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1.0 INTRODUCTION
Classroom management and discipline is very crucial in the aspect of
teaching and learning in the classroom. Classroom management is a term used by
teachers to describe the process of ensuring that classroom lessons run smoothly
despite disruptive behaviour by students (Bechuke & Debeila, 2012). It can also be
considered as the prevention of disruptive behaviour (Barbetta et al., 2005). If
teachers cannot manage the classroom and exercise control, learning cannot take
place efficiently. Thus, effective classroom management and discipline is very
crucial to enhance teaching and learning process (Savage & Savage, 2009).
2.0 ANALYSIS OF CLASSROOM SITUATION
Mr Ganesan faces the challenges in handling the misbehaviour of his year one students.
The students never settle down for very long and during the presentation they make noise and
commotion occur. These problems most probably happen because of satiation. Satiation
happens when students done thinking about a topic, and that the teacher need to change his
approach (Keiper & Larson, 2013, p.33). Satiation can be brought by boredom, repetition, or
frustration. Other than that, his students act in disrespectful manner as they perform
inappropriate socializing, loud talk, calls out and commit other interruption. The cause for these
misbehaviour most probably because the teacher has not set up a clear rules on how to
behave. There is slight chance that the students are seeking for attention.
3.0 THE SUGGESTION ON HOW TO HANDLE THE PROBLEMS
Based on the scenario above, there are various techniques and strategies in order to
overcome the students misbehaviour which Mr Ganesan can use to control the classroom
behaviour. One of the best ways that Mr Ganesan can use is by applying Kounins Group
Management Model. Based on the scenario, Mr Ganesan can improve his teaching approach by
applying the strategy of effective transition by Kounin. Effective transition is the ability of a
teacher to move smoothly from one activity to the next and maintain momentum within every
activity (Ellis & Tod, 2013). According to Ayers & Gray (2013), the combination of momentum
and smoothness are very effective in promoting positive pupil behaviour (p. 22). Hence, by
applying this method, Mr Ganesan can improve his student ability to stay on task as they are
more anticipated to learn new topics and stay quiet as they are focusing on the presentation.

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To handle disruptive behaviour such as inappropriate socializing, loud talk and calls out,
Mr Ganesan might want to apply Canters Assertive Discipline model. In order to avoid
misbehaviour, teachers should establish classroom rules from the first day of school (Felix,
2011). Thus, Mr Ganesan must have to set a clear set of rules on what are the things the
students can do and cannot do in the classroom as well as the rationale of setting up that rules
and the reason why they cannot misbehave in the classroom. Based on Canters Model of
Assertive Discipline, this model provides a set of clear-cut expectations for the classroom
(Canter & Canter, 2001). Students can expect teachers to provide a safe learning environment
and teachers can expect students to pay attention as well as not to disrupt the class. Hence,
there is a mutual trade that is beneficial for both parties. If a student misbehaves, then the
teacher must be assertive and follow through with the stated consequences (Malmgren et. al.,
2005). Referring to the scenario, this strategy can be taken into account to solve the
misbehaviour of students who like to do inappropriate socializing, loud talk and calls out.
Therefore, Mr Ganesan has to be firm and consistent on enforcing the rules and the regulations
in the classroom.

Love
Surviva
l

Glasser's
Five
Basic
Needs

Fun

Power

Freedo
m

Figure 1: Glassers Five Basic Needs.

If we observe the behaviour of the students critically, we can see that they might actually
longing for attention. One of the appropriate methods to overcome their problem is to apply the
Glassers Model of Reality and Choice Theory. According to Kianipour and Hoseini (2012),
Glasser describes the five basic needs that all humans possess as love and belonging, fun,
freedom, power, and survival (p. 118). To achieve a better environment in the classroom Mr
Ganesan has to give equal attention towards every student and avoid favouritism. Other than
that, he has to treat the students with respect and build up a positive relationship with them. Mr

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ANALYSIS OF CLASSROOM PRACTICES
Ganesan has to introduce a set of acceptable behaviour to the students as well as to stress on
the importance of making a good choice for a positive consequences. He has to discipline them
whenever they perform any unwanted behaviour. By doing this, the students learn that they are
responsible for their choices and for developing skills to make more effective choices
(Wubbolding, 2013, p. 221). Hence, when the students realized that calls out and loud talk are
some of the unwanted behaviours they will avoid to commit that misbehaviour in the future.
4.0 CONCLUSION
As a conclusion, teacher plays a vital role in shaping the behaviour of the students as
well as maintaining their positive behaviour.

We believe that there is educational goal for

classroom management and discipline that goes beyond facilitating the students learning
environment (Savage & Savage, 2009). An effective implementation of classroom management
and discipline by the teachers can provide a positive classroom environment. As stated by
Lumpkin (2008), society is best served when teachers teach and model, and students develop
character and moral values (p. 49). Thus teachers have to equip themselves with appropriate
skills and positive criteria to educate students using all the theories and model of classroom
management and discipline.

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ANALYSIS OF CLASSROOM PRACTICES

5.0 REFERENCES
Ayers, H & Gray, F. (2013). Classroom Management: A Practical Approach for Primary and
Secondary Teachers. New York: Routledge.
Barbetta, P.M., Bicard, D.F. & Norana, K.L. (2005). Classroom Behaviour
Management: A
Dozen Common Mistakes and What to do Instead. Preventing
School Failure, 49(3) 11- 19.
Bechuke, A. L. & Debeila, J. R. (2012). Applying Choice Theory in Fostering Discipline:
Managing and Modifying Challenging Learners Behaviours in South African Schools.
International Journal of Humanities and Social Science, 2(22) 240-254.
Canter, L., and M. Canter. (2001). Assertive discipline: Positive Behaviour Management for
Todays Classroom. 3rd ed. Seal Beach, CA: Canter.
Ellis, S. & Tod, J. (2013). Behaviour for Learning: Proactive Approaches to Behaviour
Management. New York: Routledge.
Felix, E. A. (2011). Modern Approach to Classroom Discipline and Management. Indiana:
Xlibris Corporation.
Keiper, T. A. & Larson, B. E. (2013). Instructional Strategies for Middle and High School. New
York: Routledge.
Kianipour, O. & Hoseini, B. (2012). Effectiveness of Training the Choice Theory of Glasser to
Teachers on Improvement of Students' Academic Qualification. Journal of
Educational and Instructional Studies, 2(2) 117-118.
Lumpkin, A. (2008). Teachers as Role Models Teaching Character and Moral Virtues.
Journal of
Physical Education, Recreation and Dance, 79(2) 45-49.
Malmgren, K. W., Paul, P. V. & Trezek, B. J. (2005). Models of Classroom Management as
Applied to the Secondary Classroom. The Clearing House, 79(1), 36-39.
Savage, T. V. & Savage, M. K. (2009). Successful Classroom Management and Discipline:
Teaching Self-Control and Responsibility. California: SAGE Publications.
Wubbolding, R. E. (2013). Reality Therapy for the 21st Century. New York: Routledge.