MANAGEMENT OF DISCIPLINARY PROBLEMS IN CLASSROOM

Group 6 - Nureen Tasnim- Ain Zulkifli Syed El-Shirazy- Swett Lian Pan

PROBLEM MANAGEMENT CONCEPT The objectives must be clear in order to

discipline students The wrongdoings in classroom basically can

be handled through the non-verbal advice, change the behaviour and change the structure of teaching and learning activity.

DISCIPLINARY MANAGEMENT CYCLE Planning Prepare management plan, structured

organization and approach that can be use to :

- implement and managing - control and do reflection

TEACHER’S ROLE AND ACTION WHILE MANAGING DISCIPLINARY PROBLEM IN CLASROOM Teacher as a guider When teacher can’t handle or settle that problem,

he/she should refer to the school counsellor or school disciplinary committee

Suggestion to handle disciplinary problem :- Do not panic and think wisely before take any action- Avoid challenge your students- Recheck your teaching pattern- Do not handle the disciplinary problem out of your

ability- Discuss with the other experienced teachers

PASTORAL CARE A guidance that given by teacher for taking

care the student’s welfare This guidance including field and wide issues

such as health, social, religion education and moral, behaviour management and student’s emotion support

GUIDANCE AND COUNSELING Guidance is a process planned by teachers to

help students to know and realize about their ability and weaknesses and also in order  to help students adapt to the environment

Counseling is a process where the counselor helps students to understand themselves

GUIDANCE AND COUNSELING OBJECTIVES Know the student’s potential Build self-management skill Problem solving skill Behaviour management Improving students Self-assessment

GUIDANCE AND COUNSELING PRINCIPLES Students need to volunteer themselves Students responsible for their own

improvement Guidance is a cure process Use of basic guidance skill Be open minded

PUNCTUALITY

-MENTAL SET

voice of curiosity and excitement: to elicit and maintain pupils’ interest

Involve kids targeting them A successful introduction to a lesson makes it

easier to sustain learning as the lesson goes on.

including a few words of praise about the work they have done

review, conclusions and summary about what it was achieved

setting homework

MAINTAINING PUPIL’S INVOLVEMENT NOT just keeping them busy. Involvement is closely related to motivation,

interest and adequateness of the tasks’ level. Therefore, we have to:

set up educationally effective activities (purpose). stimulate intellectual curiosity and communicate

enthusiasm. structure information well (lesson plan); signal and

smooth transitions. give clear instructions (using flash cards, pictures,

real material…), well paced and with examples. provide opportunities for pupils to talk; listen to

what they have to say. …

PACE AND FLOW OF THE LESSON Not too fast Not to slow Avoid interruptions; postpone if possible When giving individual help to a pupil,

periodically scan the classroom

MANAGING PUPIL MOVEMENT AND NOISE Movement : set up rules Noise : Speak always with at our normal level of voice When pupils keep talking and don’t pay attention,

stop and wait. Allow children to express themselves (raise hand) Realize good noise. Be reasonably consistent. It’s better to say “ you

can talk to your neighbour, but not to other pupils ” or “ try to ensure that only one person in each group is speaking at a time! , than “ the noise level is too high! ”

POSITIVE REINFORCEMENT Praise them for their efforts, positive

behaviours and contributions in class. Be sympathetic and supportive. Locate the problem in the task or activity

rather than in the pupil. Check and correct their assignments, and

use smiles or positive comments. This kind of feedback gives security

ESTABLISHING AUTHORITY Authority to manage their learning Convey your status Appear relaxed, self-assured and confident:

indicated by the tone of voice, posture, facial expression and use of eye-contact.

Be competent at teaching Establish rules

ESTABLISHING RULES: There must be no talking when the teacher is

talking. There must be no disruptive noises. Rules for entering, leaving and moving in

classrooms (going to the toilet). Pupils must raise hand to answer or make

questions, not shout out. Respect must be shown for equipment. Respect for classmates and teachers. Pupils must ask if they don’t understand.

DEALING WITH PUPIL MISBEHAVIOUR EFFECTIVELY  Prevention strategies Be friendly but firm . Establish rules and stick to them. Plan motivating lessons (abilities and

interests). Involve students . Praise good behaviours and contributions . Don’t stay too long doing an activity . Scan and circulate around the classroom. Non-verbal language : eye-contact, moving

towards them.

Give help to kids when they are having difficulties.

Change activities and pace . If a kid is misbehaving or showing disrespect,

indicate it (non-verbal language). Move pupils if necessary