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TASK 2: OBSERVATION, ANALYZE AND WRITING CRITICAL ESSAY
Name : Clara Beatrice anak Logie
I/C NO. : 900812-13-6688
Program/Unit : PISMP TESL 1 (SK)
For this task, I chose two videos. This first video is the teaching of the topic on The
Nutrition of Pennywort Vegetable (Khasiat Sayur Pegaga) which was conducted by a
Bahasa Melayu teacher, and the second one is also for Bahasa Melayu subject, and the
topic is Water Pollution. The videos chosen were based on four criteria of classroom
management, which we have included in the observation checklist constructed for Task 1.
The criteria are physical, routine, psycho-social management and management of discipline
in teaching and learning. For this analysis, I am focusing on comparing and contrasting both
videos for each criterion.
In the aspects of physical management, first and foremost, I have to identify the
physical setting of the classroom, whether it is conducive to learning or not. In the first video,
the physical setting is good for effective learning. And the same goes for the teaching and
learning process in the second video. In aspects of lightning, in my opinion, the second video
of teaching has more sufficient lightning as compared to the first one. The rigid reason on
why I am saying this is in the second video, I can see that there are many windows that
enable lightning from the outside to flash into the classroom. But, in the first video, the
classroom looks a bit dark inside. It is hardly to see the windows opening widely. It seems
they were having the teaching and learning process at night. As for the second video, I can
see the brightness of the class due to the sufficient lightning. And from the lightning aspect, it
can contribute to the ventilation or air regulation. Numerous windows mean good ventilation.
In the first video, facilities that contribute air regulation; which are the fans. In the second
video, since there are many windows, there would be fresh air coming from outside. In the
aspects of cleanliness and hygiene, both videos have good management of those aspects.
There is almost no rubbish scattered around the class. In addition, in the second video, there
was a rubbish bin provided in front of the left side of the classroom.
Second aspect of physical management, the furniture arrangement also plays an
important role in producing a conducive learning environment. In the second video, the desk
arrangement is traditional one, in which the desks are arranged two-by-two style. Two tables
are arranged attaching one another. In the first video, the arrangement is grouping style; five
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students sit together. These two kinds of arrangement enable the teachers walking around
the classroom to monitor as well as to supervise students. This is to make sure the students
who sit at the back would not feel being left behind. The distance between the desks and the
teacher standing in front of the class also leads to the effectiveness of the learning. If the
desks are too far from the spot where the teacher stands, it would be a problem for students
to have a good view of blackboard or screen. In the first video, if we look closer, there was a
minor mistake of the teacher had done to the arrangement of desks. The desks at the most
right side of the class were a bit far from the blackboard, but desks from the most left side
were closer to the blackboard. So, students at the most right side of the classroom might
have problems to see clearly of what they see in front.
The third aspect of physical arrangement is classroom display of information of
subjects, decoration and announcement. This aspect could not be analysed analytically, due
to the limited view of the classroom as a whole. All I can see is the arrangement of
blackboard, fans, windows, some notices on left and right side of the class. However, the
display of classroom schedules can be seen in both videos. But, I would say that in the
second video has better one than the first. This is because they can be seen clearly by the
students. They are displayed not too high from their reach, but in the first video, they are too
high. For study or reading corner, both classes do not provide it. In terms of advanced
facilities, it is obvious that the classroom in the first video has more modern and
sophisticated ones, than the classroom in the second videos. The teacher was using the
widescreen to display the presentation in slideshow form. The teacher in the second video
only used traditional way of teaching; which was the blackboard.
However, to produce an effective and successful learning process, the pedagogical
principles need to be focused on. The use of teaching materials, the relevance of topics
taught and also the students experience that count. For this statement, I am saying that the
use of multimedia in teaching does not really mean that the learning process will be going
smoothly. As what I have watched, the teacher in the first video used multimediapresentation to deliver her teaching. However, the classroom condition (the darkness)
makes it less effective of using so. Hands-on experience is also important for students. If a
teacher keeps using the advanced or untouched materials, they would not learn to feel the
satisfaction of touching as well as holding the realia. Moreover, the teacher in second video
used a black background in the slideshow. Indirectly, it can give bad effect to students. They
might feel the difficulties in having best views of words on the widescreen. In terms of
teaching aids used, the teacher in the second video brought the realia to the class. She
started the lesson by showing the glass, water in it, pieces of plastics and papers, soil and
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petrol oil. She asked a student to put those materials into the water to see the result. The
result of polluted water will give students the real view of polluted rivers in our environment.
