1.

0 Introduction

A healthy classroom environment offers a massive development on the academic

growth. This is because the academic objectives of schools cannot be met unless teachers
provide pupils with a socially and emotionally healthy classroom environment (Noodings,
1992). This claim is supported by evidence that a balanced classroom environment prior to
the psychosocial and psycho emotional of teachers and pupils are related to greater pupil
motivation, interest, enjoyment and engagement, better pupil coping strategies, less violent
behaviour and greater school adjustment and academic achievement (Luo, Huang, & Najjar,
2007). All of these positive impacts offer a numerous outcomes in par with what had been
laid out in the Malaysia Education Blueprint 2013-2025.

2.0 Behavioural Issues among Pupils

However, if we look into our Malaysias education reality, last year, a total of 111,895
students had disciplinary problems, 95,045 of whom were secondary schools students while
16,849 were from primary school (Shahar, 2017). This statistics is an alarming rate and urge
a full cooperation from respective parties to address the issue as it shows that our nations
youth is losing its quality and future. Perhaps the most single important key to solve the
issue is through classroom management. Chaotic classroom atmosphere coming from
problematic pupils are a large issue for teachers and can contribute to higher teacher stress
and burnout rates.

2.1 Low Self Esteem Caused by Lack of Teachers Support

There are many reasons why discipline can be a problem in a classroom. One of the
reasons may exhibit from the teacher itself. According to Ryan et al. (1994), students who do
not feel supported by adults in school have lower self-esteem and less developed sense of
identity. The misbehaviour becomes severe and frequent when there are no guide and
support but more likely only scold and punishment coming from the teachers side. This is
associated with the negative psycho emotional aspects which linked to increase of mental
health outcomes such as lower levels of anxiety and depression (Perry et al., 2007). Thus, it
leads to less student engagement to the class lesson and high rate of class disruptions.

However, according to Furrer & Skinner (2003), research has shown that teacher
support plays an important role in students overall well-being. As been told, the relationship
between the teacher and pupils are coherent in producing well-rounded atmosphere either to
the classroom environment or to the well-being of the pupils. This is because students who
perceive their teachers as supportive tend to report better psychological adjustment, more
positive affect and life satisfaction and less self-consciousness in school (Van Ryzin,
Gravely, & Roseth, 2009). The examples we can see from teacher who practices
instructionally supportive teaching style are like providing opportunities for pupils to respond,
to choose or to receive positive feedback. These simple gestures more or less give impact
towards the academic achievement and positive behaviour of the pupils. One can conclude
that teacher support is prominent in maintaining the relationship between both parties,
socially and emotionally.

2.2 Alarming Bullying Cases and Teachers Concern

In addition, a safe school environment matter more than ever to create a healthy
classroom surrounding. School must be a safe and consistent environment independent of
the influence of the surrounding world (Zelinger, 2010). This is to enhance pupils
participation in a classroom and interact freely with their peers without fear and worry.
However, the reality struck when a study shows that Malaysians students suffer from mental
health problems related from bullying cases that awfully grown among our students
(Vijaindren, 2017). Through the New Straits Times article, Vijaindren reported that social
media influenced and forming attitudes of young people in using violence as a means to
resolve conflict and becoming increasingly emotionally desensitised to violence. These
cases highlight the catastrophic situation among our students without the adults conscience.
Bullying can make victims feel helpless, and teachers may feel that they themselves are
helpless to stop bullying, as most bullying occurs where adult supervision is minimal. Either
the victims or perpetrators, both show negative effects on their learning and also classroom
environment, socially and emotionally. As explained by Juvonen & Graham (2014), hitting,
kicking, shoving, name-calling, spreading of rumours, exclusion and intimidating gestures
like eyes rolling by powerful peers are all examples of harassment that is physical, verbal, or
psychological in nature. All these horrible behaviours will be portrayed in the classroom thus
leads to an unhealthy classroom environment. There are many intervention strategies to
combat and deal with bullying in schools but the effectiveness of combating this problem is
maximized when the teacher itself takes a step forward.

As mentioned by Astor, Meyer, & Behre (1999), most bullying takes place in un-
owned spaces like hallways, playgrounds and restrooms where adult supervision is
minimal. So it is clear that teachers should keep be more visible in these places and to
respond to all bullying incidents that they witness. Moreover, if we look into the root, on the
daily basis, teacher plays the main role in portraying the good behaviour and manners to the
pupils. It is critically important to set an excellent setting because young pupils tend to easily
imitate what they see and experience; in light with the statement according to Brendgren,
Wanner, & Vitaro (2006), peer bullying also occurs between educators and students. Also,
teachers should never ignore pupils who show particular characteristics of being victimised.
Address and engage them by opening up a one-to-one conversation. All being said, the
psychosocial and psycho emotional of pupils are more or less determined by participation of
teachers.

