Academic Essay

 

Academic Essay Analyse the video entitled “Maintaining Classroom Discipline”  

Classroom management management refers to the wide variety of skills and techniques techniques that

teachers teac hers use to keep keep student students s organiz organized, ed, orderly orderly,, focused focused,, attentiv attentive, e, on task, task, and academically productive during a class. Classroom management is a major concern of  beginning teachers teachers because as a teacher teacher,, you have a desire to promote and maintain a learning environment in which students can learn effectively. One way that this may be achieved is by establishing good rapport with students and maintaining order in the class, which requires you to understand the characteristics and behaviours of students.  A great deal can be learnt through eperience eperience and understanding understanding the fundamental fundamental causes of disciplinary problems. !ome knowledge about discipline models and best practi pra ctice ces s may also also help help to reduc reduce e the the unea uneasin sines ess s of be begin ginnin ning g teache teachers. rs. "ood "ood classroom management has discipline at its core. #he dictionary defines discipline as $control gained by enforcing obedience or order% and as $to punish or penalize for the sake of discipline%. #eaching shows the interesting link between instruction and discipline as two sides of the same coins. A well&managed classroom doesn't just appear out of  nowhere. (t takes a good deal of effort to create and the person who is most responsible for creating it is the teacher.  

#here are good and bad methods of disciplining inappropriate inappropriate classroom behavior. behavior.

#his was a very well made instructional movie for teachers. #he opening messages are eactly what the best research on classroom behaviour tells us the vast majority of  beha behavio viour ur proble problems ms in the the classr classroo oom m involv involve e minor minor breach breaches es of discip disciplin line. e. #hese #hese incidents originate in the classroom situation itself and are within the control of the teacher. )isciplinary problems in the classroom are symptoms of underlying weaknesses in total learning situation. #his *+ minute film clip, produced for teachers and teachers in training, shows a teacher, r. "rimes interacting poorly, and then more effectively, with a high school mathematics class. #he impact of the teacher's behaviour upon the class is demonstrated. demonstrat ed. #here are two two parts of teaching approach approach that showed showed in a video. -rom the video, it shows that r "rimes is interacting by turns both poorly and effectiv effectively ely with his high&school mathematics mathematics class. #he aim is to show trainees clearly the impact of the teachers behaviour on children. (n my m y opinion, based on the video entitled $aintaining Classroom )iscipline% that ( had watched, the first teaching approach is less effective

 

while the strategy used in video / is the best approach. (n video *, r. "rimes did not mana ma nage ge hi his s cl clas assr sroo oom m well well as it did did not not show show high high ef effe fect ctiv iven enes ess s in clas classr sroo oom m manageme mana gement nt but poor poor classroo classroom m managem management. ent. #he students students start rebelled rebelled in the classroom and he could not manage his classroom discipline well. #he eamples of poor  classroom management such as publicly berating pupils, involving much scolding and nagging, poor classroom awareness and overly aggressive approach to demonstrating authority and overuse of sanctions are shown in the video. 0esides that, from the video, we can see know that e discouraged discouraged his students by verbally saying about the students performance in their eam such as $low grades on your weekly mathematics test%, more than half of you fail% and $those who pass just got by%, and $this is the poorest class ( have in a long long time%. r. "rimes blamed it on the students attitude by saying that they did not paying attention in the class. #eacher #eacher blame poor student perfo performance rmance on student behaviour, 1e should try to understand his students problem and motivate them rather than berating them.  

-rom the video, we can see that the students are discouraged too as a boy said that

he might as well quit and there was a girl who doesnt see the point of taking courses as she afraid that her parents seeing her test paper. Another Another thing is he ordered one of the students to leave the classroom because the students tried to imitate the way he scolded the class. 1e did not give the student any chance to eplain yet he asked the student to leave the class and go to the principals office. 1e is very provocative too. 1e was letting the whole class detention for 23 minutes even though just one student farted and the rest laughed. 0esides that, he needed to know that the punishment was a dangerous weapon and does not work too well. (n addition, the students pay prank on him to get him annoyed and the teacher gave them detention for what they had done. 1is way to handle this thing is harsh. 1e even wanted the student to leave the class and come back to the class when he was ready r eady to apologise to him. 1e should think of how to solve the problem rather than giving punishments to the students. !o, from the video, we can see that r. "rimes was using the wrong wrong delivery method. #he lesson was very boring and he had no sense of humour at all. !o, ( want to conclude by sayin saying g that the first method of intimidating children is obviously not a productive method.  

