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TSL 3093: MANAGING THE PRIMARY ESL CLASSROOMPRESENTED BY:AINA SOFIA BINTI A WAHAB (920905-02-5352)FATIN HANANI BINTI HELMY (930925-02-5148) ALIA MUNIERAH BINTI MD. SHUHAIME (930421-02-5566)
INSTITUT PENDIDIKAN GURUKAMPUS SULTAN ABDUL HALIM08000 SG. PETANI, KEDAH DARUL AMAN BUILDING THE FOUNDATION ANDTHEORIES OF ASSERTIVE TACTICS
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DEFINITION/ DESCRIPTION OF THEORIESTHE APPROACHES/ STRATEGIES THE THEORIES OFFER
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BUILDING THE FOUNDATION(Skinner, Glasser, Gordon)
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THE SKINNER'S MODEL OF SHAPING DESIRED BEHAVIOUR Definition : > The practice of providing consequences for positive and negative behavior
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APPROACHES/ STRATEGIESBehaviour becomes stronger followed by reinforcement and vice versa.Reinforcement (rewards) can shape pupil's behaviour in desired directions.Punishment can weaken the negative behaviour.
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BEHAVIOUR MODIFICATION- Positive behaviourStudents perform desired behaviourStudent repeat thedesired behaviourTeacher gives reward- Negative behaviourStudents perform desired behaviourTeacher gives reward to those whoperform desiredbehaviourTeacher ignores orgive punishmentStudents perform undesired behaviour
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THE GLASSER'S MODEL OF CHOICE THEORYDefinition> Help pupils make appropriate behavioural choices that lead them to personal success.
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APPROACHES/ STRATEGIESPupils make their own choice Good choices lead to a good behaviour and vice versaTeacher guide the pupils to make their choicesThere is consequences in every behaviour (good/bad)Class rules are essential and must be enforcedClassroom meeting
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GORDON'S MODELDefinition
> 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)
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APPROACHES/ STRATEGIESTeacher can plot pupil's behaviour into a diagram called 'BEHAVIOUR WINDOW'
Behaviour WindowCommunication SkillsActive ListeningConfronta-tivei - messageValues CollisionsNo-lose ConflictResolutionShifting Gears
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THEORIES OF ASSERTIVELEE CANTER & MARLENE CANTER
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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
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APPROACHES/ STRATEGIESEstablish 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)
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APPROACHES/ STRATEGIESEstablish rules that students must follow at all times.
Develop supportive feedback
Define corrective actions
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ASSERTIVE DISCIPLINE THEORYIn another word.....
The teacher must work WITH the pupils, NOT AGAINTS them!
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THE STRENGTH AND WEAKNESSES OF THE THEORIES
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BUILDING THE FOUNDATION (SKINNER, GLASSER, GORDON)
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STRENGTH AND WEAKNESSES-Building the Foundation-
STRENGTH WEAKNESSESPromotes autonomy and self-regulation 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.
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THEORIES OF ASSERTIVE TACTICS (LEE CANTER & MARLENE CANTER)
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STRENGTH AND WEAKNESSES-Theories of Assertive Tactics-
STRENGTHWEAKNESSESSimple.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.
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PRACTICALITY OF THE THEORIES
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Structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environmentHelp to manage the undesirable behaviour that occurred in the classrooms
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Naturally, a common sense, easy-to-learn approach to help teachers become the manager of their classrooms and positively influence their students' behaviourPromises equality and consistency of both teacher(as the manager) and students
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REASONS OF USING THESE THEORIES
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NaturalSystematicBoth teacher and students play their own rolesClear indication of the dos and don'ts's
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REFERENCES
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Anonymous. (2000). Retrieved from www.sagepub.com/mooreteachingk8 /study/chapter/.../74554_03ee1.docGood, 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/ppg-managing-primary-esl-classroom.htmlLombordi,J. (2004). Practical Ways Brain-based Research Applies to ESL Learners. Retrieved from http://iteslj.org/Articles/Lombardi-BrainResearch.htmlMcIntyre, Tom (n.d). Assertive Discipline. Retrieved from http://www. Behavior a dvisor. com/AssertiveDiscipline.htmlMacKenzie, 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
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THANK YOU.
