If you were Cikgu Sofea, write an essay

(i) Discuss your strategies in creating a positive environment for

learning.
The teaching profession is no longer an easy and looked down career in this
era which is so advanced with this technology. The teachers mission is no longer to
enter the class and spew all the knowledge to pupils but to create a generation of
elite aligned with the mission and vision 2020. Therefore, knowledge of classroom
management is one of the most important skills for the teacher to be able to control a
class from disciplinary problems during the teaching and learning process. Therefore,
models of classroom discipline and application such as Skinners Behaviour
Modification Model, Canters Assertive Discipline Model, Dreikurs Logical
Consequences Model, Kounins Group Management Model and Glassers Reality
Therapy Model are capable of helping teacher in managing their classroom more
effectively.
All theories and model of classroom management that I learned have one
common objective. That is to create a positive environment for learning. There are
three main factors that influence conducive learning environment which are the
physical factors, social factors and emotional factors.
Physical factor is one of the main problems that Cikgu Sofea faces in the
case study In the Classroom with Cikgu Sofea. It covers aspects such as seating
arrangement, physical facilities and notice boards. These problems should be
overcome as physical factor plays an important role in shaping a conducive learning
environment. The physical impression of the classroom can be an ally or enemy in
teaching; its arrangement can contribute to the control, the learning, the relationships,
and the pleasure of working together. (Marland, 1975). In addition, seating
arrangement will also influence discipline in the classroom. Acording to Fred Jones, a
noted classroom management expert, a good classroom seating arrangement is the
cheapest form of classroom management. It is discipline for free.
From the text, I am able to found out problems such as chaotic classroom
with rubbish scattered all around, damaged tables and insufficient chairs, unsuitable
seating arrangement and lastly not notice boards which are torn not up-to-date. If I
were Cikgu Sofea, I would like to rearrange the seating arrangement of the class.
There are total forty pupils in the classroom which is crowded. The seating
arrangement too is uncomfortable as pupils are sitting too close to each other
causing the teacher to be having problem in approaching the pupils and might affect
the learning process, pupils behaviour and their participation in classroom.

The seating arrangement I would like to use is the Auditorium Style.






Picture 1.0 Seating arrangement of auditorium style
Auditorium Style is a seating arrangement where all the pupils are facing the teacher
and it allows the teacher and pupils to move freely. According Fred Jones, teacher
should be able to get around the classroom quickly and frequently. Being able to
move freely in a classroom will surely benefit the teacher as he will be able approach
pupils and solve issues arise immediately and prevent misbehaviour from happening.
Furthermore, unsuitable seating arrangement which pupils are too close too each
other, making them unable to move freely will affect their involvement as they might
be de-motivated. With this seating arrangement, Cikgu Sofea will be able to
approach to her pupils immediately at the same time controlling misbehaviour from
other pupils.
It is also stated Cikgu Sofea case that she is having problem while conducting
group works where the pupils get too excited and move around, not paying attention
and copy each others work. It becomes serious when Cikgu Sofea is not able to
move around during the group work activity to control the class. This problem can
also be solved by modifying the seating arrangement. The seating arrangement that
is suitable to be used in this situation is the Cluster Style.



Picture 1.1: Cluster Style
Seating arrangement

I choose to use Cluster Style because it separates pupils into their respective
groups and they are facing each other which might avoid them from copying each
others work. Teacher will also be able to move freely in the classroom.
Features of a seat may reduce the listeners comprehension or involvement
(Banton, 1969, p. 323). Cikgu Sofea classroom is full with scattered rubbish and the
tables are damaged. These elements will make the classroom unconducive
especially the damaged tables as it will cause pupils to have problems while doing
their work. For example, their handwriting might be spoiled because of the uneven
surface of the table and they have to do their work at the other side which is
troublesome. The scattered rubbish will make pupils to feel uncomfortable to learn in
such environment which will affect their learning readiness. Learning readiness refers
to anything which can be motivated effectively to children (Bruner, 1966). Physical
factors such as the condition and facilities of the classroom will affect their learning
readiness. When pupils learning readiness is affected, they feel de-motivated to
learn and participate.
