TSL 3109 PPG Module Front Pages ipg/ ppg module, 2013, introduction to classroom management.

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Falsafah Pendidikan Kebangsaan

Cetakan April 2013 Kementerian Pelajaran Malaysia

Pendidikan di Malaysia adalah suatu usaha berterusan ke arah memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi, dan berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha jasmani ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan, berketrampilan, berakhlak mulia, bertanggungjawab, dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat, dan negara.

Falsafah Pendidikan Guru

Guru yang berpekerti mulia, berpandangan progresif dan saintifik, bersedia menjunjung aspirasi negara serta menyanjung warisan kebudayaan negara, menjamin perkembangan individu, dan memelihara suatu masyarakat yang bersatu padu, demokratik, progresif, dan berdisiplin.

Hak cipta terpelihara. Kecuali untuk tujuan pendidikan yang tidak ada kepentingan komersial, tidak dibenarkan sesiapa mengeluarkan atau mengulang mana-mana bahagian artikel, ilustrasi dan kandungan buku ini dalam apa-apa juga bentuk dan dengan apa-apa cara pun, sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat izin bertulis daripada Rektor Institut Pendidikan Guru, Kementerian Pelajaran Malaysia.

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Cetakan April 2013 Institut Pendidikan Guru Kementerian Pelajaran Malaysia

MODUL PEMBELAJARAN INI DIEDARKAN UNTUK KEGUNAAN PELAJAR-PELAJAR YANG BERDAFTAR DENGAN INSTITUT PENDIDIKAN GURU, KEMENTERIAN PELAJARAN MALAYSIA BAGI MENGIKUTI PROGRAM PENSISWAZAHAN GURU (PPG) IJAZAH SARJANA MUDA PERGURUAN.

MODUL PEMBELAJARAN INI HANYA DIGUNAKAN SEBAGAI BAHAN PENGAJARAN DAN PEMBELAJARAN BAGI PROGRAM-PROGRAM TERSEBUT.

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CONTENT PAGE

Falsafah Pendidikan Kebangsaan Falsafah Pendidikan Guru Notis Hak Kerajaan Content Page Learner’s Guide Introduction Allocation of Topics SESSION 1: TOPIC 1 INTRODUCTION TO CLASSROOM MANAGEMENT

1.0 Synopsis 1.1 Learning Outcomes 1.2 Framework of Topics

1.2.1 The Concept of Classroom Management

1.2.1.1 The Function and Nature of Classrooms 1.2.1.2 The Role of Instruction as a Central Classroom Activity 1.2.1.3 Classroom Instruction and Management Practices

1.2.2 Teacher and Learner Roles in Effective Classroom Management

1.2.2.1 Responsibility 1.2.2.2 Accountability 1.2.2.3 Expectation 1.2.2.4 Consistency 1.2.2.3 Objectivity

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CONTENT PAGE

SESSION 2: TOPIC 2 CLASSROOM MANAGEMENT: APPROACHES, THEORIES AND MODELS


2.2.1 Approaches

2.2.1.1 Authoritarian Classroom Management 2.2.1.2 Behaviour Modification 2.2.1.3 Group Processes/A Social-Psychological View 2.2.1.4 Socio-Cultural

SESSION 3 and 4: TOPIC 2 CLASSROOM MANAGEMENT: APPROACHES, THEORIES AND MODELS

2.2.2 Theories and Models

2.2.2.1 Building the Foundation 2.2.2.2 Theories of Assertive Tactics 2.2.2.3 Theories of Democratic Teaching 2.2.2.4 Theories of Instructional Management 2.2.2.5 Theories of Congruent Communication