The second criterion is routine arrangement. Based on the observation checklist in
Task 1, we divided the aspects of this routine arrangement into starting the day, entering the
classroom, working independently, asking for help and completing homework. In the first
video, students have designed areas (lockers) o put all belongings, including their bags. This
was why there were no bag put on their chairs. But, students in the second video put their
bags at the back of their seat. However, the classroom was still in conducive environment.
The students stood up when their teachers entering the classroom. When their teachers
have already in the class, they have sat on their assigned seat. For students in the first
video, they sat in group, according to the arrangement of desks. During the class, students
in both videos use a conversional voice. I think all the students could obey to the rules and
daily routines of their classes. In terms of manners, they were well-mannered as they keep
hands and feet to self, without disturbing others. All of them showed their interests instudying. For independent work, this aspect can be seed clearly in the independent video, as
the teacher gave individual task for them to complete. They did their work without making
noise and even talking. Whenever they had questions to ask, they raised their hands. All
these routines are common to most students. They also manage to work quietly. And this is
the same goes for students in the second video, whereby they follow what their teacher had
ordered them to do, which was to do silent reading about the text of Water Pollution. While
their friend read aloud the text in front of the class, they listened attentively, and reading by
themselves at the same time. And when the teachers asked them to put all things away after
each activity came to an end, they obeyed the instruction, without being rebellious.
Whenever students want to go to the toilet, it is a routine for them to ask permission first
from their teacher. This kind of routine is practised by a student in the first video, in which he
asked permission from his teacher to go the toilet.
The third criterion is psycho-social arrangement. The first video showed a good
rapport between students and teachers. The teacher always acknowledged her students
whenever her students seemed lost of focus to the teaching. She once asked a student if he
had a health problem. This showed how a teacher should concern about his or her students
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needs and problems. In the second video, the teacher also did show concern on her
students. This can be proved by the way she kept responding to her students questions. In
aspects of academic engagement, students in both videos showed commitment and
interests to be actively involved in the learning process. They did whatever tasks their
teachers asked them to do. The way the teachers walking around the classroom to monitor
the students work also showed can make all students feel needed and not left behind. The
communication between students and teachers also indicated how good or how bad the
relationship built between the two parties. As I can see, the teacher in the first video has
much better ways of communicating with her students, if compared to the teacher in the
second video. This is because she talked softly and infrequently raised her voice whenever
having conversation with them. The teacher in the second video also did have a not bad
communication with her students, but during the lesson, all the conversation was about the
lesson, rarely about personal issues. Motivation is highly achieved if students are being
supportive of their own peers. For both videos, this can be shown when other students gave
a round of applause after their friend answered their teachers questions. The teacher also
plays an important role in motivating students. The teacher in the first video did well in
motivating her students in which she always gave praises whenever her students answered
questions correctly. In aspects of social skills, these can be proved by looking at the way the
students communicate with their peers and also worked together as groups to do tasks.
Students in both videos showed an excellent cooperation, where they shared and gave their
ideas for group tasks. As a whole, the psycho-social arrangement can be easily done if the
teacher and students can build a good relationship.
The fourth criterion is management of discipline in teaching and learning. As overall, I
can see that all students showed good behaviours and easy for their teachers to handle
them during teaching and learning session. In order to analyse their behaviour, we have a
list of disciplinary problems that are frequently happen in schools, as what we have listed out
in the observation checklist form for Task 1. After analysed one by one, almost none of them
is occurred in each students. However, to look closer to this management, I have chose one
classroom management theory that I can use to explain how the students behaved in both
videos.
I have chosen Logical Consequences theory by Dreikurs. This theory or model
integrates teaching and disciplinary management. According to what I have watched, both
teachers in both videos using the skill of ignoring students behaviours, even though not all
the time. This can be proved when the teacher in the second video ignored some questions
from her students. This kind of ignorance is to get attention from the students. The students,
from what I have watched, also talked when their teacher was talking. But, the teacher still
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continued with the lesson, because the students suddenly being silent after the teacher
showed the ignorance. And there goes the saying, ignorance is bliss. And second important
element that has been emphasised in this theory is to challenge the authority, means to give
students power or task that suit their ability. This is related to what has taken place in both
videos. The teachers gave tasks; group works and followed by individual tasks. Both
teachers in both videos provided them with text to be read. In the first video, she gave a text
of a dialogue, which was mainly about the pennywort vegetables, while the teacher in the
second video gave her students a text about water pollution. During group work, all of them
can work as groups without creating any problem that need to be handled seriously.