0y contrasting contrasting methods methods of handling the same class, techniques techniques are shown for 

securing class discipline discipline and stimulating the interest interest of students. students. -rom the video /, we can know that it was the best approach if compared with the first one as well as more

 

positive approaches where r. "rimes is more humane and supportive and has better  interpersonal skills. !ubsequently, we see the same teacher showing a more effective repertoire of interpersonal skills. inor transgressions are dealt with but a sense of  humour and greater warmth are now evident. 1e gives eamples to the students so that they can understand better. (n order to make the learning more meaningful, he related the le lesso sson n with with the stude student nts s daily daily lif life. e. 0esid 0esides es that, that, the stude student nts s are willin willingly gly to response to his questions. 1e did eplain the calculation of the ratio to the students. 1e also eplained the students mistakes to them in order to make them realise. #he way r. "rimes eplained made everything seem easier so that they did not burdened by the subje sub ject. ct. oreove oreover, r, he was was not not only only tal talk k in verbally verbally but he did did write write it ou outt in the blackboard.. 1e did not behave strictly as we saw in video / but he was friendly with his blackboard students. Apart from that, from the video, when teacher leave the class for a while, the student went up and tried to throw the duster to the back. 4hen the teacher saw his behaviour, he did not angry him in front of everyone but he used a humourous way to approach them. Another case is when having student misbehaviour in the classroom, he deflect misbehaviour with a sense of humour. !o, from this video, we can see that classroom control and learning efficiency are products of teaching. 5earning must be made meaningful. A friendly attitude and splinkling of humour go along to a long way to have a collaboration of the class. -or respect, it was a more desirable behaviour than fear.. #he mutual understand fear understanding ing between between the teacher teacher and the students students will help to decrease the disciplinary problem.  

-rom video *, r. "rimes did not manage his classroom well as the strategy that

used by r. "rimes was less effective effective in classroom classroom manage management ment.. Ac Accord cording ing to the Canter,, teachers must continually model through their own behavior the kind of trust and Canter respect for students that they want students to show toward others. A good discipline plan, built upon trust and respect, is necessary for helping studen students. ts. -rom the video, we can see that r. "rimes showed no respect by publicly berating pupils, scolding and nagging nag ging.. 0esides 0esides that, Canter Canter suggests suggests that a classroo classroom m disciplin discipline e plan allows the teachers to clarify behaviours which are epected by from the students. #he purpose of  the plan is to establish an orderly and conducive classroom in which all students can learn and benefit. #he plan consists of three parts6 a set of rules that students are epected to follow at all times is formulated, those who follow the rules will receive positive recognition and those who do not will face the consequences. #he teacher will

 

not tolerate deviant behaviour. #here is no ecuses and teachers are consistent in the treatmen trea tmentt of disciplin discipline. e. (n this video, the punishment punishments s were the conseque consequences nces of  misbehaviours in the classroom. 1e also punished the students by letting the students to stay late in the class for 23 minutes. oreover, the teacher gave them detention for what they had done.. (f there is misbehaviour, a detention would be given. (f the behaviour  continues, then two detentions would be given. (f the student fails to attend detentions or  if behaviour continues then the student would be referred to the deputy head. #here are + ways ways to re resp spon ond d to st stud uden ents ts ac acti tion on in the the clas classr sroo oom m in on one e of th thre ree e ways ways66 nonassertive, aggressive and assertive. Canter suggests the best approach would be assertive style because it can create a positive relationship between you and your  students. 0ut in this, non&assertive non&assertiv e and aggressive are shown clearly in this video.  

