Tesl1 Edup3043 Task 1 Ummi Thahirah Binti Abdullah Din 2019092340177

INSTITUT PENDIDIKAN GURU
KAMPUS DATO’ RAZALI ISMAIL

21030 KUALA NERUS
TERENGGANU
PROGRAM IJAZAH SARJANA MUDA PENGURUAN

(PISMP) AMBILAN JUN 2019
SEMESTER 1 TAHUN 2
TUGASAN 1
NAMA PELAJAR : UMMI THAHIRAH BINTI ABDULLAH DIN

ANGKA GILIRAN 2019092340177
NO KAD PENGENALAN 000129110180
KUMPULAN/UNIT : TESL
KOD DAN NAMA KURSUS : EDUP3043/CLASSROOM MANAGEMENT
NAMA PENSYARAH : DR IDRUL HISHAM BIN ISMAIL
TARIKH HANTAR : 29 OKTOBER 2020
TARIKH TERIMA :
Ulasan/Komen/Maklum Balas Pemeriksa/Pensyarah :
Tanda Tangan Pemeriksa/Pensyarah : Tarikh :
Pengesahan Pelajar
Saya mengesahkan bahawa maklum balas yang diberikan oleh pensyarah telah saya rujuki dan fahami.
Tanda tangan Pelajar : Tarikh :
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TASK 1: ACADEMIC WRITING
1.0 INTRODUCTION
According to Cambridge English Dictionary, classroom can be defined as a room in a school or

