INSTITUT PENDIDIKAN GURU

KAMPUS SULTAN ABDUL HALIM

08000 SG. PETANI, KEDAH DARUL AMAN

TSL 3093:
MANAGING THE PRIMARY ESL
CLASSROOM
BUILDING THE FOUNDATION
AND
THEORIES OF ASSERTIVE TACTICS
PRESENTED BY:
AINA SOFIA BINTI A WAHAB (920905-02-5352)
FATIN HANANI BINTI HELMY (930925-02-5148)
ALIA MUNIERAH BINTI MD. SHUHAIME (93042102-5566)

DEFINITION/ DESCRIPTION
OF THEORIES
THE APPROACHES/
STRATEGIES THE THEORIES
OFFER

BUILDING THE FOUNDATION

(Skinner, Glasser, Gordon)

THE SKINNER'S MODEL OF

SHAPING DESIRED
Definition :
BEHAVIOUR
> The practice of providing
consequences for positive and
negative behavior

APPROACHES/
STRATEGIES

Behaviour becomes stronger

followed by reinforcement and
vice versa.
Reinforcement (rewards) can
shape pupil's behaviour in desired
directions.
Punishment can weaken the
negative behaviour.

BEHAVIOUR
MODIFICATION
- Positive behaviour

Students perform
desired behaviour

Teacher gives
reward

Student repeat the

desired behaviour

- Negative behaviour
Students perform
undesired
behaviour

Teacher ignores or
give punishment

Teacher gives
reward to those who
perform desired
behaviour

Students perform
desired behaviour

THE GLASSER'S MODEL

OF CHOICE THEORY
Definition
> Help pupils make appropriate
behavioural choices that lead them
to personal success.

APPROACHES/ STRATEGIES
Pupils make their own choice
Good choices lead to a good behaviour
and vice versa
Teacher guide the pupils to make their
choices
There is consequences in every
behaviour (good/bad)
Class rules are essential and must be
enforced
Classroom meeting

GORDON'S MODEL
Definition
> Teachers redefine the concept of
misbehavior as their main focus
for the successfulness of their
classroom management. (in order
to helps the pupils to become
more independent)

APPROACHES/
STRATEGIES

Teacher can plot pupil's behaviour into a diagram called

'BEHAVIOUR WINDOW'
Behaviour Window

Communication Skills

Active
Listening

Confrontative
i - message

Shifting
Gears

No-lose
Conflict
Resolution

Values
Collisions

THEORIES OF ASSERTIVE
LEE CANTER & MARLENE CANTER

ASSERTIVE DISCIPLINE
THEORY

Teachers expressed their

expectations to their students and
were prepared to act if those
expectations werent met
Teachers were in charge of the
classroom and had the right to
teach without interruptions

APPROACHES/
STRATEGIES

Establish rules and directions

Be supportive of those students who are
not disruptive.
Teach students to consistently follow
these rules.
Ask for assistance from parents and
administrators. (Wolfgang 2005, p. 82)

APPROACHES/
STRATEGIES

Establish rules that students must

follow at all times.
Develop supportive feedback
Define corrective actions

ASSERTIVE DISCIPLINE
THEORY
In another word.....

The teacher must work WITH the

pupils, NOT AGAINTS them!

THE STRENGTH AND

WEAKNESSES OF THE
THEORIES

BUILDING THE FOUNDATION

(SKINNER, GLASSER, GORDON)

STRENGTH AND
WEAKNESSES
-Building the FoundationSTRENGTH

WEAKNESSES

Promotes autonomy and selfregulation for pupils.

Difficult for teachers.

Powerful model for classroom

teachers.

Consume more time.

Helps pupils understand that

teachers have a needs and feelings
just like they do; vice versa.

Loses complete motivation.

Promotes good pupil-teacher

relationship.

A more comprehensive approach

may be needed.

THEORIES OF ASSERTIVE TACTICS

(LEE CANTER & MARLENE CANTER)

STRENGTH AND
WEAKNESSES
-Theories of Assertive
STRENGTH Tactics- WEAKNESSES
Simple.

Students could be angered by

warnings and continue to rebel.

Involves parents and

administrators.

Students are embarrassed.

Personal desire of teacher can

be reached.

Punishment stimulates rebellion

and promotes the bad
behaviour.
Advocates suspension when
too many students are out of
school already due suspension.

PRACTICALITY OF THE
THEORIES

 Structured, systematic approach

designed to assist educators in
running an organized, teacher-incharge classroom environment
Help to manage the undesirable
behaviour that occurred in the
classrooms

 Naturally, a common sense, easyto-learn approach to help teachers

become the manager of their
classrooms and positively
influence their students'
behaviour
Promises equality and consistency
of both teacher(as the manager)
and students

REASONS OF USING THESE

THEORIES

 Natural
Systematic
Both teacher and students play
their own roles
Clear indication of the dos and
don'ts's

REFERENCES

Anonymous. (2000). Retrieved from

www.sagepub.com/mooreteachingk8
/study/chapter/.../74554_03ee1.doc
Good, T. L. (2008). Looking In Classroom. United States of America,
USA: Pearson.
Institut Pendidikan Guru. (2013). Managing The Primary ESL Classroom
TSL
3109. Retrieved from https://www.academia.edu /7067727/
Kee, L. L. (2014). PPG- Managing the Primary ESL Classroom (TSL3093)
Topic 2. Retrieved from http://lilikee.blogspot.com/2014/06/ppgmanaging-primary-esl-classroom.html
Lombordi,J. (2004). Practical Ways Brain-based Research Applies to ESL
Learners. Retrieved from http://iteslj.org/Articles/LombardiBrainResearch.html
McIntyre, Tom (n.d). Assertive Discipline. Retrieved from http://www.
Behavior a dvisor. com/AssertiveDiscipline.html
MacKenzie, R.J. (2003). Setting Limits in the Classroom. United States of
America, USA: Three Rivers Press.
Torlakson, T. (2012).Theoretical Foundations and Research Base for
Californias
English Language Standard. Retrieved from
http://www.cde.ca.gov
/sp/el/er/documents/sbeapdctheory.pdf

THANK YOU.