Therefore, to overcome this problem, I would suggest to clean and beautify
the classroom. Cleaning and beautifying the classroom can help to create a more
conducive learning environment as pupils will feel more comfortable learning in such
a classroom. This can be done by preparing a duty roster. The main aim of preparing
a duty roster is to create a pleasant learning atmosphere with the help of pupils in
order to carry out effective learning activities besides creating a conducive learning
environment. Duties that can be carry out by the pupils include keeping the floor
clean, decorating their tables, arranging tables and chairs in proper order and keep
the notice boards up-to-date. However, the allocation of the duties must be fair to
avoid pupils from complaining of the unfair division of works. Involving pupils in
classroom activities is good as it can foster moral values such as caring and
cooperation. It also helps in enhancing the teacher-student relationship.
In addition, to make pupils to feel more comfortable while learning in the
classroom, I will decorate the tables with colourful papers and wrappers to cover the
scratches and holes on the table. This will make them more comfortable while doing
their assignment on the table. Luxury is not required, but comfort, excellent
illumination without glare, absence from disturbing sounds or movements, provide a
setting in which the chances for effective learning are increased (Banton, 1969, p.
323).
Psychosocial factor is also one of the factors that contribute to the
conduciveness of learning environment. According to Fontana, D. (1985) in his book
Classroom Control: A Guide for Teacher under the title of Ability-Related Differences,
motivation for learning differ markedly from intelligent students to low ability students.
Students of different ability differ in demands upon their teachers in terms of personal
as well as professional qualities. This shows that motivation needed for pupils at
different level differs from each other. Motivation needed by low achievers is surely
more than the high achievers to drive them to keep on learning.
In Cikgu Sofeas classroom, one of the high achievers is suspected to be
suffering from Attention Deficit Hyperactivity Disorder (ADHD) and will become quite
excited and interrupts her teaching. Most of the pupils in the class are also having
misbehaviour problems such as inattention and disruptive behaviour. They will talk
and play while Cikgu Sofea is teaching in front and some of them did not even pay
attention or moving around. These will interrupt the teaching process and shouting to
get the class attention will affect pupils impression towards the teacher and become
de-motivated to learn because it shows that the teacher is not concerning them but
taking them as a problem.
The recommended strategy to be used is to apply Pupil-Centered Strategy in
teaching. Pupil-centered teaching places the emphasis on the person who is doing
the learning (Weimer, 2002). Pupils will be playing primary role and teacher only as
the facilitator under this strategy. I would often classroom activities such as group
works and role play which require pupils to cooperate and communicate which each
other and facilitates their own learning. Pupils will be divided equally which every
group will has average and low achievers. Pupils with higher level will have to guide
their friends who are at lower level to learn. According to Vygotsky, childrens thinking
develops from social interactions. This can also be related to the theory of Zone of
Proximal Development. Zone of Proximal Development consists of a range tasks that
an individual cannot yet do alone but can accomplish when assisted by a more
skilled partner (Goos, 2004; Gray & Feldman, 2004). The problem of pupils moving
around during group works can be solved by electing the high achievers as the
leader to prevent them to misbehave. Using this strategy too will keep pupils hands
full as most of the learning time will be allotted for pupils activities thus avoiding them
from being disruptive and interrupting the teaching and learning process. In addition,
this strategy is also effective in attracting pupils attention through activities that are
interesting. For example, they will be excited when they are going to role play a story
or do other group activities such as playing games. This will avoid them from causing
trouble to the teacher and thus creating a positive learning environment.
I also found out that Dreikurs Logical Consequences Model can be applied
too in order to create a conducive learning environment in Cikgu Sofeas class.