However, in the first video, there was a student asked permission from the teacher to go to
toilet. He seemed a bit rude when asking for permission. But, it is just a minor misbehaviour
shown by a student.
Another element that is important in this theory is the teachers also should
encourage their students to engage in various activities. The variety of activities is useful to
avoid boredom among students. In the second video, various activities have been carried
out. Firstly, the teacher asked them to read a text about water pollution independently and
silently, then, asked a student to read aloud the text in front of the class, and then preceded
to group task. For the group task, they were required to jot down the main points from the
text and write them down in a mah-jong paper provided by the teacher before present it in
front of the class. An interesting game was also conducted after those activities. The game
was about finding the antonym for certain words given by the teacher. Apart from the
language learning, students can move actively, rather than just be seated on chair the whole
time. This is where each student came forward to give antonym for the words. Example sof
words are pretty and increase. Then, the teacher distribute the lyrics of a song entitled
Bumi O Bumi (Earth O Earth), that was using the tune of Bangau O Bangausong. One
thing for sure, that this teacher emphasis on students activities rather than the results. And
this is clearly stated in Logical Consequences theory by Dreikurs.
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The Observation Checklist For Video 1
I. PHYSICAL MANAGEMENT
For the following aspects, put a tick for the rating scales for each of the following
aspects by referring to the following;
5 Excellent
4 Very Good
3 Good
2 Satisfactory
1 Needs Improvement
PHYSICAL SETTING
Aspect Scale 1 2 3 4 5
The physical setting of the classroom is conducive to
learning /
Sufficient lighting /
Good ventilation /
Cleanliness and hygiene /
FURNITURE ARRANGEMENT
Aspect Scale 1 2 3 4 5
The desks are arranged to make easy access for
students to work in small groups /
The desks are arranged in a way that allows students
plenty of room to manoeuvre through the classroom /
Seating arrangements should be comfortable for students /
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to see the teacher easily
CLASSROOM DISPLAYS
Aspect Scale 1 2 3 4 5
Reference points (e.g. instructional bulletin boards) for
students are displayed to create a standards-based
classroom
/
Classroom rules and procedures are posted to help
students to be independent within the classroom /
Daily schedule of class activities is posted where all
students can see it /
Changes or new activities are visually indicated on the
schedule
/
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The Observation Checklist Form of Video 2
I. PHYSICAL MANAGEMENT
For the following aspects, put a tick for the rating scales for each of the following
aspects by referring to the following;
5 Excellent
4 Very Good
3 Good
2 Satisfactory
1 Needs Improvement
PHYSICAL SETTING
Aspect Scale 1 2 3 4 5
The physical setting of the classroom is conducive to
learning
/
Sufficient lighting /
Good ventilation /
Cleanliness and hygiene /
FURNITURE ARRANGEMENT
Aspect Scale 1 2 3 4 5
The desks are arranged to make easy access for
students to work in small groups
/
The desks are arranged in a way that allows students
plenty of room to maneuver through the classroom
/
Seating arrangements should be comfortable for students
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to see the teacher easily /
CLASSROOM DISPLAYS
Aspect Scale 1 2 3 4 5
Reference points (e.g. instructional bulletin boards) for
students are displayed to create a standards-based
classroom
/
Classroom rules and procedures are posted to help
students to be independent within the classroom /
Daily schedule of class activities is posted where all
students can see it /
Changes or new activities are visually indicated on the
schedule /
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The Observation Checklist Form of Video 1
II. ROUTINE MANAGEMENT
For the following aspects, observe how the classroom routine is being carried out.
