachers responsibility to enforce compliance with the rules. It is
also the teachers responsibility to
manage and control pupil behaviours;
develop positive relationships with pupils; and
conduct activities that foster friendship and cooperation among pupils
(Glasser & Dotson, 1989 in Charles, 2002).
Another vital duty is to communicate with parents and administrators of ongoing problems
within the classroom before a situation gets out of control. This builds an atmosphere of trust
and respect that motivates all parties to work together for the benefit of the pupils.
Pupils too have an obligation in the development of a quality learning environment. A quality
educational environment will exist only if all pupils:
obey disciplinary guidelines,
be fully engaged in classroom activities; and
meet all behavioural and academic expectations.
For example, in cooperative and collaborative learning environments, each pupil has to
contribute for the success of the project. Other responsibilities of pupils are:
to show respect for self and others which can contribute to a quality learning
environment and reduce disciplinary distractions;
not to be tardy as it is disruptive and can negatively impact the academic progress of
the class; and
to listen actively, which means to pay close attention to fully absorb what the teacher is
saying, explaining or teaching.
1.2.2.2. Accountability
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Accountability is a crucial element for the effectiveness of classroom management. To

maintain a positive environment in the classroom at all times, teachers and pupils have to
be accountable for every action or behaviour that does not contribute to that environment.
Teachers are accountable if teachers hold pupils responsible for their work. If teachers give
pupils work and do not check their work it demonstrates a lack of accountability. Checking
pupils progress and providing pupils with timely feedback is the key to teacher
accountability. Frequent feedback encourages pupils to persevere, whereas absence of
feedback causes pupils to surmise that their work is not valued (Henley, 2006).
Ultimately, the goal of any accountability system is to help pupils develop into independent
learners; thus, teacher procedures should give as much responsibility as possible to the
pupils themselves, rather than having the pupils depend on either teachers or their parents
to see that their work is completed.
Pupils on the other hand are accountable for their learning and behaviour (Manning &
Bucher, 2013), and the mistakes they make (Charles, 2002). For example, in cooperative
group activities pupils are held individually accountable for the intended learnings (Johnson
et al, 1984 in Larrivee, 2009). Generally, the basis of pupil accountability consists of class
rules of behaviour which they must understand and comply.
Pupils are accountable for:
communicating appropriately with peers and teachers, be it verbal or non-verbal
paying attention in class and on task
preparing materials they would need for classroom participation
asking permission and procedures for various activities, including leaving the room
when necessary
behaving appropriately toward teacher requests and directions
keeping the classroom clean and orderly
being respectful at all times, and
not being tardy
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(Seganti, 2008 in Charles et al, 2011)

In disciplining pupils, accountability means that there is an immediate consequence if
something is not done or a behaviour is not acceptable, and that consequence must matter.
In the case of disruptive pupils, they must be made accountable for any behaviour which
does not contribute to the desired classroom climate. In the case of a consequence where
the pupils have to come for detention class for a wrong doing, they are accountable to do
so. If pupils do not take heed of a behavioural consequence, then the teacher has not made
them accountable for their action.
1.2.2.3 Expectation
Research shows that teacher expectancies on pupils behaviour and academic performance
can strongly affect the academic achievement of the pupils. Teachers can form inaccurate
expectations of their pupils and behave differently to various pupils. This may lead to them
behaving just as the teachers have expected. In other words, pupils tend to conform to
teacher erroneous expectations of their behaviour and academic performance.
(Tsiplakides & Keramida, 2010).
The following is a summary of the factors and sources that affect the formation of teachers
expectations:
Teachers beliefs about pupils ability and intelligence based on their performance
Pupils socioeconomic background, gender, ethnicity and social class
Pupils conduct in the school and classroom conduct
Pupils test scores, and/or previous academic achievement
An older sibling's performance on a younger sibling's performance
(Carolyn and Weinstein, 2006)
According to Rosenthal and Jacobson (in Tsiplakides & Keramida, 2010) teachers can in
subtle and unintended ways convey their expectancies of their pupils behaviour.
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Listed below are some of the ways teachers might convey their expectations and the effects:
Labelling pupils as less able based on their characteristics and using differential
practices and behaviour can have a negative effect on ttheir personal judgments about
teacher capabilities to provide effective instruction.
Providing praise to low achievers for success in relatively simple tasks, while
withholding blame for failure can have a negative effect on their pupils motivation and
self-esteem as they may think that teachers have little confidence in their abilities and
expect little from them.
Adopting different questioning techniques based on pupil ability can convey that
teachers expect much or little from the pupils. For example, there is a possibility that
teachers might pay more attention to the answers of high achievers and wait longer
before calling on someone else.
Seating the able pupils in the front rows and the less able pupils in the back rows can
convey expectations of high and low performance.
Providing capable pupils more opportunities to perform publicly on meaningful tasks,
giving them more choices in assignments, and showing them more respect as
individuals is showing less care and attention to the less able.
Interacting differently with high achievers tells the low achievers that they are not
significant.
Creating a warmer socioemotional climate for brighter pupils, such as smiling more
often to high achievers can also indicate that the not so bright pupils are not important.
(Tsiplakides & Keramida, 2010).
As pupils have different ability levels and require different instructional approaches,
materials and rates, teachers cannot have the same expectations for all pupils and the same
delivery of instruction to them all. Teachers should rather focus on the problems created
when differential treatment is given to pupils. Differential treatment can either create or
sustain differences in pupil performance which would probably not exist if pupils were
treated more equitably.
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The following are suggestions on how teachers can promote the communication of positive
expectations:
Create a classroom culture in which language errors are seen as a normal part of the
language acquisition process. Fostering the belief that mistakes are opportunities for
learning should be given priority (Dornyei, 2001).
Use cooperative learning in small groups to complete projects. Cooperative learning,

promotes peer-cooperation, purposeful communication, and interaction with authentic
texts. Peer-cooperation can raise expectations, because it involves all pupils,
emphasizes collaboration over competition and can foster the development of a friendly
and supportive language community (Shokouli & Zadeh-Dabbagh in
Tsiplakides &
Keramida, 2010 ).
Provide effective praise and feedback the focus should be on the care and effort
pupils put into their work and on the knowledge or skills they gain. Do not encourage
pupils to compare themselves with others (Brophy, 2004).
Provide criticism that helps pupils realize how they could do better rather than criticizing
pupils themselves or using personal criticism. In addition, teachers should not be
influenced by pupil performance when providing criticism. Research has revealed that
teachers are more prone to critisizing low-achieving pupils for a wrong answer than
high-achieving pupils (Good & Brophy, 2000).
Use portfolio assessment because this approach focuses attention on quality rather
than just grades, and can encourage pupils to self-improve over time. Moreover, Brophy
(2004) posits that teachers need to show their pupils that they
-
care for them and are committed to their progress;
are willing to listen to and value their opinions and feelings; and
put priority on collaboration, rather than competition among pupils.
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Communicate expectancies for success by forming groups with pupils from all levels of
language performance, and do not marginalize low achievers. This can be done by
- not supplying answers impatiently to children of lesser ability depriving them of
opportunity to think and answer (Covington, 1998)
- giving equally academically challenging tasks and using the same questioning
strategies for all pupils (Alderman, 2004). For example, teachers tend to ask weak
pupils questions which are at the lowest level (e.g. questions of knowledge). By
contrast, they usually provide high achievers with opportunities to answer higher
level questions (e.g. questions requiring an analysis or drawing a conclusion).
Avoid using the following as they can promote the communication of low expectations
-
calling on low-achieving pupils less often to answer questions;
providing fewer clues to low achievers when they cannot answer questions;
rarely expressing personal interest in low achievers; and
making social comparisons between pupils in front of the classroom.
smiling less often to weak pupils, staying farther away physically, or avoiding eye
contact with them.
(Levin and Nolan, 1996)
Develop a positive classroom climate by not forming differential expectations for pupils
based on qualities such as gender, ethnicity, or parents background (Schunk, Pintrich,
and Meece, 2008). Similarly, teachers should avoid forming expectations based on such
factors as record files, colleagues, information from other teachers or even the familys
reputation (Good and Brophy, 2000).
Finally, reassess your expectations from time to time as pupils performance or
behaviour may change in the course of the school year.
Teachers expectancies of pupils behaviour should be communicated from the very
beginning of the year through rules and procedures of how they should behave in class and
the consequences of breaking the rules. As for academic work, pupils need to meet
requirements and deadlines for which there will be consequences and incentives.
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Just like teachers, pupils have expectations of teachers in the classroom. First of all they will
expect teachers to deliver instruction effectively and efficiently by taking into considerations
all the variables such as pupils needs, ability, interest, motivation and the diverse nature of
pupils. They will also expect teachers to be consistent in implementing the rules and
procedures without any form of injustice or partiality. And above all pupils will expect
teachers to treat all pupils alike and provide equal opportunities to experience learning.
1.2.2.4. Consistency
One of the most important traits that teachers need to have to be effective is consistency.
Teachers have to make the policy and then be consistent about applying it throughout the
entire duration of the semester or year. Pupils will perform at their best if the rules,
procedures and routines are kept consistent as they will become familiar to them. Lack of
consistency on the teachers part will promote a sense of uncertainty among pupils and this
often leads to a higher incidence of disruptive behaviour.
Establishing
consistent
rules,
procedures
and
routines can
facilitate
classroom
management and pupil achievement. The less time that pupils have to be off-task and the
fewer discipline problems, the more likely teachers will be able to have quality classroom
management.
Behavioural and academic consequences too should be consistently applied to be
accepted favourably by pupils. Pupils will react negatively if teachers are unfair and show
partiality to some pupils over others (Campbell, 1999). Worse still if pupils are allowed to
get away with breaking the rules as that will teach them that rules and regulations do not
matter and can always be broken without consequence. What ever the level of the pupils
are, being consistent with rewards for good behaviour and punishment for bad behaviour
will help teachers run a dynamic, organized and positive classroom. If pupils need to be
punished, make sure the punishment fits the crime.
If teacher policy does not work as intended, teachers should continue to be consistent and
wait till the end of the semester or year before they make any changes. Teachers should
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not make any acceptance to any rules what ever the situation. All violations of the rule
should be treated the same (Campbell, 1999) although it is quite difficult to enforce as
pupils might experience genuine problems. In cases where teachers need to make an
allowance for one case, they might as well reconsider the policy because there surely will
be another pupil who just does not fit the circumstances for which the policy was designed.
Teachers have to be consistent when making deals with pupils over awarding credit points
or deducting marks for late submission of work irrespective of the characteristics of the
pupils. Whether they are academically strong or academically weak, pupils must be treated
all the same (Campbell, 1999). Failing which teachers will be faced with the task of judging
whether one pupils reason for an infringement is better and more acceptable than
anothers. Being consistent will protect teachers from such situations and allow teachers to
focus on other instructional matters.
1.2.2.5 Objectivity
Teachers have the professional responsibility to practice effective classroom management
and instruction which includes:
managing pupil behaviour;
establishing safe classrooms; and
providing learning experiences for a diverse pupil population in
an
orderly
and
pupil-friendly manner.
In addition, teachers have to establish rules, procedures and routines to develop
self-discipline and reduce disruptions during the teaching and learning process. In doing all
these teachers need to have specific goals so that teachers do not falter or change policy
as situation gets difficult for them to control or make decisions. It is vital that in
implementing the policy there should be
neutrality,
fairness at all times, and
no prejudice whatsoever.
21
In other words, objectivity in classroom management is essential for teachers if they want
to effectively manage their classroom and successfully deliver instruction.
Exercise 1
1. Discuss briefly the concept of effective classroom management.
2. Explain briefly the factors that make classroom management effective.
3. Discuss briefly the role of instuction as a central classroom activity.
4. Explain briefly the factors that teachers would consider to plan and deliver instructions
effectively and efficiently.
Exercise 2
1. The primary purpose of classroom management is to gain control of the classroom so
that pupils time in the classroom is optimised for learning.
Discuss how teachers would gain control of teachersr classroom to optimise the pupils
time for learning.
2. Discuss the roles of teachers and pupils in effective classroom management.
Tutorial
1. Discuss characteristics of:
effective classroom instructions
effective management practices
2. Discuss how different roles played by teachers and pupils would lead to effective
classroom management.
22
TOPIC 2 CLASSROOM MANAGEMENT: APPROACHES,

THEORIES AND MODELS
2.0 SYNOPSIS
Topic 2 focuses on Classroom Management approaches, theories and models. It provides
teachers with explanations and discussions of the different approaches, theories and
models of classroom management.
By the end of Topic 2, teachers will be able to:
Outline and explain different approaches, theories and models of classroom
management.
Explain the Authoritarian Classroom Management and Behaviour Modification.
Explain group process / Socio- psychological, Instructional classroom management
and Socio-cultural approaches.
Understand and discuss Building the Foundation and Theories of Assertive Tactics.
Discuss theories of Democratic Teaching, theories of Instructional Management and
theories of Congruent Communication.
23

Classroom Management
Approaches
Theories and Models

Authoritarian
Building Foundation
Behaviour Modification
Assertive Tactics
Group Processes/ .
Socio-psychological
Democratic Teaching
Instructional Management
Socio-cultural
Instructional Management
24
Congruent Communication
CONTENT
SESSION TWO (6 hours)
2.2.1 Approaches
Before exploring the various approaches, theories and models of classroom management it
would be useful to understand the difference between the key concepts approaches,
theories and models.
An approach is a set of correlative assumptions or beliefs based on theoretical principles on
dealing with instructional behaviour, pupil behaviour, classroom environment and the
degree of teacher-pupil control (Balson, 1982) in setting rules and procedures for effective
classroom management (Manning and Bucher, 2013). In other words, approaches describe
what a teacher assumes to be the most appropriate way to manage a classroom.
Theories on the other hand are underlying principles that provide the foundation for
classroom management approaches and strategies. Theories influence the phylosophy of
teachers classroom management strategies which focus on psychological aspects of
human behaviour and the interactions between pupils and teachers (Hardin, 2008). Theories
underlying classroom management approaches and strategies are based on studies
conducted on human behaviour, specific human needs and motives, and skills that teachers
need to identify problems and student needs in order to change the class environment and
instructional practices to improve student behaviour.
Models which are based on approaches and theories, consists of specific strategies and
techniques used to manage instructional behaviour and student behaviour in the classroom
(Manning and Bucher, 2013). There can be a number of models for each classroom
management approach. For example the Canters Assertive and Skinners Behaviour
Modification models can be classified as models under the authoritarian approaches. The
Kounin and Jones models are examples of the Socio-psychological approach whilst the
Inner Discipline and Discipline without stress are examples of Socio-cultural approaches.
25
For a brief overview of the different approaches of classroom management refer to

Appendix 1.
2.2.1.1 Authoritarian classroom management (Power Types and Power Bases)
Teachers who adopt the authoritarian approach to classroom management have full
responsibility for regulating the classroom. They devise and enforce specific rules to control
pupil behaviour in the classroom. They are entirely in power and deal forcefully and quickly
with misbehaviour making the authoritarian approach models of classroom management
power systems. The common authoritarian models of classroom management are:
i. Skinners behaviour modification model
In this model teachers shape pupil behaviour through systematic reinforcement including
rewards and negative reinforcements. (Manning and Bucher, 2013)
ii. Jones positive classroom discipline
Frederic Jones positive classroom discipline model emphasises the effectiveness and
efficiency of teachers behaviour in getting pupils to get involved in the learning process.
Those advocating to this model manage their classrooms by providing engaging lessons,
helping pupils with work problems and giving incentives to promote responsibility. They set
clear limits and organise their classroom effectively (Hardin, 2008; Charles, 2002; Manning
and Bucher, 2013)
iii. Canters assertive discipline
Lee and Marlene Canter believe that teachers and pupils have rights in the classroom.
They expect teachers to be assertive, to set clear rules of behaviour and expectations, and
enforce them calmly through a discipline hierarchy of consequences. Teachers have to
communicate needs and requirements to pupils clearly and firmly, and
respond with
appropriate actions. They are to get pupils to fully comply to rules without violating the
interest of the pupils (Hardin, 2008; Charles, 2002; Manning and Bucher, 2013)
The following are some of the possible limits and control enforced by authoritarians:
26
Pupils are assigned to seats where they have to sit during the lessons and usually for
the whole term.
Pupils are to be often quiet in the classroom and cannot interrupt the teachers.
Pupils do very little verbal exchange and discussion and consequently do not get the
chance to adopt and practice communication skills.
Pupils are rarely given permission to leave the class (hall passes) and their excused
absences are seldom accepted.
Pupils have to obey the rules without any question or face the consequences.
Pupils are not taken on trips or other out of classroom events as these are considered
as distractions to the learning process.
Pupils hardly initiate any activity in the classroom.
Pupils are not motivated or encouraged to set personal goals.
2.2.1.2 Behaviour modification
The behaviour modification approach is based on the ideas and work of Skinner. The basis
of this approach are the assumptions that pupils will change their behaviour in order to get
desired rewards (Larrivee, 2009). Teachers who adopt this approach believe that pupil
behaviour can be changed by altering the consequences that follow their actions and
behaviours. They use reinforcement principles systematically to change some aspect of
educational practice or pupil behaviour.
Generally pupils can receive three types of consequences for their actions: positive and
negative reinforcement to maintain or increase the occurance of a desired behaviour; and
punishments to discourage them from inappropriate actions.
Positive reinforcement for desired behaviours include rewards such as praises,

grades, stickers and tokens.
Negative reinforcement include giving pupils extra weekend homework, denying visits
or their seating arrangements changed.
There are two levels of punishments which are labelled as Punishment I and
Punishment II.
27
Punishment I which involves undesirable stimulus such as a private reprimand,

isolation or a trip to the headmasters office, is given to pupils who commit
undesirable actions.
Punishment II involves stricter actions of removing or withholding a desired or

anticipated positive stimulus. For inappropriate behaviours, pupils can lose free time
or be excluded from some fun activities as watching movies or using the computer
for a specific period of time.
Both punishment I and II, can eliminate or decrease undesired pupil behaviours provided
they are appropriately used.
The use of tokens is a reinforcement system whereby pupils earn tokens for their academic
performance and positive classroom behaviours. These tokens can then be periodically
exchanged for a desired activity or reward.
2.2.1.3 Group processes in the classroom / A Social-Psychological View
ESL classrooms are social settings: teaching and learning occur through social interaction
between teachers and pupils. The interactions and relationships between teachers and
pupils, and among pupils, as they work side by side, constitute the group processes of the
classroom. Group processes are significant in developing interpersonal skills, intrapersonal
skills, social competence and empathy which are essential for real life situations.
The effectiveness of group processes can be affected by peer-group relationships. A peer
group is a collection of interdependent, interacting individuals with reciprocal influence over
one another. In classrooms as few as two people can form groups, as long as the paired
individuals have reciprocal influence through communication and mental contact. When the
teacher engages the whole class in a learning activity common to all, then everyone forms
into a single group, or as Thelen (1981) wrote, a "miniature society". The teacher and pupils
of one class can be a whole group or from time to time many subgroups. Therefore groups
are not simply people in proximity, but an entity, which share and work toward a common
goal.
28
From the social-psychological perspective, pupils of a class form a miniature society with
peers, teachers and aides. As members of the miniature society they are interdependent
and interact with one another striving for common goals. Many subgroups in the class affect
how the larger classroom society works as how individuals relate to and interact with one
another formally and informally. Hence over a period of time, these informal relationships
with peers increase in power and concentration. In effect, pupils self-concept is formed by
the peer group influence which can be either threatening or supportive.
As members of a social group, pupils need to achieve the social motives of affiliation,
achievement and power in order for them to feel comfortable and secure. Inability to satisfy
these goals will lead to negative conditions of loneliness and rejection, incompetence,
powerlessness, and alienation. Hence, this will result in high self-esteem in pupils and their
positive attitudes toward school, and ESL teaching and learning.
The group processes in the ESL classroom will contribute to higher learner achievement if
the social climate is positive and how teachers manage their teaching and learning
effectively. The next section will describe the elements of positive classroom climate and
characteristics of effective teachers.
i. Classroom Climate
ESL classroom climate refers to the emotional tones associated with pupils' interactions,
their attitudinal reactions to the class, as well as to pupils' self-concept and their
motivational satisfactions and frustrations. Climate can be measured by observing physical
movements, bodily gestures, seating patterns, and instances of verbal interaction (Table
2.1).
Do pupils stand close or far away from the teacher?