college where groups of students are taught. Meanwhile on the other hand, management, as what
defined by Merriam Webster refers to the act or skill of controlling and making decisions about
something. As a whole, the phrase ‘classroom management’ can be defined as the act and skill of
controlling a group of students in an authorised space. In a classroom, there will always be some
issues or problems that happen during the teaching and learning session. Therefore, in this
academic writing, I will be addressing a few disciplinary problems that often occur in a class of
primary school which are defiance, misbehaviour, aggression and carelessness. Later on, by
paying attention to the theories I have learnt for this semester, a few discipline management
model will be taken as guideline to overcome and fix the problems. The models are Thomas
Gordon Classroom Management Model, The Kounin Model and also the Assertive Discipline
Model. My writing will be based on the Digital Learning Object (DLO) that I have made using
Microsoft PowerPoint.
2.0 ISSUES AND PROBLEMS
In managing a classroom, teachers, no matter young or old will be facing a few problems while
handling the students. The problems can be varying, taking into account of in what age range the
group of students is in. However, the common problem that is always be addressed by the
educators is mostly regarding disciplinary issues. Scholars had utterly agreed that the teacher
trainees involved implemented research proposals aimed at problems dealing with discipline-
related issues, which were intervened on a cyclical basis (Kemmis & McTaggart, 1995). This had
clearly shown that disciplinary problems had taken a toll in classroom management from the very
long time already.
First and foremost, I will be focusing on the first problem that always occurs in a classroom,
defiance. Defiance, according to Merriam Webster, is the disposition to resist or the willingness to
contend or fight. Regarding this issue, it is written and lavishly in articles all over the internet on
how lots of students tend to behave on the act of defiance
in class. These kinds of students had always been testing the teachers’ limit as they always refuse
to follow order and cause unwanted chaos in class. There are a few reasons on why this behaviour
occurs in class. One of the reasons is that the rules of the class do not comply with the students’
motives or wants in variability (Way, 2011). The defiance of the student is the way of how the
students react to their anger in not being able to satisfy their needs or wants in the class. In regard
of this reason, teachers shall pay attention on which and what parts of the class that the students
tend to be defiant.
Another reason of the students being defiant is that students might not know how to ask for help
about a few things. For instance, students might defy teacher’s order about a certain work
because they find it hard to digest on how to do a difficult and complicated assignment.
Therefore, they tend to get mad at the teacher and as a result, refusing to obey the teacher’s
words.
Next disciplinary issue that always happens in class is students misbehaving during the
teaching and learning session. These kinds of students always find their way to cause pain in their
teacher’s neck by doing impolite things such as disturbing their friends throughout the lesson,
bullying or not completing their homework. Researches had found that this kind of behaviour can
be caused by a lot of factor, such as pressuring things from home or from surrounding. Students
who misbehave can act likewise as a sense of coping to their problems outside of classroom.
Hence, by doing so, they can distract their mind away from the problems they are facing. Apart
from that, this misbehaviour can cause a much serious problem later on as researchers have
reported that specific disruptive classroom behaviours are directly connected to poorer academic
achievement and dropout (Finn et al., 2008). Therefore, as the one who is in control of the class,
teacher should be able to address what reasons that trigger the students to act the way they did.
Moving on to the next point, another common discipline problem that students be inclined to
do is being aggressive. Some people might not believe on how aggressive some students can be in
a class with a teacher. However, according to scholars; Owens, Shute and Slee in 2000 had
concluded that the act of aggressiveness can happen because of several reasons. Students who act
aggressively in class usually hope for a reaction from their teachers as they want to grab the
attention. Their main and core aim of being aggressive is to stray away their teachers’ attention
from the class and focusing it only to them. Other than that, being aggressive also satisfy their
want in being the
dominant ones in the class. Those kinds of students are believed to act as one because they lack
of attention outside the classroom. Household problems might be playing a huge role in causing a
student – child to throw tantrums as it can be an inner stress towards them. As a result, they let
out their wrath and anger at school towards their peers and teachers.
Nailing on the last point, the last disciplinary problem that teachers always tend to face in a
class is the carelessness of the students. According to a journal that goes by the title of “The
Relationship between Carelessness and Affect in a Cognitive Tutor”, carelessness can include
certain behaviour or situations such as students make mistakes performing a task they already
know. The research from the same journal had also proven that students who usually are careless
are always the one who overconfident and impulsive. This might happen as they are thinking that
the exercises or the tasks they are doing can be completed with the help of muscle memory. On
the other hand, students who have lower learning also tend to make mistake made by the high
learning students. However, this is caused not by the carelessness but instead, by the lack of
knowledge. Back to the topic, students who are being careless are also considered as someone
who causes discipline problem since they prefer not to acknowledge teacher’s guidance after
they think they manage to complete any assignments assigned to them.
3.0 DISCIPLINE MODELS
By analysing the problems that have been addressed in the above paragraphs, I had come to a
solution on how the teachers can manage the classrooms way better. The models that will be
used are all fall under the disciplinary management models.
The first model that can be used is the Thomas Gordon classroom management. In this
model, Gordon focused on four (4) main means on managing the class. The ways are the
behaviour window, active listening, I-message and no-lose conflict resolution. In my opinion, this
model fits well with one of the issues of discipline problems addressed in paragraphs above. The
issue that I find can fit to be fixed by this model are the defiance. This issue can be solved using
this model in term of active listening done by the teachers. For example, as what has been
elaborated just now, the defiance happens because students tend to feel stressed over a difficult
task or assignment. Therefore, as
a good teacher, they should be an active listener and ponder over what the problems do the
students are facing at the time they are being defiant.
Next, I found that the Kounin Model fits well with the problems of misbehaviour and
carelessness. This is because in the Kounin Model, there is a point in which they focus on the
“with-it-ness”, where the students should know that teachers are alert and aware at all things.
Therefore, when they misbehave, teachers will be giving signs to them such as standing at the
center of the class and lock eyes with the one who misbehave, or going closer to the misbehaving
student to make sure they know that the teachers acknowledge them misbehaving right at the
moment. For the purpose of preventing carelessness, the Kounin Model guides the teacher with
the point of “group focus”. This way, the higher learning student can prevent themselves from
creating the same mistakes over and over again as they need to be the small tutor for their lower
learning peers in the same group they are assigned with.
Lastly, the model that suits aggressiveness issue is the Assertive Model by Lee and Molinda
Carter. This model focuses on the teacher being the one in dominance as they have the right to
order the students to do what they want. Sometimes, students who are being aggressive cannot
be controlled at all no matter how the teachers try to reach out to them and listen to their
problems. Therefore, in order to prevent from being overly aggressive, teachers can practise
assertive discipline on them, in which the teachers have the right to punish them if they are
being more aggressive in the future.
4.0 CONCLUSION
In conclusion, the issues and problems that have been addressed are only a part of the problems the
teachers should take over in managing a classroom. Teachers should know which model and
techniques to be used in order to build an effective and innovative classroom management.
5.0 REFERENCES
What is the Kounin Model? (2018, June 14). Edupedia.
https://www.theedadvocate.org/edupedia/content/what-is-the-kounin-model/
D. (2013, March 9). Model disiplin asertif canter. SlideShare.
https://www.slideshare.net/dimidur/model-disiplin-asertif-canter
Sosnowski, J. (2017, September 26). How to Apply Thomas Gordon Model of Classroom
Management to the Classroom. Classroom. https://classroom.synonym.com/
San Pedro M.O.C.Z., Rodrigo M.M.T., Baker R.S.J.. (2011) The Relationship between
Carelessness and Affect in a Cognitive Tutor. In: D’Mello S., Graesser A., Schuller B., Martin
JC. (eds) Affective Computing and Intelligent Interaction. ACII 2011. Lecture Notes in
Computer Science, vol 6974. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-
24600-5_34
Aelterman, N. (2018). Defiance of classroom rules. Correlates of Students’ Internalization
and Defiance of Classroom Rules: A Self‐determination Theory Perspective, 3–5.
https://www.researchgate.net/publication/322666385_Correlates_of_students’_interna
lization_and_defiance_of_classroom_rules_A_self-determination_theory_perspective
When Children Are Defiant. (2016, November 29). Responsive
Classroom. https://www.responsiveclassroom.org/when-children-
are-defiant/
Parrish, N. (2018, October 4). Addressing Persistent Defiance. Edutopia.
https://www.edutopia.org/article/addressing-persistent-defiance
C.P.R. (2014). Classroom Management in Schools. Journal of NELTA Surkhet, 4(December,
2014), 48–56. https://doi.org/10.3126/jns.v4i0.12860
Corzo, Q. J. (2011, December 28). Understanding and Facing Discipline-Related
Challenges in the English as a Foreign Language Classroom at Public Schools.
Profile Issues In Teachers’ Professional Development.
http://www.scielo.org.co/scielo.php? script=sci_arttext&pid=S1657-
07902011000200005

