MUHAMMAD SYAFIQ ADDIN BIN HAMEZAH

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You are required to write a report based on the observations and experiences during your School Based Experience (SBE) which you had gone through. Your report should be based on the statement below: During your SBE, there were various problems exist in the class especially problems related to classroom management and student behaviour. Write an essay about the problems that you discover (at least two problems one good/behave student and one problematic/misbehave student) and suggest ways for every problem discussed above.

INTRODUCTION Teachers either junior or senior teachers must have classroom management skills in order to have a mass control of a class especially during teaching and learning process. This skill is defined by having the skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class (Classroom Management, 2013). Classroom management are often related with punishments and disciplinary acts, actually they are not the same. Discipline involves teaching others right from wrong while discipline includes methods to prevent or respond to behaviour problems so they do not occur in the future, as mentioned by. The following are common definitions of the word discipline found in most dictionaries: training to act in accordance with rules, instruction, and exercise designed to train proper conduct or action; behaviour in accordance with rules of conduct; and a set or system of rules and regulations. As seen in these definitions, discipline is about teaching students how to behave appropriately in different situations. It is not punishment, although punishment is one possible way of disciplining students. Having this skill is essential to any teachers because it ensures a good manageable to the students to create a comfortable classroom and a conducive environment too as this will promote a friendly environment. This too could help
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to reduce the level of anxiety among students as friendly classroom environment helps the students to focus more rather than always having the fear of learning due to strict teachers, naughty friends and uncomfortable classroom

environment. Students result in exams too are affected by the classroom management done by the teachers that teaches them as not being able to control the class, students cannot concentrate on their studies which obviously hinders them in getting the appropriate learnings in order to get them ready for the exam. During my SBE in SK Gita 1 which is located in Kuching, Sarawak, I went into a class, 2 Cemerlang. Teachers told me that this class is a class of academicals problematic students and not forgetting their problems in behaving towards teachers and students. As I went into the class, I straight away had to control the class of whom the students are somehow sitting about on the floor of the class making racquets. Some were climbing their friends back, some were playing games of such as police and cop, and some were just having little fun fights among them. As I walked in, I straight away can identify whom are the good and who are not in terms of both academic and behavioural. I had to control the class first, and I know asking politely is not the way to a good classroom management since the class is in such mess. I could see that basically the classroom environment is the major factor to the lack of discipline by some students. Due to the number of students (30-40), which is quite a lot in a class, order and physical design of the classroom seems less organized. So simple injuries can cause problems such as encouraging students to do mischievous either while teacher is teaching in front or when no teachers are present in class. Second, the lack of motivation of certain students in studying may lead to their failure. For example, activities when do after arriving to school early in the morning. While they are waiting for the class to start, instead of reading books or memorizing their mathematics timetables, they play games with their friends instead. As a solution, the teacher should always provide encouragement and stimulation either directly or indirectly to the poor students as motivation to make them aware and strive to improve their learning. If the level of
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pupils' learning is still in a very weak and cannot overcome through restoration carried out in the classroom, teachers can hold remedial classes to give special attention to students who have problems is that they do not drop out but they were able to follow learning in their ability. PROBLEMATIC STUDENT One boy who caught my attention of whom has the rebellious type has gone straight into my list of the behavioural problems student. The reason is, while he was doing his work, he roamed around the class, sometimes following me, and sometimes without any reason punching and pushing me. I had to control my actions towards him as I continue doing my work while he at the back likes to make noises by chatting with his friends, sometimes making a little fight with his friends, which always lead to bad consequences towards the area of where he sits. He is the hyperactive kind of pupil who is easily involved in an active classroom activity. He tends to get easily excited whenever there is an activity that involves drawing. It is clearly proven whenever I ask the whole class to complete, I saw this boy, named Fattah, always do nothing on the piece of paper other than drawing cars. It seems that he is always thinking about cars and not a single second on academic things that is going on in the classroom. I have asked a few of his classmates who is not as close to him as his closest friends. I asked them how is Fattah in class and how does he re act to teachers. They said that Fattah is one problematic student who doesnt get along with the classroom activities as he always do not cooperate with teachers in terms of finishing work, but when it comes to games and activities, he is the first in line. If I could relate it to a behaviour management model, I think that logical consequences could be an effective discipline strategy to overcome his problem. According to Morin, n.d., when kids exhibit negative behaviours, they need a negative consequence to deter them from repeating the misbehaviour. Natural consequences are those consequences that normally occur without any teacher intervention when we engage in some type of behaviour. These are usually the most effective form of negative consequence for stopping unwanted behaviours. A natural consequence of fighting is to get hurt. A natural consequence of lying is
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that no one believes the liar. A natural consequence of calling others names is to be ignored by peers. A problem with natural consequences is that they may be either too minor to have an effect, such as if a student breaks a toy when other toys are available, or they are not allowed to occur, such as when we prevent someone from being beaten up when a fight starts. There are two consequences that we know, positive consequences and negative consequences. The