SESSION 5: TOPIC 3 MANAGING RESOURCES AND FACILITIES: RULES, EXPECTATIONS AND PROCEDURES


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CONTENT PAGE

3.2.1 Physical Classroom Environment

3.2.1.1 Organising Physical Space 3.2.1.2 Locating Instructional Space

3.2.2 Social Cultural Environment 3.2.2.1 Safe Environment 3.2.2.2 Creating Positive Environment

3.2.3 Conventions and Routines for Organising

Instructional Time

3.2.3.1 Begining and Ending the Day or Period 3.2.3.2 Classwork / Homework 3.2.3.4 Monitoring 3.3.3.5 Feedback 3.2.3.6 Managing Pupil Location and Grouping

SESSION 6: TOPIC 4 COMMUNICATION SKILLS FOR CLASSROOM MANAGEMENT


4.2.1 Communication Skills 4.2.2 Effective Communication

4.2.2.1 Effective Communication

4.2.3 Personal Characteristics of a Good Communicator 4.2.4 How Effective Communication Skills Help Build

Good ESL Lessons 4.2.5 Managing Verbal Communication in the Classroom 4.2.6 Non-Verbal Communication 4.2.7 Managing Non-Verbal Communication in the Classroom

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CONTENT PAGE

SESSION 7: TOPIC 5 OBSERVING AND RECOGNISING PATTERNS OF BEHAVIOUR


5.2.1 Patterns of Observable Behaviour 5.2.2 Desruptive Behaviour

5.2.1.1 Violent Behaviour 5.2.1.2 Non-Violent Behaviour 5.2.1.3 Effects of Disruptive Behaviours on ESL Classroom 5.2.1.4 Reasons for Disruptive Behaviour 5.2.1.5 Managing Disruptive Behaviour

5.2.3 Non-Desruptive Behaviour

SESSION 8: TOPIC 6 DEVELOPING, MONITORING AND MAINTAINING PRODUCTIVE PUPIL BEHAVIOUR


6.2.1 Productive Behaviour 6.2.2 Patterns of Procuctive Behaviour 6.2.3 Develop, Monitor and Maintain Productive Behaviours 6.2.4 Motivation 6.2.5 Encouragement 6.2.6 Criticism

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CONTENT PAGE

SESSION 9 and 10: TOPIC 7 DEVELOPING A PERSONAL CLASSROOM MANAGEMENT PLAN


7.2.1 Reflective Sessions 7.2.2 Approaches, Theories and Models

7.2.2.1 Teacher-Directed Approach 7.2.2.2 Collaborative Approach 7.2.2.3 Pupil-Directed Approach

7.2.3 Expectations 7.2.4 Rules and Procedures 7.2.5 Consequences 7.2.6 Communication Skills

REFERENCES APPENDICES PANEL PENULIS MODUL IKON

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LEARNER’S GUIDE

INTRODUCTION

SELF-DIRECTED LEARNING

TARGET GROUP

STUDENT INTERACTION HOURS

This module has been prepared to assist you in organising your own learning so that you may learn more effectively. You may be returning to study after many years fr om formal education or you may possibly be unfamiliar with a self-directed learning mode. This module gives you an opportunity to manage your own learning and to manage the way in which you use your resource and time.

Self-directed learning requires that you make decisions about your own learning. You must recognise your own pattern and style of learning. It might be useful if you were to set your own personal study goals and standard of achievement. In this way you will be able to proceed through the course quite easily. Asking for help when you need it, ought to be viewed as creating new opportunities for learning rather than as a sign of weakness.

Bachelor of Education (TESL) Primary Education with Credit students registered with Institute of Teacher Education, Ministry of Education Malaysia who are following the Graduating Teacher Programme (Program Pensiswazahan Guru/PPG).

Based on Institute of Teacher Education, Ministry of Education Malaysia (IPG KPM) standard, students are required to complete 40 interaction hours for each credit hour. Estimated allocated learning hours are as in Table 1.