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INSTITUT PENDIDIKAN GURU

KAMPUS DATO’ RAZALI ISMAIL

PROGRAM IJAZAH SARJANA MUDA PENGURUAN

NAMA PELAJAR : UMMI THAHIRAH BINTI ABDULLAH DIN

Ulasan/Komen/Maklum Balas Pemeriksa/Pensyarah :

Tanda Tangan Pemeriksa/Pensyarah : Tarikh :

Tanda tangan Pelajar : Tarikh :

According to Cambridge English Dictionary, classroom can be defined as a room in a school or

2.0 ISSUES AND PROBLEMS

3.0 DISCIPLINE MODELS

What is the Kounin Model? (2018, June 14). Edupedia.

D. (2013, March 9). Model disiplin asertif canter. SlideShare.

Management to the Classroom. Classroom. https://classroom.synonym.com/

Aelterman, N. (2018). Defiance of classroom rules. Correlates of Students’ Internalization

and Defiance of Classroom Rules: A Self‐determination Theory Perspective, 3–5.

When Children Are Defiant. (2016, November 29). Responsive

Parrish, N. (2018, October 4). Addressing Persistent Defiance. Edutopia.

C.P.R. (2014). Classroom Management in Schools. Journal of NELTA Surkhet, 4(December,

2014), 48–56. https://doi.org/10.3126/jns.v4i0.12860

Challenges in the English as a Foreign Language Classroom at Public Schools.

Profile Issues In Teachers’ Professional Development.

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