Then, put a tick for the rating scales for each of the following aspects by referring to
the following;
5 Excellent
4 Very Good
3 Good
2 Satisfactory
1 Needs Improvement
STARTING THE DAY
ASPECTSSCALE
NOTES5 4 3 2 1
Put personal belongings in
designated areas/
Turn in homework /
Put instructional materials in desks /
Sharpen pencils & gather necessary
material for class /
Be seated & ready to start class by
8:00/
Enter the classroom quietly /
ENTERING THE CLASSROOM
ASPECTSSCALE
NOTES5 4 3 2 1
Use a conversational orinside voice /
Keep hands, feet, objects to self /
Move directly to desk or assigned
area/
Sit quietly & be ready for class /
WORKING INDEPENDENTLY
ASPECTSSCALE
NOTES
5 4 3 2 1
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Have materials ready /
Work without talking /
Raise hand to ask for help /
Keep working or wait quietly for
assistance when the teacher is
helping someone else
/
Move quietly around the room when
necessary/
Put materials away when finished /
Begin next activity when finished /
ASKING FOR HELP
ASPECTS SCALE NOTES5 4 3 2 1
Always try by themselves first /
Use the classroom signal for getting
assistance/
Keep working if he/she can or wait
quietly/
Remember the teacher has other
students that may also need help
/
COMPLETING AND RETURNING HOMEWORK
ASPECTSSCALE
NOTES5 4 3 2 1
Collect your work to take home /
Complete work, get parent signature
when needed/
Bring work back to school /
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The Observation Checklist Form of Video 2
II. ROUTINE MANAGEMENT
For the following aspects, observe how the classroom routine is being carried out. Then, put
a tick for the rating scales for each of the following aspects by referring to the following;
5 Excellent
4 Very Good
3 Good
2 Satisfactory
1 Needs Improvement
STARTING THE DAY
ASPECTS SCALE NOTES5 4 3 2 1
Put personal belongings in
designated areas/
Turn in homework /
Put instructional materials in desks /
Sharpen pencils & gather necessary
material for class/
Be seated & ready to start class by
8:00/
Enter the classroom quietly /
ENTERING THE CLASSROOM
ASPECTSSCALE
NOTES5 4 3 2 1
Use a conversational orinside voice /Keep hands, feet, objects to self /
Move directly to desk or assigned
area/
Sit quietly & be ready for class /
WORKING INDEPENDENTLY
ASPECTSSCALE
NOTES5 4 3 2 1
Have materials ready /
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Work without talking /
Raise hand to ask for help /
Keep working or wait quietly for
assistance when the teacher is
helping someone else
/
Move quietly around the room when
necessary/
Put materials away when finished /
Begin next activity when finished /
ASKING FOR HELP
ASPECTSSCALE
NOTES
5 4 3 2 1Always try by themselves first /
Use the classroom signal for getting
assistance/
Keep working if he/she can or wait
quietly/
Remember the teacher has other
students that may also need help/
COMPLETING AND RETURNING HOMEWORK
ASPECTSSCALE
NOTES5 4 3 2 1
Collect your work to take home /
Complete work, get parent signature
when needed/
Bring work back to school
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The Observation Checklist Form of Video 1
III. PSYCHO-SOCIAL MANAGEMENT
For the following aspects, put a tick for the rating scales for each of the following
aspects by referring to the following;
5 Excellent
4 Very Good
3 Good
2 Satisfactory
1 Needs Improvement
SOCIAL RELATIONSHIP
Aspect Scale 1 2 3 4 5
An atmosphere of mutual respect and support amongteacher and students
/
Good human relations for students to interact
productively and get along well
/
Students equal opportunities and participation /
Students have a strong sense of belonging in the
classroom
/
Group and team activities that require cooperation and
dependence among students
/
ACADEMIC ENGAGEMENT
Aspect Scale 1 2 3 4 5
Supporting cooperation and active learning among
students in the classroom
/
Student engagement and on-task behavior with
classroom participation
/
Students participate actively and attentively in class
discussions and activities
/
Extent of enjoyment of classes /
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MOTIVATION
Aspect Scale 1 2 3 4 5
Students are given a sense of self-worth through
encouragement, recognition and praise
/
Highly desired activities follow less desired activities on
the daily schedule
/
Student motivation is kept high through frequent changes
in learning activities
/
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The Observation Checklist Form of Video 2
III. PSYCHO-SOCIAL MANAGEMENT
For the following aspects, put a tick for the rating scales for each of the following
aspects by referring to the following;
5 Excellent
4 Very Good
3 Good
2 Satisfactory
1 Needs Improvement
SOCIAL RELATIONSHIP
Aspect Scale 1 2 3 4 5
An atmosphere of mutual respect and support amongteacher and students
/
Good human relations for students to interact
productively and get along well
/
Students equal opportunities and participation /
Students have a strong sense of belonging in the
classroom
/
Group and team activities that require cooperation and
dependence among students
/
ACADEMIC ENGAGEMENT
Aspect Scale 1 2 3 4 5
Supporting cooperation and active learning among
students in the classroom
/
Student engagement and on-task behavior with
classroom participation
/
Students participate actively and attentively in class
discussions and activities
/
Extent of enjoyment of classes /
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MOTIVATION
Aspect Scale 1 2 3 4 5
Students are given a sense of self-worth through
encouragement, recognition and praise /
Highly desired activities follow less desired activities on
the daily schedule
/
Student motivation is kept high through frequent changes
in learning activities
/
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The Observation Checklist Form of Video 1
MANAGEMENT OF DISCIPLINE IN TEACHING AND LEARNING
During the observation, identify whether each of the disciplinary problems occurs in the
classroom or not. Then, tick (/) in Yes box if it does occur, and (/) in No box if it does not.
