REFLECTION Muhamad Hafizi Bin Saari PPISMP TESL 1 124608 920309-03-6485

Alhamdulillah, praise be to Allah, this EDU 3104 Classroom and Behaviour Management short coursework is finally finished successfully with His blessing. My outmost appreciation to our beloved lecturer, Madam Siti Hazlifah Binti Hilaluddin for guiding us a lot in finishing off this coursework. Special thanks to my group members, Ahmad Syafiq Bin Mohamed Izhar, Muhammad Aliff Bin Mohd Jahit and Wan Muhammad Aliff Azizi Bin Wan Abdul Razak for their commitment and enthusiasm to complete this coursework.

Based on this coursework, we have been assigned to observe on the misbehaviours of the students and the possible reasons for these behaviours from the perspective of classroom management during School Based Experience (SBE) programme. I can see that there are much misbehaviours in classroom during the SBE. This may include left books at home, makes noises, talk back, disturbs friends as well as taps pencil on desk. Some students sleep in the class while the teacher is teaching. In my opinion, these students maybe got problems and they tend to sleep in the class. Maybe they got health problems or maybe they got family problem. Other than that, the highest frequency of misbehaviour that I have seen during SBE is making noises to seek attention. In my opinion, student form of attention seeking behaviour when the student actively provokes or annoys a teacher in a way that cannot be ignored. The types of attention seeking behaviour are rather wide and students may use other different strategies to draw the attention of a teacher as well as their fellow students. Luckily, the teachers that I observe are experienced teacher. All I can see that when they faced with such situations, they analyse the case and see where the problem lies. Besides, the teachers create situations where students may find legitimate ways to satisfy their need for attention.

Apart from that, I have gained my understanding and findings about classroom and behaviour management when doing this short coursework. I have learned so many things on how to manage the classroom discipline and the effective strategies in managing the classroom. For example, I have learned some techniques from Kounins group management model. Kounin refers to group focus as the ability to engage the whole class. Some techniques he offers are building suspense or ask community questions. Although community questions may appear random, it draws the groups attention. I also learn that a teacher must incorporate procedures to handle multiple situations at once to maintain group focus. For example, if a student completes an assignment early, he or she must have a backup plan such as providing another assignment or enrichment activity while he or she helps other students that are struggling (Classroom Management Theorist and Theories/Jacob Kounin, 2009).

In my opinion, Kounins model of classroom management is an important topic for teachers today, because it is one of the most difficult skills to acquire. Student-centered classrooms and discovery lessons are becoming much more popular in our classrooms, leading to a more active learning environment. Being able to handle multiple situations at once, keeping students engaged, maintaining momentum and smoothness in our lessons and transitions takes experience. These are the most difficult techniques for a first year teacher to learn; therefore, as future teachers, making them a habit during that year will allow for mastery of these skills to occur. I believe that Kounins Model is important to develop an effective classroom environment. However, discipline problems will occur, no matter the amount of preventive planning a teacher makes. As a future teacher, I would incorporate Kounins theory in my teaching planning and practices, though remembering that each student may require different accommodations.

To be honest, I am really happy and glad to be assigned to do this short coursework. It really helps me as a teacher-to-be and I can apply it in my teaching when I become a teacher soon. For me, it is definitely useful to understand the various theories needed in a classroom and they are building blocks of the discipline strategies. However, I believe that there is a need to act according to classroom situations. Therefore, when becoming a teacher one day, I will use my intuition and the appropriate theory to react to different situations.

Last but not least, as a future teacher, I tend to apply more of Canters assertive discipline model and Dreikurs logical consequences. When students do something wrong, I will reason out what is wrong with them and try to make them understand what they did was bad. Besides, being firm to them let me carry out what I want to accomplish as well as setting the correct learning environment. Of course, I will allow my students to talk but I will tell them not to let me hear what they are talking or else punishment will come in. For me, logical consequences model works quite well for me with the advance classes. Moreover, I will use Skinners reinforcement model when taking intermediate classes. I will offer sweets and chocolates to them as rewards when they do presentations.

As a conclusion, discipline and classroom control must be handled appropriately by the teacher. The degree of successfulness of discipline actions of students is measured by the degree to which the teacher is able to produce the desired behavioural outcome. Therefore, it is our job as the teachers to assist students to learn self-discipline.