Task 3 week 2
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Task 3 week 2

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Task 3 week 2 Task 3 week 2 Presentation Transcript

  • CLASSROOM MANAGEMENT CM 3101 (R) ~task 3~ Prepared by: ~Alya, Dalila, Dhiya, Ieda, Mawar~
  • CONSTRUCTIVISM THEORY
  • How would you as the teacher, respond to the pupils’ misbehaviour?
    • MISBEHAVIOUR
    • Goofing off, speaking out of turn, continually getting out of the seat, bullying others, threatening others physically and psychologically.
  • TEACHER’S RESPOND
    • 1.
    • Bring inappropriate habits to students’ attention without pointing finger at anyone.
    • Discuss their harmful effect
    • Have students practice acceptable alternative to name calling etc.
    • 2.
    • Acknowledge students basic needs (teacher’s attention).
    • Identify and remedy the needs that are prompting misbehaviour
  • What are the possible reasons for the pupils’ misbehaviour?
  • Inappropriate habit
    • Ingrained ways of behaving that violate established standards and expectation.
    • E.g- ‘Bullied others and threatening them physically and psychologically’
  • Poor behaviour choice
    • Students attempt to meet their needs which sometimes acceptable, sometimes not.
    • In most cases, students choose to behave as they do.
    • E.g- goofing off, speaking out of turn, continually seating out of seats.
  • Teacher’s unfamiliarity with better techniques
    • Some educators have not had occasion to learn some of the newer, more effective ways of teaching and relating with today’s students.
    • Be informed about topics and activities that are well receive by students.
    • e.g- Ms. Maribel La Comba…is in her first year of teaching.
  • Teacher shows little interest in or appreciation to students
    • If students are disregard repeatedly, students become hesitant to approach teacher and may seek attention in disruptive ways.
    • E.g. ‘…I never wanted to teach fifth grade.’
          • ‘ - they are so bad .’
  • Teachers succumb to personal frustration.
    • Some teachers may be stressed dealing with misbehaviours or inconsiderate parents.
    • It makes them difficult to work with students in a kind, helpful manner.
    • E.g. ; ‘some parents suggested that she was to blame;’
          • ‘ I don’t what to do’
          • ‘… I might just give up teaching’
  • INTRODUCTION TO TE CONSTRUCTIVIST CLASSROOM DISCIPLINE MODEL
  • REALITY THERAPY
    • Glasser holds the view that people who are behaving in inappropriate ways do not need help to find a defense for their behavior.
    • Instead, they need help to acknowledge their behavior as being inappropriate and then to learn how to act in a more logical and productive manner.
    • The bare bones of Glasser's theory are that people are required to live in a world full of other human beings, and every individual must learn to satisfy his own needs in a way that does not encroach upon on another person's needs (Wolfgang, 2004).
    • some of the basic premises of Reality Therapy are as follows:
    • Focus on the present and avoid discussing the past.
    • Encourage people to judge their actions by "Is what I am doing getting me closer to what I need?"
    • Help people create specific, workable plans to succeed in fulfilling their needs, and then follow through by helping them evaluate their progress (William Glasser Institute, 2004).
  • TEACHER EFFECTIVENESS MODEL
    • Thomas Gordon's work can be described as training developed to help people improve their relationships.
    • Through research and observation, Gordon found that when a person listens to another and shows acceptance and trust, healthy relationships can be formed and problems can be solved.
    • The core of the Gordon Model is that consideration needs to be present of all parties involved.
  • LOGICAL CONSEQUENCE MODEL
    • The teacher help children become conscious of a problem, make sure that children agree and truly believe that a problem exists, and ask children for opinions about what to do about the problem, with an emphasis on preventing future occurrences.
    • Once the group has agreed on a logical consequence, children are more likely to understand the logic of the consequence.
    • Children may not be able at times to think of consequences until these are experienced.
  • RESPONSIBLE CLASSROOM MANAGEMENT
    • The main focus of Jones's model of discipline is on helping students support their own self control.
    • Toward that end he emphasis's effective use of body language, describes how to provide incentives that motivate desired behavior, and details procedures for providing effective and efficient help to students during independent work time.
  • Example action
    • Undesired behaviour:
      • speaking out of turn
    • Teacher’s reaction based on responsible classroom management model:
      • Make them alert with the undesired behaviour that occurred among them (e.g. speaking out of turn). Include it in class discussion)
      • Make an agreement with them after explaining the consequences of behaving that way.
      • Let those who followed the rule received reward and vice versa and teacher will make observation during next class.
      • Give cues to those who are doing the undesirable behaviour to stop. (avoid embarrassing the student in front of the class)
  • Thank you=]