Classroom Management and Disaffection Barbara Zamorski and Terry Haydn, School of Education and Professional Development, University of East Anglia Abstract This paper reports on aspects of the Norwich Area Schools Consortium (NASC) cross-school Classroom Management and Disaffection research project undertaken as part of the NASC programme. It documents the dual interwoven ‘stories’ of teacher engagement in research as a learning experience and the substantive research undertaken. The project took place in two stages, the focus of the second stage emerging out of the analysis of the first stage. Research into both pupil and teacher perceptions concerning disaffection and classroom management were investigated in the first stage. The second stage attempted to unravel the complex relationships between disaffection, curriculum, pedagogy and context from pupil perspectives, with insights on the relationship between a good lesson and a good teacher being of particular interest. Introduction This project had its roots in the NASC Workshop held at the University in the summer of 1999. The aim of the Workshop was to produce research designs and action plans for the four crossschool research projects which were to become the second phase of the three-year NASC programme on pupil disaffection. The starting point for this particular project was to research ‘effective in-school strategies to deal with disaffection and reduce exclusion'. As a result of this event, the Classroom Management and Disaffection Research Group came into being. The eight members of the group comprised six teachers from five NASC schools and two members of the University staff (a UEA research co-ordinator and mentor). The group met at the University on a regular basis to work on the planning and conduct of the research. The research was carried in two stages, the focus of the second stage emerging out of the analysis of the first stage. This paper describes the work of this group during these stages, and reports on some of the research undertaken. Stage One Stage One of this project, which took place in the autumn term of 1999, began with an interest in the following questions, which arose from a consensus amongst the group that there were generally differences in the extent to which pupils were engaged in learning not only between schools, but within schools. • What factors enable some teachers to develop greater effectiveness in terms of class management and the engagement of pupils in learning than others? • Is it possible to draw on the experience of teachers and pupils to elucidate which are the characteristic and most influential skills and attributes that make teachers good classroom managers? 2 • In addition to teacher characteristics, is it possible to discern departmental, subject, or school ‘effects’ which influence pupil engagement in learning? The group began by reviewing and reflecting on what had already been learned about classroom management and disaffection from NASC

1. Ahmadyar
Regional manager
www.afaq.edu.pk
peshawar@afaq.edu.pk

2. Objectives
By the end of this unit, you should be able to:
•identify the components of the Social Studies syllabus
•describe the components of the Social Studies teaching
syllabus
•explain the use of each component of the Social Studies
teaching syllabus
•appreciate the importance of the teaching syllabus

3. COMPONENTS OF THE SOCIAL
STUDIES TEACHING

4. IDENTIFICATION OF COMPONENTS OF THE SOCIAL STUDIES TEACHING SYLLABUS
The new syllabus has several components.
Activity 1 (10 minutes)
1. In pairs, identify the components of the syllabus.
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2. Share your findings with the whole group.

5. 1. In groups, identify national goals of education which are
related to social studies.
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2. In plenary, share your findings.

6. Activity 2
goal of social studies in developed countries
1. citizenship skills
2. ethical and socio-cultural skills
3. economic development and environmental management skills
4. contemporary issues and coping skills

7. General aim of social studies
in pakistan
 To understand the factors influencing one life.
 To understand the duties and responsibilities
Of home ,school and community and the govt and help them in
establishing an ideal social system based on the teaching of
Islam.
To understand and love for Islamic culture.
To foster unflinching love for Pakistan and understand the factors
responsible for its birth.

8. CONCEPTS AND
PRINCIPLES IN SOCIAL
STUDIES

9. 2. Share your ideas in a plenary
session.

10. Activity 1
Meaning of the term concept
A concept is an idea or a description of a
situation, or process or event.

11.  Conservation of the environment,
interdependence, freedom for all citizens,
human virtues i.e. impartiality, tolerance,
honesty, fortitude, equality, justice, human
dignity, gender equity, respect for life,
preservation of life.
Activity 2
Examples of principles

12. PARTICIPATORY
METHODS
IN
SOCIAL STUDIES

13. Introduction
 There are many methods of teaching and
learning social studies. Some methods are
teacher-centered whereas others are learner-
centered. The learner-centered methods are
more effective because they promote active
participation of the learner thereby enhancing
learning throughout the lesson. The role of
the teacher is to facilitate the learning
process.

14. Participatory methods promote effective learning. There are several
participatory methods that can be used in social studies.
Activity 1 (10 minutes)
1. In groups, identify participatory teaching and learning
methods that can be used in social studies. Record your
findings on chart paper/the chalkboard.
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2. Present your work in a plenary session.