Are pupils at ease or tense?
How frequently is affective support communicated by smiles, winks, or pats on the back?
Do pupils move quietly with measured steps to their desks, or do they stroll freely and easily,
Table 2.1: Classroom Climate Indicators
showing the class feels safe?
Are pupils reluctant to ask the teacher questions?
How do pupils relate to one another?
Are they quiet, distant, and formal, or do they walk easily and laugh spontaneously?
How often do pupils put a peer down or say something nice to one another?
Do pupils harass or bully other pupils?
How often does fighting erupt?
29
How often does peacemaking occur?
Are sessions run primarily by the teacher or do pupils also take the lead?
Do seating patterns shift from time to time, or do they remain the same, regardless of the learning
activity?
Are pupils working together cooperatively?
A positive climate exists when the following properties are present:

leadership occurs as power-with rather than power-over;
communication is honest, open and transactional;
high levels of friendship are present among classmates;
expectations are high for the performance of others and oneself;
classroom norms are supportive in maximising pupils ESL competency; and
conflict is dealt with constructively and peacefully.
Although each of these six properties of climate can be important by itself, positive climate
is an ensemble of all of them. In other words how each property is integrated with one
another will shape a general climate of an ESL classroom.
ii. Effective Teachers

In general, effective teachers display the following characteristics to create a positive
climate in the ESL classroom as described in the next section.
Leadership styles
Lippitt and White, with guidance from Lewin (Mills, 2007), observed effects on youth of
three leadership styles: autocratic, democratic, and laissez faire. Autocratic leaders
made all decisions about group goals and work procedures. Democratic leaders
specified group goals, but urged group members to decide among alternative ways of
working. Laissez-faire leaders abdicated authority, permitting youth to work as they
30
pleased. Groups with democratic leaders performed best with high quality work output
and high morale. Autocratically lead groups had high quality work output, but low
morale. Groups with laissez-faire leaders performed worst overall. Classroom research
has shown that although autocratic teachers can get pupils to accomplish high amounts
of academic work, they also create conformity, competition, dependency, and
resentment. Pupils of democratic teachers accomplish both a great deal of excellent
academic work, and establish positive social climates.
Effective Communication
Effective communication is the key in understanding differences between autocratic and
democratic teachers. Autocratic teachers use one-way communication in persuading
pupils to accept learning goals and procedures as well as rules for classroom
behaviour; such unilateral direction giving is often an ineffective way of transmitting
information.
In contrast, democratic teachers use two-way communication often to encourage pupils
to participate in making decisions for themselves and in establishing group agreements
for classroom procedures. By using transactional communication whereby pupils and
teachers reciprocate in trying to understand one another, democratic teachers help
build a climate that is participatory, relaxed, personal, and supportive. Attributes of
democratic teachers who are effective transactional communicators are receptiveness
to pupils' ideas, an egalitarian attitude, openness, warmth, respect for pupils' feelings,
sensitivity to outcasts, a sense of humor, and a caring attitude.
Levels of friendship
Such participatory teachers understand that friendships in the classroom peer group
cannot be separated from teaching and learning; friendly feelings are integral to
instructional transactions between teachers and pupils and among pupils. Pupils who
view themselves as disliked or ignored by their peers often have difficulty in performing
up to their academic potential. They experience anxiety and reduced self-esteem, both
of which interfere with their academic performance. As outcasts they might seek
31
revenge, searching for ways to be aggressive toward teachers and peers. By watching
their teacher interact with the class, pupils learn who gets left out and who gets
encouragement and praise.
Teachers can help rejected pupils obtain peer support by giving them an extra amount
of encouragement and praise in front of their peers, and by assigning them to work
cooperatively with popular classmates. Teachers with friendly classes see to it that they
talk and attend to every pupil rather than focusing on a few, and often reward pupils
with specific statements for helpful and successful behaviour; they seek to control
behavioural disturbances with general, group-oriented statements.
High expectations
In tandem to positive climate are the expectations that teacher and pupil hold for one
another. Teachers' expectations for how each pupil might behave are particularly
important because they affect how teachers behave toward that pupil. Thus, teachers
should engage in introspection and reflection to diagnose their expectations, and obtain
feedback from colleagues about how they are behaving toward particular pupils.
Teachers should also use diverse information sources to understand what makes their
pupils behave as they do. In particular, teachers should reflect on their expectations
and attributions toward girls and boys, pupils of different social classes and ethnic
groups. Teachers should deliberately seek new information about pupil strengths in
order to free themselves of stereotypes.
Classroom norms
Classroom norms form when most pupils hold the same expectations and attitudes
about appropriate classroom behaviours. Although norms guide pupils' and the
teacher's behaviour, they are not the same as rules. Rules, on the hand are regulations
created by administrators or teachers to govern pupils' behaviour which are not
neccessarily group norms. Pupil norms frequently are in opposition to teachers' goals,
and can become counter productive to individual pupil development. Teachers should
strive to help pupils create formal group agreements to transform preferred rules into
32
pupil norms. In particular, cooperative peer-group norms enhance pupil self-concept

and language learning more than do norms in support of competition.
Managing conflict
Conflict, natural and inevitable in all groups, exists when one activity blocks, interferes,
or keeps another activity from occurring. Conflicts arise in classrooms over incompatible
procedures, goals, concepts, or interpersonal relationships. The norms of cooperation
and competition affect the management of conflict differently. With cooperative norms
pupils believe they will obtain their self-interest when other pupils also achieve theirs.
Teachers should strive, therefore, to build a spirit of teamwork and cooperation in their
classes, so that pupils will feel that it is in their self-interest to cooperate with their
peers. When a competitive spirit exists, particularly when pupils are pitted against each
other to obtain scarce rewards, a pupil succeeds only when others lose. In the
competitive classroom, interpersonal conflict will arise frequently between pupils.
For teachers to build and maintain successful classrooms with high pupil achievement
and positive social climate, they should attend to their leadership style, communication
skills, friendliness and warmth, expectations and stereotypes of pupils, tactics for
establishing pupil group agreements, and their skills in managing conflict.
2.2.1.4 Instructional classroom management
Teachers who use the instructional approach to classroom management prevent most
management problems by actively engaging pupils in high-interest lessons geared to meet
their interests, needs, and abilities. Thus, pupils are motivated to attend class, positively
participate in activities, and manage their own behaviour. Kounin (1970) and Jones (1979)
in Moore & Hansen (2012) advocate the instructional approach to classroom management.
The premise that forms the basis for the instructional approach to classroom management
is that well-planned and well-implemented instruction will prevent most classroom problems.
The assumption is that pupils will not engage in disruptive behaviour when well-planned and
well-implemented lessons engage pupils in the learning process with activities that meet
33
their interests, needs, and abilities. Lets now look at two models of classroom management
that focus on the principles of the instructional approach.
i. The Kounin Model
In a comprehensive comparison of effective and ineffective classroom managers, Jacob
Kounin (1970) in Marzano et al (2003) found that teachers handle classroom problems
differently. The primary difference was in the things the successful managers did that
tended to prevent classroom problems. They were totally aware of everything in the
classroom environment; they kept pupils actively engaged; and they conducted
well-planned lessons with smooth transitions. Kounin concluded that some teachers are
better classroom managers because of their skill in four areas: withitness, overlapping
activities, group focusing, and movement management (Charles, 2002).
Withitness is the skill to know what is going on in all parts of the classroom at all times;
nothing is missed. Withit teachers respond immediately to pupil misbehaviour and know
who started what. A major component of withitness is scanning the class frequently,
establishing eye contact with individual pupils, and having eyes in the back your head.
Withit teachers dont make timing errors (waiting too long before intervening) or target
errors (blaming the wrong person and letting the real perpetrators escape responsibility for
misbehaviour). Withit teachers prevent minor disruptions from becoming major and know
who the instigator is in a problem situation.
Effective classroom managers are also skilled at overlapping. Overlapping means handling
two or more activities or groups at the same time. Essentially, it is the ability to monitor the
whole class at all times. It involves keeping a small group on task, for example, while also
helping other pupils with their seatwork.
Finally, Kounin notes that successful classroom management also depends on movement
management and group focusthat is, the ability to make smooth lesson transitions, keep
an appropriate pace, and involve all pupils in a lesson. Moreover, effective managers do not
leave a lesson hanging while tending to something else or change back and forth from one
34
subject or activity to another. They keep pupils alert by holding their attention, by holding
them accountable, and by involving all pupils in the lesson.
ii. The Jones Model
Based upon over 10 years of researching classroom difficulties, Frederick Jones (1979) in
Moore (2005), found that teachers lose 50% or more of their instructional time through
pupils time-wasting (e.g., talking and walking around the room). Jones contends that this
wasted instructional time can be reclaimed when teachers correctly implement four
strategies: limit setting, good body language, incentive systems, and giving help efficiently.
Limit setting is the establishment of classroom boundaries for appropriate behaviour.
According to Jones, these limits should include the formation of rules of behaviour, as well
as descriptions of appropriate work behaviour, procedures for getting supplies and
materials, instruction on what to do when stuck on seatwork, and what to do when finished
with assigned seatwork.
Ninety percent of discipline and keeping pupils on task, Jones contends, involved the skillful
use of body language. Body language is a set of physical mannerisms that tend to get
pupils back to work, the most effective of which are physical proximity to pupils, direct eye
contact, body position (body orientation toward pupil), facial expressions, and tone of voice.
Jones contends that incentive systems also can be used effectively to keep pupils on task
and to get them to complete their work. Indeed, he suggests that preferred activities, such
as time on the computer, free time, use of educational games, and free reading, can serve
as motivational rewards for desired behaviours. Furthermore, Jones adds, the use of peer
pressure represents a quite effective motivator. For example, time can be deducted from the
class-preferred activity time when an individual pupil misbehaves. The deduction of time can
be recorded, as Jones suggests, with a large stopwatch placed at the front of the room, so
the whole class can see. If a large stopwatch is not available, a standard amount of time
(e.g., one minute) can be deducted for each instance of misbehaviour.
35
Finally, Jones found that giving help efficiently is related to time on task. His research
revealed that teachers on the average spend 4 minutes helping individual pupils who are
having difficulty with seatwork. Jones recommends that this time be cut to no more than 20
seconds per pupil. Doing so allows more pupils to be helped and reduces the tendency for
pupils to work only when the teacher is standing near them.
Setting limits, using body language, implementing an incentive system, and giving help
efficiently will not eliminate all behaviour problems. When such problems do develop, Jones
suggests, a back-up system, such as in-class isolation or removal from the room, is needed.
2.2.1.4 Socio-cultural
In Malaysia, a classroom consists of different pupils of a different ethnic background and
social setting. A multicultural setting is a common scene prevalent in ESL classroom.
Managing a classroom is challenging because, definitions and expectations of appropriate
behaviour are culturally influenced, and conflicts are likely to occur when teachers and
pupils come from different cultural backgrounds (Weinstein, Tomlinson-Clarke, and Curran,
2004)
The goal of classroom management is to create an environment in which pupils behave
appropriately, not out of fear of punishment or desire for reward, but out of a sense of
personal responsibility. Weinstein et. al (2004) outline the following five expectations that
teachers should have:
A teacher should recognize his/her own ethnocentrism and biases.
A teacher should know his/her pupils' cultural backgrounds.
A teacher should understand the broader social, economic, and political context in
which the class is situated.
A teacher should be able and willing to use culturally appropriate management

strategies.
A teacher should commit to building a caring classroom.
Concepts such as culturally responsive pedagogy or culturally responsive literacy have

been explored in academic literature since the 1990s, primarily in the context of primary and
36
secondary education, and the need for teacher training in cultural awareness is now broadly
recognized. Multicultural competence can develop a culturally responsive pedagogy in the
Malaysian ESL classroom. These competencies are shaped by a number of theories and
models that will be discussed in the next section,
Exercise
1. Compare and contrast the Canters assertive model and the behaviour modification
model.
2. Briefly discuss the consequences of actions in the Behaviour Modification approach.
3. Explain whithitness in Kounins model.
4. Explain the five expectations of teachers in the socio-cultural approach.
SESSION THREE AND FOUR (6 hours)

2.2.2 Theories and Models
2.2.2.1 Building the Foundation (Skinner, Glasser and Gordon)
Building the foundation by Skinner, Glasser and Gordon will provide teachers an
understanding of the key concepts of a variety of classroom management theorists that will
help teachers develop their own philosophy and techniques of classroom management. No
one model will provide all the answers that ESL teachers need to manage a classroom
effectively but the knowledge of these theories will allow effective teachers to build a
management style that combines proactive and reactive elements and that combines ESL
instruction and classroom management into a unique, effective style.
a. The Skinners Model of Shaping Desired Behaviour
Human behaviour can be shaped along desired lines by means of the systematic
application of reinforcement. The reinforcers may be teacher praise, good grades, or even
such tangible items as stickers or appropriate vouchers. Pupils who do not follow the
37
procedures, who misbehave, or who perform poorly are denied desired rewards or are
punished in some way.
i. Key Ideas
This model includes new applications of Skinner's basic ideas. Skinner himself never
proposed a model of school discipline. Other writers have taken his ideas on learning and
adapted them to controlling the behaviour of pupils in schools. The following ideas reveal
the essence of Skinner's model:
Behaviour is shaped by its consequences, by what happens to the individual
immediately afterward.
Systematic use of reinforcement (rewards) can shape pupils' behaviour in desired
directions.
Behaviour becomes weaker if not followed by reinforcement.
Behaviour is also weakened by punishment.
In the early stages of learning, constant reinforcement produces the best result.
Once learning has reached the desired level, it is best maintained through intermittent
reinforcement, provided only occasionally.
Behaviour modification is applied in two ways:
-
The teacher observes the pupil perform an undesired act; the teacher rewards the
pupil; the pupil tends to repeat the act.
The teacher observes the pupil perform an undesired act; the teacher either
ignores the act or punishes the pupil, then praises a pupil who is behaving
correctly; the misbehaving pupil becomes less likely than before to repeat the
act.
Behaviour modification successfully uses various types of reinforcers. They include

social reinforcers such as verbal comments, facial expressions, and gestures; graphic
reinforcers such as marks and stars; activity reinforcers such as free time and
collaborating with a friend; and tangible reinforcers such as prizes and printed awards.
ii. Reinforcers
38
The Skinners model can be a powerful model for classroom teachers, one that can be
easily modified and implemented with pupils of all ages and backgrounds. One of the key
tenets the model are the use of reinforcers. Types of reinforcers that are commonly used in
schools fall into four categories:
Social
-
Social reinforcers consist of verbal comments, gestures, and facial expressions.

Many pupils work diligently just to get a smile, pat, thumbs up (non verbal) or verbal
comment from the teacher, for example , awesome, excellent, nice going etc.
Graphic
-
Graphic reinforcers include marks of various kinds such as numerals, checks,

happy faces, and special symbols. Teachers make these marks with felt pens and
rubber stamps. They may enter them on charts or use a paper punch to make holes
in cards kept by the pupils. They may attach stars or stickers that are commercially
available in large quantities and varieties.
Activity
-
Activity reinforcers include those activities that pupils prefer to do in school. Any
activity can be used as a reinforcer if pupils prefer it to another. For younger pupils
(Year 1-3) sitting near the teacher, choosing the song, caring for the pet, sharing a
pet or toy is are examples of activities to reinforce academic excellence. Activities for
older pupils (Year 4-6) are such as playing a game, free reading, decorating the
classroom, having extra recess time, going to an assembly
Tangible
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. Many primary
teachers use tangible reinforcers regularly. Examples of inexpensive reinforcers are:
popcorn, raisins, chalk, crayons, felt pens, pencils, badges, etc.
iii. Application
39
The Skinners model can be applied in a classroom situation. The following is an example to
illustrate the model in a primary classroom.
Classroom scenario
Zack, in Mr. Kamals class, is quite docile. He never disrupts class and does little
socializing with other pupils. However, despite Mr. Kamals best efforts, he can hardly
get Zack to participate in class activities. He rarely completes an assignment. He
doesn't seem to care. He is simply there, like a bump on a log, putting forth virtually no
effort.
Based on the scenario above, these are the possible ways to deal with the situation:
Catch Zack being good (doing anything that is appropriate). Reward him whenever he
participates or works.
Reiterate the class rules regarding class work. Praise Zack whenever he follows the
rule.
Consider stronger reinforcers. If praise is ineffective, use points, tokens, or other

tangible objects to reinforce and shape Zack's improvement.
Set up a contract with Zack. Identify a reward that is exceptionally attractive to him.
Outline what he must do in order to earn the reward. Share the contract with Zack's
parents to enlist their support. Reinforce every improvement Zack makes.
b. The Glassers Model of Choice Theory

Glasser's work in the field of school discipline has two main aims. The first is to provide a
classroom environment and curriculum which motivate pupils and reduce inappropriate
behaviour by meeting pupils' basic needs for belonging, power, fun and freedom. The
second focus is on helping pupils make appropriate behavioural choices that lead ultimately
to personal success.
i. Key Ideas
Often, teachers need to help pupils learn to make good behavioural choices so they can
become responsible individuals able to satisfy their needs in the real world. Thus, they must
40
be guided toward reality whereby the onus is on pupils. Listed below are some of key iideas
of Glasser.
Pupils are rational beings. They can control their own behaviour. They choose to act
the way they do.
Good choices produce good behaviour. Bad choices produce bad behaviour.
Teachers must always try to help pupils make good choices.
Teachers who truly care about their pupils accept no excuses for bad behaviour.
Reasonable consequences should always follow pupil behaviour, whether it is good or
bad. Class rules are essential and they must be enforced.
Classroom meetings are effective vehicles for attending to matters concerning class
rules, behaviour and discipline.
Glasser's views about discipline were simple but powerful:
Behaviour is a matter of choice.
Good behaviour results from good choices. Bad behaviour results from bad choices.
A teacher's duty is to help pupils make good choices.
Psychologists and educators often delve into pupils' backgrounds for underlying causes of
misbehaviour. One often hears comments such as, "What can you expect, Aznil comes from
a broken home", or, "Ling was an abused child, theres a reason for her to be aggressive".
Glasser neither denies that such conditions exist nor that they influence behaviour. He
simply says that humans have rational minds and can make rational choices.
According to Glasser, pupils are capable of understanding what is generally regarded as
acceptable school behaviour and can choose to behave in acceptable ways. However, in
order to make good choices, pupils must see the results of these choices as desirable. If
bad behaviour gets them what they want then they will make bad choices. This is where the
teacher can be influential in helping pupils become aware that they choose their own
actions. The teacher encourages them to acknowledge their behaviour and evaluate
introspectively on their behaviour. The teacher refuses to accept excuses for bad behaviour.
41
Instead, the teacher always directs the pupil's attention to alternative, more acceptable,
behaviour.
ii. Teachers Responsibilities
The essence of discipline then, lies in helping pupils to make good choices. Even though
both teachers and pupils have important roles to play in maintaining effective discipline,
Glasser firmly believes that teachers have greater responsibility to maintain good discipline.
According to Glasser, the following are some of the teacher's responsibilities in helping
pupils making good choices as described below.
Emphasise pupil responsibility
Since good behaviour comes from good choices and since pupils ultimately must live
with the choices they make, their responsibility for their own behaviour. is always kept in
the forefront. Discussions in which this responsibility is explored and clarified occur in
classroom meetings. These meetings occur as regular parts of the curriculum. Pupils sit
in a circle with the teacher and discuss matters that concern the class.
Establish rules that lead to success
Rules which leads towards personal and group achievement should be established by
teachers and pupils together. Age, ability, and other realities of the pupils should be
taken into consideration when formulating rules. Rules must reinforce the basic idea
that pupils are in school to study.
Accept no excuses
For discipline to be successful, teachers must accept no excuses. Glasser uses this "no
excuse" dictum in two areas. The first has to do with conditions outside the school.
What goes on there does not excuse bad behaviour in school. Those conditions may,
indeed, cause bad behaviour, but that does not make it acceptable.
The teacher must never say "we can excuse Jamal's behaviour. today because he has
trouble at home. It is okay if he yells and hits."
42
The second area in which teachers should accept no excuses concerns pupil
commitment. Once a pupil has decided on a course of good behaviour and has made a
commitment to it, the teacher must never accept excuses for the pupil's failing to live up
to that commitment.
Call for value judgment
When pupils exhibit inappropriate behaviour, teachers should help them make value
judgements about it. The following is an example based on Glasser to illustrate how to
help pupils make value judgement.
Teacher : What are you doing? (asked in unthreatening tone of voice.)

Pupil
: Im waiting for a bright idea to appear. (Will usually give an honest

answer if not threatened.)
Teacher : Is that helping you or the class?

Pupil
: No.
Teacher : What could you do that would help?

Pupil
: Why not brainstorm with your friends? (Names better behaviour; if pupil
cannot think of any, teacher suggests appropriate alternatives and lets
pupil choose.)
Invoke reasonable consequences.

