SITI AMINAH BINTI KHALID (2012767551)  

INSTRUCTIONAL LEADERSHIP- A GLOBAL PERSPECTIVE(EDM703)

CLASSROOM MANAGEMEN

T

CLASROOM

News Bulllying in SMT Cheras:Two juveniles plead not guilty to killing student (13.7.1988)Death of pupil: Hearing fixed (7.12.1988)Ex-school head not aware of initiation rites by boys (26.4.1989)Delay cost student his life, says warden (27.4.1989)Witness: I saw pupil being punched in toilet (7.6.1989)Warden tells of clash in school (9.6.1989)Charge against boys reduced (6.7.1989)Boy freed after saying sorry to victim’s family (7.7.1989)Student freed of hurt charge (17.1.1990)

NST 1989

Bil Jenis Kes Salah Laku

2008 2009 2010 2011 2012Bil

Murid % Bil Murid % Bil

Murid % Bil Murid % Bil

Murid %

1 Berunsur Jenayah 19452 0.35 17518 0.32 17595 0.32 18457 0.34 14321 0.27

2 Berunsur Kelucahan 3138 0.04 2915 0.05 3031 0.06 2163 0.05 3778 0.07

3 Kurang Sopan 22921 0.42 20808 0.38 18346 0.34 17189 0.32 15407 0.29

4 Laku Musnah 3949 0.07 3979 0.07 5212 0.10 5343 0.10 3630 0.07

5 Kekemasan Diri 15672 0.29 20361 0.37 21384 0.39 20778 0.39 13926 0.26

6 Ponteng Sekolah 20363 0.37 20286 0.37 19545 0.36 18754 0.35 17343 0.33

7 Kenakalan 8523 0.16 9797 0.18 8563 0.16 8923 0.17 9926 0.19

8Tidak Pentingkan Masa

18348 0.34 16314 0.30 17808 0.33 18611 0.35 10403 0.20

9 Buli 4159 0.08

10 Rokok 14298 0.27

JUMLAHJUMLAH 112361123666 2.082.08 1119711197

88 2.062.06 111481114844 2.062.06 1102111021

88 2.052.05 107191071911 2.032.03

BILANGAN KES DISIPLIN MURID MENENGAH DAN RENDAH 2012KEMENTERIAN PELAJARAN MALAYSIA

BIL.JENIS KESALAHAN

TINGKAH LAKU JENAYAH

SEKOLAH RENDAH

SEKOLAH MENENGAH JUMLAH

MURID TERLIBA

T%

% Drp.

ENROL NASNL

.

BIL. MURID

TERLIBAT

%BIL.

MURID TRLIBAT

%

1 Berunsur Jenayah 5971 20.70 8350 10.66 14321 13.36 0.27

2 Berunsur Kelucahan 1064 3.69 2714 3.46 3778 3.52 0.073 Kekemasan Diri 3082 10.6

9 10844 13.84 13926 12.99 0.264 Tidak Pentingkan Masa 2225 7.71 8178 10.44 10403 9.71 0.205 Kurang Sopan 3794 13.1

5 11613 14.82 15407 14.37 0.296 Laku Musnah 1717 5.95 1913 2.44 3630 3.39 0.077 Ponteng Sekolah 5935 20.5

8 11408 14.56 17343 16.18 0.338 Kenakalan 2114 7.33 7812 9.97 9926 9.26 0.199 Buli 2005 6.95 2154 2.75 4159 3.88 0.08

10 Rokok 936 3.25 13362 17.05 14298 13.34 0.27JUMLAH 28843 100 78348 100 107191 100 2.03

26.91 % 73.09 %

BILANGAN KES DISIPLIN MURID MENGIKUT NEGERI TAHUN 2011 & 2012

2011 2012

Bil NEGERI Bil.

Murid Terlibat

%(enrolm Negeri)

Bil. Murid

Terlibat

%(enrolm Negeri

1 PERLIS 759 1.48 747 1.552 KEDAH 7179 1.66 10054 2.473 PULAU PINANG 6189 2.25 3777 1.444 PERAK 12863 2.74 11752 2.145 SELANGOR 11854 1.27 18188 1.986 WP. KUALA

LUMPUR 9193 3.70 6058 2.517 NEGERI SEMBILAN 5109 2.44 4339 2.098 MELAKA 4093 2.49 5356 3.399 JOHOR 11689 1.80 12219 1.97

BILANGAN KES DISIPLIN MURID MENGIKUT NEGERI TAHUN 2011 & 2012

10 PAHANG 8687 3.06 4133 1.52

11 TERENGGANU 7630 3.21 3859 1.59

12 KELANTAN 5369 1.40 2669 0.75

13 SARAWAK 7479 1.50 11412 2.37

14 SABAH 11234 2.25 12088 2.52

15 WP. LABUAN 683 4.53 475 3.2816 WP PUTRAJAYA 208 1.26 65 0.41

  JUMLAH 110218 2.05 107191 2.03

2011 2012

Bil NEGERI Bil.

