Task 2: Classroom Observation

I had done an observation on Year 4 in SK Landeh, Padawan. From my observation,

there are a lot of behaviors in the classroom. There are varieties of learning styles in the
classroom. Some of the pupils are very active, passive and in the middle of passive and active.
Form what I had observed, the teacher had used theories to handle the pupils.
There are 26 pupils in the classroom. The classroom is very small where there are
limited place just to walk around the classroom. The major approach that the teacher had used
in the classroom was authoritarian class management approach. The teacher majorly used
Canters Assertive Discipline theory in managing the classroom. The teacher had told the pupils
firmly to follow rules in the classroom and asks the pupils to be quiet and cannot interrupt the
teacher while the teacher is teaching.
As a result of this, the pupils had done very little verbal exchange and discussion and
consequently do not get the chance to adopt and practice communication skills. There was one
point in the classroom where the teacher asks the pupils to speak on the lesson that they had
done. Unfortunately, the pupils do not speak and tell the teacher what they had learnt. This is
because the pupils are afraid that the teacher scolds them when they do the wrong thing. The
pupils participate actively in passive activities such as doing work sheets and copying.
Unfortunately, for activity which results in physical movement such as role playing and
speaking, the pupils do not participate well in the classroom. All of those issues are the result
teachers strictness where she had hindered the pupils self-confidence in the classroom. The
reason that she had done this was to ensure that the pupils do not misbehave in her lesson.
Furthermore, the teacher was afraid that the pupils do unnecessary noise and movement in the
classroom. This is to ensure that the lesson for that day run smoothly.
The action that the teacher had done was suitable for the learner in one way where it
makes the teachers teaching on that day easy. The bad thing was the teacher had neglected
the pupils input on that day. Maybe the way that she had taught will benefit the advance and
intermediate learner but the slow learner will find difficulties to cope in her lesson. Besides, as
for her strictness to the pupils, the pupils had lost their self-confidence in learning where they
were afraid in making mistakes. As a result of this, the pupils find it was hard for them to talk to
the teacher and participate in an activity which was using major physical movement and talking
in the classroom.

The teacher theory that the teacher had used was correct in certain points; she was
trying to gain the pupils attention in her teaching. It would be wonderful if she had integrated her
teaching theory with Glassers choice theory. The pupils have to be quiet in certain activity in the
classroom but in another activity, the pupils have to be active. In this theory, the teacher
reduces the pupils inappropriate behavior by meeting the pupils' basic needs for belonging,
power, fun and freedom. The pupils are free to do the things that they love in the classroom.
The pupils freedom should not be unleashed for 100 percent in the classroom. The teacher
should guide the pupils to ensure that they do not lose track in the classroom. As for this, the
teacher should provide rules to the pupils and gives morale support to the pupils if they
misbehave in the classroom. If the teacher wants the pupils to be quiet at certain point, to be
effective, the teacher should had made a rule where they have to be quiet if the teacher wants
them to be quiet. For example, Please pay attention when the teacher is teaching rule. If the
pupils violated the rule, negative reinforcement should be given to them to ensure that they
would not repeat the same action in the future.
At certain point of the lesson, the teacher loses control over the pupils where the pupils
are making unnecessary noise after they had finished doing their work (task exercises or
worksheet). What the pupils had done was they are talking to the other pupils, which considered
as disturbing the other pupils whom have not finish doing the task. This action had disrupts the
pupils and demotivate them to complete the task. What they had done was they join the other
pupils talking and abandoning the task. For this situation, the teacher should use Theories of
Instructional Management by Jacob Kounin. Kounins theory on classroom management and
discipline (Kounin, 1970) is important because without some idea on how to control the pupils in
an ESL classroom, there will be chaos. As for the situation, the teacher should not allow for
dead time during transitions. Keep momentum by keeping the pupils engaged in language
activity at all times. For example, the teacher should ask the pupils whom had completed their
tasks to read books. The books should be provided by the teacher. This is to ensure that the
book that they read is suitable for their age and is educational for them. By reading books, the
pupils will feel occupied and they would not talk and walk around the class. The teacher has to
brief the pupils not to read verbally. This is because the classroom would be very noisy and will
disrupt the learning session on that day as well.
In an activity where the teacher met the pupils individually, the teacher neglected the
other pupils where she was not meeting with. The other pupils were doing other things. As of
the result of this, the classroom became noisy. In doing this activity, the teacher should think of