PUNCTUALITY AND READINESS
DISCIPLINARY
PROBLEMS
TICK (/)NOTES
YES NO
Arrives late to class /
Does not bring necessary materials /
Does not complete homework /
BEHAVIOURS TOWARDS PEERS
DISCIPLINARY
PROBLEMS
TICK (/)NOTES
YES NO
Refuse to listen to peers /
Refuse to mix with others /
Objects others opinions /
Shoves, kicks, hits, elbows, bites others /
Bullies other children /
Shows anger towards children /
Call others names /
Steals others property /
Destroy others property /
Refuse to cooperate with peers /Refrains from abusive language /
RESPECT TOWARDS TEACHERS & STAFF
DISCIPLINARY PROBLEMSTICK (/)
NOTESYES NO
Refuse to follow directions /
Slow to obey teachers instructions /
Does not listen to teachers /
BEHAVIOURS IN CLASSROOM
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DISCIPLINARY PROBLEMSTICK (/)
NOTESYES NO
Refuse to be follow class duty /
Holds up class activities due to refusal to
comply directives /
DEMONSTRATION OF CHARACTER TRAITS
DISCIPLINARY PROBLEMSTICK (/)
NOTESYES NO
Displays inappropriate signs of affection /
Cries, yells, screams, or has a temper
tantrum/
Displays inappropriate behaviour duringtransition times
/
Acts smart, sassy or in a sarcastic
manner/
Moves into a shut down mode (non-
productive)/
Makes inappropriate noises during class
time/
Demonstrates an over-sensitivity to noise /
CONCERN ON LEARNING/HOMEWORK
DISCIPLINARY PROBLEMSTICK (/)
NOTESYES NO
Turns in messy work /
Work area is disorganised /
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The Observation Checklist Form of Video 2
MANAGEMENT OF DISCIPLINE IN TEACHING AND LEARNING
During the observation, identify whether each of the disciplinary problems occurs in the
classroom or not. Then, tick (/) in Yes box if it does occur, and (/) in No box if it does not.
PUNCTUALITY AND READINESS
DISCIPLINARY
PROBLEMS
TICK (/)NOTES
YES NO
Arrives late to class /
Does not bring necessary materials /
Does not complete homework /
BEHAVIOURS TOWARDS PEERS
DISCIPLINARY
PROBLEMS
TICK (/)NOTES
YES NO
Refuse to listen to peers /
Refuse to mix with others /
Objects others opinions /
Shoves, kicks, hits, elbows, bites others /
Bullies other children /
Shows anger towards children /
Call others names /
Steals others property /
Destroy others property /
Refuse to cooperate with peers /Refrains from abusive language /
RESPECT TOWARDS TEACHERS & STAFF
DISCIPLINARY PROBLEMSTICK (/)
NOTESYES NO
Refuse to follow directions /
Slow to obey teachers instructions /
Does not listen to teachers /
BEHAVIOURS IN CLASSROOM
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DISCIPLINARY PROBLEMSTICK (/)
NOTESYES NO
Refuse to be follow class duty /
Holds up class activities due to refusal to
comply directives /
DEMONSTRATION OF CHARACTER TRAITS
DISCIPLINARY PROBLEMSTICK (/)
NOTESYES NO
Displays inappropriate signs of affection /
Cries, yells, screams, or has a temper
tantrum/
Displays inappropriate behaviour duringtransition times
/
Acts smart, sassy or in a sarcastic
manner/
Moves into a shut down mode (non-
productive)/
Makes inappropriate noises during class
time/
Demonstrates an over-sensitivity to noise /
CONCERN ON LEARNING/HOMEWORK
DISCIPLINARY PROBLEMSTICK (/)
NOTESYES NO
Turns in messy work /
Work area is disorganised /