Task 1: Academic Writing

1.0 Introduction

The classroom is the basic unit of organization of school and educational activity. This
area should provide the conditions that will allow convenient and efficient conduct of teaching
and learning process. Harry K. Wong defined classroom management as, “the practices and
procedures that allow teachers to teach and students to learn” (Starr, 2005). Harry K. Wong also
describes that classroom managements is something that refers to all of the necessary things
that a teacher does to organize students, space, time, and materials so that learning can occur
efficiently and create a conducive environment. Hence, it is fundamental that teachers develop
an appropriate framework to manage the student’s behaviour. This is as the way in which
behaviour is managed by teachers has a major influence on how the students will behave in the
future. Based on the given scenario, I as the teacher will take some proactive steps to overcome
the classroom discipline problems among school children which gives a negative impact on the
process of teaching and learning.

2.0 Teacher’s role on developing a conducive classroom environment.

Conducive classroom in generally are classrooms with soothing nature. It refers to the
mood and atmosphere inside any class that motivates students to participate actively in learning
and to be engaged in classroom activities. Undeniably, teachers are a key figure in any
classroom by ensuring the conductivity of a classroom itself. Based on the problem given, I as a
teacher of the classroom would create a conducive teaching and learning environment. This is
because, pupils tend to learn better when they view the learning environment as positive and
supportive (Dorman, Aldridge, & Fraser, 2006). A positive learning environment is one in which
pupils feel a sense of belonging, trust others, and feel encouraged to tackle challenges, take
risks, and ask questions (Bucholz & Sheffler, 2009). Therefore, before I do a classroom plan I
will make sure to get to know the rights and needs of the pupils. For example, pupils need to be
taught in a warm and supportive learning environment. From this, I can portray myself to be a
friendly and approachable teacher to build a good rapport with the pupils. I will also plan all the
activity well, from time management until the overall activity of the pupils in the classroom.

3.0 Strategies on developing a positive teacher-student relationship in the classroom.

A positive teacher students’ relationship are connected to children’s successful

adjustment student to create a conducive environment in a classroom. In order to study better,

1
the student needs to be able to enjoy the learning session with the least distraction. Asides that,
I must be empathy, knowing my students well and what is happening with them at all time.
Maintaining a student-teacher relationship is very much needed in any conducive classroom as
a good relationship will build trust. The trust built from the teacher-student relationship will be
the foundation of a conducive environment.  For example, I will put myself in my student’s shoes
and sees from a different perspective to understand them better. Withal, I will also be a
humanistic teacher to create an environment which is non-threatening to the pupils in the
classroom. For example, calling out specific pupils in a friendly manner, like, “ Do you have any
question” instead of “ Stop talking and interrupting other”(Guido,2018). This will help to build a
friendly and loving relationship between me and my students. Normally, teachers praise their
pupils as it will affect their behaviour as well as academic achievement. They will feel
appreciated and this will lead to a positive attitude among them. Likewise, I will encourage my
students in the lesson by asking questions to Pretty and by not giving negative response if his
answer is not correct. Instead, I will correct her in a very positive way by saying, ‘Pretty, instead
of this answer, another answer is more suitable’, Moreover, I will compliment her for trying and
giving the answer and ask other pupils to clap for him. I believe through this, students will be
more motivated and optimistic to participate in the classroom because the learning environment
is more warm and supportive. This will help me to build a positive teacher-student relationship in
the classroom with the students.

4.0 Models of Classroom Discipline Management.

As observed from the scenario, I, as a teacher, would abide by ‘Assertive Discipline

Model’ by a child guidance specialist, Lee Canter. Canter suggests that a classroom discipline
plan allows the teacher to clarify behaviours which are expected from the students. The plan
consists of a set of rules that students are expected to follow at all times and those who follow
the rules will receive positive recognition and those who do not will face the consequences.
(Lee, C., n.d.). Based on this theory, I will establish a classroom discipline plan which has rules
and procedures that clearly define the limits of acceptable and unacceptable behaviour. This
classroom discipline plan will be created based on students’ and teachers’ rights and needs.
The Assertive Discipline Model of behaviour gives each student the same choices and
consequences within the classroom. (Myint, S.K & Quek, C.L, 2005). Therefore, pupils can
choose to follow the rules and therefore receive praise and positive recognition, and enabling
greater opportunities to learn. Similar to this, I as an assertive teacher, would form
consequences from discipline hierarchy for every rule created and make it clear to the pupils by

2
stating the consequences besides every rule. For example, the first time Pretty and Muthusamy
keep on talking, openly and loudly, they are given a warning and consequently the second, third
and the following time, I will change the place and separating them further apart so that they
could not able to talk unnecessarily. I believe, through this, I can be a proactive teacher who
manages undesirable behaviour in the classroom.