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Learning Activities

Allocated Learning Hour According to

Course Credit

3 credit 2 credit I credit

Without

Practical

(3+0)

With

Practical

(2+1)

(1+2)

(0+3)

Without

Practical

(2+0)

With

Practical

(1+1)

(0+2)

Without

Practical

(1+0)

With

Practical

(0+1)

Reading learning module and completing exercises / self directed tasks / practical

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60

70

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70

65

Attending face-to-face interaction

(5 times)

10

10

5

5

5

5

Practical - 10 - 8 - 5

Online Discussion 7 ½ 7 ½ 5 5 5 5

Coursework 20 20 20 20 15 15

Revision 10 10 10 10 5 5

Practical/ Examination

2 ½ 2 ½ 2 ½ 2 ½ 2 ½ 2 ½

Total Learning hours 120 80 40

* Practical will be carried out on Sunday or during an intensive course.

SEQUENCE OF SESSIONS/TOPICS IN MODULE

The module is written in Sessions. Each session will cover a few topics. How long you take to go through a Session or a topic clearly depends on your own learning style and your personal study goals. There are tasks set within a topic to help you recall what you have learnt or to make you think about what you have read. Some of these tasks will have answers and/or suggested answers. For tasks without answers provided, you might find it helpful to discuss them with someone like a colleague or make notes of your answers and take them along to the next Tutorial Session. You may discuss with your lecturer, tutor or colleague via email if you face problems with the module. Tasks that have been set for Tutorial discussion or to be handed in during Tutorial Sessions will need to be completed before the tutorial takes place. Assignments that have to be handed in must be handed in according to schedule. This will be a means for you (and your Tutor) to know how much progress you have made in your course. You should bear in mind that the process of learning that you go through is as important as any assignment you hand in or any task that you have completed. So, instead of racing through the tasks and the reading, do take time to reflect on them.

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EXAMINATION AND ASSESSMENT

You will find that icons have been used to capture your attention so that at a glance you will know what you have to do. Appendix A gives you an explanation of what the icons mean.



Another important component of this course is the project for School-based Assignment for the Major course only. This component recognises the fact that teaching in the classroom is an important aspect of learning to become a teacher. Hence, the assignments that you do for this component will form part of the overall assessment of your performance. It is therefore important that you approach this assignment and all other coursework assignment with the right attitude. The School-based Assignment will be given in a separate document.

You will find that icons have been used to capture your attention so that at a glance you will know what you have to do. Appendix A gives you an explanation of what the icons mean.



There is an end of course examination that you will be required to do. The date and time will be made known to you when you sign up for the course. The written examination is expected to take place in an examination venue to be identified.

Here are some useful hints for you to get you going.

1. Find a quiet study corner so that you may set down your books and yourself to study. Do the same when you visit a library.

2. Set a time every day to begin and to end your study. Once you have committed a set time, keep to it! When you have finished your module, continue to read other prescribed reference books or internet materials.

3. Spend as much time as you possibly can on each task without compromising your study

goal.

4. Revise and review what you read. Take time to recollect what you have read.

5. Consult sources other than what has been given to you. Do not accept information at face value.

6. Start a filing system so that you know where you have kept that insightful article!

7. Find a friend who could help you study.

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INTRODUCTION

Welcome to Managing the Primary ESL Classroom session.

Graduating Teacher Programme or Program Pensiswazahan Guru (PPG) Distance Learning Mode (PPJ) English Language (Major) for Primary Schools, is one of the major subjects offered by the Institute of Teacher Education Malaysia (IPGM). It is offered to English language teachers who want to upgrade and enhance themselves in teaching English Language as a subject. There are fourteen modules offered for English Language (Major) for Primary Schools. This Module TSL3109 – Managing The Primary ESL Classroom covers 45 hours. It has seven main topics which are spread across ten interaction sessions. Session 1 covers Topic 1 Introduction To Classroom Management. It focuses on the concept of Classroom Management and the Role of teachers and pupils in effective classroom management. Session 2 covers the first part Topic 2 Classroom Management: Approaches, Theories and Models. It focuses on the Approaches to Classroom Management. Session 3 and 4 cover the second part of Topic 2 Classroom Management: Approaches, Theories and Models. This part of the topic focuses on the theories and models of Classroom Management. Session 5 covers the topic Managing Resources and Facilities: Rules, Expectations and Procedures. It focuses on the Classroom Environment, and Conventions and Routines for Organising Instructional Time. Session 6 covers the topic Communication Skills For Classroom Management. It focuses on Communication skills, Skills for effective communication, Personal characteristics of good communicators, Verbal Communication and Non-Verbal Communication, and Managing verbal and non-verbal communication.