Glasser stresses that reasonable consequences must follow whatever behaviour the
pupil chooses. These consequences will be desirable if good behaviour is chosen
compared to poor behaviour. Teachers should not manipulate events that stop pupils
from experiencing unpleasant consequences. Their experience of pleasant and
unpleasant consequences will help pupils to choose the right behaviour and take
charge of their own lives.
Be persistent
43
Caring teachers work towards one goal - getting pupils to commit themselves to
desirable courses of behaviour. Commitment means consistency, doing something
repeatedly, intentionally, while making sure that it is right. To convey this idea and to
instill it in pupils, teachers themselves must be consistent. They must always help
pupils make choices and make value judgments about their bad choices.
Carry out continual review.
For Glasser, the classroom meeting is central to the implementation of a good system
of discipline. This magic circle facilitates pupils in identifying problems and working
towards solution for behaviour issues, curriculum matters or pupils concerns (Gartrell,
2011). Glasser advocates three types of classroom meetings:
- social problem solving whereby conflicts are discussed
- educational diagnostic whereby educational ideas are addressed, and
- open ended meetings are when real life problems are worked out.
Discussions in classroom meetings focus on two things:
- identifying the problem, and
- seeking solutions to the problem.
iii. Application
The following is an example to illustrate Glassers model applied in a primary classroom.
Classroom scenario
Latif, a pupil in Mr. Engs class, is quite docile. He never disrupts class and does little
socializing with other pupils. But despite Mr. Eng's best efforts, Latif rarely completes an
assignment. He doesn't seem to care. He is simply there, putting forth virtually no effort.
Based on the scenario above, Glasser would suggest the following. First that Mr. Eng thinks
carefully about the classroom and the programme to try to determine whether they contain
obstacles that prevent Latif from meeting his needs for belonging, fun, power, and freedom.
He would have Mr. Eng talk directly with Latif about this matter and make necessary
44
changes for him if possible. If no changes seem warranted, Glasser would have Mr. Eng
talk with Latif so as to accomplish the following:
Make sure Latif understands his work responsibilities as a pupil in the class.
Make sure Latif understands that he can choose his behaviour - to work or not - and
that his choice brings with it either desirable or undesirable consequences.
Accept no excuses from Latif for not beginning and completing his work.
Help Latif identify some alternative behaviours from which he can choose.
Continually press Latif to make value judgments about his choice of behaviour.
Make sure that when Latif shows improvement, he receives consequences that are
very attractive to him.
Never give up on Latif.

c. Gordons Model
The central tenet of Gordons approach to classroom management is the importance of
developing meaning and mutually beneficial relationships. Gordon rejects traditional models
of reward and punishment because they are based upon an assertion of power and foster
no intrinsic motivation. Instead Gordon focuses on how pupils conflicts can be resolved in a
way that will improve their relationships with their teacher and peers (Manning & Bucher,
2013).
i. Key Ideas
Gordon (1974) outlined a number of ideas that could be implemented in an ESL classroom
in managing pupils behaviour towards achieving effective teaching and learning process.
Gordons model is a graphical tool used to identify who owns the problem when someones
behaviour causes a problem or inconvenience. Using a simple frame of reference for
problem ownership, i.e., I own the problem, the other owns the problem, no problem
area, teachers can plot pupils behaviour into a diagram called Behaviour Window, which
helps teachers
to use appropriate communication skills, such as,
active listening,
confrontative I-messages, shifting gears ,no-lose conflict resolution and values

collisions in resolving a conflict. Some of the key concepts and teachings in Gordons
model are:
45
Authority -a condition that can be used to exert influence or control over others. There
are several types of authority.
Problem Ownership - individual troubled by a problem is said to "own" the problem.
Behaviour Window - a visual device of Gordon's used to determine if there is a problem

and who owns it.
"I" messages - messages that tell another person how you feel about their behaviour.
"You" messages - blaming statements
Confrontative "I" Messages -messages that attempt to influence another to stop the
unacceptable behaviour.
Shifting Gears -changing from Confrontative to a listening posture
Win-Lose conflict resolution -ends the dispute temporarily with a winner and a loser.
No-Lose conflict resolution - everyone wins
Door openers - words or actions that invites folks to talk about what is on their minds
Active Listening -carefully listening and demonstrating understanding of what another

person is saying
Values Collisions- is anything a person believes will make the quality of life better or
very concrete like food or money
ii. Application
In applying the model Gordon proposes a six step problem solving process in managing
conflict (Manning & Bucher, 2013) which are:
defining a problem
generating possible solutions
evaluating the solutions
deciding which soluiton is the best
determining how to implement the decision
assessing how well the solution solved the problems
The following is an example to illustrate Gordons model in a primary classroom.
Classroom scenario
46
Hakimi is unable to concentrate on his task while working with his peers on Social
Studies task. He tends to be playful and diverts his group members attention by being
hilarious.
Applying the six steps approach the following are the possible ways to deal with the the
above situation:
Approach the problem by asking the pupil neutral open questions to gain information
about why the pupil cannot concentrate on the task. Listen attentively to the response to
build trust and communication.
Ask the Hakimi for suggestions on ways to help pupils to stay focus on their task.
From the different ways that Hakimi had suggested ask him list down the strengths and
weaknesses.
Ask Hakimi to choose the best way to stay focused.
Work on details on how the chosen way could be implemented.
After implementing the way that Hakimi had decided on, assess whether it works for
him or not.
2.2.2.2 Theories of Assertive Tactics: Lee & Marlene Canters

Assertive discipline is a structured, systematic approach designed to assist educators in
running an organized, teacher-in-charge classroom environment. Canter (2010) believe that
teachers have the right to determine what is best for pupils, and to expect compliance. No
pupil should prevent you from teaching, or keep another pupil from learning. Pupil
compliance is imperative in creating and maintaining an effective and efficient learning
environment. To accomplish this goal, teachers must react assertively, as opposed to
aggressively or non assertively.
More than being a director, assertive teachers build positive, trusting relationships with their
pupils and teach appropriate classroom behaviour (via direct instruction.describing,
modelling, practicing, reviewing, encouraging, and rewarding) to those who don't show it at
47
present. They are demanding, yet warm in interaction; supportive of the youngsters; and
respectful in tone and mannerisms when addressing misbehaviour. Assertive teachers listen
carefully to what their pupils have to say, speak politely to them, and treat everyone fairly
(not necessarily equally).
i. Key Ideas
The key ideas of Assertive Discipline are:
Rewards and punishments are effective.
Both teachers and pupils have rights to feel comfortable.
Teachers create an optimal learning environment.
Teachers apply rules and enforce consequences consistently without bias or
discrimination.
Teachers use discipline hierarchy which informs pupils of consequences of
misbehaviour and how it dealt with based on the level of severity.
Teachers are assertive, not nonassertive or hostile.
In order to use Assertive Discipline, teachers should:
Dismiss the thought that there is any acceptable reason for misbehaviour (Biologically
based misbehaviour may be an exception).
Decide which rules you wish to implement in your classroom. Devise four or five rules
that are specific and easily understood by your pupils.
Determine negative consequences for noncompliance (You will be providing a

consequence every time a pupil misbehaves). Choose three to six negative
consequences (a "discipline hierarchy"), each of which is more punitive or restrictive
than the previous one. These will be administered if the pupil continues to misbehave.
Determine positive consequences for appropriate behaviour. For example, along with
verbal praise, you might also include gift vouchers that are given to pupils for proper
behaviour. Pupils write their names on the cut up pieces of paper and drop them into a
48
container for a daily prize drawing. Even if a pupil is having a bad day, there is a reason
to improve. Pupils might get a gift voucher have a chance to redeem a gift from the
local supermarket. Others might receive notes of praise to be shown to their parents.
Group rewards are also used. A marble might be dropped into a jar for each
predetermined interval that the class as a whole has been attentive and respectful.
When the jar is full, a special event is held. Some assertive teachers write a letter of the
alphabet on the board for each period/ activity of good group behaviour. When the
letters spell "Pizza Party" (or some other activity), that event is held.
Conduct a meeting to inform the pupils of the rules. Explain why rules are needed. List
the rules on the board along with the positive and negative consequences. Check for
understanding. Review the rules periodically throughout the year in order to reiterate
important points and consolidate the rules.
Have the pupils write the rules and take them home to be signed by the parents/
guardians and returned. Attach a message explaining the rules and requesting their
help.
Become skilled in the use of other assertive discipline techniques:

- Communicate your displeasure with a pupil's misbehaviour, but then be sure to tell
the pupil what he/she should be doing. For example, consider: "Syihan, please
put
the pencil down on the desk and pass your paper forward." Notice that the teacher
told the pupil what to do. Often pupils continue to display inappropriate behaviour
when they have been told to discontinue it because they do not know what they
should be doing. Now that you have given a direction, you can reinforce the pupil for
compliance or punish the pupil for non compliance. Be sure to add emphasis to your
directions by using eye contact, hand gestures, and the pupil's name.
- Recognize and quickly respond to appropriate behaviour. This quick action will
encourage the pupils to display the desired behaviour more often. Be aware that
some pupils may need to be reinforced quietly or non-verbally to prevent
embarrassment in front of peers.
- Learn to use the "broken record" technique. Continue to repeat your command
(maximum of three times) until the pupil follows your directions. If directions are not
49
followed at that point, the sequential list of penalties is implemented. Do not be

sidetracked by the pupil's excuses.
2.2.2.3 Theories of Democratic Teaching

Essentially, every action of the pupil is grounded in the idea that he is seeking his place in
the group. A well-adjusted pupil will conform to the requirements of the group by making
valuable contributions. A pupil who misbehaves, on the other hand, will defy the needs of
the group situation in order to maintain social status. Whichever of the above mentioned
goals he chooses to employ, the pupil believes that this is the only way he/ she can function
within the group dynamic successfully. Dreikurs states that "his goal may occasionally vary
with the circumstances: he may act to attract attention at one moment, and assert his power
or seek revenge at another" (Dreikurs, 1968 in Kohn, 2006). Regardless if the pupil is
well-adjusted or is misbehaving, his main purpose will be social acceptance .
The main arguments, strategies and usefulness of theories of democratic teaching are
described in Table 2.2.
Table 2.2: Main arguments, strategies and usefulness of Democratic Teaching.
Main Argument/Tenets
Classrooms are democratic with
apprppriate teaching styles.
Mutual respect motivates pupils to
behave constructively.
Constructive behaviour occurs out of
their heightened sense of social
interest.
Three types of teachers: autocratic.
(harsh boss), permissive (uninvolved
and no expectations), and democratic
(support internal motivation and
responsibility).
Pupils who do not feel a sense of
belonging will resort to: attention
Strategies/Techniques
Provide lessons with social
interest in mind.
Provide a teaching
environment that supports
pupils sense of belonging.
Reflection/Usefulness
ESL classes allow pupils to
work in small groups and as a
large group to support social
group belonging.
Social groups can take place
Come up with a set of

classroom rules as a group.
Support responsibility through
freedom of choices in lesson
plans.
in criticism, aesthetics, and
Avoid power struggles and

encourage pupils who display
inadequacy.
a product, rather than praising
production.
Allow time for each of these.
Encourage pupils who seem
discouraged in the process of
them for their completion.
In group critiques, ask about
Encourage pupils rather than
50
process rather than focusing

gaining, power seeking, revenge, or
displaying inadequacy.
Praise supports completion.
Encouragement supports the process.
Logical consequences produce better
results than punishment.
praise them.
on the final product by itself.
Provide pupils with logical

consequences to mistaken
goals to support
responsibility and avoid
punishment.
2.2.2.4 Theories of Instructional Management: Jacob Kounin

Kounins theory on classroom management and discipline (Kounin in Everston, 1996) is
important because without some idea on how to control the pupils in an ESL classroom,
there will be chaos. The most important aspect of teaching pupils is classroom management
and teachers cannot successfully teach a language class if they are not in control. Teachers
can implement Kounins theory as suggested in Table 2.3.
Table 2.3: Main arguments, strategies and usefulness of Instructional Management
Main Argument/Tenets
Strategies/Techniques
Reflection/Usefulness
There is a difference between
Withitnessscan constantly,
In an ESL classroom, withitness is
well managed and ill-run
make notes of repeated
very important because teacher is
classrooms and this termed
behaviours, get to know the
constantly scanning the classroom
as instructional management.
pupils on a personal level, keep
and observing whether pupils are
moving through the classroom.
using English language while
Withitness means the
communicating with their friends.
teacher knows what is going
Do not allow for dead time during
on at all times in the
transitions. Keep momentum by
Group work is a great time to move
classroom.
keeping the pupils engaged in
throughout the classroom and make
language activity at all times.
sure that everyone is on task and
Momentum keeps the pupils
understands the material.
engaged and on track with
Give lessons multiple times and
their material.
reflect on your instructional
Enjoyable and challenging lessons
Lesson presentation should
management during teaching.
go hand in hand with ESL classes.
be smooth to keep pupils

engaged.
Pupils may experience
Teachers can ask pupils what

Ask pupils questions to ensure
challenges them the most and what
that they are not experiencing
they want to learn.
satiation.
satiation when they have

been overexposed to a
.
Ask pupils their input before
51

certain topic or strategy.
planning lessons what interests

them/ what do they want to learn/
Provide pupils with enjoyable
what challenging techniques do
and challenging lessons.
they want to learn?
2.2.2.5 Theories of Congruent Communication: Haim Ginott

Haim Ginott believes that effective classroom management depends a lot on the way in
which the teacher interacts with students. It is believed that the teacher is a decisive
element in the classroom, who can shape students in anyway depending on the teachers
behaviour. Ginott promotes the use of congruent messages and to respect students as they
are for effective classroom management (Charles, 1999).
Congruent communication is open, harmonious with pupils feelings about themselves and
their situations, and without sarcasm. It sends sane messages (Tauber, 2007) about a
situation that involves a pupil, but not the personality or character of the pupil. These
messages are used to guide pupils away from inappropriate behaviour. Teachers should
avoid using evaluative praise as it is destructive to the pupils character. Instead, teachers
should resort to use appreciative praise as it shows appreciation for what the pupil has
done and the effort taken.
According to Ginott, both teachers and pupils should interact appropriately to maintain
positive classroom behaviour. Congruent communication can be achieved when teachers:
promote self-discipline for both teachers and pupils;
believe the essence of discipline is finding effective alternatives to discipline;
accept and acknowledge pupils without labeling, arguing, disputing, or belittling the
individual;
avoid evaluative praise and use appreciative praise instead;
avoid saying you and I messages to pupils;
demonstrate their best behaviours, and
invite rather than demand pupil cooperation.
Pupils, on the other hand should behave properly according to classroom norms and accept
responsibility for their behaviour.
52
Exercise 1
1. Briefly discuss how you would use the four types of reinforcers in your ESL
classroom.
2. Glasser stressed that rules should be established by teachers and pupils together.
Give an example on how you would apply it in your ESL classroom and lead towards
personal and group achievement of your pupils.
3. With reference to the classroom scenario on Page 47, write an I message that you
would like to convey to Hakimi.
4.
Shamim has been playing truant during your ESL lesson for four times, applying
Canters discipline hierarchy briefly describe how you would handle the situation.
5. Jonathan attempts to answer a question that you posed during your ESL lesson but
his answer was wrong. Taking into account democratic teaching tenets how would
you provide feedback to his response.
6. As an ESL teacher, briefly discuss how you would apply withiness in your primary
classroom.
Tutorial
1. Discuss how the studied approaches, theories and models would lead to effective
2. Simulate a situation in a classroom where the three theories / approaches could be
applied.
3. In groups, simulate a situation in a classroom where the three approaches
(authoritarian, group process and socio-psychological) could be applied.
53
TOPIC 3 MANAGING RESOURCES AND FACILITIES: RULES,

EXPECTATIONS AND PROCEDURES
3.0 SYNOPSIS
Topic 3 focusses on the rules, expectations and procedures in managing resources and
facilities in a classroom.
It provides suggestions and strategies in creating a more
organized classroom as well as creating a comfortable and conducive environment in the

classroom.
By the end of Topic 3, you will be able to:
outline and explain the effective physical classroom management for effective lessons.
outline and explain the effective social cultural environment for effective lessons.
outline and explain the conventions and routines for organising instructional time.
3.2 FRAMEWORK OF TOPICS

Managing Resources and Facilities
Physical
Classroom
Environment
Physical Space
Social Cultural
Environment
Safe
Environment
Positive
Environment
Instructional
Resources
Conventions and
Routines for
Organising
Instructional Time
Begining &
Ending the
Day /Period
Transitions
Managing Learner
Location & Grouping
CONTENT
54
Classwork/
Homework
Monitoring
Feedback
SESSION FIVE
3.2.1 Physical Classroom Environment
Classroom resources should be managed effectively to accommodate and conduct a variety
of educational activities. Teachers have different ideas on their ideal classroom and the way
they organise and arrange their classroom might be influenced by their different styles of
teaching. However, regardless of their teaching styles, teachers should consider all areas of
the classroom when organizing the physical environment. Resource and facilities
management is crucial in creating a conducive physical environment to enable effective
teaching and learning. The following section will give you insights on how to optimize
resources and facilities in the classroom.
A safe, clean, comfortable and attractive classroom can stimulate learning and help build an
efficient classroom community. However, setting up the physical environment of your
classrooms can be quite daunting, especially when faced with old buildings, crowded
classrooms and insufficient storage space. By organising the physical environment as
proposed by Charles and Senter (2005) in their six facets of the physical environment you
can make the most of your classroom.
3.2.1.1
Organising Physical Space
i. Floor Space
In deciding how to utilise your classroom floor space, you have to think of the pupils
movement during the different instructional activities conducted in the classroom. This
would affect the pupils seating arrangements and the layout of the furniture in the
classroom.
ii. Seating
Seating arrangement normally depends on how you conduct your lessons. When pupils are
taught as a group they should be seated as near to you as possible, facing a chalkboard or
55
whiteboard. Primary pupils may come together on a carpet in front of the class for
whole-group instruction. You may sit with them on the carpet or in a chair, often near a
small board. Designating marks or coloured squares on the carpet is a common method of
arrangement.
For ease of movement aisles and gaps in seating should be maintained, but the distance
between you and the farthest pupil should be minimized as possible. When pupils are
taught in small groups, they may be called to special areas where extra chairs are kept or to
which they bring their own chairs. Ideally, the floor arrangement will keep you in fairly close
proximity to pupils working at their desks. You must be able to oversee everyone in the
class and the pupils are aware of that too.
iii. Work and activity areas
A classroom sometimes is too congested with pupils desks and chairs and this will affect
the work and activity areas in the classroom. However, you do not need so much of the
activity areas because most of the class activities are done on the pupils assigned seats. If
there is extra space, you may want to use it to set up for a quiet reading corner.
Your table is also one important area in the classroom. It must represent your authority and
position so whenever a pupil is called to come and see you there, they feel honoured and
proud. First of all, the table must be clean so it can be a good example for pupils. The area
can also be made attractive by having an attractive file cabinet, and shelves for a small
collection or personal books. The table should also be positioned so it oversees the entire
class.
iv. Wall Space

Classroom walls offer excellent instructional possibilities. Chalkboards or whiteboards are
normally placed to face the pupils. They are routinely used to post daily information,
assignments and also for explanations and demonstrations. Bulletin boards tend to be used
56
mostly for decorations and rarely for instruction. It also can be used to display pupils work.
It provides recognition of pupils achievements which builds their self-esteem and is highly
motivating. Pupils can learn from each other and at the same time instil their sense of
ownership in the classroom.
3.2.1.2
Locating Instructional Space
i. Shelf space
Textbooks, reference books and other special materials can be stored or displayed on
shelves. Special materials to motivate and extend pupils experiences can also be kept on
shelves in most classrooms. These include video and audio CDs and tapes, games,
puzzles, puppets, toys and other materials.
ii. Cupboard
This is the best place for you to keep pupil supplies, worksheet, audiovisual equipments,
ESL specific equipment. Pupil supplies include such things as writing paper, construction
papers, pencils, scissors, glue, paints, crayons, rulers and pens.
Personal set of cleaning materials is can also be kept in the classroom closet and these
includes brooms, dust cloths, cleanser, paper towels and rags. In short, a cupboard is a
place where you can store any teaching and learning materials or anything that is related to
the classroom materials or pupils worksheets or supplies. Whatever it is, the stuff must be
properly arranged and easily accessible.
3.2.2 Social Cultural Environment

3.2.2.1 Safe Environment
Malaysia is a multi racial country and the pupils diversity is obviously displayed in the
classroom. These different ethnic groups that practise different norms and beliefs, and
these cultural diversities in the classroom is something that you need to be aware of since it
57
has an impact on your classroom management. You should always bear in mind that it is
important for them to build a warm, caring, supportive and challenging classroom climate
that will ensure effective social emotional teaching and learning.
Fraser and OBrien (1985) suggest that teachers may safely proceed on the premise that
classrooms function best when they provide a positive and structured climate, one that
reflects warmth, support and pleasant circumstances with very low levels of fear.
i. Psychologically safe
Teachers are said to be able to create a safe environment when their pupils do not feel
threatened mentally or physically. Psychologically pupils would feel safe if they know that
teachers are sensitive about their cultural diversity. Your pupils will feel safe because
culturally, different ethnic group have different customs or practice which do not comply with
their own customs or practice. They do not have to explain about their misbehaviours and
this will create a very peaceful state of mind among them and emotionally they would feel
safe knowing that the classroom is a place that does not practice discrimination and has
high tolerance towards the cultural diversity.
ii. Physically safe
Violence and bullying cases in schools are factors that can cause unsafe environments in
schools where pupils can be physically harmed by their peers or other pupils in the school.
Pupils are said to be physically safe if they are not harmed physically either by their peers or
teachers. Sometimes teachers want to take the law into their own hands by punishing the
pupils physically. This should be avoided because teachers should always be seen as
warm and caring individuals who will protect their pupils as they will protect their own
children. Once you have broken the trust that the pupils have in them, most likely learning
will not be able to take place naturally and effectively.
iii. Strategies In Promoting a Safe School
58
No one person or group can bear the responsibility for creating and maintaining safe
classrooms. Instead, a collaborative effort must be made that includes teachers, pupils and
parents (Manning and Bucher, 2013).
Working with teachers
In school, teachers play vital role in promoting a safe environment in school by :
-
helping pupils to develop social competencies, problem-prevention skills and coping

skills;
emphasizing pro-social attitudes and values about self, others and work
and avoids negative labelling and tracking;
monitoring pupils academic progress, behaviour and attitudes on a regular basis;
nurturing role models who show supports, warmth, mentoring and responsiveness to
pupils needs.
Working with pupils

You can provide opportunities for pupils to assume responsibility for safer schools by:
- creating a buddy system in the classroom in which current pupils help the new
arrivals;
- getting the pupils involved in a class project together such as a classroom
beautification campaign; and
- establishing pupils tip lines which provide anonymous, non threatening way for pupils
to report school crime. However, it is often controversial because some parents and
teachers do not want pupils placed in awkward situations.
Working with parents and community members

You can also enlist the help of parents to promote safe classrooms by:
-
Encouraging them to communicate with teachers and making special effort to know
their childrens friends and childrens activities at and away from school.
59
Familiarising with the school safe school policy as well as an individual teachers
safe classroom policy.
3.2.2.2 Creating Positive Environment

It is your responsibility to establish and maintain a positive psychosocial environment,
though pupils can help in this effort. According to Charles and Senter (2005), there
are many factors that contribute and significantly influence the psychosocial
environment of the classroom and one of them is human relations skills.
Human relations skills
Good human relations enable people to interact pleasantly and productively,
both of which are essential to a participative environment that promotes school learning.
These skills are as follows:
-
Friendliness is a trait that is admired everywhere and a skill that can be learned
bysmiling, speaking in a considerate way, using names, asking how they are,
inquiring about family and work. Others tend to respond to us in the same way.
Maintaining a positive attitude we show it by looking at the bright side of things and
avoiding complaining, faultfinding or backbiting behaviours known to undermine
positive climates. People with positive attitudes believe that all problems can be
solved and deal with problems rather than complaining about them.
Ability to listen - it shows genuine interest in the other person, indicates that the
others observations are valued, and enhance the quality of communication by
bringing out a genuine exchange of ideas.
Ability to compliment genuinely It is evident that most people like to receive

compliments and they react positively toward individuals who compliment them.
(Charles and Senter, 2005)
3.2.3 Conventions and Routines for Organising Instructional Time

