1.0 Introduction
A good classroom manager reflects their rich experiences and skills that have accumulated throughout the years of teaching. Classroom management can be defined as the ability to produce a productive classroom environment where misbehaviour is minimised so that learning can be maximised (Charles, 1992). In order for beginner teachers to learn effective classroom management, they are encouraged to observe an effective classroom management. Observation is a great learning tool to enrich teachers’ experiences in handling a classroom (Goh, 2010). Reflection after observing the lesson is utmost important as teachers need to assess the pupils’ classroom performance and behaviour, analysing and evaluating how they work and how the …show more content…
Canter strongly suggesting teachers to exercise their power of authority by insisting on cooperation and following through with a well-organised system of behavioural consequences (Charles, 2005). In the video, Ms Karen shows her authority by ignoring the pupils who call out the answers. She also gave clues of the rule of answering question by saying “I only have two ears” to invite cooperation. Ms Karen successfully eliminate the misbehaviour using Canter’s Model of Discipline.
However, Ms Karen did not manage to get all the pupils to participate in the lesson by using the Canter’s Model of Discipline. Skinner (1865 as cited in Woolfolk, 2014) also proposed the rewards system to help pupils in managing misbehaviour. In order for the primary pupils to understand their good behaviour, concrete rewards are encouraged as they are in the stage of the concrete - operational stage (Berk, 2013). Therefore, Ms Karen can introduce the stars rewards for the pupils to encourage participation and good behaviour in the classroom. As pupils generally intrigued with the idea of getting a chance at the prizes, they will be motivated to behave well and participating the lesson. The idea of giving rewards can help to increase the frequency of good behaviour among pupils (Charles, 2015). According to (Ngu, 2012), he also successfully encouraging good behaviours among the pupils after the implementation …show more content…
The pupils respond well and enjoy the activity. However, it seems that not all of the pupils’ participate in the group work. Ms Karen said that they were boys in one of the groups did not cooperate during the task. Kounin’s Model of Discipline should be applied in this scenario to ensure every pupil work together in their groups.
Kounin’s model (Kounin, 1971 as cited in Garrett, 2014) stresses group management for teachers to instruct groups of pupils in class, irrespective of group size. He added that the teacher should maintain a group focus, emphasise pupil accountability for learning and prevent boredom. A group focus is the ability to keep members of the class or group paying attention to the task is essential in maintaining an efficient classroom and reducing student misbehaviour (Wuest,
A good classroom manager reflects their rich experiences and skills that have accumulated throughout the years of teaching. Classroom management can be defined as the ability to produce a productive classroom environment where misbehaviour is minimised so that learning can be maximised (Charles, 1992). In order for beginner teachers to learn effective classroom management, they are encouraged to observe an effective classroom management. Observation is a great learning tool to enrich teachers’ experiences in handling a classroom (Goh, 2010). Reflection after observing the lesson is utmost important as teachers need to assess the pupils’ classroom performance and behaviour, analysing and evaluating how they work and how the …show more content…
Canter strongly suggesting teachers to exercise their power of authority by insisting on cooperation and following through with a well-organised system of behavioural consequences (Charles, 2005). In the video, Ms Karen shows her authority by ignoring the pupils who call out the answers. She also gave clues of the rule of answering question by saying “I only have two ears” to invite cooperation. Ms Karen successfully eliminate the misbehaviour using Canter’s Model of Discipline.
However, Ms Karen did not manage to get all the pupils to participate in the lesson by using the Canter’s Model of Discipline. Skinner (1865 as cited in Woolfolk, 2014) also proposed the rewards system to help pupils in managing misbehaviour. In order for the primary pupils to understand their good behaviour, concrete rewards are encouraged as they are in the stage of the concrete - operational stage (Berk, 2013). Therefore, Ms Karen can introduce the stars rewards for the pupils to encourage participation and good behaviour in the classroom. As pupils generally intrigued with the idea of getting a chance at the prizes, they will be motivated to behave well and participating the lesson. The idea of giving rewards can help to increase the frequency of good behaviour among pupils (Charles, 2015). According to (Ngu, 2012), he also successfully encouraging good behaviours among the pupils after the implementation …show more content…
The pupils respond well and enjoy the activity. However, it seems that not all of the pupils’ participate in the group work. Ms Karen said that they were boys in one of the groups did not cooperate during the task. Kounin’s Model of Discipline should be applied in this scenario to ensure every pupil work together in their groups.
Kounin’s model (Kounin, 1971 as cited in Garrett, 2014) stresses group management for teachers to instruct groups of pupils in class, irrespective of group size. He added that the teacher should maintain a group focus, emphasise pupil accountability for learning and prevent boredom. A group focus is the ability to keep members of the class or group paying attention to the task is essential in maintaining an efficient classroom and reducing student misbehaviour (Wuest,