consequences students receive for their behaviours determines how likely they are to repeat that behaviour. This is true for both positive and negative behaviours. Offering positive consequences for good behaviours will encourage Fattah to continue exhibiting that behaviour. Providing negative consequences for misbehaviours will discourage Fattah from repeating those behaviours again of the continuity of drawing cars instead of finishing his work and consistently disrupts classroom activities by making too much a racquet when teachers conducts fun activities . Look at how you respond to your child when your child is behaving. For example, what do you do when your child follows directions? The response you give determines how likely it is for your child to follow directions the next time you ask. Unfortunately, good behaviours often go unnoticed when there arent any positive consequences. Your child doesnt need a reward every time he does what he is supposed to, however some positive reinforcement can encourage the behaviour to continue. I prefer a negative consequence being conducted in order to discipline ones behaviour as it directly disrupts the mind of the student by telling him that the teacher does not want the student to do the certain behaviour, thus by getting the factor rid from the students hand, the behaviour wo uld not be repeated again later. For student at his age, a teacher like me should know what penalties should be taken that is appropriate for his age. Examining the traits that Fattah has in his self is important because this will help to achieve a well strategized discipline to be at its most effective because one strategy might not work on him, but works easily on other problematic students who is nearly the same as Fattah. Negative consequences can include anything that would discourage Fattah from doing the behaviour again. Since he kept on drawing and not thinking of doing his work; which is far more important that all his drawing, a teacher like me should take
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away all his colour pencils and warn him if he ever wants back his colour pencils and continue drawing pictures of cars, he better starts acting like a proper student and finishes his work as requested by his teachers first. Whether each teaching and learning session Fattah is able to complete a task, he is then given a few colour pencils of his at a time. Meaning, Fattah must be able to complete the tasks given for an amount of times in a week or two in order to regain all his colour pencils back. We could see that Fattah is a student who have that inappropriate behaviour when there are activities being done. He tends to not do his work when requested to and opts for drawing cars rather than finishing the work. I could see that he is trying to gain the teachers and his friends attention especially during activities conducted in class by the teacher. He might have that one problem of not having the optimal amount of attention by his parents at home since he likes to make teachers be aware of his presence in class especially during the activities conducted. Not pinpointing to any party at this point, but parents play a great role at home in giving their children much attention needed for an efficient growth rate in terms of physically, spiritually and academically. As mentioned by (Martella, Nelson, Marchand-Martella, & O'reilly, 2012), Inappropriate behaviour is motivated by unconscious needs, e.g., to gain attention, exercise power, exact revenge, or display inadequacy. With Fattahs gaining attention trait is shown in classroom activities, this inappropriate behaviour must be washed away from him to prevent others from getting to angry with him due to consistently causing chaos in class. If we look into a deeper situation of Fattahs life, there might be a chance that his parents tend to keep him indoors from all other external source of interaction with him outside the house after school. This might lead to that urge of freedom when he is outside of his home, or in such cases, at school. He might be the one who likes to make chaos in class due to being able to shout out all his ideas to the world, since he has not being able to do so at home. The more he cries out his ideas to other people, the more satisfaction he gets, especially when he made someone hurt due to his actions. He can feel that he controls the world

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around him and thus making him more excited to go to school the next morning and make chaos and be all active when classroom activities is conducted. Students must first believe that school is a place they come to be supported as they learn. Learning expectations should challenge students equitably and be communicated clearly. The effectiveness of the classroom is based primarily on the teachers confidence in herself. If the teacher is not confident in her own teaching and classroom management abilities, her students will not be confident with her either. Students should be able to admire, respect, and relate to a teacher to consider her a role model and to be inspired by her. It is very important to engage every learner in each lesson. Every students needs need to be addressed to set-up the classroom for success. Having one on one conversations with students about their feelings and experiences outside of school and how they feel they are progressing builds a rapport and makes students feel that they are a meaningful part of the classroom community. Other strategies that help students feel supported in the classroom include choosing topics that relate to students culture of origin, background knowledge, and interests and acknowledging students as contributors by asking them t o explain topics that they are knowledgeable about, or that interest them, to the class. This is where actions should be taken by teachers such as detention or time-out, but teachers first should show their own self-discipline first because students will always respond based on how the teachers react to that specific problem. According to Ginott (1971), teachers with a lack of self-discipline lose their tempers, call students names, insult students, behave rudely, overreact, show cruelty, punish everyone for anothers actions, threaten, give long lectures, back students into a corner, and make arbitrary rules without student input. We could see that teachers who show self-discipline are those who actually understand the students feelings and why they did such actions that was not in their mind of its consequences. Teachers should remember how they were when they were a child and why they did such things. These things should all be taken into account before reacting to such inappropriate behaviours, especially behaviours that was done by this boy named Fattah. Insulting Fattah by telling
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that he is a surplus to the class could lead him to another rebel where he becomes more hyperactive and makes more chaos in classroom activities. Cooperating with Fattah, such as knowing that he likes drawing cars, a teacher could adapt that idea of drawing objects such as cars into their lesson could be a wonderful idea as this will increase the chance of Fattah to enjoy his learning session with the teacher. Here is the picture of Fattah:

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GOOD STUDENT There is one student I had to face. Nurul is a student who does not make racquets in class and always finishes her work early. She has done numerous of times, while I was thinking of what activities should be done while they were finishing their work, coming in front to the class to pass in her work. She will always be the first student to finish her work and the one who keeps asking of what activities will be done next. She sometimes keep on going around my nerves as while I was busy thinking about the next activity, she comes to me with her works done and never stop asking of what activity is next for her and her classmates. Apart from all her excellent academic behaviours such as always finishing work early, the most focused student in the class, she has always been called the number one student in class. She has that one trait which contradicts to Fattah. Nurul is one girl who does not want to cooperate when there are classroom activities that involve games. I would like to quote what she said to me in response of my assertiveness on her to start cooperating with the classroom activities. I like to read books. Playing games is a waste of time. (Nurul, 2014). That words just left me stranded without knowing what to do. I have never confronted a student that does not like to have fun. The worst kind of student I have confronted was passive students who needs a little encouraging such as having fun to increase their mood to learn something out of one lesson session with teachers. I asked all my PBS mates on how to overcome this problem. They told me to use the discipline rule that has been proposed by Canter, named Canters Assertive Discipline. As the teacher, we have the right to determine what is best for our students, and to expect compliance. No pupil should prevent you from teaching, or keep another student from learning. With what Nurul has done which somehow hindered my activity with the other students, me and my PBS buddies approached her in an assertive manner where we forced her to join in the activities and when she makes a contribution to the activities that we were doing,
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we commend her as we see fit. We tried to adapt our activity to suit her needs, just like I did when confronting a student like Fattah earlier. In considering whether it is better to impose discipline or to teach discipline, I believe that it is better in the long run for me to teach discipline and at the same time complementing where we see fit as giving too much discipline will hinders the students confidence in class believe that for all students to be treated fairly, I would have to treat them as individuals because they would be of differing abilities, cultures, genders, ethnicities, and socio-economic class. Nurul is a girl who might actually is in need of a self-actualization and selfesteem. She might be a person who was not as recognised as a leader by the teachers since she has that acts of not being active in classroom activities. By giving her a chance in giving commendations during classroom activities, she might have the chance to be well recognised by others and by teachers which will boost her self-esteem and confidence. She will then be able to have confidence in speaking in front when giving the chance to do activities in front, as long as the activities conducted is in line with what she has in her mind. Thus teachers needs to know well all her students especially in the likes of Nurul, in terms of what she likes, and what she dislikes, since students who does not like that particular subject will not give a lot or any means, any, attention to the subject; unless that particular lesson is given a spark that will increase a curiousity in the students mind. Each of us is motivated by needs. Our most basic needs are inborn. Abraham Maslow's Hierarchy of Needs helps to explain how these needs motivate us all. Maslow's Hierarchy of Needs states that we must satisfy each need in turn, starting with the first, which deals with the most obvious needs for survival itself. In line with the Hierarchy of Needs proposed by Abraham Maslow, it is said that after one need is fulfilled, the next should be satisfied. With the ability to satisfy Nuruls self-esteem by giving her appropriate commendations when she gives a little or as many contributions in classroom activities, she then needs to be exposed to a self-actualization where she needs to have that realization that she is a person who can guide other students to a better academic success by

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guiding her friends in studies. One way to satisfy the self-actualization at her age is by giving her a task of being a leader in the class during a classroom activity. For example, when there is a game being conducted, the teacher should actually give her the privilege to be the centre of the game. What I mean is that she should be the main character of the game, or she should be the leader of a certain group during a competitive classroom activity. This will help her realizing her potential as a leader, and at the same time teaches her how to creatively guide her group mates to winning a game in that particular classroom activity. With the confidence that were already aroused in her, she will have no problem in guiding her group mates in the activities conducted in class. And by the end of the day, she would have that friends of her that she will always help academically.

Nurul is circled in red in this picture:

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