Conventions and routines are a vital part of efficient classroom operations. Some
researchers and writers term them as rules, procedures, and routines (Karen, 1999; Jones,
1987 & Dreikurs, 1968 in Manning & Buchers, 2013). Teachers using procedures are able
60
to manage time better, have less discipline problems, and are able to complete more
curriculum. Some have routines and procedures for everything, from using the restroom to
how to enter the room. Classroom rules, procedures and routines create a smooth running
classroom that is beneficial for all students.
Conventions and routines are a vital part of efficient classroom operations. Some
researchers and writers term them as Rules, Procedures, Rights, Expectations,
Responsibilities, Standards or Consequences. Nevertheless all these terms refer to
organising classroom instructional time.
According to Karen (1999), Perhaps the most important item under classroom operation
is rules. Whether the teachers refers to them as rules, rights, expectations or
responsibilities, these principles govern classroom operation and become the written and
unwritten code that allows a classroom to work.
Fredric Jones (Jones 1987a), cited in Maning et. al. (2013) developed his Positive
Classroom Management Theory to help teachers address an array of pupil behaviour
regardless of the grade levels, developmental levels or diversity of pupils. Jones (2007),
suggested specific teacher strategies and recognized the importance of instructional
effectiveness in classroom management. His key concepts are shown below:
Developing
classroom
structures,
including
rules,
procedures
and
physical
arrangements.
Remaining calm and using body language to set limits.
Teaching pupils cooperation and responsibility
Providing backup systems
Dreikurs (in Manning and Bucher, 2013) called for democratic teaching and classroom
management procedures. His early work has had significant influence on educators and
classroom management theorists, especially those who believe in developing supportive
classrooms
In Democratic Teaching and Management, a multifaceted model of classroom management,
four aspects stand out: identifying and addressing mistaken goals of misbehaviour, acting
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as democratic rather than autocratic or permissive teachers, using logical consequences

rather than punishment, and understand the difference between praise and encouragement.
Dreikurs believed that when teachers act in a democratic fashion, they demonstrate
effective instruction and provide a collaborative learning community where teachers and
pupils work towards common goals.
Based on the the theoritical concepts and framework mentioned above, here are some
suggestions for organising instructional time in the classroom. These are only suggestions
not the only ultimate approach. Teachers are expected to organise their instructional time in
accordance to physical environment of the classroom, school policies and ethos. Adopt and
adapt according to the theoritical concepts and framework discussed.
3.2.3.1 Begining and Ending the Day or Period
At the beginning of the class period, the pupils come in, hand in their homework, and then
immediately get out their notebooks. They will write down the date and the objective(s) for
the day. Then, they will copy down the Food For Thought quotation of the day and do a
quick-write on what they think the quote means. This process takes up the first 5 minutes of
class. While they are doing the quick-write, the teachers will be taking down attendance.
Then the teachers will have volunteers share their ideas. For any papers that pupils hand in
to the teachers, there is a paper header procedure. The pupils must write their name, date,
and bell/block on the upper right margin of the paper. On the upper left margin, they must
write the title of the assignment. There is a procedure for turning in assignments.The
teachers will have large collection bins on the counters. There is a bin for each bell/block.
Each bin is divided down the center with a divider. One side will be for homework, and the
other side will be for in-class work. Homework is deposited in the homework side as soon
as the pupils come into the classroom at the beginning of class. After a pupils finishes a
class assignment, they go and drop their work into the class work site. Tests are NOT
dropped into the bin, however. They are directly given to the teachers when the pupil is
finished.
i. The bathroom procedure
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At the beginning of the year, each pupil makes his own bathroom card (a large neon yellow
index card) with his name on it, and keeps it in his English notebooks. There is a premade
hall/bathroom pass by the door. Only one pupil at a time can leave to use the bathroom.
The pupils cue by raising their hand, holding their bathroom pass. When the teachers
acknowledges by noddinghis/her head, they put their card on their desk, get the hall pass
and leave. The large, bright cards helps the teachers to keep track of who is gone.
ii. The direction-giving procedure
First the teachers will tell the pupils what the assignment is. Then they will tell them to
repeat the assignment back to the teachers (Give & Get). Next, they will give a time limit.
Following which they will tell them how they will be evaluated (whether the assignment will
be collected or not, whether the teachers will discuss it or not afterwards). Then, they will
ask if there are any questions. If so, they will answer them. Finally, they will hand out the
assignment. If this is a group assignment, then they will place them into groups and then
hand out the assignment.
The procedure for assigning groups is: The teachers use a deck of cards. It contains the
same number of face cards for each suite to match the number of pupils he/she wants in a
group. For example, if the teachers are assigning 4 groups of 5, they would have 5 face
cards from each suite (different shapes or colours). The teachers shuffle the cards, and
walk around, handing one to each pupil. Then they name a suite and the pupil who is
holding that suite goes to one corner of the room. The teachers repeat this until everyone is
in a group.
iii. Time limit procedure
The teachers use a countdown timer on PowerPoint. It flashes red at 10 minutes, 5
minutes, 1 minute, and then will say STOP. If the pupils are in groups, someone in the
group should also be keeping track of the time.
3.2.3.2 Classwork/Homework
i. Homework Folder Procedure
Each month, the teachers will give two pupils in each bell/block the role of being the
homework keeper. One or the other will copy down the homework for the day, the date it
was assigned, and the date it is due. They will put this in a file cabinet folder. They will also
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include any handouts that supplemented the lesson, and that will be helpful for homework.
The teachers assign this role to two pupils so that the job still gets done if one is absent.
Absent pupils can go to the homework folder to get homework assignments that they have
missed.
ii. Homework policy
Pupils write homework in a composition book every day. It is the pupils responsibility to
bring their composition book to and from school everyday. Unless certain circumstances
arise, pupils have one assignment a day that takes approximately twenty to thirty minutes.
The teachers can check the homework the following day but does not grade it since
asssistance is usually given in the lower grades. Pupils who do not hand in homework in a
timely fashion make it up in the classroom and make up missed homework during free time
in the room. Pupils receive a weekly homework sheet with a list of assignments.
3.2.3.3 Transitions
i. Transitions Into and Out of the Room
Beginning the School Day
Teachers should establish a routine to open each class day. The routine should be
supervised and led by the teachers so that it is done efficiently and helps pupils settle
in to the classroom. The routine need not be elaborate or time consuming. Some
suggestions for teachers to begin the day:-
riddle for the day
a discussion of the days lunch menu,
the pledge of allegiance
date and birthdays
discussion of school events or
other items of interest
Not only does this routine establish a whole-class focus, it also gives pupils a chance to
get some of their chatter out of the way before beginning academic content activities.
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Leaving the room

Pupils will leave the room en masse at several times during the day: at recess and for
lunch, physical education, music, computer lab or perhaps some other instructions. A
common technique used is to have the pupils line up after appropriate materials have
been put away, with the quietest table or row lining up first. Teachers should decide
what behaviours are appropriate in line.
Returning to the classroom
Frequently teachers establish a procedure for this transition, particularly after recess or
lunch time.
-
Pupils are to enter the room quietly and take their seats;
They may read or rest with their heads on their desk;
Pupils who need to use bathroom, sink, pencil sharpener or drinking water may do
so, one at atime at each area.
When pupils return from an out-of-room activity that has left them noisy or unusually
chatty, or if they are excited when returning from recess, the transition activity should
give the time to wind down before starting academic work. Teachers might permit quiet
social talk as they settle in and get ready for the next lesson. Monitor pupils so that
wind down time doestnt become wind up time.
Between Activities
Movement between activities is more difficult to manage when pupils complete or start
them at varying times. The teacher is frequently working with one or a few pupils at a
time. Less supervision of movement is possible and pupils may begin to wander around
frequently, wasting time and distracting other pupils. Pupil movement should be
regulated by procedures that make clear when and for what purpose pupils may move
around, converse with other pupils or be out of their seats. Identifying the reason for
excessive wandering or out-of-seat behaviour can be helpful in remedying it. If pupils
have completed their work satisfactorily and have nothing to do, then more challenging
work or enrichment is appropriate.
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Ending the day

A routine is needed at the end of the day to ensure that pupils desks and work areas
are cleared off, materials to go home are ready and pupils leave on time. Planning
ahead for the end of the day guards against hurried closings, lost papers and a feeling
of confusion and chaos. Other important end-of-day tasks include briefly reviewing
important things learned that day, foreshadowing coming events and checking materials
that will be taken home. If teachers have pupils who leave early to ride a bus, do only
the essentials with them and complete the rest of the routine after they leave.
3.2.3.4 Monitoring
Monitoring is to heighten class teachers awareness of what is actually occuring in the
day-to-day organization and management of their own classrooms and allow opportunities
for considering :
The improvement of practice
The improvement of understanding of practice by practitioners;
The improvement of the situation in which practice takes place (Carr and
Kemmis,1986)
i. Class consequences
Non-verbal warning (stern look, positioning, cue)
Verbal Warning
Pupil-Teacher meeting
Phone call home/Detention
Referral/ Meeting with the Headmaster/HEP
ii. Class incentives
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Homework passes.
Free Time at the end of class (PAT time).
Points towards their overall grade.
At the end of an unit, have an approved movie day.
Play the radio (appropriate music).
Class chooses between two activities to do that day.
iii. Class cues
Saying Ladies and Gentlemen or boys and girls to get attention.
Turning lights on and off to get attention.
Put index finger to mouth to tell students to be quiet.
Pupils put pencils down when done with an assignment.
Pupils raise hands holding bathroom card to signal.
3.2.3.5
Feedback
Feedback, however briefly makes pupils feel valued. One way of treating pupils with dignity
and respect is to expect them to do well. High expectations are important to pupil
acheivement. Teacher feedback and actions can demonstrate this confidence in pupils or
undermine pupils effort. Teachers can offer feedback in:
oral comments
written comments
suggestions during guided practice
question and answer suggestions on homework and in-class assignments
progress reports and
notes home to parents
Feedback must be specific, clear and must provide the pupil with the opportunity to act on it.
Some examples of feedback statements are:
This is good. If you add an example it will be excellent!
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Good start on that description of the main character! Can you add two more
adjectives?
You have compared two characters, now add some contrast.
Written feedback on papers offers so much more to a learner than comments such as
Vague, Awkard and Do over!
3.2.3.6 Managing Pupil Location and Grouping

Ideally classrooms should be arranged so that the pupils are in a U shape, where the
desks on the sides are diagonal, facing the board. With this arrangement, the teachers can
see every pupil, and every pupil can see the board. This set up puts the focus on the center
of the room where the teachers will be teaching. The teacherss desk is at the back of the
room so that he/she can see all of the pupils. Also, this set-up allows for ease of putting
them into groups or partners. There is plenty of room to walk in- front- of and behind desks,
as well as room to walk behind rows.
Teachers can also use other means of pupil location and grouping according to their needs.
Classroom management theories and organising instructional time are based on the idea of
68
developing classrooms providing a climate of respect, a democratic environment,

cooperatively developed rules, logical consequences and a focus on the rights and welfare
of both teachers and pupils.
Exercise 1
Discuss the questions below.
1. What are your considerations when setting up your classroom at the begining of the
year?
2. How can a teacher create the right ambience in the classroom that would create a
conducive environment for teaching and learning to take place?
3. How can the supportive approaches to classroom management and organiising
instructional time be used to help calm down and tame the pupils?
4. Devise two types of pupil location and grouping for story-telling sessions and role play.
Tutorial
1. Discuss how effective physical classroom environment and social cultural environment
would contribute to effective lessons.
69
2. Discuss how classwork / homework, monitoring and feedbacks help create effective
classroom sessions.
3. Discuss how good management of pupil grouping helps ESL pupils improve their
English proficiency.
4.
Discuss how effective communication skills would lead to effective lessons.
5. Discuss the impact of personal characteristics of good and bad communicators to
young ESL pupils.
6. Discuss how effective use of different types of verbal and non-verbal communication
skills would lead to effective classroom management.
7. Discuss ways to manage verbal and non-verbal communications in a primary ESL
classroom.
TOPIC 4 COMMUNICATION SKILLS FOR CLASSROOM

MANAGEMENT
4.0 SYNOPSIS
Topic 4 introduces teachers to communication skills for classroom management. It focuses
on communication skills, skills for effective communication, Personal characteristics of good
communicators, verbal and non-verbal communication, and managing verbal and
non-verbal communication in an ESL classroom.
Identify different effective communication skills for classroom management.
Identify personal charateristics of good communicators.
Identify different effective communication skills for classroom management.
Differentiate verbal and Non-verbal communication skills.
Identify and manage different verbal and Non-verbal communication skills effectively.
70
4.2 FRAMEWORK OF TOPICS
Communication Skills for Classroom Management

Communication Skills
Skills for Effective Communication
Personal Characteristics of Good Communicators
Verbal and Non-verbal Communication
Managing Verbal and Non-verbal Communication
CONTENT
SESSION SIX (6 hours)
4.2.1 Communication Skills
Communication is the act or process of transmitting information about ideas,
attitudes, emotions, or objective behaviour
Mirriam Webster Dictionary 2010
Communication requires a sender, a message, and a recipient, although the receiver need
not be present or aware of the sender's intent to communicate at the time of
communication; thus communication can occur across vast distances in time and space.
Communication requires that the communicating parties share an area of communicative
commonality. The communication process is complete once the receiver has understood
the message of the sender. A person is said to have good communication skills when
he/she is able to convey the message intelligibly so that the other person understands it.
When it comes to teaching, communication is the vehicle that moves education forward. It is
a process of interchanging thoughts, feelings and information. It is the means by which
71
teachers motivate, inform, guide, encourage, build relationships, meet needs and otherwise
stir the eductional pot (Jones, 2000).
4.2.2
Effective communication
An effective communication is one in which the receiver understands the sender's message
and is capable of conveying it to other people. Effective communication is one in which the
conversation made by the sender and the receiver is interactive. One has to know the
intention of the sender. Effective communication is clear in content and respectful of the
other person. You can achieve this by choosing your words carefully and selecting ones that
correctly represent your thoughts and feelings in a non-judgmental way.
Effective communication is key to maintaining good personal relationships. Communication
can include non-threatening sharing of information, or it may involve emotionally heavy
topics that are likely to set off negative reactions in the person listening. Before you begin
speaking with a significant other on a difficult subject, first check your feelings and the
message you want to communicate. Remove from your speech and body language triggers
that suggest you mean something different from what you are saying.
It is not far-fetched to say that good and effective communication contributes more to the
quality of teaching and also effective classroom management than does any other skill.
4.2.2.1
Skills for Effective Communication
The list of communication skills presented below, should be helpful in interacting with
people in an effective manner.
i. Staying focussed
Staying focused while communicating is very important. Concentrating hard should help in
catching the speaker's views and responding to them with ease. It can be irritating for a
speaker to repeat his words again and again; careful listening is therefore, as important as
proper speaking. Proceeding further without listening correctly is even more dangerous. It is
therefore, necessary to maintain high concentration levels in order to communicate in a
proper manner.
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ii. Effective listening skills

Effective listening skills is as important as speaking in the communication process. Good
listeners do not have to spend much time in understanding what the other person has to
say. They are capable of responding precisely since the whole thing is understood quickly.
Feedback offered by good listeners reduces the effort of speakers to elaborate on points to
be communicated.
iii. Making eye contact

Making eye contact while speaking and listening is a way to assure the speaker that you
are following the communication process interestedly. Looking away from the speaker or not
just concentrating properly would exhibit your poor communication skills.
iv. Body language
Body language should be given as much importance as verbal communication. It is one of
the important elements in the list of interpersonal skills. An open stance indicates that a
person is interested in communicating. If the arms are kept crossed and shoulders placed in
a hunched position, it suggests that the person is not interested in communicating.
v. Attitude
Attitude of the speaker also holds great importance in the communication process. Listening
to the speaker patiently and then keeping forth your views should be the right thing to do.
The attempt should not be that of winning over an argument but, understanding the subject
being discussed.
vi. Speaking clearly
Speaking clearly is an important thing to keep in mind. Merely pronouncing the words
clearly is not enough. The listener should be able to understand your views/thoughts clearly.
Any kind of ambiguity can lead to confusion.
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v. Being polite
You should not use harsh language even if you find the speaker's views conflicting with that
of yours. Disagreeing or displaying your disapproval about a certain conflict in a polite
manner is always possible. Once again, patience is the key to handle such type of
situations.
vii. Keeping an open mind

Keeping an open mind helps in understanding the thoughts of others without getting into
conflict-mode. Objective analysis of a particular statement helps in preventing arguments
and carrying on with the communication process. Explaining a particular concept to an
audience requires you to be aware of the level of understanding of listeners. For the
communication process to be fruitful, both the thinking plane of the audience and speaker
should be the same.
There are instances when you need to repeat your statement or message to the listeners
without getting irritated. Keeping your head and staying patient is the key to maintaining the
communication process hurdle-free. Making your communication process creative is
possible with a little bit of effort. For example, teachers in a school may have conflicting
views. However, expressing them tacitly/creatively should keep them from using a negative
tone while presenting their viewpoints.
We often make mistakes while speaking and listening (not concentrating enough), and
thereby, respond in a wrong way. You should always learn from the mistakes you have
made in the past. This approach helps in culling the errors one-by-one and thereby,
improving the communication process (http://www.ehow.com).
4.2.3 Personal Characteristics of A Good Communicator
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All the skills in the world will not help you communicate effectively if you are not interested in
other people and in the world around you. You should think about how you would like
people to treat you and then treat them in the same way. A good communicator:
remembers pupils names, greets them in a friendly manner and speaks to them with
courtesy and respect.
always sends suitable non-verbal messages that supports his words as he knows that
what is communicated non-verbally can be more meaningful than words.
focuses on the person with whom he is speaking making the person feel very
important, which enhances the effectiveness of the communication.
listens effectively as listening is an effective way to show interest in another person.

Effective listening involves not just remaining silent, but nodding ones
head in
agreement, making little response noises, using prompters like interesting'' or tell me
more,'' or asking pertinent questions to show one is paying attention. Open-ended
questions that requires longer answers encourage the other person to talk.
masters the rules of etiquette and good manners to be positive and polite as these are
vital for effective interpersonal relationships.
usually reads great books to develop his communication skills. He is also interested in
learning the proper way to speak well because he believes in the saying Speech is a
mirror of the soul. As a man speaks, so is he.
4.2.4 How Effective Communication Skills Help Build Good ESL Lessons
Having effective communication skills will make teachers non-judgemental towards their
pupils; thus treating them with respect. Psychologically the pupils will feel appreciated,
which will help develop their self-confidence and self-esteem as well as enhance their class
performance. Teachers too will improve their self-confidence and ability to conduct good
lessons. Hence effective communication skills:
i. Promote Pupils Self Esteem
Pupils will feel that their thoughts or ideas are appreciated when teachers listen to their
opinions. This increases their self esteem and confidence. Confident pupils are less likely to
75
second guess their answers on tests, and self-assured pupils are more likely to speak up in
class. Class participation leads to increased learning for the entire class.
ii. Build Teachers Self-Confidence
Communicating effectively also boosts teachers self-confidence over time which in turn
helps them to effectively deal with pupils. Consequently, they will be able to deliver their
lessons efficiently and motivate as well as inspire their pupils to excel in their studies.
iii. Prevent Misunderstandings
Communicating and expressing effectively can minimize the risk of misunderstanding
among pupils. Teachers will be able to deliver their lesson in the best possible way so that
teaching and learning takes place in the classroom. They will use various communication
strategies to ensure that the lesson is well understood and the pupils achieve the learning
outcome for that day.
iv. Improve Class Performance
Teachers who practise effective communication will notice an improvement in the overall
class performance. Teachers can gauge the effectiveness of a lesson through their pupils
feedback. By asking questions, teachers can determine if their pupils were able to retain the
imparted information. Since there will be less room for misunderstanding to occur in the
class, the pupils will learn better and this will contribute to better class performance.
(http://www.ehow.com/facts)
4.2.5 Managing Verbal Communication in the Classroom
Throughout the school day, teachers will be communicating with the pupils and most of the
time the communication can be divided into various purposes such as to inform, to instruct,
to relate, to control and to motivate.
i. Informing Pupils and Conducting Instruction
Teachers inform pupils most of the time and this is done regularly. Normally after a teacher
has informed the pupils, he will continue checking the pupils understanding by asking
questions or repeating himself.
ii. Conducting Instruction
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Teachers use most of their communication skills in deliivering a lesson to gain the pupil
attention, provide motivation, give directions, explain cncepts and procedures, pose
questions, provide feedback, reteach by providing corrective instruction and second
chances and redirect inappropriate behaviour.
iii. Gaining Attention
Frequently attention is gained by making statement such as:
Everyone listen !
Simon says, listen!
Freeze! ( for a hyper active class.)
Often non-verbal signals are used such as:
Knock on the table
Rhythmic hand clap
Raising hand/s
Pupils should be taught to respond immediately to these words or signals. It is very
important for teachers to gain their pupils full attention before they start a new lesson.
iv. Providing Motivation
Teachers provide motivation and encouragement as they engage their pupils in lessons.
Teachers should realize that teaching does not just mean imparting knowledge, but it is also
a process of nurturing ones personal growth. Whatever the teacher says to the pupils has a
great impact on them. Compare the folowing statements by teacher A and B:
A: There you go. I know you can do it!
B: Why are you so slow! This is such an easy question. Dont tell me you cannot do it!
Obviously teacher A is able to motivate and boost the pupils self esteem, while Teacher B
would definitely kill the pupils interest and motivation. The motivation that Teacher A gives
is known as intrinsic motivation: motivation that moves the pupils from inside. They want to
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learn because they are motivated to learn. Teachers can also provide motivation with
statements such as:
Boys and girls, this is a contest lesson to see if you can set a new record for youself
or for the class.
There is a surprise hidden somewhere in the lesson, watch for it.
v. Giving Directions
Giving good directions is essential for good classroom management which can help to
evade problems. Therefore in giving instructions a teacher should :
be clear;
short and precise;
model what he means and if necessary show examples; and
check to make sure pupils understand
iv. Posing Questions
Questions keep pupils focussed and active. A good question might be asked to encourage
pupils participation. Questions also force pupils to use various level of thoughts, Benjamin
Bloom (1956) listed six levels in
a hierachy of thinking: memory comprehension,
application, analysis, synthesis and evaluation.

v. Providing Supportive and Corrective Feedback
Giving comments and feedback are common practice in classroom activities, however the
main issues here is how supportive your comments are and also how effective your
feedbacks are. This comments can be given either publicly or privately depending on the
manner of the comments and the teachers reasons for providing the comments.
Private (Individual focus)

In general, comments should be private if they single out a pupil. For example when a
teacher wants to boost ones self esteem or to provide corrective feedbacks, he can
give out these comments.
This is some of the best work Ive seen you do."
Youve made a mistake here. How can you correct here.
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I think something is bothering you. How can I help?
Public (Group Focus)

Comments can also be given out publicly when a teacher wants to give reminders or
procedures which are appropriate to the entire class. Below are some of the comments
that can be made publicly.
This is some of the best work weve done.
It seems that many of you are mking the same mistakes. Let me explain that part
again before I continue with the lesson.
vi. Redirecting Inappropriate Behaviour

