EDUP 3043 BEHAVIOR AND CLASSROOM

MANAGEMENT
Name of Lecturer: Mr Chan Kok Wah

Group Member: Jester Daniel Jayes

Mohd Roslan Chee

“Compare and contrast the 5 different models of discipline and

present it in i-Think map.”
  Creating a classroom
based on the rights
and needs of
students and
teachers

 Classroom has  Reinforcing

to be conducive expected
for the students Canter behaviour
and students
must not make Assertive
any distractions Discipline
Model
 Students
acceptance of
 Rules and regulations their
are to be practiced. consequences

 Assertive teachers
and confident
  Inappropriate behavior is
motivated by a need to gain
attention, exercise power,
exact revenge, or display
inadequacy

 Students are
 Allows students helped to
Dreikurs understand
to work on their
Logical their motives
own pace, and
accept Consequences and exchange
responsibility Model their mistaken
for themselves goals for
useful one.

 Be flexible to ensure
everyone’s needs are
met that lead to
positive relationship.
  Smoothness
 Using different of the
teaching styles and activity.
add variety to the
lesson  Providing students
with a feeling of
 Offering students progress
challenges Kounin
throughout the Group
lesson Management
Model  Ability to supervise
the classroom.
 Warning and actions (withitness)
will affect other (overlapping)
students (Ripple
effect)  Supervise before
becoming a
disciplinary problem
 To control
Teacher
the
plays the
discipline of
main role.
students
Similaritie
s between
3 models

To manage
class
effectively
 (1) Focuses on character training
(4) Assertive teachers and Based on behavioural through mutual agreements and
confident theory. 2&3 (Canter) problem-solving.
2 (Thomas)
(5) Rules and regulations are to be Canter (4) If conflict arise do “behaviour
practiced. 6,8,7 (Kounin)
Assertive Thomas
window”
Discipline Gordon
Model Based on humanistic Classroom
(5) Execute I-Message if teacher
owns the problem
theory. 6&1 (Canter) Management
3&4 ( Dreikurs) Model
(6) Final step is “No-lose
(2) Providing students with a 1( Kounin ) Conflict Resolution”
feeling of progress 1 (Alfie)
Kounin
3 (Thomas)
(3) Ability to supervise the Group
classroom. (withitness)
Management
(overlapping)
Model
Based on cognitive
theory. 2.(Alfie)
(9) Offering students challenges
throughout the lesson 2.(Dreikurs)
(3) Teacher should
Alfie Kohn relinquish control to
(4) Supervise before becoming a
disciplinary problem
Beyond the students
Based on theory Discipline
(5) Warning and actions will affect of individual Model
other students (Ripple effect) Dreikurs differences.
(5) If problems continuously
Logical 10.(Koulin) occur, chances are the
Consequences
Model 4.(Alfie) activities are not engaging
enough for the students.
(1) Inappropriate behavior is
motivated by a need to gain
attention, exercise power, exact
revenge, or display inadequacy
REFERENCES
Haliza, H., & Joy, S. N. (2009).Pengurusan bilik darjah dan tingkah laku.
Shah Alam: Oxford Fajar sdn. bhd.

Grubaugh, S., & Houston, R. (1990). Establishing a classroom

environment that promotes interaction and improved student
behavior. The Clearing House, 63(8), 375-378.

Hannah, R. (2013). The effect of classroom environment on student

learning.