(n this video, video, nonasse nonassertive rtive are show shown n when when the teacher teacher fail to clearly clearly let his

students know how he wants them to behave and what he will not accept, he will be ehibiting a nonassertive approach to discipline. -or eample, he ordered one of the students to leave the classroom because the students tried to imitate the way he scolded the class. 1e should let the students know that he did not like the way he did by talking in gentle way but not scolding and giving punishment. 1e did not give the student any chance to eplain yet he asked the student to leave the class and go to the principals office. #he way he behaved will create a free&for&all environ environment ment in the classroom and it will not be conducive for learning to take place. Another eample is he discouraged his students by verbally saying about the students performance in their eam such as $low grades on your weekly mathematics test%, more than half of you fail% and $those who pass just got by%, and the others. r. "rimes blamed it on the students attitude by saying that they did not paying attention in the class. 0y the way, he can accomplish this by reaching out to those students, learning about their needs, interacting with them personally, and showing a constant willingness to help but not berating them.  

Aggressive Aggressive was shown by the r. "rimes as he lose the temper and address the

students stud ents in abusive abusive way, the teacher teacher will be ehibiti ehibiting ng the aggress aggressive ive approac approach h to discipline. #his approach will dampen the enthusiasm to learn. (n the film, the teacher's aggre aggressi ssive ve and and unsym unsympa pathe thetic tic manne mannerr provo provoke kes s sulky sulky re resen sentme tment nt an and d indire indirect ct challenges such as dropping a book onto the floor when the teacher's back is turned or  mimicking his words when he leaves the room. -or eample, in the film we can see that he ordered one of the students to leave the classroom because the students tried to

 

imitate him in front of the class. 1e wanted the misb misbehaviour ehaviour student student to leave the class and come back to the class when he was ready to apologise to him. #herefore, when they did something wrong, the teacher should reason out whats wrong with them and try to make them understand what they did was bad. 7unishment should never be used in the classroom. 7unishment is just a way for teachers to get back at students and show them who is boss, and is usually humiliating to the student and it has many bad side effects and therefore should be supplanted with logical consequences agreed to by the class. As a teacher, we should avoid using this approach as well.  

On the other hand, strategy used in video / is the best approach. approach. According According to

"inott, learning always takes place in the present tense, meaning teachers must not prejudge students or hold grudges. #eachers #eachers should always endeavo endeavorr to use congruent congruent communication, which is communication that is harmonious with students' feelings about situatio situ ations ns and themsel themselves. ves. -or eample eample,, when when having having student student misbeha misbehaviou viourr in the classroom, . "rimes deflected misbehaviour with a sense of humour. #he cardinal principle of congruent communication is that it addresses situations. (t never addresses stud st uden ents ts''

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communic comm unicatio ation, n, do not preach or moralize moralize,, nor impose guilt guilt or demand demand promises. promises. (nstead, they confer dignity on their students by treating them as social equals capable of making good decisions. (n order for teachers to make a positive impact, "inott stated that the teacher must model communication that is congruent with students emotions and surroundings. #he teacher must include cooperative learning and it is important to use discipline in place of punishment. 7unishment should never be used in classroom. -or eample, from the video, when teacher leave the class for a while, the student went up and tried to throw the duster to the back. 4hen the teacher saw his behaviour, he did not angry him in front of everyone but he used a humourous way to approach them. (n this way, students students will feel guilty and he knows his mistake instead of helping to create a positive classroom environment. (n this case, teacher can form better relationships with their students. "inott believed in showing children compassion for their feelings while at the same time establishing boundaries for their behavior. 1e believed in mutual respect too.  