According to Dreikurs, discipline is not punishment but teaching pupils to impose
limits on themselves. Dreikurs also states that punishment is not an appropriate
method to solve the problem, instead, it will lead to negative effects. According to
Dreikurs, the teacher should be democratic and allow pupils to express their views
and make their choice. This approach is more effective than punishment which might
cause negative effects such as dissatisfaction. According to Dreikurs too, behavioural
problems in the classroom are due to four motives which are to seek for attention, to
gain power, seeking for revenge and to avoid failures. These four motives have
proven that the basic premise Adler stated that all behaviour is causal. The
misbehaviours in Cikgu Sofeas classroom might also caused by all the four motives.
In order to solve the problems, I will include pupils in classroom activities.
Involving pupils in classroom activities will makes them feel that they are appreciated
and create a sense of belonging in them. According to Dreikurs and Balson, children
have a basic need to be accepted and to belong. For example, teacher can have a
discussion with the pupils on how to beautify the classroom and adopt their
suggestion. Adopting pupils ideas and suggestion will create a sense in them that
they are important to the class and belong to the class. Same happens to Cikgu
Sofeas class. She can discuss with her pupils on how to beautify the classroom and
adopt ideas and suggestions given by them. Using their suggestion to beautify the
classroom might also help to create their desired learning environment which is
conducive for them to learn.
Giving attention to pupils by listening and showing interest in their activities
outside of class is also one of the strategies I would like to use as an application of
Dreikurs Logical Consequences Model. In Cikgu Sofeas class, there are pupils who
did not pay attention and entering the class late while the teaching is running.
According to Dreikurs and Balton, Misbehaviour in students is perceived to be
caused by mistaken goals and misperceptions that lead to distortions in their
relationships with other. Faced with such behaviour, teachers need to look not at the
actual behaviour but at students underlying motives. For example, Cikgu Sofea can
approach her pupils after class and show her interest towards them by asking them
what had happened to them. She can also try to find out the cause that leads to the
misbehaviour and make an attempt to help pupils in solving it.
In a nutshell, Physical and psychosocial factors are equally important in
creating positive environment for learning. Therefore, teacher should take these
factors into consideration and solve the problems to avoid misbehaviours from
occurring in the classroom to create conducive learning environment.



















(ii) Suggest interventions to improve the classroom management and
deal with the pupils misbehaviour. Justify these suggestions with
references to classroom discipline models and research findings.

Intervention is one of the strategies used to enhance classroom management.
It is divided into three parts which are pastoral care, guidance and counseling, and
behaviour modification techniques.
Pastoral care is one of the interventions that can be used to improve the
classroom management and deal with the pupils misbehaviour. Pastoral care is the
integration of academic, social and religious dimensions of a schools energy so that
an atmosphere of care prevails within the school community. Grove defines pastoral
care as all measures to assist an individual person or community reach their full
potential, success and happiness coming to a deeper understanding of their own
humanness.
Teacher must work with their colleagues, parents and support staff to meet
the personal, social, emotional and intellectual needs of every pupil. All the staffs in
school will be care for the pupils in order to approach and help them in solving
problems they are facing so that they feel that they are important and cared by the
communities in the school. This will surely help teachers in solving the misbehaviour
problems as pupils might tell teachers what their problems are because they feel
cared and close to the teacher. Teacher will be able to apply strategies to help pupils
in solving their problems after finding out the main causes.
As a teacher, I will concern and make sure pupils physiological needs of
pupils are met. Physiological needs are pupils need focused on their body like health.
I can do this by asking and making sure all the pupils had had their breakfast or lunch
to ensure they do not study on an empty stomach. Studying in an empty stomach will
affect their study as they will be distracted by the hunger. To ensure that they had
their meal, I will go to the canteen during their recess time and have my meal
together with them. This is a win win situation where I will be able to ensure they had
their meal and improve the bind between us which might help me in managing the
classroom.
Pastoral care too requires the teacher too understand more about the pupils
before approaching them. To do this, I will work hand-in-hand with other subject
teachers to identify each pupils characteristics, background, strengths and
weaknesses. This is because every person will have different point of view. They will
be able to provide different insights and perspective of the pupils. This will help me to
understand my pupils deeper so that I will be able to design critical and suitable plans
to tackle the problem.