Sometimes, pupils do not act appropriately in the class, There are many factors that
contribute to these behaviours but whatever the reasons are a teacher needs to be aware of
this inapproprite behaviour immediately. Pupils can normally put back on course through
redirection such as the following:
Ah Seng. (Just say the pupils name quietly)
You need to be finished in five minutes.
I know you are tired, but lets see if we can finish this. Ill help you.
4.2.6 Non-Verbal Communication
Communication is the transfer of information from one person to another. Most of us spend
about 75 percent of our waking hours communicating our knowledge, thoughts, and ideas to
others. However, most of us fail to realize that a great deal of our communication is of a
non-verbal
form
as
opposed
to
the
oral
and
written
forms. Non-verbal
communication includes facial expressions, eye contact, tone of voice, body posture and
motions, and positioning within groups. It may also include the way we wear our clothes or
the silence we keep.
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In person-to-person communications our messages are sent on two levels simultaneously. If

the nonverbal cues and the spoken message are incongruous, the flow of communication is
hindered. Right or wrong, the receiver of the communication tends to base the intentions of
the sender on the non- verbal cues he receives.
Knowledge of non-verbal communication is important managers who serve as leaders of
organizational "teams," for at least two reasons:
To function effectively as a teacher or the manager must interact with the pupils
successfully. Non-verbal cues, when interpreted correctly, provide him with one means
to do so.
The teachers project attitudes and feelings through non-verbal communication. Some
personal needs such as approval, growth, achievement, and recognition may be met in
effective teams. The extent to which these needs are met is closely related to how
perceptive the teacher and the pupils are to non-verbal communication in themselves
and in others on the team.
If the pupils show a true awareness to non-verbal cues, the class will have a better chance
to succeed, for it will be an open, honest, and confronting unit.
4.2.7 Managing Non-Verbal Communication in the Classsroom

In an effective classroom, one would see that the teacher is able to conduct his or her
lesson peacefully and properly where pupils listen attentively to their teacher and at the
same time participate and interact positively. This situation may occur in a very ideal
situation where you have a class of very motivated and well behaved pupils; but nothing is
perfect in this world.
Most of the time teachers will be facing pupils with various background and various attitudes
in the classroom. To create a harmonious and effective teaching and learning environment,
creative and resourceful teachers may use various means and strategies in their teaching
and one of it may involve nonverbal communication. Using nonverbal communication may
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save a lot of the teachers energy and at the same time the flow of the teaching process will
be smoother and more efficient.
i. Facial Expressions
Facial expressions usually communicate emotions. The expressions tell the attitudes of the
communicator. Researchers have discovered that certain facial areas reveal our emotional
state better than others. For example, the eyes tend to reveal happiness or sadness, and
even surprise. The lower face also can reveal happiness or surprise; the smile, for example,
can communicate friendliness and cooperation. The lower face, brows, and forehead can
also reveal anger.
Reserchers believe, verbal cues provide 7 percent of the meaning of the message; vocal
cues 38 percent; and facial expressions 55 percent. This means that, as the receiver of a
message, you can rely heavily on the facial expressions of the sender because his
expressions are a better indicator of the meaning behind the message than his words. At
the same time as the sender of the message, your facial epression will determine whether
your message will not just be understood by your pupils but appreciated at the same time
(Healy, 1999).
A teacher who delivers his lesson accompanied by the right facial expression will display
his own enthusiasm and sincerity that would be appreciated by his observant pupils.
ii. Eye Contact
Eye contact is a direct and powerful form of non-verbal communication. The teacher
generally maintains eye contact longer than the pupils. The direct stare of the sender of the
message conveys candour and openness. It elicits a feeling of trust. Downward glances are
generally associated with modesty. Eyes rolled upward are associated with fatigue.
In many instances the simplest and most effective corrective move is for the teacher to
make solid eye contact with the pupils. Proficient classroom managers often rely heavily on
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their eyes as basic tools for
keeping a class orderly and attentive. This avoids the
unnecessary use of the voice to deal with the localized and relatively routine problems,
thereby avoiding a potential distraction for pupils who are busy working.
iii. Paralanguage
Is the content of your message contradicted by the attitude with which you are
communicating it? Researchers have found that the tone, pitch, quality of voice, and rate of
speaking convey emotions that can be accurately judged regardless of the content of the
message. The important thing to gain from this is that the voice is important, not just as the
conveyor of the message, but as a complement to the message. As a communicator you
should be sensitive to the influence of tone, pitch, and quality of your voice on the
interpretation of your message by the receiver.
iv. Cueing / Gesturing
Cueing may involve consistent gestures that may suggest or indicate the teachers
intentions or instructions. For example, a teacher might raise her hand as a cue for pupils to
volunteer to answer a question. A teacher might also hold a book in the air to accompany a
request that the class take it out too. There are many other creative gestures that a teacher
can use in the class so he or she will not repeat herself all the time. By pointing
emphatically to a pupils seat , a teacher may effectively signal Sit down, please.
On a different occasion, and with a younger class, a finger to the lips serves as a reminder
to pupils that the present activities requires silence. Most good classroom managers have
cultivated their sign language to the point where they are able to save themselves and their
pupils a lot of unnecessary verbalization, at the same time maintain orderly and productive
classrooms.
v. Pausing
In the middle of a lesson, when pupils start talking and disrupting the class, a teacher can
just stop and pause. Pausing can be a very effective move in getting the pupils attention.
However, it must be done deliberately and dramatically for example by pausing in the
middle of your sentence. At the same time your body should be paused too with your arms
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folded and accompanied by a look that demand something from the pupils such as Im
waiting or Let me have your attention now. You should be prepared to wait several
seconds or longer for everyone to focus their attention on you.
vi. Moving In
During a lesson, there will always be some pupils who are not paying attention or simply
ignoring you by chit-chatting with their friends. Instead of yelling their names and
interrupting your own lesson, you can walk around the class and move deliberately in the
direction of the misbehaving pupil/s. In these instances, your physical presence is sufficient
to check the pupils misbehaviour without the need for verbal intervention. Teachers can
lean over the pupils and give them the kind of facial expression and penetrating eye contact
that would definitely send the message such as Pay attention! (Healy, 1999).
Exercise 1
1. Communiction skills are very important and they are even more important to teachers.
Why?
2. What problems may arise if ones communication is not effective?
5. Describe a situation where you would use non verbal communications to check pupils
misbehaviour.
6. Discuss the importance of giving comments and feedbacks to pupils.
Tutorial Questions
1. Discuss how effective use of different types of verbal and non-verbal communication
skills would lead to effective classroom management.
2. Discuss ways to manage verbal and non-verbal communications in a
classroom.
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primary ESL
TOPIC 5
OBSERVING AND RECOGNIZING PATTERNS

OF BEHAVIOUR
5.0 SYNOPSIS
Topic 5 focuses on patterns of behaviour in a classroom. It discusses the general concept of
behaviour and misbehaviour highlighting the two types of misbehaviour namely disruptive
and non-disruptive behaviour as well as patterns of behaviour for each type. It
also
discusses the effects of and reasons for disruptive behaviours in a classroom from social
and psychological perspectives. This topic ends with discussions on ways to manage
disruptive behaviours in classrooms.
Recognize and identify different patterns of behaviour.
Compare and contrast between disruptive and non-disruptive behaviours.
Explain ways to manage the different patterns of behaviour.
5.2 FRAMEWORK OF TOPIC
Observing and Recognizing Patterns of Behaviour

Disruptive Behaviour
Non-Disruptive Behaviour
Violent Behaviour
Non-Violent Behaviour
Effects of disruptive behaviours
on ESL classroom
Reasons for disruptive behaviour

Managing disruptive behaviour
CONTENT
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SESSION SEVEN (3 hours)

5.2.1 Patterns of Observable Behaviour
Classrooms are complex social sytems in which teachers and pupils interact in a variety of
ways across contexts. In a normal size classroom in Malaysia, usually there are 30 to 40
pupils who have different individual needs, values as well as individual ways of behaving,
interacting and socializing with one another during teaching-learning activities. In such
situation, it seems rather challenging for pupils with different characteristics and
personalities to sit through a class period and share the same environment without causing
any disruptions. Similarly, it is also challenging for teachers to create effective learning
environments and at the same time to recognize individual emotional needs and deal with
behavioural problems. The multiple dynamics of a classroom can be a challenge for any
teachers. Hence, teachers need knowledge on recognizing patterns of pupils behaviour and
skill on managing pupil behaviour to ensure the teaching-learning process is effectively
delivered
i. Definition of Behaviour
In order to understand behavioural problem and how they affect pupils engagement in the
learning process, first we need to define the concept behaviour. Charles (2002) defines
behaviour as everything people do, good or bad, right or wrong, helpful or useless,
productive or wasteful (p.2). He also claims that behaviour is context-specific and may be
communicated or displayed through a combination of attitudes, words and actions. In other
words, it may be expressed verbally and non-verbally.
As behaviour cannot be separated from the context and situation in which it occurs, it
explains why some pupils may behave in one way at school and another way at home.
Other than being context-specific and situational, behaviour is shaped by ones values,
expectations of significant others as well as society. Pupils relationships with teachers,
peers, parents and school community shape their interactions and responses to the
situation or environment. Hence, the ways a pupil responds to situations or environments
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reflect his/her behaviour. This suggests that behaviour is social in nature and its social
norms determine what is considered appropriate and inappropriate behaviour. Inappropriate
behaviour, in this context of discussion, is also referred to as misbehaviour.
ii. Understanding Misbehaviour
While the concept of behaviour is fairly straightforward and explicit, the concept of
misbehaviour is indistinct and implicit. It involves a high degree of subjectivity as different
teachers place different interpretations on what is appropriate and inappropriate behaviour
according to many factors such as their personal teaching philosophies and personalities.
Hence, it is difficult in arriving at a definition which all can agree and interpret consistently.
According to Charles (2002), misbehaviour is regarded as behaviour that is inappropriate in
a situation or setting and that it occurs and done willfully or intentionally. Fighting, interfering
with the work of other children, running about the class, talking out of turn and shouting out
are some examples of misbehaviour.
Gordon ( in Charles,2002) regards misbehaviour as a specific action of the child seen by
the adult as producing an undesirable consequence for the adult (p.90). He uses the
concept problem ownership to explain the extent of the effects of pupil behaviour in a
classroom from non-disruptive to disruptive. If a pupils behaviour does not bother anyone
else in the classroom, then the problem owner is the pupil. But if a pupils behaviour affect
others in the classroom and causes difficulties for the teachers (pupils become inattentive
and lesson is disrupted), then the problem owner is the teacher. In this case, since the
teacher is the problem owner, she has to take corrective actions to overcome the problem.
In addition, Manning & Bucher (2013; p.6) summarize general descriptions of misbehaviour
as follows:
behaviour problems challenge all teachers, regardless of the school, grade level, or
geographical location
Behaviour problem differ in frequency and intensity, yet thay are similar in type.
Although some schools do not experience any violence, all schools have some pupils
who generally goof off and disturb others.
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Behaviour problems disturb teachers and pupils, negatively affect the teaching and
learning process, and ultimately hinder academic achievement.
iii. Types of Misbehaviour
Since behaviour is shaped by individuals values, expectations, nature of relationships with
others and is context-specific, the frequency and intensity of misbehaviours are considered
unique to each individual and in each setting (Manning & Bucher, 2013). Misbehaviours
can range from relatively minor off-tasks behaviours to more serious acts of violence. It is
imperative for teachers to be able to identify, analyse and classify pupils behavioural
pattern before planning for intervention strategies.
Meyers (2003) classifies pupil misbehaviour into two types, namely overt and covert. Overt
misbehaviours are more open and observable such as pupils talking during lesson, kicking
others, damage properties, etc. Covert misbehaviours are more passive such as sleeping
during lesson, arriving late to class, acting bored and disengaged.
Charles (2002; p.3) on the other hand, classifies misbehaviour into five types according to
degree of seriousness. The relative seriousness of the five types of misbehaviour is in
descending order.
Aggression: physical and verbal attacks on teachers, pupils, or property.
Immorality: acts contrary to accepted morality, such as cheating, lying and stealing.
Defiance of authority: refusal to do as the teachers requests.
Class disruptions: talking loudly, calling out, walking the room, clowning, tossing things.
Goofing off: fooling around, out of seat, not doing assigned tasks, dawdling,
daydreaming.
The first two (aggression and immorality) are considered more serious compared to the last
three (defiance of authority, class disruptions and goofing off) and of which are more
prevalent in classrooms. Although the last three are much less serious, they have
detrimental effects on teacherss ability to teach effectively and pupils learning.
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Behavioural problems that disrupt a lesson is identified as disruptive behaviour. On the

contrary, behavioural problems that do not disrupt a lesson is regarded as non-disruptive
behaviour.
5.2.2 Disruptive Behaviour

It is important to differentiate between disruptive classroom behaviour from non-disruptive
classroom behaviour. Being able to correctly identify and distinguish these two types of
misbehaviours will help teachers to employ appropriate strategies for intervention. Levin &
Nolan (1991;p.24) define disruptive behaviour as having the following characteristics:
Interferes with the teaching act;
Interferes with the rights of others to learn;
Psychologically and physically unsafe; and
Destroys property.
To help teachers recognize and gain a better understanding of the nature of disruptive
behaviours in a classroom, analyse the following behavioural problems according to the
characteristics of disruptive behaviour described above (Table 5.1).
Table 5.1: Recognizing disruptive behaviours (adapted from Nolan & Levin,1991)
Descriptions of behavioural problem
(Misbehaviour)
1. A pupil continually calls out while the teachers
is explaining material
Disruptive behaviour because the

behaviour.....
interferes with the teaching act

interferes with the rights of others to learn (i.e
the whole class)
2. A pupil quietly scratches his name into his

desk.
destroys school property
3. A pupil quietly passes notes to his neighbour
interferes with the teaching act
4. A pupil continually teases and harasses his

classmates
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interferes with the rights of others to learn (i.e

his neighbour)
interferes with teaching act
interferes with the rights of others to learn
is psychologically and physically unsafe

(intimidating others and evoke anger)
5. Making faces at others when the teachers is

not looking.
Interferes with the right of others to learn
6. A pupil doesnt wear safety goggles while

welding in industrial arts class.
Is psychologically and physically unsafe

(evoke anger)
Is psychologically and physically unsafe
Other patterns of disruptive behaviour which have the same characteristics include:
wanders about classroom
fidgets in seat
shows disrespect for other peoples property
refuses to follow instructions
talks when teacher talks
threatens other pupils or teacher
throws objects in class
While ability to merely recognize disruptive behaviours in classrooms can provide useful
information about pupil behaviour in general, it is still inadequate because teachers also
need to be able to identify specifically types of disruptive behaviours, namely violent and
non-violent. This is especially important when developing strategies for prevention and
intervention because crime (violent) and routine classroom misbehaviour (non-violent) are
inherently different problems that require different solutions ( Levin & Nolan, 1991; p.29).
5.2.1.1. Violent Behaviour

Effective teaching and learning can take place only in a harmonious learning environment.
Hence, schools should be safe places where children can grow and learn. Unfortunately,
lately episodes of violence and aggression are increasing in educational settings instilling
fear in both the teachers and the children. The occurence of violence in schools if not
addressed promptly will destroy the fabric of learning and the growth as well as
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the
development of children. Historically, school violence is just about pupils who committed
crime but today school violence is multifaceted incorporating aspects of victimization,
aggression, hostility,bullying, sexual assault and criminal activity (Manning & Bucher, 2013).
Violent behaviours, therefore, comprise many dimensions.
World Health Organization (WHO) describes a person with violent behaviour as having the
following features:
Intentional use of force or power
Threatens against, attempts to harm or does harm oneself, another person, a group or
community
A high likelihood to cause death, psychological harm, maldevelopment and deprivation.
(WHO Global Consultation on Violence and Health,1996)
Pupils who have the propensity for violence to self and others usually exhibit
violence-related behaviour patterns. These behaviour patterns which are also considered as
warning signs of potential violent acts inform school administration and teachers,in
particular, to act responsibly so that schools remain safe. Based on research findings,
patterns of violence- related behaviour or warning signs of violence include:
High tendency to be argumentative with adults
Explosive temper tantrums
Verbal and physical aggression
Deliberately damage and destroy school property
Physical and Mental Bullying
Alcohol and/or drug use
Took something from others by force
Vulgarly insulted someone
Threw things at someone else
Brought weapons to school
Annoyed teachers and other pupils in the classroom
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Intolerance for differences

Low tolerance for frustration
(Basch, 2011; Manning & Butcher, 2013; Holtappels, 2000)
Research on the impact of violence in the schools has confirmed that violence-related
behaviour has created an enormous threat to the emotional, physical, and spiritual well
being of pupils who are not only victims of violence but also perpetrators, that is, the person
who commit the violent acts (Chisholm & Ward,2004).
5.2.1.2 Non-Violent Behaviour
Both violent and non-violent disruptive behaviour have an adverse effect on the quality of
teaching and learning as well as learning environment. However, unlike violent disruptive
behaviour, non-violent disruptive behaviour does not lead to psychological harm to others
and crime or cause death. Hence, managing non-violent disruptive behaviour is different
from managing violent behaviour. Managing non-violent behaviour is within the responsible
of teachers and school (sometimes parents). On the other hand,
managing violent
behaviour involves not only school administration and parents but aslo outside law
enforcement agencies (police) and outside professional assistance (non-government
organizations) ( Levin & Nolan, 1991).
Nevertheless, pupils who display non-violent disruptive behaviour have a high tendency to
exhibit violent behaviour if pre-emptive actions are not taken to defuse the inappropriate act
from escalating and spreading. Finger tapping on desk, talking loudly, calling out, walking
the room, clowning, tossing things may not only interfere with the teaching acts and the
rights of others to learn but can escalate into
violence and aggression if there is no
intervention.
5.2.1.3
Effects of Disruptive Behaviours on ESL Classroom
A classroom is a physical context in which a wide range of teaching and learning

experiences takes place. As such the ultimate success of pupils will be heavily dependent
upon the success that is facilitated in classrooms, where majority of their time is spent
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(Moyles, 2009; Manning & Bucher,2013; Charles, 2002; Levin & Nolan, 1991). Hence, if
the classroom is characterized by disruptive behaviours, it will have an adverse effect on
pupils and teachers in terms of :
i.
Teaching and Learning environment
As mentioned earlier, disruptive behaviour interferes with pupil academic learning time .
Dealing with frequent disruptive behaviours every day erodes teaching and learning time in
ESL classrooms, undermines quality classroom climate, builds trauma and increases
teachers dissatisfaction with teaching, which in turn affect quality of instructions.
Moreover, as teachers begin to deal with more behavioural problems their motivation to
teach and assist pupils in learning English will deteriorate. To make matters worse, if
teachers themselves have a low tolerance for frustration, their motivation to teach is
replaced by who cares and get even attitude resulting in teacher-pupil power struggles
(Levin & Nolan,1991). This, in effect, will build up tension, anxiety and hostility between the
teachers and disruptive pupils which subsequently will lead to more disruptive problems.
Thus perpetuating a vicious cycle.
ii. Pupils Psychological safety
Continued occurences of violent behaviours and aggressions instil fear in pupils. This
atmosphere is not conducive to the provisons of a safe environment. When pupils begin to
feel that their own safety is threatened their ability to focus on the lesson and pay attention
to schoolwork will be greatly affected. They will even lose their confidence in their teachers
ability to protect them from peer victimization. When this fear escalates and reaches a high
enough level, they will decide not to attend school or school activities, contributing to low
academic achievement.
iii.
Future behaviours
Childhood is the foundation period of life where attitudes, habits and patterns of behaviour
are established and moulded. How a child is moulded during this crucial period will
determine his ability to adjust to life as he grows older (Cooper, 2004).
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Evidence from research suggests some continuity and consistency as well as change in
behaviour during child development, implying that behaviour problems appear to be just a
phase in development. Thus a child who is seen as a disruptive child in primary school may
or may not be a disruptive child in secondary school. So, if teachers ignore repeated
behavioural problems in her class, there is a strong tendency that the unacceptable
behaviour will reoccur in future. From the perspective of behaviourists, all behaviour
including unacceptable behaviour occurs because it is reinforced.
In terms of social learning, other pupils who observe their teachers not taking actions
against the disruptive pupil will imitate the unacceptable behaviour in future. This is because
pupils who are exposed to frequent acts of problem behaviour tend to use these acts as
socially acceptable models of behaviour.
5.2.1.4
Reasons for Disruptive Behaviour
Pupils misbehave for a variety of reasons and knowing the underlying cause of a pupils
misbehaviour helps the teacher to determine which intervention strategies may or may not
be successful. Behavioural problems are usually caused by a mixture of interacting factors,
some of which reside within the individual pupil, while others are related to conditions within
environment in society, school and home.
i. Individual
Self-Perception of academic competence