15. Activity 1
Participatory methods
1. projects
2. group discussions
3. debate
4. panel discussions
5. brainstorming
6. values clarification
7. discovery
8. question and answer
9. role play
10.demonstrations
11.drama
12.case study
13.field trip
14.futures wheel

16. 1.Questions & Answers
Activity 2
Procedures of participatory methods
Ask the question:
It should be short, clear and straight forward
•Pause to allow the learners to think of the responses
•Call on one learner by name
•Listen to student’s response
•Emphasize correct answer

17. 2. Demonstrations
1. •Ensure that all resources needed are at hand
2. •Practice the demonstration to ensure that it works
3. •Arrange learners so that everyone can see and hear
comfortably
4. •Explain the purpose of the demonstration
5. •Mention specific points to look for during the demonstration
6. •Explain the steps clearly and simply
7. •Check periodically to ensure that learners are following each
step
8. •Allow learners to try out the demonstration
9. •Summarize and review the key points of the demonstration

18. 3. Case study
A. Introduce the objectives of the session
B. •Give a brief overview of the case study in your own words
C. •Distribute a written copy of the case study and ask learners to
read it
D. •Divide learners into groups to discuss the problem using
previously prepared questions
E. •Guide the groups through the discussion process
F. •Discuss approaches to preventing or solving the problem

19. 4. Future’s wheel
1) Select a single aspect of the lesson topic about
which you want to demonstrate the cause and
effect
2) Ask learners to brainstorm the causes and effects
of the selected aspect
3) Collate these ideas and draw wheels on the
chalkboard. The wheels should develop on the
chalkboard as the learners brainstorm
4) Use the future’s wheels to discuss issues relating
to the topic

20. 5. Inquiry Method
a) Define the problem
b) Formulate the hypothesis
c) Collect and record data
d) Analyze the data
e) Report the findings
f) Test the hypothesis
g) Formulate the concepts and make
generalizations
h) Apply the conclusion

21. 6. Panel Discussion
1. Choose 3-5 learners to act as a panel
2. The central problem must be clear to the panel
3. One panel member must be a moderator
4. The panel members must be well-selected based on
the problem to be discussed
5. The panel members must be thoroughly briefed as
regards their roles
6. The consensus reached by the panel must be
respected
7. The audience must be made aware of the main
conclusion at the end

22. 7. Clarification of values
It is a teaching process which enables the learner to examine and
evaluate ideas, feelings or beliefs so as to make choices or
decisions on issues based on his/her own established values.
Procedure
•Identify alternatives of the values
•Consider carefully the consequences of each alternative
•Choose freely from among the alternatives
•Prize and cherish the choice
•Affirm the choice publicly
•Act upon the choice

23. 1. •Identify the concept/s to be role played
2. •Describe the situation and characters involved
3. •Assign roles to learners or let them volunteer
4. •Brief players on their roles
5. . Let learners act out the situation
6. •Encourage all learners to listen when the role-
play is in progress
7. •Invite comments from the class or the players
8. •Summarize the lessons learnt from the role play
8. Role play

24. 1. •Have the topics ready and available for the project
2. •List the topics for pupils to choose from
3. •Define the topics clearly for the pupils so that they
understand what to do
4. •Give pupils sufficient resources for the project
5. •Supervise learners to ensure maximum progress
6. •Encourage learners to check their work against the
specific objectives of the project
9. Project method

25. 10. Debate
1. •Choose a topic for debate
2. •Choose a leader, opposers and proposers
3. •Let the leader introduce the motion
4. •Let proposers support the motion
5. •Opposers should take their turn after the proposers
6. •Let other students from the audience listen and participate in the
debate
7. •At the end, chief opposers and proposers should give concluding
remarks
8. •The leader should summarize the main points that were raised
during the debate.

26. 11. Field Trip
1. •All visits should be carefully planned −involve learners in
the planning of the visit −contact the host either in person, by
phone or letter
2. •Make a preliminary visit to the place prior to the class visit
3. •Give learners appropriate guidelines for data collection
4. •Explain to learners the code of conduct to be observed
5. •Encourage learners to make observations, ask questions and
take notes
6. •After the visit, discuss their experiences on the trip followed
with group reports •Evaluate the trip together with students
7. •Write a letter of appreciation to the host after the visit

27. 12. Brainstorming
1. •Present to the class a topic, problem or an issue
2. •Ask learners to come up with as many ideas,
solutions or alternatives as possible
3. Write down the ideas as they come on the chart or
chalkboard without any discussion
4. •Discuss, analyze and evaluate each of the ideas
thoroughly
5. •Group into categories or put the ideas into some
order of importance to facilitate decision making

28. Guidelines for
brainstorming
•Avoid criticizing anyone’s ideas
during brainstorming
•Avoid changing the ideas –take them
as they come
•Encourage far-fetched or strange
ideas; they may trigger more practical
ones
•Get as many ideas as possible from
the group until it runs short of ideas
•Record all ideas where everyone can
read them

29. 13. Group Discussion
1. Identify the problem
2. •State the main objective of the group discussion
3. •Formulate guiding questions to be answered in
groups
4. •Divide the learners into appropriate groups
5. •Assign each group the task for discussion
6. •Each group to record their answers for presentation
7. •Presentations by each group followed by whole class
comments

30. Summary
 In this unit, you have identified participatory
methods and looked at the procedures
involved in each. You have demonstrated
how they are used and also considered
factors that influence the choice of a
particular method. Finally, you have looked at
their importance. It is expected that every
time you teach you shall use a variety of
these methods.