0esides that, r. "rimes discipline management strategy in video / was suitable to

be used used in alaysia alaysian n classroo classroom. m. (n alaysia alaysian n primary primary classroo classroom, m, there there are many different backgrounds and races of the students. #eacher should never take sides but

 

should be justice to them. #eacher should show mutual respect to the students no matter  what backgrounds and races they are. (n the classroom, teachers can use "inott's theories by giving students an opportunity to epress their feelings before discussing discip dis ciplin linary ary actio actions ns.. 8ffe 8ffecti ctive ve learni learning ng proce process ss occurr occurred ed when when bo both th teache teachers rs an and d students interact and participate in the learning activities. 7articipatory type of learning process will encourage mutual echange of information, stimulate interest as well as recognition of respect among the teachers and students. students. (n allowing students to epress theirr feeling thei feeling they feel respecte respected, d, and will, hopeful hopefully ly,, give that respect respect back. back. 4he 4hen n teachers are disciplining students they should never dwell on the past, but rather just the event that has happened which needs disciplining. )o not ever try to dwell on the past and link every incident together. (t is unfair to the students. )o not belittle student's feelings, but always give the chance to let epress what they are feeling and show them co comp mpas assi sion on.. 4e ca can n teac teach h them them to va valu lue e th the e fe feel elin ings gs of ot othe hers rs,, en enco cour urag age e independence, offer them choices in what they do and we should never label the student positive or negative.

 

On the other hand, punishment should not be used in alaysian primary classroom

as it was a sensitive issue. (n the video, we had seen the way he punished his students. (t had been an issue that male teacher cannot touch the girl students. #he teacher  should have the distance between the girl and himself. 4hen students did something wrong, the teacher should reason out whats wrong with them and try to make them understand what they did was bad. #hey way teacher can do is talk to them gently so that we will not make the same mistake again. 7unishment is just a way for teachers to get get back back at stude students nts and it has has many many bad bad side side eff effec ects ts an and d the there refor fore e sh shou ould ld be supplanted with logical consequences agreed to by the class. (f they really make a big mistake, make sure that punishments punishments are appropriate appropriate for the misbehavior and eplain to the students why he or she is being punished. Can you imagine that, children always complain to their parents that they have been punished by their teachers by using the rattan. (f just be punished once, the parents can accept it due to the reason but if it happens continuously continuously,, how would parents feel9 #hey hope their children go to school is to get get the educ educati ation on to be a succes successfu sfull perso person n bu butt no nott ge getti tting ng th the e pu punis nishme hment nt or  berating. !ometimes, students feel afraid and refused to go to the school. Classroom management is an area where there are new and veteran teachers struggling: its an

 

area where many teachers continuously blame poor student performance on student behavior. #hey scared they will punished by the teachers. !ome of the students even play truant. !o, we can see that there are many impacts of the punishment. !o as a teacher, we should avoid using this approach as well.

  (n essence, essence, the *+&minute clip, produced in the ;nited !tates by c"raw&1ill -ilms, shows teachers and trainees how to deal with pupils who misbehave using a sense of humour and warmth rather than being overly aggressive. #his video is about ho how w to main mainta tain in cl clas assr sroo oom m disc discip ipli line ne an and d good good an and d ba bad d met metho hods ds of dis discip ciplin lining ing inappropriate classroom behavior has shown. #his was a very well&made instructional movie for teachers. #he key message in this video is that teachers should engage with their students to get them on side, eplain the curriculum in a way they can understand, and deflect misbehaviour with a sense of humour. #he issues in this clip mirror virtually everything teachers face today in terms of linking behaviour to learning and the value place pla ced d in le learn arners ers.. (n sh short ort,, effec effectiv tive e classr classroo oom m manag managem emen entt is the creati creation on of a learning environment and the increase of appropriate behaviour. 8ffective discipline is import imp ortan antt fo forr maint maintain aining ing a posit positive ive atmos atmosph phere ere in the classr classroo oom m an and d su suppo pporti rting ng students learning. #eaching strategies that support positive behaviours begin by making epectat epe ctations ions clear, clear, teachin teaching g children children how to meet them them and reinforc reinforcing ing children childrens s appropriate behaviour. 1elping students to govern their own behavior in ways that help them learn is a long&standing goal of all teachers.