According to Bandura (1986), a personal belief in self-efficacy influences how much
effort an individual will invest and how long she or he will persevere when facing the
obstacles and even failures. A combination of both, effort and failure may be a serious
threat to self-worth. Pupils with insubstantial or low academic self-esteem may seem to
be reluctant to invest much effort in academic tasks. Their fear of failure and the
potential damage this can have on their self-esteem makes them choose to dawdle and
potter around disturbing others in class instead of staying on-task.
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Evidence from research has shown that a learning climate which strongly highlights
social comparison (e.g. comparing ones ability with another pupil or class) is likely to
create anxieties among pupils. and threaten their self-confidence. In a case of pupils
who have experienced repeated failures in school subjects, such social comparison
reminds them of their own shortcomings and incompetence, and therefore leads to
frustration. They develop hatred and seek revenge against teachers who they believed
to be responsible for the experience of failures and for making failures public. This may
in turn lead to aggressive behaviour towards the teachers.
Social Recognition
According to Alberts principal teaching (in Charles,2002; p71), pupils need to feel that
they belong in the classroom which suggests pupils must perceive themselves to be
important, worthwhile and valued.
Some pupils misbehave because they want
recognition and acceptance. They misbehave under the mistaken believe that the
socially unacceptable behaviour
will result in the recognition they seek (Levin &
Nolan,1991). Disruptive behaviours such as attention-seeking, power-seeking and

revenge-seeking are common misbehaviour exhibited by pupils who seek recognition
and acknowledgement from others.
Attention-seeking pupils ask irrelevant questions, some continually ask for teachers
approval or assistance during lessons. They behave in this way to seek teachers
attention, and to make others in the class notice them, hence making them feel
important and belong in the classroom as others acknowledged their presence.
However, if these pupils do not get the attention they seek or a teacher reprimands
them for disrupting a lesson, they usually react negatively against the reprimands and
confront the teacher openly. They seek power to challenge teachers authority through
misbehaviour believe I can do what I want to do and nobody can make me do anything
I dont want to do. These power-seeking pupils argue, ignore, become stubborn and
become disobedient to show that they are in control of the situation (ibid).
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When power-seeking pupils fail to control their environment and see themselves as
losing the intended recogniton they seek, they become vengeful. Revenge-seeking
pupils vent their anger and frustration by hurting, disturbing and harrassing others as
well as damaging class furniture. They learn that when they misbehave, they become
the center of teachers and pupils attention.
ii. Society
Social problems such as drugs, rape, crime, road rage, child abuse and teenage pregnancy
which are consistently reported in newspapers, internet, and on television can have
significant effect on childrens view of the world and their psycho-social development
behaviour. This is because children develop behaviour patterns, attitudes and values about
social interaction at ages between 3 and 11 years and it is claimed that during these
formative years, engagement and exposure to inappropriate behaviours can create
distorted views of society and the acceptability of certain behaviours (Cyntia,2003).
A diverse body of research demonstrates that for many children, repeated exposure to
harassment or physical violence on television contributes to an acceptance of violence as a
way of solving interpersonal conflicts and desensitizes children to violence or harassment.
When children are desensitized to violence, they tend to be inconsiderate or less
empathetic. They are more likely to imitate what they observe from media when they find
themselves in a situation with some degree of similarity such as a situation of conflict.
iii. School Environment
Meaningful learning will take place when the learning environment facilitates pupils to
engage fully with the range of opportunities available to them. If pupils are engaged in
interesting academic activities, disruptive behaviour will be less likely to occur. Adopting
teaching strategies that appeal to pupils learning style, interest and needs will engage
pupils to learning and keep pupils on task throughout the lesson. When pupils are not
engaged in classroom, they are less likely to benefit from instruction and more likely to
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disrupt the teacher or other pupils. In many cases, pupils display disruptive behaviour in
classroom as a reaction to poor teaching or a de-motivating environment.
iv. Physio-Psychological Needs
Motivation
Schools failure to meet pupils physiological needs has also been cited as one of the
factors that contribute to disruptive behaviour.
From the perspective of Maslows
hierachy of individual needs, pupil motivation can significantly influence the learning
environment. When learning is effectively facilitated and pupils are able to successfully
demonstrate understanding of new knowledge and skills which they have learned in
class, they feel positive about themselves and are motivated to learn. This positive
feelings about themselves will lead to the development of self-esteem and self-respect
which subsequently will further motivate pupils to learn and stay focus on the lesson,
hence reducing off-task behaviours in class.
Lack of sense of belonging
Pupils who exhibit behavioural problems are more likely to be rejected by peers.The
rejection factor can escalate their already diminished sense of belonging. Moreover,
pupils who are rejected by peer group will often form bonds with others with similar
behavioural problems to form their own peer group or gang.
Physical and psychological safety
Schools which have high rates of behavioural problems does not only threaten the
physical and psychological safety of pupils but also influence pupils who observe it to
act in similar harmful ways. This can encourage initiation or maintenance of anti social
behaviour, thus perpetuating a viscious cycle.
Being a victim of
any form of violent acts or harassment can also affect pupils
emotional well-being , academic
achievement, feeling unsafe at school and lower
connectedness with school. They may feel isolated, withdrawn and insecure which may
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result in development of fear and resentment. Fear and resentment repressed over a
long period may lead to hostility.
v. Home Environment
Children learn from seeing, say things they have heard, copy things they have seen and
learn actions and attitudes from others. Home environment has great influence on childrens
psychological and moral development.
Initial and minor violent act begins within the parent-child bond or within the parent-parent
bond, which in turn influences the behaviour of the child. Manning & Bucher (2013; p.8)
point out when pupils see violent and aggressive behaviours at home , they might begin to
consider such behaviours as acceptable methods of dealing with problems. Since violent
behaviour is usually persistent, the aggresive behaviour has time to develop and become
enduring.
Child- rearing practices engaged in within the family also have a direct influence on the
pupils behaviour in school. Homes that could be considered abusive where parents were
hostile to the child and handed out angry physical punishment tend to develop patterns of
aggressive and violent behaviour. There is a tendency for the child to use the same
aggressive behaviour patterns with his peers in school. In other words, what is learned at
home will influence what the pupil would do in school.
5.2.1.5
Managing Disruptive Behaviour
Fundamental to the understanding of behaviour problems is recognition that there is no one

method or strategy to manage disruptive behaviour. It is thus important for schools and
teachers to have an accurate picture of the nature and prevalence of behaviour
that
interfere with teaching and learning. Once the disruptive behaviour has been identified and
clarified, it is important for teachers to consider causes for the disruptive behaviours before
selecting and adopting strategies to prevent the behavioural problems from escalating.
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Based on insights from theories and research on effective behaviour management,

suggested strategies to prevent and manage disruptive behaviours include:
i. Engage pupils academically and socially
Engagement in the classroom includes behaviours that are important for learning
(attending to instructions and completing seatwork) and social behaviours that facilitate
learning (following classroom rules, working cooperatively with other pupils). When pupils
are not engaged in the classroom either academically or socially, they are less likely to
actively involve in the learning process and more likely to disrupt other pupils or the teacher.
Increasing pupils on-task behaviour in the classroom will enable teachers to maximise
learning time. By varying the types of activities during a lesson according to the
developmental level of pupils and ensuring the duration of the learning activities match pupil
attention spans will increase pupils engagement in the learning tasks, thus minimise
disruptive behaviours.
ii. Set and maintain clear and concise classroom rules and procedures
Teachers are advised to keep classroom rules simple and to state rules in terms of what
pupils should do than what pupils should not do. The purpose is to set reasonable limits for
behaviour, create norms for classrom behaviour and communicate thoughts and concerns
for the learning environment.
To ensure that pupils understand what is expected from them, the rationale for each rule
and procedure, teachers need to teach and demonstrate the class rules and procedures
consistently and fairly so that they fully accept the logical consequences in which they will
be imposed if they violate any of the rules or procedures.
iii. Set clearly defined learning goals/objectives
Setting clearly defined goals for each lesson communicates pupils accountability and
responsibility for learning. At the beginning of a lesson, teachers can tell pupils what they
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did during the previous class, what they will do during the present lesson including the
activities or tasks for the lesson in order to achieve the set learning goals/ objectives. When
the learning goals or objectives are clearly communicated, pupils will direct their focus and
commitment toward achieving the goals. Disruptive behaviours are less likely to occur as
their accountability for completing a definite task in a given time motivates them to engage
in the learning activities.
iv. Verbal Recognition
Some pupils display an abnormally strong need for attention from a teacher. They are out
of their seat most of the time or ask irrelevant questions. Teacher can subtly ignore their
attention-seeking behaviour by praising all other pupils for in-seat behaviour. Praise and
give encouragement to the attention-seeking pupil when he/she demonstrates appropriate
behaviour.
v. Develop an acknowledgement system
An effective way to focus pupil attention on desired behaviour
is to set a good
acknowledgement system. Acknowledgements are positive verbal statements such as

Thanks for helping me distribute the papers, Thanks for behaving good today.
Acknowledgements such as these are crucial if teachers wish to establish a positive
classroom environment.
Acknowledgement system may also involve predefined rewards awarded to individual
pupilss for selected target behaviour. Rewards can be in the form of tokens or merit points
and pupils can trade points or tokens for a variety of tangible (stickers, school supplies,
stamps) and intangible items ( a note to parents, extra timefor recess, first to line up, class
leader for the day).
vi. Do a perception check
Sometimes pupils can be disruptive simply by displaying nonverbal behaviours aimed at the
the teacher that communicate disapproval, such as making faces or rolling their eyes. This
can be a form of passive aggresive behaviour intended to challenge the teacher. If these
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behaviours are one-time reactions, tehy are probably best ignored, but if they persist and
annoyed, it is time to deal with them.
Teacher can do a perception check either by describing the behaviour in neutral, objective
terms (e.g. Ali, I noticed that you were rolling your eyes just now) or by asking for
feedback ( e.g. Can you tell me what was going on?). Here, the teacher communicates
curiosity rather than accusation which will make the pupils become aware of their
inappropriate behaviours.
vii. Develop weekly progress report
Similar to acknowledgement system, developing a progress report works especially well
with pupils who exhibit frequent and consistent patterns of disruptive behaviour. Progress
report can be a simple checklist item that a teacher can use to monitor targeted pupil
disruptive behaviour at the end of the week. A point is given each time the pupil behaves
appropriately or has improved his/her behaviour. The points collected can be exchanged
for rewards at a later time.
viii. Pupil-teacher conference
Communicating with pupils who displayed disruptive behaviour either before or after class
can be a powerful strategy to curb disruptive behaviours. Apart from showing them that the
teacher care for them, it also communicates teachers expectations. When communicating
with the pupil to find out why he/she is misbehaving, teacher must make sure that it is done
in a non-threatening and non-judgemental manner.
The communication should only focus on the pupils behaviour. Avoid negative statements (
You always give me headaches. You cant sit still for a second and you cant stop talking),
instead start off by pointing out the positive attributes of the pupil. Communicate how the
pupils disruptive behaviour affects the lesson and other pupils. The teacher can ask the
pupil to change and then develop a plan of action including a progress report to monitor the
changes in his/her behaviour.
5.2.2 Non-Disruptive Behaviour

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Non-disruptive behaviours are minor irritants and merely motivational problems but if these
behaviours are prolonged, repetitive, persistent and spread they may become disruptive
( Charles, 2002; Levin & Nolan, 1991). Examples of non-disruptive behaviours are pupils
who:
refuse to turn in homework
are not prepared for class

are daydreaming, doodling and looking out the window
spend a lot of time looking through own things, desk, book , etc
say they are getting to the task or are working on something but they are not.
quietly draw pictures on a piece of paper while lesson is being presented
talk during a transition between activities
These behaviours generally do not interfere with other pupils learning and teaching acts, or
threaten and intimidate others or damage school property. They are minor irritants as long
as they are brief in duration. However, teachers need to employ effective motivational
strategies to work with these pupils individually in order to protect the classs rights to learn
in a safe learning environment.
Exercise 1
1. Compare and contrast the differences and similarities between disruptive and nondisruptive behaviour.
2. Discuss the different patterns of misbehaviour. How are these patterns similar to or
different from pupils in teachersr classroom?
3. Study the scenario below and suggest ways to manage the behavioural problem.
Scenario
A Year 3 pupil is a drummer and drums with his fingers on everythingthe walls
walking down the hallway, on his desk, on other people etc. His drumming on his
desk during independent work time is becoming increasing annoying to other pupils.
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TOPIC 6
DEVELOPING, MONITORING AND MAINTAINING

PRODUCTIVE PUPIL BEHAVIOUR
Tutorial
1. Discuss effective ways to recognize different patterns of behaviour.
2. Reflect on past experiences on how teachers handled disruptive behaviours in an ESL
classroom.
3. Discuss ways on how to develop, monitor and maintain positive behaviours in an ESL
classroom.
4. Identify ways how pupils misbehave and how to handle them positively.
6.0
SYNOPSIS
Topic 6 focuses on ways to develop. monitor and maintain productive behaviour. It defines
the concept of productive behaviour and discusses patterns of productive behaviour both
for individual and group behaviour. It also provides teachers with suggestions on ways a
teachers can develop and monitor productive behaviour of pupils in a classroom. It also
discusses concepts of and differences between motivation, encouragement and criticism as
well as ways to motivate and encourage pupils.
6.1
LEARNING OUTCOMES
At the end of Topic 6, pupils will be able to:

Develop, monitor and maintain productive pupils behaviours.
Identify the productive behaviours of pupils.
Differentiate between motivation, encouragement and criticism.
Explain ways to motivate and encourage
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6.2
TOPIC FRAMEWORK
Developing, Monitoring and Maintaining
Productive Pupil Behaviour
Productive Behaviour
of
Patterns of Productive Behaviour
Productive Behaviours
Motivation
Encouragement
Criticism
Develop, Monitor, Maintain
CONTENT
SESSION EIGHT (6 hours)
6.2.1 Productive Pupil Behaviour
Generally, teachers have clear ideas about the behaviour and attitude of their pupils which
they like to see in classrooms. Productive pupil behaviours do not only make the job of
teaching less stressful, but also enable teachers to focus on their teaching and ultimately
increase pupils academic success. As behaviours are learned and are influenced by
situation in which it occurs, teachers can help those pupils who regularly misbehave
develop productive and responsibe behaviours by altering some aspects of the classroom
situation. In other words, prevention of problem behaviours involves the establishment of
classroom environment that promotes and maintains productive pupil behaviours
Desirable or productive pupil behaviour, according to Wentzel (2002), can be defined in
terms of the absence of negative or disruptive actions. She described productive behaviours
as positive actions where the outcomes (e.g. positive classroom environment) benefit others
in the classroom. Their positive actions are prompted by empathy, moral values, and a
sense of personal responsibility. Pupils exhibiting productive behaviours frequently display
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normative or socially competent behaviour (e.g. cooperative, respect for others, compliant).
This suggests that, encouraging productive behaviours can have extended effects in the
classroom and for individual pupil. One of the positive effects is positive ecological and
psychological classroom environment. As discussed in earlier topic, a positive classroom
environment enriches the teaching and learning experience for teachers and pupils.
Productive behaviours are influenced by many contextual factors including interpersonal
interactions and relationships with teachers and peers. Interactions with teachers and peers
can provide pupils directly with resources (information, advice, modeled behaviour) that
facilitate learning. However, the ways pupils interact with peers and teachers as well as with
the demands of the classrooms, tend to shape and define classroom-specific social
competence for pupils to function in positive and productive ways. This, in turn will influence
their behaviours.
There are views that suggest pupils are competent and productive when they are able to
achieve goals that are valued by themselves and their teachers. In addition, these goals
should be accomplished in ways that lead to other positive outcomes for the pupils. For
instance, positive interactions with peers can enhance the development of a range of
intellectual skills such as problem-solving and decision making ,which in turn can enhance
intellectual development (Wentzel, 2002; Damon & Phelps,1989).
6.2.2 Patterns of Productive Behaviour
Pupils are most likely to display productive behaviour and are socially competent when they
believe they can achieve the goals inherent in the demands of classroom life and their own
personal goals. Based on research related to teachers perception of pupil productive
behaviour in a classroom (Corrie, 2011; Wentzel, 1998), teachers perceive productive
behaviours, both for individual and group behaviour, as having three characteristics. These
characterics can serve as a guide to identify productive behaviours in pupils. The three
characteristics are:
i. Socially integrative characteristics such as sharing, being helpful to others
and being responsive to rules.
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ii. Motivational qualities such as hardworking, doing seat work, follow the
flow of lesson
iii. Performance outcomes such as getting good grades and completing
homework.
According to self-determination theory, pupils have a psychological need to relate to other
people . When pupils have positive interpersonal interaction involvement with peers or with
the teachers, they will develop positive image about themselves and will become more
engaged in learning tasks. Usually, pupils who as an individual displays productive
behaviour in classroom will also exhibit productive behaviours when she/he is working with
others or in groups.
Hence, the examples of patterns of pupil productive behaviour as listed below in Table 6.1
include productive behaviours prevalent for individual and working in groups:
Table 6.1: Productive Behaviour
Descriptions of productive behaviour
Individual
Group
Understand how the system in classroom works
Get along well, courteous and tactful when talking with

others
Comply with the classroom rules
Conform to the social norms and culture of the class

community
Behave well when follow teacherss instructions
Consistently stay on tasks
Respect others in group/class
Always pay attention in class
Responsible
10
Complete homework/task
11
Turn in quality work
12
Stay in seat
13
Resilient
14
Take initiative/ Proactive
15
Treat class property with care
16
Ask permission in responsible manner
17
Use time wisely
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18
Cooperative
19
Give and accept compliments -
20
Respect diversity of others
21
Allow opportunities for other group members to

participate
22
Sharing and helping others solve learning/social

problems
23
Respect group leader-
24
Support team win and lose-
(Corrie, 2011; Morgan,S., 2008; Wentzel, 2000)

6.2.3
Develop, Monitor and Maintain Productive Behaviours
Monitoring and maintaining productive classroom behaviour for the purpose of improving
teaching and learning is critical. Classrooms where pupils
are following
expectations,
engaging in learning are classrooms where teachers:

Plan lessons that highlight productive time, that is, time spent on lessons adapted to
pupils needs and interests, rather than just engaged time, which involves tasks
designed to keep pupils busy and quiet.
Modify or adapt instructional strategies when necessary to meet individual needs of
pupils. Ask, How can I better capture pupils interest and excitement? Are my pupils
bored?
Use positive classroom rules. As rules create clear behaviour expectations, make sure
the desired behaviours are explicitly described and reinforced on a regular basis.
Include pupils in creating the rules .
Give rewards, praise and encouragement when pupils demonstrate productive

behaviour. Effective use of contingent praise will reinforce and increase a variety of
productive pupil behaviours and academic skills,
Resolve minor inattention and disruptions before they become major problems. A
teacher can monitor the rest of the class, acknowledge other requests for
assistance and handle disruptions promptly by scanning the classroom for
misbehaviours regularly, making regular eye contact with pupils and demonstrating
teacher Whit-it-ness
Minimise delays in teaching-learning activities and provide work that reduces

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frustration. In this way pupils will have less time to talk, walk around the classroom, and
otherwise use time unproductively.
Create positive interdependendence by designing a group task where participation of

every member is necessary to its completion. Pupils must clearly understand their
interdependence in accomplishing the task.
Encourage exchange of ideas by providing groups a considerable face-to-face

interaction. Besides consolidating and building new understanding, face-to face
interaction allows everyone in the group be prepared, has a chance to contribute and
responsible for the task assigned.
Create and provide accountability system which provides feedback to the

individual pupil as well as to the group. members of the group should be aware that
each individual will receive a grade and that each is a participant in the evaluation
process.
Teach social competency skills in order to develop ability to maintain peer

relationships and exhibit pro-social behaviour in classroom and school.
Teach and practice interpersonal and small group skills to develop ability to resolve
conflict in a constructive manner and communicate effectively.
Create meaningful tasks which support cooperative learning. A challenging problem
solving group task accompanied by scaffoldings will encourage pupils to rely on one
another.
Teach metacognitive strategies to help each member become self-regulated pupils,

develop thinking and problem solving skills.
Consistently and clearly inform pupils of intended learning objectives, teach them
expected learning strategies, and monitor learning progress.
(Henry,D., & Riddoch, 2006; Severs, 2003; Damon & Phelps, 2001)
Developing, monitoring and sustaining productive behaviour does not only reduce behaviour
problems in a classroom, but can also lead to higher pupil achievement. Therefore, an
environment conducive to pupil productive behaviour should be promoted and maintained in
order to sustain pupil productive behaviour.
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6.2.4
Motivation
Motivation is an inner drive that arouses pupils, steers them in particular directions, goals,or
tasks and causes them to be persisitent in trying to achieve the goals or completing the
task successfully (Lenin & Nolan,1991). A pupils motivation is influenced by a number of
beliefs, interests and attitudes which can be positive and negative in their effects.
A pupil who is positively motivated would always pay attention to the lesson, involve actively
in the lesson, direct her/his energy to the learning tasks and believe she/he has the ability
and confidence to succeed. In contrast, a pupil who is not motivated or lacking in motivation
would
aim to only do enough to avoid failure, have little confidence or expectation of
succeeding in the task and have low interest in the lesson.

There are two types of motivation, namely intrinsic motivation and extrinsic motivation.
Intrinsic motivation deals with behaviour performed for its own sake in order to experience
satisfaction. This is to say, intrinsically motivated pupils work on academic tasks because
they find them enjoyable and interesting. They do not rely on explicit rewards or recognition.
Task participation is its own reward. They pursue an academic task on their own initiative
without having to be coerced and regularly evaluate their own progress using their own
criteria.
Extrinsic motivation, on the other hand, deals with behaviour performed to receive some
extrinsic rewards
or recognition. Pupils who are extrinsically motivated rely solely on
tangible rewards and desirable results for their work or effort such as receiving good grades
or special privileges in the classroom. Since they rely primarily on rewards, there is a
tendency that once these rewards are no longer available or considerably diminished, pupils
will show little inclination to continue the academic task or activity.
Previous studies (Hidi & Harackiewicz, 2000; Schunk et al, 2008) have indicated that
intrinsic motivation can promote pupil learning and achievement better than extrinsic
motivation. However, teachers need to realize that the presence of extrinsic and intrinsic
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motivation is always not mutually exclusive. There are cases where pupils may be both
intrinsically and extrinsically motivated.
a. Ways to motivate pupils
It is easy to tell when pupils are motivated to learn and stay on task; they pay attention to
teachers, they begin working on task immediately and volunteer to answer questions. Thus,
it is important that teachers have a good understanding of the strategies that can be used to
motivate pupils. Teachers can actively manipulate many of the environmental and
contextual variables to increase pupil motivation. Adapted from Nolan & Levin (1991), some
of the variables which teachers can actively manipulate to motivate and encourage pupils
are:
i. Pupil Interest
- Relate teaching and learning materials to pupil interest in life outside school.
- Design variety of activities which pupil enjoy such as simulation, group work,video
viewing, games to avoid boredom.
ii. Pupil Needs
Create activities that provide ample opportunities for pupils to meet some of their basic
human needs such as sense of belonging and self-esteem through group work and pair
work.
iii. Success
Create success for pupils by designing activies that are manageable within the time
duration given and according to pupils ability level.
Ensure pupils experience success by making learning goals or objectives clear and
teaching content of the lesson clearly in small steps.
Encourage success by teaching pupils study skills.
iv. Variety and Novelty
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Ensure variety in topics and activities when teaching as this can encourage mastery
learning. Variety of topics and activities can maximize
learning opportunities for
different pupils with different learning styles.