31. TEACHING
AND
LEARNING
RESOURCES

32. Introduction
 Pupils learn effectively when they use more
senses such as feeling, touching and seeing.
This can only be achieved when appropriate
teaching and learning resources are used
during the process of instruction. For effective
teaching and learning of concepts and
development of principles in social studies,
there is need for use of appropriate resources

33.  Identification of teaching and learning resources
 Various resources can be used to enhance effective teaching and
learning.
Activity 1 (10 minutes)
 1. In pairs, identify various teaching and learning resources that
can be used in social studies.

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 _____________________________________________________
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34. Activity 1
Teaching and learning resources in social studies
A. •Real objects
B. •Charts
C. •Pictures
D. •Resource persons
E. •Pupils’ experiences
F. •Local environment
G. •Newspaper articles
H. •Models
I. •Audio visual resources

35. Activity 2
Importance of teaching and learning resources
a) arouse pupils’ curiosity and motivation
b) provide concrete experiences
c) sustain pupils’ attention
d) help the teacher to clarify points
e) reinforce memory and imagination
f) promote pupils development of listening and
observations
g) enrich pupils’ experiences by involving more senses
in learning concepts
h) provide for more pupil involvement
i) promote appreciation of the environment

36. ASSESSMENT
PROCEDURES

37. Introduction
 Assessment is an educational process through
which a teacher checks what pupils have learned
and to what extent. It helps the teacher to modify his
or her teaching to meet the needs of learners.
Assessment is part and parcel of the teaching and
learning process and it should be done continuously
to enhance effective learning. In this unit, you will
discuss the purpose of assessment and different
assessment guidelines.

38. Types of assessment
Activity 1
A. Formative assessment - done on a continuous
basis to assess pupil performance and provide
remedial work
B. Summative/terminal assessment – done at the end
after completion of a topic or course of study to
measure achievement

39. Activity 2
Modes of assessment
Mode of
Assessment
Some points to be
consider in
discussion
Oral questions when do we use oral questions
how best do we use them-
question, pause
level of questions
clarity of questions
use of reinforcement
Observation reports In what activities is the mode
used?
What instruments could be
used?
How to arrive at grades?
How much time the reports
need?

40. Mode of Assessment Some points to be consider in
discussion
Short answer questions When are short questions used?
Why should the questions be used?
Level of questions
Clarity of questions
Distribution of questions
effectiveness
Map completion/reading
exercise
In what subject is the mode used?
How is the assessment formulated?
For what purpose (specific aimed at)?
How to award marks
Survey reports When can survey reports be used?
In which topics?
How to grade survey reports and give
feedback?
Specific skills to be focused

41. Written exercises Why give written exercises?
When are written exercises important?
How regular should written exercises be given?
How do you give feedback?
How should marks be treated?
Verbal reports When are verbal reports important?
Why are verbal reports important?
What should you focus on?
How do you record the outcome?
How do you give feedback?
Short essays When are short essays necessary?
Why are short essays important?
What skills do you focus on?
Clarity of instructions
How to award marks
Giving feedback
Note: These modes and points to consider in a discussion are not Exhaustive.
Summary
In this unit, you have looked at the purpose, types and importance of assessment

42. PREPARING TO
TEACH

43. Objectives
By the end of this unit, you should be able to:
1. explain the meanings of pre-planning and planning
stages
2. describe what happens in pre-planning and
planning stages
3. prepare schemes of work in social studies
4. prepare a lesson plan
5. teach using the prepared lesson plan

44. Introduction
 Effective teaching requires thorough
preparation. The teachers undergo pre-
planning and planning stages. This involves
thorough reading around the topic,
preparation of schemes of work and lesson
plans, and selection of appropriate methods
and teaching resources. In this unit, you will
practice these aspects of preparation in order
to teach effectively.

45. Activity 1
Pre-planning
 It’s a process whereby the teacher thinks
about activities, objectives and all what is
going to be put into plan and in the actual
teaching.
Planning
 This is the end product of writing down
what was pre-planned and gathering of
resources for implementation