5.0 Management of Problematic Behaviour in the Classroom.

Moreover, the teacher must be able to manage the problematic behaviour of the
students in their classroom. Good discipline will ensure a good environment. When the student
behaves well, then surely everybody will be happy. As Pretty and Muthusamy keep on talking
and laughing, I as the teacher will move the student's seat away from distracting peers. Besides
that, I will tell them that if the problem behaviour continues, Pretty and Muthusamy will lose the
opportunity for a free time later on that day. I will keep tracking the noisiness using a stopwatch.
This will help to deal with the problematic behaviour in the classroom. For example, I will start
the stopwatch as soon as Pretty and Muthusamy began to talk and stop it when they quiet
down. I will make sure they see me doing it. I will let them know that the amount of time they
have been talking will be taken away from their recess or made up after school. Thus, by doing
such way the pupils in the class may stop talking and pay more attention during the lesson.
There is no need to fear and there will be no annoying noises that distract everyone in the
classroom which will result in a conducive classroom.

6.0 Interventions to Deal with Problematic Behaviour in the Classroom.

Furthermore, I as the teacher will create more intervention strategies to deal with
problematic behaviour students in the classroom. I will let my students know that every
behaviour has a consequence. Therefore, I will designate a special space in the classroom for
the students who keep on talking will be placed in a quiet zone time about 5-10 minutes. For
example, Pretty will be away from Muthusamy as I placed her in the quiet zone time. She will
not be able to communicate with any of her friends in the classroom. I tell Pretty to stay until she
feels calm or until she feels that she can take care of your problem. This usually translates to a
five- to ten-minute stay. Through this, students will feel shy as they were asked to stand all
alone in the quiet zone place among their friends Thus, through these students will learn that if
they don’t do what is expected of them, there will be a consequence and this will be enough to
motivate my class to be quiet.

3
7.0 Conclusion

In conclusion, as an assertive teacher, I will abide by the ‘Assertive Model of Discipline’

as my classroom management skills to solve Pretty and Muthusamy problem to prevent any
interference and to have effective teaching and learning in the classroom. Instilling discipline
and good learning skills in students is also essential. Moreover, I believe that there is no one
method of teaching that can be set as the best way to control the class. We have to use several
methodologies in order to manage the classroom. Sometimes, a teacher must be able to merge
two or more method of teaching in order to control the classroom and create a conducive
environment. In order to be able to create a conducive environment in a classroom, the teacher
must first be able to understand their own role. When they do understand their role, surely they
will be able to create the best conducive environment for the student in the teaching and
learning process.

4
8.0 References

Bucholz & Sheffler, J. L. (2009). Creating a warm and inclusive classroom environment:
Planning for all children to feel welcome. Electronic Journal for Inclusive Education, 2(4), 4.

Dorman, J. P., Aldridge, J. M., & Fraser, B. J. (2006). Using Students' Assessment of
Classroom Environment to Develop a Conducive Learning Environment
Classrooms. International Education Journal, 7(7), 906-915.

Gaido. (2018). Effective Classroom Management. Models and Strategies for Today’s
Classrooms. New Jersey Columbus: Pearson Education.

Harry.K. (2005). The first days of school: How to be an effective teacher. Mountain View, CA:
Harry K. Starr Publications.

Lee., C. (n.d.). Assertive Discipline: More Than Names on the Board and Marbles in a Jar.
Retrievedfrom http://campus.dyc.edu/~drwaltz/FoundLearnTheory/FLT_readings/Canter.
htm

Myint, S.K., & Quek, C.L. (2005). Classroom Management. Facilitating Teaching and
Learning. Singapore: Pearson Education.

Starr. (2005). The first days of school: How to be an effective teacher. Mountain View, CA:
Harry K. Wong Publications.

5