Steps Characteristics
Teacher divides pupils in groups.
1. Teacher observes and
understands pupils personality
and performance in classroom.
2. Teacher divides pupils with
disruptive behaviour into different
groups.
3. Teacher divides pupils properly
with each group at least has one
responsible pupil.
Teacher sets on ground rules.
1. Show respect when someone is
talking.
2. Speak in acceptable tone.
3. Do not move from appointed
place.
4. Ask permission when need
something.
The group leaders are appointed.
1. Teacher observes the pupils
behaviour.
2. Teacher selects pupils with good
behaviour and have influence
over other pupils as the group
leaders.
The action of one member influence
the whole group
1. Pupils who show good behaviour
would receive marks in their
groups.
2. Pupils who show negative
behaviour would deduce marks
in their groups.
Teacher gives suitable punishment
or reward.
1. Teacher gives or deduct marks
based on pupils performance.
2. At the end of the month, the
group with the highest marks
would receive presents.
3. Teacher resets the final marks to
the initial marks given.
4. Teacher repeats the cycle (gives
and deduct marks) for the next
months.
Social constructivism
Pupils being placed together
would learn from their
groupmates.
Pupils with disruptive behaviour
would change their attitude
according to their group (positive
behaviour)
Responsibility
Misbehaviour from any member
of the group would affect the
group mark.
The group with low marks would
show negative performance in
the classroom.
Pupils learnt to monitor each
other behaviour.
Leadership
Other pupils in the group would
try to imitate the group leaders
behaviour.
The group leader would learn to
guide pupils to have good
behaviour in classroom.
Responsibility
Pupils learnt not the break rules.
Pupils learnt to control their
behaviour for the sake of their
own group.
Reinforcement
Pupils could see the results of their
performances.
Pupils would feel motivated to behave
better.
Pupils learnt to be cooperative in the
classroom.