The pastoral care can be applied through the activities such as Buddy System
or Tutor Time too where I will spend my free time with the pupils and communicate
with them about their personal lives. An essential aspect of building relationships with
students is demonstrating a personal interest in them (Marzano & Marzano, 2003).
During these activities, teacher communicates with pupils and shows that he has
personal interest in them, which will help the teacher to understand the pupils more
and help them in tackling the problems. For example, Cikgu Sofea can ask pupils to
write about their hobby and interest and later on use this information to plan on
activities to interact more with them. This approach is in line with Glassers Reality
Therapy Model which requires teachers to guide pupils in identifying their needs and
help them to achieve it. Glasser claims that pupils are rational being. Misbehaviour
simply resulted from bad choices while good behaviour resulted from good choices.
Pupils choose their behaviours. They can choose to be good and to be bad. In these
activities suggested, I can first talk about some funny and interesting stories in order
to create a trusting environment to help me in tackling the pupils. I have to help them
to understand what they really want and guide them to make their own decision.
However, there are limitations that will affect the application of pastoral care
in school. Staff in school might be lack of knowledge and training to apply this skill.
This might cause side effect as the skill is not applied carefully and correctly. For
example, some of the communities if school might overdo the act of getting to know
the pupil. Pupils might become annoyed especially when their problem involves their
privacy. In order to avoid this from happening, I will work with their parents and get to
know more about them through their parents. In addition, Lack of time might also
affect the effectiveness in using this strategy. School nowadays is exam oriented and
pupils learn only for exam. Teachers will be rushing to finish the syllabus and will not
have enough time for doing other activities. In contrary, time is the most precious
elements needed to apply this strategy. To overcome this problem, I will enter the
class every morning before the class starts and do activities with the pupils such as
cleaning the classroom together and telling story to them. This will help to create a
sense that the teacher is friendly and cares about them and strengthen the bond
between the teacher and the pupils directly and indirectly which may help me in
controlling the class.
The next strategy stated in intervention is applying behaviour modification
techniques. According to Skinners Behaviour Modification Model, behaviour can be
taught and learned. Teacher can teach new behaviour and modify current behaviour
of the pupils. Behaviour modification is a set of techniques based on operant
conditioning. The main principle comprises changing environmental events that are
related to a person's behaviour (Skinner, 1938, 1953). This technique uses the
principle of reinforcement to strengthen the behaviour. Reinforcement is the
technique that is mostly applied by teachers in behaviour modification. It is very
effective in helping teachers to shape new behaviour in pupils. It is the act of
introducing rewards as an act of reinforcement to strengthen a particular behaviour
(Edward, C. H. , & Watts, V. , 2008).
There are plenty of misbehaviours that can be found in Cikgu Sofeas
classroom, such as disruptive, distructive, inattention and off-task. All these
misbehaviours caused by pupils will affect the teaching and learning process as well
as the motivation for them to keep on learning. This is because their misbehaviours
will interrupt the teaching and learning process. For example, in Cikgu Sofeas
classroom, there is one high achievers who is suspected suffers from Attention
Deficit Hyperactivity Disorder (ADHD). He will get very excited and interrupt Cikgu
Sofeas teaching. Therefore, actions should be taken to solve the problems
immediately. I will use the token economy to gain control and reinforce pupils
behaviour. Token economy is a system of reinforcement of target behaviours which
tokens are given and used to exchange other reinforcement later. I will set up a set of
target behaviours which pupils can exchange tokens with if they responded to it. The
tokens, on the other hand, can be used to exchange others reinforcements that are
stated by teacher. The tokens used can be in any form of materials like stars and
stickers.
However, I will adapt the token economy to fit in Cikgu Sofeas condition so
that every pupil in the class will cooperate or follow the behaviours required in order
to get tokens for the exchange of desired reinforcers. This means that token
economy will enable cooperative efforts towards achieving common objective. Not
only one individual who will undergo behaviour modification to a desired state but a
whole class will change towards a better condition as desired by the teacher.