Session 7 covers the topic Observing and Recognizing Patterns of Behaviour. It focuses on the Patterns of Observable Behaviour which includes Non-Desruptive Behaviour & Disruptive Behaviour.

Session 8 covers the topic Developing, Monitoring and Maintaining Productive Learner Behaviour. It focuses on Student behaviours: Destructive and Non-destructive behaviours; Productive Behaviours – group and individual; and Motivation, Encouragement & Criticism.

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Session 9 and 10 cover the topic Developing a Classroom Management Plan. It focuses on Reflective practice; Approaches, theories and models; Expectations; Rules and Consequences, and Communication Skills. By going through all the sessions diligently and doing the tasks given, you will be able to enhance your knowledge in Managing the Primary ESL Classroom. You will also know your own strategies in developing a Personal CMP. There are no prescribed course books and the sessions are designed to be self-contained. Before you begin working on the content of these sessions, we recommend that you should have access to certain reference books. We are sure that you are looking forward to begin this module with excitement. It is interesting to refresh your memory and obtain new ideas and knowledge. You should read the input notes carefully. You should also do all the exercises and then check your answers with the notes in the module, reference books or your tutor. When you have checked your answers (and revised if necessary), go on to do the tutorial questions. Good Luck and Happy Working! Remember, Practice Makes Perfect!

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ALLOCATION OF TOPICS

Code & Name of Course: TSL3109 – Managing the Primary ESL Classroom

There are 7 topics in this module and are divided into ten sessions. The table below shows the allocation of topics through the modular learning or/and during face interaction.

Session

Topic

Sub-Topic

Int. Hrs.

Total no. of hours

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Introduction to Classroom Management

The Concept of Classroom Management - The function and nature of classrooms - The role of teaching as a central classroom activity - Classroom instructions and management practice

3

6

Teacher and Learner Roles in Effective Classroom Management

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2

Classroom Management: Approaches, Theories and Models

Approaches - Authoritarian classroom

management (Power Types and Power Bases)

- Behaviour modification - Group process /socio-

psychological - Instructional classroom

management - Socio-cultural

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6

3 and 4

Classroom Management: Approaches, Theories and Models

Theories and Models of Classroom Management

- Building the Foundation (Skinner, Glasser and Gordon)

- Theories of Assertive Tactics (Lee and Marlene Canter)

- Theories of Democratic Teaching (Rudolf Dreikurs)

- Theories of Instructional Management (Jacob Kounin)

- Theories of Congruent Communication (Haim Ginott)

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Managing resources and facilities: rules, expectations and procedures

Physical classroom environment

Social cultural environment

Conventions and Routines for Organising Instructional Time

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6

6

Communication Skills for Classroom Management

Communication skills

Skills for effective communication

Personal characteristics of good communicators

3

6

Verbal and non - verbal communication

Managing verbal and non - verbal communication

3

7

Observing and recognizing patterns of behavior

Patterns of Observable Behaviour

Non-Disruptive Behaviour

Disruptive Behaviour (Violent and Non-violent)

3

3

8

Developing, monitoring and maintaining productive student behaviour – both individual and group behaviour

Student behaviours: Patterns - Disruptive and non-disruptive

behaviours - Productive Behaviours –

group and individual

3

6

Student behaviours: Developing, monitoring and maintaining productive student behaviours

- Motivation - Encouragement vs criticism

3

9 & 10

Developing a Personal Classroom Management Plan

reflective

approaches, theories, models

expectations

rules and consequences

communication skills procedures

6

6

Total 45 hours

TSL 3109 PPG Module Front Pages ipg/ ppg module, 2013, introduction to classroom management.

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