 

Coursework ΙΙ ( 2!" #tructured $uestions% &' he primary purpose o) a classroom management is to gain control o) the classroom itsel) so that the process o) eaching and *earning can +e conducted smoothly' Descri+e the importance o) classroom management and its impact on the eaching and *earning activities in the classroom'

  Classroom management is the term teachers and instructors use to describe the act act of managing their classroom and students to ensure that stressful and non&educational situations are avoided and students learn topics and subjects effectively. Classroom management involves more than the management and discipline of the students but also the availability of additional information on topics. 8ffective classroom management will make life less stressful for teachers and ensure that students are provided with the correct tools and a calm environment in which to learn. (n short, class management is teachers teac hers strategi strategies es that that create create and maintain maintain an orderly orderly learning learning environ environment ment and discipline means teachers responses to students misbehaviour.

 

Classroom management management helps in the establishing establishing of building rapport with students

relationships. #eaching is a profession that involves an eceedingly high degree of social interaction and both teacher and pupils are immersed in a sea of communication. A healthy and supportive relationship or dialogue among the key players in the classroom will enhance enhance the learning learning process process greatly greatly.. #eacher&stu acher&studen dentt relation relationship ships s provide provide an essential foundation for effective classroom management and classroom management is a key to high student achievement. (f teachers show genuinely their care about students

 

as in indi divi vidu dual als s apar apartt from from thei theirr ac acad adem emic ic work work,, it woul would d he help lp th them em to ga gain in th thei eir  r  cooperation. cooperatio n. #his attention attention would create a classroom environment environment in which students feel safe and secure, and they feel they are being treated fairly. #eachers would become sensitive to their needs and aniety and have good communication skills as well as making the classroom classroom atmosphere feel more relaed relaed and pleasant. pleasant. 7ositive teacher& teacher& student relationshi student relationships ps draw students students into the process process of learning learning and become become more coope coo perat rative ive and and promo promote te their their desir desire e to learn. learn. "ood "ood bu build ilding ing ra rapp pport ort makes makes th the e students enjoy learning. #eachers #eachers who had high&quality high&quality relationships relationships with their students had fewer discipline problems too.

 

(t is also ttrue rue that that classro classroom om managem management ent helps helps to promo promote te appropr appropriate iate pupil pupil

behaviour and eliminate inappropriate ones. A teacher who can handle pupil behaviour  effectively will be able to contribute to the personal growth of the pupils and socialise them into the epectations of the classroom and school, and, later on, survive in society at large. !o, we can know that effective teachers can prevent all discipline problems by keeping students interested in learning through the use of eciting classroom materials and activities. (sbehaviours will be avoided at the same time.

  0esides 0esides that, that, classroom classroom manageme management nt is very important important because because it keeps the children focused and on task. ??@.(f the classroom is disorganized, then learning is a more difficult task. (t increases on&task time and reduces classroom disruptions. disruptions. (n addition, addition, it allows for various activities to occur during the day, with a minimum of wasted time and confusion. oreover, it helps to reduce distraction from learning. #his is an etension of the goal to keep student task focused. #he impacts are students look forward to learning the subject. (t shows possible improveme improvement nt in their  academic performance.

  Classroo Classroom m managem management ent is important important as it provides provides students students with structure structure and achievable goals. !et learning goals that provide achievable challenges for students of 

 

varying abilities and characteristics. #eacher can demonstrate and lead by eamples such as inclusive verbal and non&verbal communication using collaborative strategies and and conte contetua tuall kn know owled ledge ge to suppo support rt stu stude dents nts un unde derst rstan andin ding, g, en enga gage gemen mentt an and d achievement. 0y this way, students can know where their goals are and they can take their the ir respo responsi nsible ble by try trying ing their their best best to achie achieve ve it. (n ad addit dition ion,, it he helps lps to manag manage e themselves too. (t assists students to take responsibility for their own actions as they impact their work within the classroom.

 

5ast 5ast but not leas least, t, classroo classroom m managem management ent is importan importantt as it helps helps create create a

productive learning environment. environment. #his goal is not meant for absolute absolute control or to create in inert, docile, and totally compliant classroom and student body.