But there are things that should be taken into account to avoid undesired side
effect. While using this method, teacher should be careful when charging the
appropriate cost needed. Cost needed too low will makes the reinforcers easy to be
accessed and will lose attraction for pupils to practice it over time. On the other hand,
too much tokens needed might de-motivate pupils as they are too hard to be
achieved. Therefore, Cikgu Sofea should allow a few reinforcers to be earned quickly
while the more preferred or popular items should require them to save up more
tokens.
Behaviours Amount of Token Reinforcers Amount of Token
In seat 1 5 minutes free time 20
On time 1 In time with friends 25
Brings homework 2 Extra recess time 30
Keep quite 3 Small class party 40
Table 1.0: Table of Token Economys Behaviours and Reinforcers
Token Economy is really one of the most effective strategies to be used on
modifying pupils behaviour though there are some weaknesses that can be found.
Like Skinners Behaviour Modification Model, it will be ineffective if pupils are not
interested with the reinforcers offered by the teacher. As an example, pupils will not
be motivated to follow the behaviours listed on the table if they are not interested with
all the reinforcers offered by the teacher.
While using the token economy system, I can also apply positive
reinforcement such as acknowledgement and praisal. Acknowledgement positive
aspects of your students behaviour can promote self-esteem in students, and
strengthen the bond between you and your students. Since negative responses to
student behaviour can escalate the misbehaviour and limit interactions between
students and teachers (Nelson & Roberts, 2000). For example, I can praise the
pupils by saying that Very good, you all did very well and is able to collect forty
tokens! As the exchange, we will have a small party tomorrow. This will help in
strengthen the bond between the teacher and pupils as the promise to have a small
party if they are able to collect forty tokens are fulfilled. Pupils will trust the teacher
more and this will definitely help in tackling their misbehaviours in the classroom.
Same situation applies to Cikgu Sofeas classroom. If she is able to apply the token
economy and fulfils the reinforcers, the bond between she and her pupils will be
strengthened. As a conclusion, teacher should be careful while selecting the
reinforcers to avoid this problem from occurring.
Giving clear and direct directions is also one of the elements that will affect
pupils behaviour during the teaching and learning process. Your verbal
communications with your students play an important role in helping them behave
appropriately (Herschell, Greco, Filcheck, & McNeil, 2002). In Cikgu Sofeas class,
she should not scream and raise up her voice too much when dealing with those
misbehaviours as it will threatened the pupils. Fear has been used to motivate. But,
for the most, achievement is suppressed; pleasure is nonexistent (Charles and
Senter, Elementary Classroom Management, 2002 p.48). Instead of screaming and
shouting to gain control or while giving instructions, I would prefer having a
discussion with my pupils about the problems and set up rules which are agreed by
both the teacher and pupils. According to Dreikurs, the teacher should be democratic
and allows students to express their views and make their choice. Furthermore, this
approach is also in line with Dreikurs Logical Consequences Models aim to create a
democratic learning environment where pupils are able to express their view freely.
Therefore, a democratic learning environment is a must in helping a teacher to
manage their classroom better and Cikgu Sofea should be applying this in her
classroom.
Last but not least, I would like to apply the use of teacher proximity and
movement to control the pupils behaviour in Cikgu Sofeas classroom. Your
proximity and movement can promote good behaviour (Taylor & Baker, 2002). This
technique primarily used to handle problematic pupils and behaviour problems.
Whenever an adult figure approaches a child, the child will be more aware of his
surrounding and actions. A research done by NSA proved that it is because when a
child feels that there is surveillance watching his every move, he will not make any
unnecessary actions or mistake. Another theory suggests that a child might want an
adult figure close to him to recognize his contribution or work especially when being
observed. Therefore, approaches such as standing near pupils who are misbehaving
or tapping their shoulder to get their attention will be effective to be used on to control
the pupils behaviour in Cikgu Sofeas classroom.
As a conclusion, interventions are an effective strategy to be applied by
teachers in managing disciplinary problems in the classroom. However, the
application of this strategy should be done carefully to avoid undesired or
unnecessary negative effects.