an activity which will occupy the pupils who are not involved in the individual meeting. In my
opinion, the teacher should integrate the activity with listening activity where the pupils will listen
with purpose. For example, the teacher asks the individual to sing a song. Then the other pupils
will sing after the individual sings it. This is the example of the language of instruction that could
be used by the teacher:

Adam, could you sing this line?

Everyone, have to listen which line did Adam had sang.
Alright everyone lets sing the line that Adam had sang.

The teachers resource in teaching the pupils was limited. The teacher used the textbook
to teach the pupils. This is not enough as the materials in the textbook are limited. The teachers
way in teaching the pupils would made the pupils lose interest in learning the language. The
teacher should use variety of resources to ensure that learning is fun for the pupils. From what I
had observed, the teacher had utilized the textbook for the whole lesson. The teacher also
asked the pupils to copy things in the textbook as well. The teacher should provide quick
feedback to the pupils to ensure that they know where is their level in the language.
Furthermore, word cards and picture cards can be used to attract the pupils attention on the
learning activity on that day.
The teacher communicates with the pupils effectively. The teacher does not use
grammar translation method in teaching the pupils. Instead, the teacher used gestures and lots
of example to explain to the pupils if the pupils did not understand the things that she said.
Furthermore, the teacher had used simple instructions perfectly. The teacher instructs the pupils
with short instruction where the pupils found no problem to understand it. The teacher had to
use simple instruction because some of the pupils do not understand English and some of them
understand English minimally. Hence, simple instruction works perfectly for the pupils.
The classroom environment of the classroom that I had observed had a little bit
problems. The lighting in the classroom is quite good where the curtains were not blocking the
light to enter the classroom. If the weather is gloomy, fluorescence lights function perfectly in the
classroom. The classroom is quite small for 26 pupils to be in. As for this, limited activity can be

done in the classroom. It is almost impossible to do vigorous activities in the classroom. The
small classroom makes the pupils feel uncomfortable where they are very crowded in it.
Furthermore, there are a lot of problems with the facility in the classroom. Chairs and tables in it
were rusty. The tables were shaky and the chairs would leave rust marks on their shirts. The
administrator should change the facility although the school is going to be moved into a new
site. This is very serious as it can disrupt the pupils learning in the classroom and the pupils
safety in the classroom. Teachers table in the classroom was very small. It is impossible to put
various teaching kits without clustering it on the table. Furthermore, the teacher should make
use of the notice boards in the classroom. The pupils works were not pasted on it. By pasting
their work on the bulletin board, the pupils motivation to learn and participate in the teachers
learning activity could be boosted up. The best thing about the classroom was there is a
whiteboard instead of blackboard in it. This is a good thing because the pupils would not inhale
dust from chalks and this will make them to learn comfortably in the classroom. The classroom
in the school was arranged very close to the other classroom. Hence, the environment in the
school was very noisy and the teacher has to use loud voice to give instruction to the pupils.
Overall, if I had a chance to rate the classroom, I would rate it slightly below average.
This is because there are a lot of weaknesses in classroom management for the teacher that I
had observed. Furthermore, the classroom environment was slightly poor for the pupils to do
learning activities. I would ponder on the weaknesses of the teachers classroom management
and improve it in my teaching later for my practicum.

References
Arthur-Kelly et al. (2006) "Classroom Management: Creating positive learning environments"

2nd

edition. Thomson.

Charles, C.M. (2008). Building Classroom Discipline. (9th ed.). Boston: Pearson Education.

Furr, L. W. (2013, March 20). Choice Theory Psychology. Retrieved April 3, 2014, from
choicetheory: http://www.choicetheory.com/

Kounin, J. (1970). Discipline and group management in classrooms. New York, New York: Holt,
Rinehart, and Winston.