2.3 Classroom Management in Handling Misbehaviour Pupils

Other than that, a social skill is also classified as one of the disciplinary problems that
may exhibit from the pupils. Newman (2007) explains students with behavioural and
emotional disorders may unable to have friends, social or authority relationships, for more
than a short time and also having no regard to other peoples property. Their unlikeable
behaviour can cause unresponsive and rudeness towards the teacher and disturbs the other
pupils in their class. All these will affects their educational performance as social skills matter
more than ever. It is essential for pupils learn how to get along with others how different we
are. Trunk (2006) adds that positive social environment makes schools safer, promoting
anger management, social problem solving, conflict management, peer resistance, and
more. Poor social skills may manifest in difficulties with interpersonal relationships, peer
rejection, signs of depression, aggression and anxiety, and poor academic performance.
Students with poor social skills may also have a higher incident of involvement in the
criminal justice system.

According to child and educational psychologist, Reznick (2007), each of us has

responsibility to make the classroom a better place. For Reznick, a positive social
environment in the classroom starts at the beginning of the year. She encourages teachers
to set social expectations by asking students what kind of classroom they want, giving the
options of a friendly or mean classroom. Students should pick a friendly classroom, and
teachers can take the opportunity to explain how they can get there, collaboratively creating
rules, or social expectations, that students will follow. Thus, the classroom setting should
portray a collaborative work which provides opportunities for pupils to work in pairs and small
groups. Teachers can implement A Sifu System where their more advantages peers can
help the less and needed one. This can be done through the layout of the classroom setting
in table 1.0.

Teachers Whiteboard
desk
 -Normal student

-Sifu-student

-Problematic student

Table 1.0

Through this, they will learn how to cooperate and help one another and maximize
their social skills. Disciplinary problems in a classroom involving pupils who are likely to
arouse chaos can be put in front under a close supervision of the teacher.

2.4 ADHD Pupils Problem and Ways to Tackle

Next, discipline problem in a classroom also can be shown when a child exhibits
behaviours associated with ADHD. Forness & Kavale (2001), claim that pupils academic
success is often dependent on his or her ability to attend to tasks and teacher and classroom
expectations with minimal distraction. Such skill enables a student to acquire necessary
information, complete assignments, and participate in classroom activities and discussions.
However with ADHD problem, consequences may include difficulties with academics and
with forming relationships with his or her peers if appropriate instructional methodologies and
interventions are not implemented. In a classroom, it is easy to detect the ADHD symptom
by the pupils. It is either they refuse to remain seated when required to do so, blurting out
answers to questions before the questions have been completed, or failing to give close
attention to details and avoiding careless mistakes American Psychiatric Association (APA)
(1994).

Wolf (2008) believes there are strategies of successful instruction for children with
ADHD that have additional benefit of enhancing the learning of children in the classroom
who do not have ADHD. For example, the teacher determines how, when, and why the child
is inattentive, impulsive, and hyperactive. The teacher then selects different educational
practices associated with academic instruction, behavioural interventions, and classroom
accommodations that are appropriate to meet that childs needs. Finally, the teacher
combines these practices into an individualized educational program (IEP) or other
individualized plan and integrates this program with educational activities provided to other
children in the class. Thus, if we combine teachers effort and pupils participation, everything
will go smoothly as planned to overcome any bad behaviours in a classroom.

3.0 Dreikurs Logical Consequences Model

All in all, it is back on the teacher as the educator and facilitates the pupils to the right
way. Teachers have to study and put on more research on their strategies and plan to have
a blissful and smooth classroom environment, profiting both teachers and pupils. In light with
the actions, teachers can and should take a suitable discipline management model as a
platform of their work. Based on Logical Consequences Model by Dreikur, misbehaviour is
associated with four mistaken goals: seeking attention, gaining power, taking revenge, and
displaying inadequacy. The goal in each case is to elicit certain responses from teachers.
Through this, teachers can take the next step to identify and completely combat before the
act is reinforced by time. Adding to that, Dreikurs (1968), believes teachers who teach in a
democratic fashion is the most effective in controlling discipline. Meaning to say, teachers
have to be neither permissive nor autocratic, they have to provide firm guidance through
rules and regulations but it is on the pupils hand to choose particular behaviour that meets
their legitimate needs in a classroom.

4.0 Conclusion

In a nutshell, we cannot stress enough that classroom management is crucial in

maintaining pupils performance and character-building. Discipline problems can be a wreck
to teachers on a daily basis but with a proper planning and research, everything will fall into
place. For over a decade, during a crucial period of social and emotional development,
schools and classrooms are the childs environment for supporting and enriching these
developmental needs. When teachers can create a warm and open classroom environment
that supports the emotions of pupils, pupils feel more connected, behave better, and are
more likely to succeed in school and grow into successful adolescents and adult citizens.