Cheryl Amy Aurora 2 PISMP TESL 2

Causes to disruptive behavior 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Teachers who do not plan their teaching effectively. Classroom size that is too big. Low self-concept of pupils. Unclear teaching objectives. Classroom rules that strictly enforced. Break-up of family unit. Low study skills of pupils. Low social relationship between pupils, parents and teachers. Parents who cannot control their children. Pupils who were once abused physically or mentally. Joining cliques or wild groups. Discipline that is not enforced properly in school system. Pupils who are sick or hyperactive or are mentally retarded. Low motivation or encouragement from teachers or parents.

Management of Disciplinary Problems in the Classroom 1. Implement the lesson plan in systematic, interesting and meaningful ways. 2. Diversify the teaching and learning activities and use suitable teaching aids as well variety of techniques to stimulate and sustain the pupils interest in learning. 3. Use more pupils centred and materials centred strategy in teaching-learning activities. 4. Respect the children and treat them well to foster close relationship between teacher and pupils, so as to discourage pupils from causing discipline problems in class. 5. Value and reinforce pupils with good behaviour or who have shown good performance and results in their learning activities 6. Be fair and firm when giving punishment or reward. 7. Teach pupils according to their ability, whether in whole class, groups or individual teaching. 8. Provide remedial activities for pupils who have not fully mastered certain skills or understood the lesson taught, while the teacher is guiding other slow learning pupils with remedial activities. 9. Practice democratic leadership style and try to answer pupils questions and suggestions with open minds. 10. Provide enrichment activities for more brilliant pupils who have mastered certain skill and understood the lesson taught, while the teacher is guiding other slow learning pupils with remedial activities. 11. Speak with clear and loud voice for pupils to understand and act correctly. 12. Stand in a suitable place while teaching, so that its easy for the teacher to observe every pupil in the class. 13. Use the techniques of questioning so that pupils would always concentrate their attention on the teachers teaching activities 14. Make the class rule clear and concise so that they would be followed accordingly by the pupils.
Classroom Management 2nd April 2013

Cheryl Amy Aurora 2 PISMP TESL 2

15. Appreciate pupils good behaviour and give priority to their welfare so that they would accept the teacher as a caretaker who really takes them with interest at heart. 16. Avoid the use of threat or physical punishment. Give proper guidance and counselling service to pupils who had frequent discipline problems. 17. Instil good values sustain the pupils good behaviour through positive reinforcement. 18. Becoming a role model to pupils. Teachers would show a positive set of behaviors as a role model to their pupils. Teacher should always show positive characteristic such as being punctual. Hindrance to managing disciplinary problem Parental resistance Difficulty of engaging the cooperation of parents in working with you. This could be due to variety of reason, ranging from daily priorities to dealing with the issues of marital problems. Peer pressure Peer pressure is often too intense for students to ignore in school. Peer encouragements also incite bad habits like smoking and stealing. Students who have already formed cliques within the class activities like group work where students are grouped by the teacher and not according to their own choice of team mates. They view the teacher as a source of trouble rather than in positive way. Unexpected class disruptions It takes just one disruptive in your class to throw your entire lesson into chaos. No matter how well you may have thought you have planned for possible disruptions, your students may still surprise you and throw you off balance. Intervention in Handling Disciplinary Problems Pastoral Care Pastoral is a term generally applied to the practice of looking after the personal and social well being of student under the care of the teacher. It can encompasses a wide variety of issues including health, social and moral education, behaviour management and emotional support. Pastoral care requires high levels of interpersonal skill focused in the free and equal relationship of friendship in which the carers attention are formed in the interest of person, undergirded by a general motive of love and concern. There will be a network of teachers and professional to look after your child, treating each other as an individual and working to ensure their happiness. Every member of the teaching staff will act as a personal tutor to a small number of pupils. The tutors will meet regularly with the pupils assigned to them (called the tutees) mostly at one to one tutorials and occasionally in small groups, the tutor will monitor the progress, provide
Classroom Management 2nd April 2013

Cheryl Amy Aurora 2 PISMP TESL 2

encouragement and channel advice; occasionally the one might be stern, but usually its supportive and convivial. The tutor provides guidance to tutee through conversation about such matters as academic progress, problem being faced, and more generally about how life is going. Guidance and counselling Guidance is generally explained as a kind of assistance or advice given to a student or a certain individual who encounter academic or personal problems. Appropriate aid or assistance which is rendered to student. Patterson and Eisenberg(1983) explained that counselling is a face to face meeting process between a guidance teacher, who plays the role as a counsellor, and a pupil (called a client) who faces personal or academic problem, with the aim to change his/her behaviour towards the positive direction of solving the problem accordingly. In actual fact, guidance and counselling is only a channel where by the counsellor listens to and understand the clients problem so that solutions to the problem can be viewed from various angle, and this way and appropriate solution would be chosen by the client to solve his/her personal academic problems. In short, the main duty of a counsellor is guidance and counselling is to in calculate a certain value in the clients minds so that they could acquire various basic skills by making the proper adaptations in various situations. Behaviour modification Defined as a plan to modify specific problem behaviour to a goal that hass been ascertained with a suitable methods and techniques. Process In the process of behaviour modification, a teacher must adhere to the following: Make and early observation and evaluation towards a problematic behaviour Identify and ascertain the positive objectives that must be attained Show a positive set of behaviours Give reward/reinforcement for show or positive behaviour on a consistent and regular basis.

Classroom Management

2nd April 2013