Design variety in classroom activities that can promote novelty and will capture pupils
attention such as simulation, language games, storytelling and amazing facts. Novelty
can occur when pupils experience something new, unusual or unexpected.
v. Tension
Create a moderate amount of tension to enhance motivation and increase pupil
learning. When there is no tension in the learning situation, pupils tend to be
relaxed and not serious about learning.
vi. Feeling Tone
Create and establish a moderately positive atmosphere where the climate is friendly
and pleasant but focused on the learning task at hand. An extremely positive feeling
tone or climate can direct pupil attention away from the learning task. A neutral tone is
non-stimulating while an extreme negative feeling tone is threatening and can lead to
tension overload.
vii. Feedback
Give specific feedback
to pupils soon after or at the time
of performance or
presentation. The feedback must focus on pupils performance ( assignment, test score
and pupil work), not on pupils personal attributes. These feedbacks allow pupils to
keep track of their own progress over time.
6.2.5 Encouragement
Encouragement, is a comment which shows acceptance, emphasizes effort and
improvement, appreciates contributions, gets one to evaluate his/her own performance, and
instills faith and confidence (Adler,1946; p. 509). It is a a process that focuses on the
individuals potential and ability in order to enhance self-esteem ,self-confidence and
self-worth. When a teacher uses encouragement (e.g. I noticed you put a lot of effort into
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this assignment, Im really proud of you. Your effort really seems to have paid off, I like
reading your essay. You used many descriptive words
to describe your vacation), it
inspires them with confidence, allows pupils to to become aware of their own strengths and
stimulates motivation from within them (intrinsic motivation). It focuses on what the pupils
do, highlighting their capabilities, contibutions
and efforts. In context of classroom
management, encouragement is a more psychologically healthy approach to stimulating

positive behaviour.
i. Considerations when using encouragement
There are many ways and techniques of using encouragement in classroom management.
Kelly & Chick (1982) propose Adlerian approach to using encouragement in helping pupils
to accept their own basic worth as a given and to stimulate pupils to evaluate the value of
their own behaviour as well as
take greater responsibility for their own actions. They
highlight considerations a teacher has to take when planning to use encouragement in a

classroom such as:
value pupils as they are
use words that build the pupils self-esteem
plan for experiences that create success
demonstarte genuineness to pupils
demonstrate non-verbal acceptance through touch
recognize pupils effort
avoid emphasis on liabilities
show appreciation for pupils cooperation
6.2.6 Criticism
Criticism is the act of making comment about someones performance or behaviour. This
implies that the comments can be presented in a positive or negative tone. Comments that
highlights individual shortcomings, limitations and focuses on past wrongdoings are called
destructive criticism. Unlike encouragement which shows acceptance and focuses on
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individuals
potentials
and
abilities,
destructive
criticism
focuses
inadequencies and personhood which can erode his/her self-esteem
on
individuals
and self-efficacy
(Baron, 1988).
However, when the comment acts as a catalyst for growth and change, exposes individual
to alternative options which leads to reassessment of task performance, then this type of
criticism is called positive or constructive criticism (ibid). Constructive criticism is intended to
help individuals recognize or interpret ways to improve past performance or future attempts.
For young children, wheather or not the comments made about their work or performance
are destructive or constructive criticism depends on their sociocognitive maturity and
understanding (Cutting & Dunn, 2002). Children with mature sociocognitive understanding
are able to read and correctly interpret what their teacher says may take criticism more
seriously than children who are less able to interpret their teachers comments. A well
developed social cognition may help children to deal with criticism. This is to say, children
who are better at understanding others will be more able to rationalize teacher criticism and
understand that criticism of school work is constructive and is intended to promote learning
and improvement.
Exercise 1
1. List some examples of expected productive behaviours you wish to have in your
class. Give reasons.
3. You plan to organize a group work activity for your English lesson. What are
the considerations you would take to promote productive group behaviour. Discuss.
4. Pupil motivation is an essential element necessary for quality education.
How do teachers know when pupils are motivated?
5. Compare the differences between motivation, encouragement and criticism.
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Tutorial
1. Discuss the effects of good and poor motivating strategies on young ESL pupils.
2. Discuss ways on how to develop, monitor and maintain productive behaviours of
young ESL pupils.
3. Find and present successful cases of good motivation strategies on young ESL pupils.
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TOPIC 7
DEVELOPING A PERSONAL CLASSROOM

MANAGEMENT PLAN
1.0 SYNOPSIS
Topic 7 focuses on developing a personal classroom management plan. It provides
teachers with brief descriptions on teacher reflection, theoretical approaches of classroom
management, expectations, rules and consequences, procedures, and communication
skills.
7.1
LEARNING OUTCOMES

Outline and develop a personal Classroom Management Plan (CMP)
Identify and differentiate different approaches, theories and models in Personal CMP
Explain how to do reflective sessions in managing an ESL classroom.

Outline the expectations of teachers and pupils in the management of an ESL
classroom
Identify the rules, consequences and procedures in developing a Personal CMP
Identify and explain the effective communication skills in preparing a good Personal
CMP
114
Developing a Personal Classroom Management Plan

Reflection Sessions
Approaches, Theories and Models
Expectations
Rules and Procedures

Consequences
CONTENT
SESSION NINE AND TEN (6 hours)
7.2.1 Reflective Sessions
Evertson et al. (1989)
Good classroom management doesnt just happen. Smoothly running classroom
where pupils are highly involved in learning activities and that are free from
desruption and chronic misbehaviour do not happen accidently.
Indeed such classrooms exists because teachers have a plan to make them happen and
are prepared to carry out the plan and meet that goal.
When teachers develop a Personal CMP (Appendix 4 - 8), they integrate classroom
management theory and practice into how they teach, how their pupils learn and how the
classroom works. The Personal CMP places this theory and practice into a structure where
teachers can implement in a classroom, emphasizing teachers strengths and supporting
weaknesses. The plan structures teachers teaching and pupils learning, and supporting
teacher and pupil autonomy and promotes a sense of community. The Personal CMP
maximizes instructional and learning time and minimizes interruptions, distractions and
disruptions. Classroom management, instruction and teacher behaviour interact to create a
productive and positive learning environment.
The Personal CMP reflects teachers personality, experience and skills and includes their
own ideas and practices they have observed in effective classrooms, ideas the teachers
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have read in textbooks and professional journals, ideas from education courses, and ideas
colleagues have shared. Ultimately, a teachers Personal CMP style must become an
extension of the teachers personality and philosophies combined with the chemistry of the
pupils in the classroom. The Personal CMP must be personal, realistic and filled with
meaningful content and insights. Teachers can maintain their plan easily throughout the
year as it supports who they are and what they want to be in the classroom.
Reflection is an important part of the practice of teaching and essential in pulling together
the teachers personality and philosophies as well as classroom experiences to devise an
effective personal CMP. To be and remain effective, teachers need to assess their own as
well as pupils classroom performance and behaviour, analyzing and evaluating how they
work and how the classroom works. Reflecting is a critique of a teaching lesson, learning
activity, classroom management or behavioural problem. The evaluation aspects of
reflection provide teachers with an opportunity to get in touch with their teaching selves,
analyse their teaching goals and classroom management. Kohn (1996 in Bosch, 1999),
suggests that teachers must think about their long term goals and reflect on whether these
goals are animated in their classrooms.
Bosch, K (1999), refers to reflective recall as the method designed for reflection and revising
the Classroom Management Plan (CMP). According to her, reflective recall is a method that
lets teachers use time, thought and insight to impact how they and the classroom work.
Reflective recall comprises four-steps which are Stop, Recall, Review and Revise. In the
first step, teachers must physically stop everything to spend time reflecting on a lesson,
situation, problem or classroom management. In the next step they recall lessons, events,
situations and experiences. In the review step, they think about the recalled information and
connect it to the CMP. Teachers may want to reflect on this information alone or discuss the
lesson, event, situation or experience with a fellow teacher or friend. In the final step
teachers revise their strategies by adding, changing or eliminating ideas or linking the
components and ideas to each other consequently enhancing their classroom instruction
and classroom management skills.
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i. Reflection Questionnaire
To help teachers think and promote further understanding of their teaching self they can use
a reflection questionnaire (Figure 7.1). Their answers to the questionnaire will make them
reflect on their own practice and subsequently assist them in planning and implementing
their own Personal Classroom Management Plan (Bosch, 1999).
REFLECTION QUESTIONNAIRE
1.
What does the term classroom management mean to you?
2.
Reflect on your philosophy of education. Write five I believe statements about teaching.
3.
List your strengths. Think about both personal strengths and talents. Circle that particularly apply
to classroom teaching.
4.
Ask several family members and friends to tell teachers what they like best about
you, and list their responses below. Note responses similar to yours.
5.
List your weaknesses. Circle those the CMP may need to support.
6.
List the most important qualities you wish to foster in your pupils.
7.
How do you introduce yourself to the class?
8.
Complete a concept map on What is Good Teaching?
9.
Write a brief paragraph on how you make a difference in the lives of your pupils.
10. Find and copy a favorite qoute, poem or story that conveys an understanding
of your teaching self.
Figure 7.1: Reflective Questionnaire
7.2.2
Approaches, Theories and Models

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Before teachers can make any classroom management plan for their classroom, it is vital
for teachers to be aware of the principles and consequences of decisions and strategies
they wish to implement. A good understanding of the different approaches, theories and
models of classroom management and ...consideration of teachers own beliefs of pupils
development (Edwards and Watts, 2004) will help teachers make the right decisions and
select strategies that will work for their situation. At this point, it would be useful to have an
overview of the different approaches, theories and models of classroom management
(Appendix 1).
From the overview, classroom management theories, approaches and models differ in
terms of pupil self-regulation to the degree of teachers control over their pupils. These
differences can be categorised as teacher-directed approach, collaborative approach and
pupil-directed approach as shown in Table 7.1 (Balson, 1982).
Table 7.1: Categories of Approaches
Relative Power
Teachers Control
Mixed
Pupils Autonomy
Discipline Models
Behaviour Modification
Democratic Discipline
Teachers Effectiveness Training
Assertive Discipline
Choice Theory
Responsible Thinking Process
Positive Behaviour Leadership
Pain
Collaborative Approach
Pupil-directed Approach
Teacher-directed Approach
Theoretical Bases
7.2.2.1 Teacher-Directed Approach

i. Theory
Teacher-directed theory believes that human behaviours can be promoted or reinforced by
the environment, so that childrens behaviours can be changed under the influence of
environment
conditions,
such
as
rewards,
encouragements,
consequences
and
punishments. Therefore, teachers give pupils little autonomy because they do not believe
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that pupils are able to self-monitor or self-regulate adequately. Hence, teachers should
adjust the external conditions to achieve expected behaviours only (Martin and Pear, 2007).
ii. Model Demonstration in practice
One of the famous discipline models based on the teachers-directed theory is Canters
assertive discipline model, which gives teachers a system to set up their expectations and
rules, avoid negative behaviours by negative consequences and reinforce preferred
behaviours through rewards or encouragements. There are a few steps to apply assertive
discipline model to classroom management problems.
Establishing positive pupil-teachers relationships is the first step. Teachers need to
establish good relationship with pupils based on mutual trust and respect in order to make
sure their expectations are met. Hence, teachers could attend pupils activities, such as
sports events and drama plays and so on, and praise their achievements in these activities
to promote a better relationship.
The next step is to clarify rules and expectations. Rules in class are mostly based on
teacherss needs, and they need to be clearly specified and explained. A short list of rules is
preferable rather than long one since it is easier for pupils to understand, remember and
follow.
The following step is to track misbehaviours, which is to make sure their demands are met
after they clarified their rules and expectations. Through the step, pupils would know that
their behaviours are monitored and examined. All following rewards and consequences are
provided based on the observation as well. (Edwards and Watts, 2004)
The three steps above is the basis of the assertive discipline model. Next is to use
consequences to enforce boundaries. With advance preparation, the discipline hierarchy
could be set up to differentiate severity of misbehaviours. Consequences or punishments
could become more and more serious when pupils continue to misbehave.
Besides negative consequences, positive consequences also need to be applied to
encourage desirable behaviours. Frequently supplying negative consequences will increase
the tense and depression in classroom, while praise, rewards and encouragements will
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ease the tense and depression. However, the Canters claimed that rewards can not replace
punishments, and a balance between positive and negative consequences are needed in
the assertive discipline system.
The last but not the least, establishing strong parent support is very important. Parents play
a vital role in helping teachers maintain good classroom discipline. A successful
teachers-parent communication could also show parents that teachers are really interested
in helping their kids (Edwards and Watts, 2004).
7.2.2.2 Collaborative Approach

i. Theory
Collaborative theory assumes that childrens behaviours are influenced from both inner and
outer factors, and the purpose of their behaviours is always to satisfy some needs. Pupils
would like to control their own life to meet their needs, so that they are able to achieve
responsible self-determination, if teachers could offer appropriate guidance. In other words,
teachers have to teach pupils how to be responsible and allow them to gain more
self-control over their behaviours.
ii. Model demonstration in practice

William Glassers Choice Theory model is based on the collaborative theory. It explains why
and how all human beings behave and that all behaviours are driven by five basic needs:
survival, belonging, power, fun and freedom. Teachers, therefore, need to teach pupils how
to control their behaviour in a way that they can satisfy their needs, and meanwhile, they do
not deprive others to satisfy theirs. (Charles, 2002)
In practice, choice theory includes significant prevention components. Glasser suggested
three types of classroom meetings to prevent discipline problem - social-problem-solving
meetings, open-ended meetings and educational diagnosis meetings.
Social-problem-solving meetings are focused on class. It encourages pupils to solve
discipline problems from class expectations. The behaviours that the class finds
120
unacceptable are listed through collective discussions. Here, pupils gain a chance to make
decisions to create their own classroom circumstance based on sufficient information which
is provided by teachers. It is a way to maximum satisfaction in class. Pupils are also
welcomed to contribute on the rule formulations, consequently, pupils would feel more
obligations to the class issues, and the classroom rules would make more sense to them as
it also contains their own determinations.
Open-ended meetings are used to support regular curriculum, in which pupils could ask
questions relevant to their learning circumstance. Also, it encourages pupils input on the
class operations in order to promote a more enjoyable and productive learning environment.
Educational diagnosis meetings are for pupils to evaluate their academic achievements and
find out the blind side of their knowledge. Teachers should offer quality teaching and
activate pupils genuine motivation by locating their needs and interests. Encouraging pupils
to go through a process of self-evaluation, improvement and repetition could achieve a
better work quality and protect their self-esteem as well.
When class rules are broken, Glasser (in Manning and Bucher, 2013) suggested that
teachers intervention should not be punitive, but make logic sense to pupils. Although
negative consequences would be applied when the classroom rules are breached, pupils
are encouraged to accept and consider these consequences as reasonable outcomes for
contravening rules rather than pure punishments.
7.2.2.3 Pupil-Directed Approach

i. Theory
The pupil-directed theory believes that children are capable for complete rational
self-regulations, since the blueprint of their future is already in them. Pupils would grow up
naturally and teachers role in this process is to promote their self-growth by providing
conditions.
ii. Model Demonstration in practice

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A well-known model of the theory is the teachers effectiveness training model, which
believes that pupils will make correct decisions and solve problems with the assistance from
parents and teachers. Besides, punishments are not going to stop pupils contrary to
regulations. In contrast, the punitive punishment would cause aggression in children.
(Gordon, 1989 in Manings and Bucher, 2013) The teachers effectiveness training model is
relied on good connection between teachers and pupils, which is based on good
communication.
Applying the teachers effectiveness training model to solve discipline problems, first of all,
the problem ownership has to be located. If pupils behaviour causes problems for the pupil
only, the pupil owns the problem; if pupils behaviour causes no problem for either teachers
or the pupil, no one owns the problem; if pupils behaviour causes problems for teachers or
other pupils, teachers own the problem.
When teachers own the problem, they should deal with pupils misbehaviours in a positive,
non-adversarial manner. Usually, teachers may minimize or eliminate the behaviour
problems by modifying the physical or psychological environment. Besides, sending pupil a
confrontive I-message to clarify the problem, its effect and teachers feeling is also a method
to gain the pupils cooperation and support. When a pupil responses the I-message in a
resisting way, teachers need to shift gears from an assertive position to a listening position
to reach an acceptable solution by considering the pupils needs and feeling. In addition, if a
conflict occurs in the classroom, trying to find a no-lose method of conflict resolution is much
better than a win-lose one.
When pupils own the problem, they need a way to release the distressful feelings and
emotions, so that, as teachers, just listening to their problems will help a lot, which exhibits a
posture of willingness to help the pupil. Some body movements, facial expressions and door
openers could show teachers positive attitude and promote the conversation. Furthermore,
teachers should avoid expressions such as giving order, warning, preaching, analyzing,
lecturing and criticizing, since these expressions will restrain pupils willingness of talking,
which will block the communication road between teachers and pupil.
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There are also some explicit strategies regarding the prevention of discipline problems.
Firstly, preventing I-message could be used to modify the possible misbehaviours later and
receive desirable future support and cooperation from the pupils. Then, in order to achieve
a safe, efficient and harmonious classroom, rules of the class should be set up by both
teachers and pupil through discussions, which is much like the way to obtain no-lose conflict
resolution. Besides, teachers need to share the power and decision making with pupils to
manage the class with the anticipation of pupils. Consequently pupils will have more
confidence and self-esteem in the class, and they are required to behave more responsibly.
iii. Discussion
The strengths and limitations of the example models - assertive discipline model, choice
theory and the teachers effectiveness training model - are listed in Table 7.2 below, in
which the advantages and disadvantages of each approaches would be located as well.
(Edwards and Watts, 2004)
Table 7.2: Advantages and Disadvantages of Models/Theory
Discipline Model
Advantages
Disadvantages
Simple for application

Focus on teacherss desire
Parents and administrators are
involved in discipline process
Inhibition of pupils self-regulation

Punishments may cause
consequences such as
embarrassing, rebellion or revenge
Underlying the causes of discipline
problems
Choice Theory
(Collaborative)
Developing effective teachers-pupil

relationship
Promotion of self-autonomy and
self-determination to meet pupils
need
High-lighting the teacherss need
Difficult for pupils to experience true

sense of autonomy if the outside
influences are too strong
Difficult for teachers to show
respectful behaviour if pupils keep
challenging them
Time consuming
Teachers
Effectiveness
Training
(Pupil-directed)
Promotion of honest communication

Encouraging self-discipline
Forming good teachers-pupil
relationship
Time consuming
Not applicable in emergency or
dangerous situations
Over reliance on pupils willingness
Assertive Discipline
(Teachers-directed)
The three approaches are essentially different in the cognition of pupils. The
teachers-directed theory does not believe that pupils are able to self-regulate, so the
strategies emphasize on the teachers desire and neglect pupils needs. The pupil-directed
theory believes pupils self-regulation, so its strategies highlight the pupils willingness, but
123
impair teachers interventions. The collaborative theory believes that pupils self-regulation
must be guided by teachers, so that strategies of collaborative theory are trying to balance
both of their needs. Hence, in practice, factors such as the age group of pupils and school
learning environment could be considered to find a suitable classroom management plan.
7.2.3 Expectations
Research has explored the complex factors and the many potential sources that affect the
formation of teacher expectations. For example, Alderman (2004) provides a useful
summary of the major sources of the expectations that teachers hold for their pupils based
on research by Alvidrez & Weinstein (1999) and Baron, Tom & Cooper (1985).
i. Teachers beliefs about pupils ability and their beliefs about intelligence
Alderman (2004: 174) explains that when teachers consider intelligence as a fixed pupil
characteristic, they are more likely to label pupils as smart or dumb and teach them
according to the label. Weinstein argues that one contributor to teacher judgments of
ability is pupil performance (Weinstein, 2002:54).
ii. Pupils socioeconomic background, gender and ethnicity.
Dusek and Joseph conducted a meta-analysis of research on teacher expectancies and
concluded that pupil characteristics such as pupil's conduct in the school, race, classroom
conduct, and social class were related to teacher expectancies (Dusek and Joseph, 1983:
327).
iii. Pupils test scores, and/or previous academic achievement

Rivers (1980) quoted in (Dusek and Joseph, 1983) has found that in the early elementary
school years an older sibling's performance may influence teachers expectancies (either
positive or negative) for a younger sibling's performance. In addition, van Matre et al (2000)
suggest that teachers held higher grade, graduation, and college attendance expectancies
124
for females than for males and for middle-socio economic status (SES) than low-SES pupils
which can be similar to ESL primary school teachers expectations of their pupils.
The following are differing ways teachers treat and respond to pupils who are low-acheiving
versus pupils who are high-achieving (Good and Brophy, 2002).
Waiting less time for pupils
who are low-acheiving than for pupils who are
high-acheiving to answer questions before giving the anser or going to another pupil.
Giving pupils who are low-acheiving the correct answer rather that offering clues or
repharising the questions.

Calling on pupils who are low acheiving less often.
Asking pupils who are low-acheiving only easy questions.
Expecting less academic work from pupils who are low-acheiving.
Making fewer efforts to improve the performance of pupils who are low-acheiving.
Accepting and using fewer ideas of pupils who are low-acheiving.
The anxiety created
by the often unreasonable expectations and demands of todays
classroom, a teacherss own dissatisfaction with self, adds to the feelings of helplessness.
Sometimes teachers fail to discriminate between the actual expectation of teaching and
their own self-imposed expecations. Idealism, dedication and commitment can result in
unreasonable and virtually unattainable expectations. The teachers own assumptions about
a problem, or a pupil perceived as a problem, can drive behaviour in unproductive
directions.
The pressure to conform to a picture of the perfect teacher lies at the root of much
self-induced stress. The teachers own thoughts and feelings undermine more effective
behaviour. Such limiting beliefs are expressed in self-verbalizations. Teachers should learn
to replace negative thought patterns with affirming ones. Two especially destructive ways of
thinking about problems and issues are:
All-or-None Thinking
Mr. Puven doesnt like me, so none of the teachers here likes me.
My Headmaster let me down. Ill never trust him again.
125

Catastrophic Thinking
I messed up again. I cant do anything right.

Why even try? It wont do any good shes a hopeless case.
The following I should statements represent some commonly held teaching myths,
(Larrivee 2009).
I should
Like and care for all pupils

Have no preferences or prejudices
Be consistent in my actions with pupils
Remain calm and collected at all times
Hide my true feelins and place pupils feelings above mine.
Be able to solve all problems.
Cope with all situations without anxiety, stress or conflict.
Run my classroom so that there is no confusion, uncertainty or chaos.
Having realised the various sources that affect the formation of teachers expectations, it is
important for teachers to plan ways to achieve their behavioural expectations of their pupils.
Determining, teaching and reinforcing over time appropriate rules, procedures and
consequences will help teachers to meet these expectations.
7.2.4 Rules and Procedures

Classrooms are unpredictable places. On the first day of school, pupils do not know when
they can go to the washroom, if they will be punished for leaving their seats, or how the
person in front of the room will treat them all year. At any moment, the fire alarm could ring,
the intercom could blare with announcements, someone could start a fight, the overhead
light could blow, a child could have a seizure, a senior assistant could ask teachers to step
out into the hall during the lesson, a snake slithering in the classroom or a strong wind and
heavy rain causing havoc. These and a host of other distractions and dangers create a lot of
potential areas for confusion and rather unsafe feelings for pupils.
126
Determining rules and procedures, teaching them to pupils and outlining the benefits of
working within them, is a critical up-front investment of a teachers time and energy. These
pieces of classroom management plan help to promote appropriate pupil behaviour, prevent
pupil misbehaviour and create a sense of order and consequences in the classroom. Rule,
procedures and explanation of them, tell pupils how the teachers expects them to behave.
Teachers can adopt the guidelines in Table 7.3 when crafting classroom rules (Gimbert,
2010).
Table 7.3: Guidelines on Crafting Classroom Rules
Characteristics
Rationale
Examples to follow
Examples to avoid
1. Rules should be in
positive statements
and not in negative
statements.
Positive rules explain what

pupils should be doing.
Respect your
classmates in your
words and actions.
No disrespectful
comments.
Negative stated rules

simply tell pupils what to
avoid and challenge pupils
to find inappropriate
behaviours that fall outside
the scope of the rule.
2. Rules need to be
stated clearly.
(Avoid vague rules
unless intended to be
discuss extensively
with pupils).
Pupils should be able to

understand the
behavioural expectation.
3. Rules should be few.
When there are fewer

rules, each rule will seem
more important.
Fewer rules are easier for
pupils to remember and for
teachers to enforce.
Just a few rules will avoid
the sense that the teacher
is trying to control a pupils
every movement.
Listen when someone

else is talking.
No talking out of turn.

No toys or games in
class.
Class time is for class

activities.
Come to class prepared
with all required
materials.
Every pupil will

demostrate habits of a
responsible pupil.
Follow the teachers

direction.
Always use appropriate

conduct.
Rules such as Class

time is for class
activities or Follow the
teachers directions.
No gum, food or drink in

class.
Address many
behaviours in one rule.
Bring homework, book,

norebook and
pen/pencil to class
everyday.
Be on tim.
No profanity.
No leaving the room
without permission.
Keeping rules short, few and at the same time clear to pupils is not easy. In order to
establish such rules and procedures teachers have to make sure each rule is broad enough
to cover more than one specific behavioural expectation and yet not too explicit. To ensure
127
their expectations are fair and realistic, teachers need to determine the kind of classroom
environment they want to establish and also consider the age and maturity of the pupils.
7.2.5 Consequences
While consequences are often framed as something used only after a rule has failed, they
are more accurately viewed as part of the structure that makes rules work. A pupil needs to
know up-front, what would happen if he/she were to break a rule or does not comply with
the procedure. The pupil can choose to follow the rule or break the rule and incur the
negative consequences. Helping pupils realize this cause and effect relationship, and they
have the power to choose the resulting effect, is one of the many ways teachers can
empower their pupils and help them develop self-discipline. Gimbert (2010) posits that
self-discipline involves the capacities to regulate oneself, to anticipate consequences and to
give up immediate gratification to receive a long term goal. This is one of the most important
behavioural skills teachers can teach their pupils.
In establishing consequences, the teacher will want to take into account what characteristics
make some consequences more effective than others. First, the degree of consequences
should increase gradually, so as to give pupils adequate warning before imposing a more
severe penalty. Effective consequences flow logically and naturally from the pupils
behaviour. Finally, effective consequences keep the pupils dignity intact. Table 2.4
illustrates the characteristics of effective consequences (Gimbert, 2010)
Table 7.4: Characteristics of Effective Consequences
Characteristics
Rationale
Examples to follow
128
Examples to avoid
Consequences should
be gradual, progressing
from less severe to more
severe as misbehaviour
is reapeated.
This sends the message

that pupils have potential
to behave and simply
need to understand and
choose to follow the
expectation.
When they repeat the
misbehaviour, they
choose the more severe
consequences.
Consequences should
be natural and/or logical
Natural consequences
follow from the event or
situation, as pupils are
allowed to experience
the outcome of their
poor choices or
behaviour, highlighting
the rationale of the rule.
Logical consequences
are structured learning
opportunities arranged
to teach appropriate
behaviour.
Consequences should
maintain the dignity of
the pupil.
7.2.6
Consequences should
be consistent from pupil
to pupil and delivery of
consequences should
always address the
particular behaviour in
question, not the pupil
and his/her behavioural
history.
1. Mild Warning
1. Warning
2. Short detention after

class or school
2. Sent to office
or
3. Written plan for

improvement
1. Phone call home
4. Guardian contact
2. Parent conference
5. Severe clause: Sent

to Headmaster
3. In school detention
If a pupil runs to be the

first in line, he receives
a mild warning and is
asked to walk instead
at the end of the line.
(Natural)
When a pupil is
disrespectful to a group
member during group
work, he/she is allowed
to remain in the group
but is held in from
recess. (neither logical
or natural
When a pupil
misbehaves during
rehearsal for an activity,
he/she receives a mild
warning and is told that
if the poor behaviour
continues, he/she will
have to sit out of the
rehearsal until the next
day. (Logical)
If three pupils interrupt
the teacher during a
class period, they all
receive mild warning.

the teacher during a
class period, the first
gets ignored, the second
gets a harsh warning
and the third pupil, who
had a history of not
raising his/her hand,
gets detention after
school because the
teacher is so so fed up
by that time.
Effective communication help teachers to show that they care about pupils and want them
to succeed. Both verbal and non verbal communication strategies of teachers should
reflect the cultures of pupils. Teachers should use familiar words and expressions and refer
to things that the pupils are interested ini. To communicate clear expectations, the tone
should be firm. Directives should be straighforward. Humor can be used to lighten
129
situations; however, it should be culturally and developmentally appropriate. Sarcasm is

inappropriate and jokes should never be made at the expense of individual pupils (Bondy
et al., 2007).
Teachers should use communication patterns that are familiar to different cultural groups.
For example, pupils from working class families are often used to direct orders (Work on
your exercises now) rather than polite requests (Please begin to work on your assignment)
or indirect requests (Would you like to begin your work....). Stressing logical consequences
(if you dont study, you wont pass the test) may not work with some cultural groups.
However, they might respond to comments about bringing shame to the family if they are
successful on the test (Weinstein et al., 2013
Exercises 1
1. List an array of potential consequences and discuss how to implement them in the
classroom.
2. Discuss the Collaborative Approach in Personal Classroom Management and its
effectiveness in your own school.
3. Explain briefly the effective communication skills that you would consider in preparing
your own Personal CMP?
Tutorial
1. Discuss strategies to develop a Personal Classroom Management Plan.
2. Discuss characteristics of a good Personal Classroom Management Plan.
130
3. Discuss what would you need to consider when preparing a Personal Classroom
Management Plan.
4. Prepare a Personal Classroom Management Plan and share with friends.
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Appendix 1
The following table shows a comparison of early influential writers and contemporary models in classroom management.
Pioneers in Classroom Management
Theorists
Models
Approaches
Main Assumptions
1.
Fritz Redl and

William
Wattenberg
Classroom haviour
and classroom
discipline
Authoritative/
democratic
Pupils in groups behave differently to individuals; teachers support pupil self-control

and offer in the moment help to change behaviour.
2.
B.F. Skinner
Behaviour
modification
Authoritarian
Teachers shape pupil behaviour through systematic reinforcement including rewards

and negative reinforcements.
3.
Jacob Kounin
Instructional
management
Authoritative/
democratic
Teachers prevent misbehaviours through awareness in the classroom and by using

effective lesson management techniques (pupil movement, group awareness,
smoothness of lesson delivery) to influence pupil behaviour.
4.
Haim Ginott
Congruent
communication
Democratic
Teachers encourage pupil autonomy through dignity and awareness of pupils feeling
about situations and themselves. Teachers assists pupil self-discipline by focusing
on the situation not the pupil and view pupils as capable of making good decisions.
5.
Rudolph
Dreikurs
Democratic
teaching
Democratic
Teachers promote pupil self-discipline in a democratic classroom where pupils and

teachers make decisions on how the class will work. Pupil behaviour is goal directed
and all pupils want to belong. Pupils misbehave out of mistaken goals. Teachers use
logical consequences and encouragement instead of praise, and should never use
punishment.
6.
Thomas
Gordon
Teachers
effectiveness
training
Liberal
Disciple is best achieved through pupil self-control.Teachers use I messages in

influencing pupil behaviour, preventive strategies and incorporate a no-lose approach
to conflict.
7.
Lee and
Marlene
Canter
Assertive
discipline
Authoritarian
The teachers and pupils have rights in the classroom. Clear rules of behaviour and
expectations are written and enforced through a discipline hierarchy of cosequences.
8.
William
Glasser
Choice theory and

quality school
Democratic
Teachers and school meet pupil needs in order for them to flourish. Quality teachers
instruction assists in meeting these needs. Teachers encourage pupil involvement
and responsible behaviour.
Contemporary Models in Classroom Management
139
Theorists
Models
Approaches
Main Assumptions
1.
Linda Albert
Cooperative
discipline
Democratic
Discipline is best achieved through cooperation. Teachers need to establish a

classroom that is safe, where pupils feel connected and belong. Pupils assist in the
development of a code of conduct. Pupil behaviour is viewed as an opportunity for
learning.
2.
Barbara
Coloroso
Inner discipline
Democratic
Teachers work to instil an inner sense of control in pupils. The classroom is

structured to allow opportunities for responsibility. It is based on a belief that pupils
will make good decisions, are worth the effort and have the capacity to take positive
charge of teachersr lives.
3.
Jane Nelson
and Lynn Lolt
Positive
discipline
Authoritative/
democratic
Teachers provide a classroom where pupils come to view themselves as capable

and able to have control in teachersr lives. The classroom climate is built on mutual
respect and cooperation. Class meetings are key to class relationship building.
4.
Frederic Jones
Positive
classroom
discipline
Authoritarian
Teachers maintain pupils involvement in learning through effective and efficient

teachers behaviours such as engaging lessoins, setting clear limits, classroom
organisation, helping pupils with work problems and incentives to promote
responsibility.
5.
Jerome
Freiberg
Cosistency
management
and cooperative
discipline
Democratic
As a part of school-wide approach, teachers provides learning communities that are

built on trust, cooperation and consistency of message across the school. Pupils
take on leadership roles and responsibility in developing self-discipline. Effective
instruction and increasing pupil achievement are important in taking pupils from
being tourists to citizens.
6.
Harry and
Rosemary
Wong
Pragmatic
Classroom
Management
Authoritarian
Teachers need to have clear classroom procedures that are taught to pupils in the
first weeks of school in order to teach effectively. Teachers planning and
organisation are essential and pupil behaviour is the result of poor teachers
7.
Spencer
Kagan, Patricia
Kyle and Sally
Scott
Win-win
discipline
Authoritative/
democratic
Teachers and pupils work cooperatively to solve problems in the class.

Misbehaviour is seen as a starting point in helping pupils develop self-responsibility.
Teachers work with pupils, as if on the same side (win-win) to solve problems and
continually reaffirm self management and proactive life skills.
8.
Richard Curwin
and Allen
Mendler
Discipline with
dignity
Democratic
Teachers maintain a positive learning environment that supports pupil dignity and
gives a sense of hope to those pupils struggling with school. Teachers consider
individual situations rater than relying on a rigid hierarchy of consequences and
provide choices for pupils. Teachers model the values promoted in the classroom.
140
Alfie Kohn
Beyond
discipline
Democratic
Teachers work to develop classrooms as learning communities. In these

communities pupils and teachers develop respectful relationships and collectively
solve problems (class meetings). Teachers respect pupil interest in instruction and
costructing learning that movespupils to deeper levels of thinking.
10
Marvin
Marshall
Discipline
without stress
Authoritative/d
emocratic
Teachers focus on pupil responsibility and empower pupils to make choices about
behaviour. Pupils are more likely to behave when given responsibility. Pupils are
taught a framework for behaving appropriately. Teachers are positive, offer choices
and develop self-reflection as a step towards changing behaviour.
11
Ronald Morrish
Real discipline
Autocratic
Teachers provide guidance and support for pupils to behave responsibily. Pupils
need to be taught right from wrong, to comply with adult authority, and when
developmentally ready, to begin to make choices about behaviour. Teachers train
pupils so that they can work successfully in society.
12
Forest
Gathercoal
Judicious
discipline
Authoritative/d
emocratic
Schools are set within society and therefore we need to educate pupils to live in a
democratic society. The focus is on pupil rights and responsibilities and in
developing ethical behaviour as reflected in societys laws.
13
Carolyn
Evertson and
Alene Harris
Classroom
organisation and
management
program (comp)
Authoritative/d
emocratic
The teachers organises the classroom for effective instruction and learning
opportunities.The organisation includes teaching rules and procedures from day
one of the school year and developing pupil accountability for behaviour and
learning. The classroom is viewed as a social and communicative setting suited to
pupil-centred instruction.
141
Appendix 2
The following table highlights the characteristics of effective consequences. (Gimbert, 2010)
Characteristics
Consequences should
be gradual, progressing
from less severe to
more severe as
misbehaviour is
reapeated.
Consequences should
be natural and/or
logical
Rationale
This sends the message
that pupils have
potential to behave and
simply need to
understand and choose
to follow the
expectation. When they
repeat the
misbehaviour, they
choose the more severe
consequences.
Natural consequences
follow from the event or
situation, as pupils are
allowed to experience
the outcome of their
poor choices or
behaviour, highlighting
the rationale of the rule.
Logical consequences
are structured learning
opportunities arranged
to teach appropriate
behaviour.
Consequences should
maintain the dignity of
the pupil.
Consequences should
be consistent from pupil
to pupil and delivery of
consequences should
always address the
particular behaviour in
question, not the pupil
and his/her behavioural
history.
Examples to folow
1. Mild Warning
2. Short detention after
class or school
3. Written plan for
improvement
4. Guardian contact
5. Severe clause: Sent
to Headmaster
Examples to Avoid
1. Warming
2. Sent to office
or
If a pupil runs to be the

first in line, he receives
a mild warning and is
asked to walk instead at
the end of the line.
(Natural)
When a pupil is
disrespectful to a group
member during group
work, he/she is allowed
to remain in the group
but is held in from
recess. (neither logical
or natural
When a pupil
misbehaves during
rehearsal for an activity,
he/she receives a mild
warning and is told that
if the poor behaviour
continues, he/she will
have to sit out of the
rehearsal until the next
day. (Logical)
the teachers during a
class period, they all
receive mild warning.
1. Phone call home

2. Parent conference
3. In school detention

the teachers during a
class period, the first
gets ignored, the
second gets a harsh
warning and the third
pupil, who had a history
of not raising his/her
hand, gets detention
after school because the
teachers is so so fed
up by that time.
Appendix 3
142
The following table gives examples of rules that do and do not meet these guidelines,
(Gimbert, 2010)
Characteristics
1. Rules should be
in the form of
positive statement.
Avoid rules framed
as negative
statements.
2. Rules need to
be stated clearly.
(Avoid rules that
are vague unless
teachers intend to
discuss the rule
extensively with
pupils).
3. Rules should be
few.
Rationale
Positive rules
explain what pupils
should be doing.
Negative stated
rules simply tell
pupils what to avoid
and challenge
pupils to find
inappropriate
behaviours that fall
outside the scope of
the rule.
Pupils should be
able to understand
the behavioural
expectation
Each rule appears

more important
when there are
fewer of them.
Fewer rules are also
easier for pupils to
remember and for
teachers to enforce.
Finally, having just a
few rules avoids the
sense that the
teachers is trying to
control a pupils
every movement.
Examples to follow
Respect teachersr
classmates in
teachersr words and
actions.
Listen when
someone else is
talking.
Class time is for
class activities.
Examples to avoid
No disrespectful
comments.
Come to class
prepared with all
required materials.
Every pupil will

demostrate habits of
a responsible pupil.
Follow the
teacherss direction.
Always use
appropriate
conduct.
Rules such as Class

time is for class
activities or Follow
the teacherss
directions.
No gum, food or
drink in class.
Bring homework,
book, norebook and
pen/pencil to class
everyday.
Be on tim.
No profanity.
No leaving the
room without
permission.
Address many
behaviours in one
rule.
No talking out of
turn.
No toys or games in
class.
Appendix 4
CLASSROOM ORGANISATION
143
My Personal Classroom Management Plan

Teaching Goal :
Classroom Organisation
Classroom Environment
Draw or describe room arrangement
Sketch bulletin board ideas
Class Motto
Classroom Operation
Rules
1.
2.
3.
4.
5.
Appendix 5
Routine and procedures
144
Consequences
1.
2.
3.
4.
5.
Incentives
Cues
Appendix 6
Instruction
145
Lessons
Instructional Strategies
Individual Instructional Strategies
Questioning Strategies
Examples of questions
Respo nses to pupils

When a pupil gives a correct answer.
When a pupil gives a partially correct answer.
When a pupil gives an incorrect answer
Pupil self-evaluation opportunities
Appendix 7
Effective Teaching Practices
Building positive relationships
146
Between teachers and pupils
Among classmates
With parents
Strategies to develop pupil social skills
Strategies to develop pupil problem-solving and decision-making skilss
Strategies to develop pupil self-control
Preventive discipline strategies
Classroom technology plan
ASSESSMENT
Grading Plan
Recording grades in the grade book
Appendix 8
Homework policy
147
Progress Report
Pupil opportunities to impacr grades
Extra credit
Rewrites
Drop a grade
Special assignment
Collection of points to be factored into the final grade
REFLECTION
PANEL PENULIS MODUL

PROGRAM PENSISWAZAHAN GURU
MOD PENDIDIKAN JARAK JAUH
(PENDIDIKAN RENDAH)
NAMA
MUHAMAD RAJA ABDULLAH
Pensyarah TESOL
mdrajaendran2011@gmail.com
KELAYAKAN
KELULUSAN:
M.ESL Universiti Malaya
B.Ed.(Hons) TESOL Universiti of Leeds, UK

148
Ass. Diploma in TESOL Sheffield City Polytechnic/
Trinity College London

Sijil Perguruan TESOL MPKNPKT
PENGALAMAN KERJA
14 tahun sebagai guru di sekolah rendah
6 tahun sebagai guru di sekolah menengah
13 tahun sebagai pensyarah di IPG
DR SITI ROHANI BT. MOHD ZAIN
Pensyarah TESOL
sitizain07@yahoo.com.my
KELULUSAN
PHD Ed. Universiti Sains Malaysia
M.A Linguistics Indiana University, Blomington,
PUVENESWAREN A/L KARUPPIAH

Pensyarah TESOL
eswaranpu@yahoo.com
USA
B.A. English Indiana University, Blomington,
USA
PENGALAMAN KERJA
KELULUSAN
M.Ed. (Educational Management & Administration),
Universiti Sains Malaysia
B.Ed.(Hons) TESL University of Nottingham, UK
Sijil Perguruan TESOL MPK Ipoh
TARSAME SINGH A/L MASA SINGH

Pensyarah TESOL
tarsame@tm.net.my
PENGALAMAN KERJA
Pensyarah dalam bidang TESOL
15 tahun sebagai guru di sekolah rendah
KELULUSAN
M.Ed. (Educational Technology)
Universiti Sains Malaysia
B.Ed.(Hons) TESOL University of Lancaster, UK
Sijil Perguruan Khas MPIK KL
Sijil Perguruan TESL MP
AHMAD KAMAL BIN ABDUL GHANI

Pensyarah TESOL
PENGALAMAN KERJA
149
ringo2901@yahoo.com

KELULUSAN
M.A.Linguistics Universiti Malaya
B. Ed. TESL (Hons) UPSI
KDPK TESOL MP Kinta
Sijil Perguruan TESOL MP Ipoh

PENGALAMAN KERJA
14 tahun sebagai guru di sekolah rendah/
menengah
IKON
Rehat
Perbincangan
Bahan Bacaan
150
Buku Rujukan
Latihan
Membuat Nota
Senarai Semakan
Layari Internet
Panduan Pengguna
Mengumpul Maklumat
Tutorial
Memikir
Tamat
NOTA: SILA GUNAKAN IKON-IKON Di ATAS BAGI TUJUAN / MAKSUD
SEPERTI YANG DINYATAKAN.
151

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TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TOPIC 1 INTRODUCTION TO CLASSROOM MANAGEMENT

1.1 LEARNING OUTCOMES

Function and Nature of

Instruction as Central Classroom

Classroom Instruction &

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

In managing their classrooms and executing instruction, teachers need to recognise

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

ii. Social Contact

It would be helpful to tell pupils what is

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

or task, or the offending pupils from the instructional environment.

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

and implementing classroom rules and routines.

v. Rules and routines

component of classroom organization and

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

Rules should be kept to a minimum to allow pupils to remember them.

Arranging consequences in order to increase desired behaviour is a critical component of

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

Accountability is a crucial element for the effectiveness of classroom management. To

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

(Seganti, 2008 in Charles et al, 2011)

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

Use cooperative learning in small groups to complete projects. Cooperative learning,

care for them and are committed to their progress;

put priority on collaboration, rather than competition among pupils.

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

calling on low-achieving pupils less often to answer questions;

rarely expressing personal interest in low achievers; and

making social comparisons between pupils in front of the classroom.

(Levin and Nolan, 1996)

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

effective classroom instructions

effective management practices

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TOPIC 2 CLASSROOM MANAGEMENT: APPROACHES,

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

2.2 Framework of Topics

Theories and Models

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

For a brief overview of the different approaches of classroom management refer to

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

Positive reinforcement for desired behaviours include rewards such as praises,

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

Punishment I which involves undesirable stimulus such as a private reprimand,

Punishment II involves stricter actions of removing or withholding a desired or

TSL3109 MANAGING THE PRIMARY ESL CLASSROOM

Do pupils stand close or far away from the teacher?