Murid Terlibat

%(enrolm Negeri)

Bil. Murid

Terlibat

%(enrolm Negeri

HUKUMAN DISIPLIN (BUANG SEKOLAH)

BIL. TAHUN JUMLAH % PURATA

1 2007 1834 0.08%

1584(0.06%)

2 2008 1848 0.08%

3 2009 1534 0.06%

4 2010 1348 0.05%

5 2011 1131 0.05%

6 2012 1811 0.07%

HUKUMAN DISIPLIN (GANTUNG SEKOLAH)

BIL. TAHUN JUMLAH % PURATA

1 2007 9587 0.40%

7863(0.33%)

2 2008 8515 0.36%

3 2009 9080 0.38%

4 2010 8246 0.35%

5 2011 5007 0.26%

6 2012 6746 0.28%

HUKUMAN DISIPLIN (DIROTAN)

BIL. TAHUN JUMLAH % PURATA

1 2007 31252 1.33%

26,691(1.11%)

2 2008 31645 1.34%

3 2009 32964 1.40%

4 2010 27646 1.17%

5 2011 20452 0.87%

6 2012 16189 0.67%

  Kategori Salah Laku

2008 2009 2010 2011 2012

Bil Murid % Bil

Murid %Bil

Murid

%Bil

Murid

% Bil Murid %

 PONTENG SEKOLAH

20363 0.37 20286 0.37 19545 0.36 1875

4 0.35 17343 0.33

JUMLAH MURID TERLIBAT PONTENG JUMLAH MURID TERLIBAT PONTENG SEKOLAH DALAM TEMPOH 5 TAHUN SEKOLAH DALAM TEMPOH 5 TAHUN

(2008-2012)(2008-2012)

Dealing with Discipline Problems

Make eye contactVerbal hints : name droppingAsk students if they are

aware of the consequences of their behavior

Remind students of the relative rule or procedure

Ask the student to state the correct rule or procedure and follow it

Assertively tell the student to stop the misbehavior

Offer a choice

Special Problems with Secondary Students

Work not completed: Teach students how to use a daily

planner Keep accurate records Enforce established consequences Do not grade on ‘the benefit of the

doubt’Continue to break rules:

Seat student away from other students

Catch them before they break the rules

Enforce established consequences Don’t accept promises

Special Problems: Hostile Behaviors

Get out of the situation as soon as possibleGive the student the choice to cooperateAllow a short cool down periodTalk privately in the hallSend another student for the assistant

principalConference with a counselor, parents, other

teachersKeep a record of the incident

Special Problems: Violence or Destruction of Property

Send for helpGet the names of all participantsDisperse any crowdDo NOT try to break up a fight without

helpInform the school office of the incidentFollow the school policy

THE NEED FOR COMMUNICATION

Message Sent = Message Received?

Hidden messages

Body languageChoice of words

Paraphrase rule

Who’s Problem Is It?

Does this affect my role as teacher?

Student owned: actively listen

Teacher owned: problem solve

Counseling: The Student’s ProblemEmpathetic listening

Block out external stimuli

Listen carefully

Differentiate between intellectual and emotional messages

Make inferences about the speaker’s feelings

Confrontation and Assertive Discipline

• Use of “I” messages• Passive or hostile responses• Care enough to confront• Clearly stated expectations with eye

contact• Do not debate ‘fairness’ of the rules• Expect changes - not promises or excuses• See Point▼Counterpoint, Woolfolk, p. 461

Confrontation and Negotiation

Teacher imposes a solutionTeacher gives in to student demandsGordon’s “no-lose method”

Define the problem Generate many possible solutions Evaluate each solution Make a decision on a solution Determine how to implement the solution Evaluate the success of the solution

Student Conflicts and Confrontations

Conflicts: goals and needs clashViolence

Prevention is the best cureHigh academic expectationsGenuine care for students

Mentoring, peer mediation, conflict resolution, social skills, relevance, community involvement programs

Steps in Peer Mediation

Jointly define conflict

Exchange positions and interests

Reverse perspectives

Invent 3 arguments that allow mutual gain

Reach an integrative agreement

Respect & Protect Program

Respect & protect the rights of others

Violence is not acceptableTarget violence-enabling

behaviorsClearly define violence

Bully/victim violence Normal conflict violence

Adult-centered and student-centered interventions

See Table 12.5, Woolfolk, p. 465

Families and Classroom Management

Parents as partnersClear classroom

expectationsCommunicate

(Family & Community Partnerships, Woolfolk, p. 466)

Management Scenarios

Reflection Questions

Consider the following scenarios.

Decide what you would do in each situation. Don’t stop with an initial response to the situation.

Come up with a ‘Plan B’ just in case ‘Plan A’ would not work. Consider multiple perspectives for each scenario.

Elementary: Art

Kent, Kari, and Krista are working together on an art project. Kent needs the tangerine crayon to finish the trim on an Indian

blanket. Kari really needs the tangerine crayon to touch up the sunset. Krista really REALLY needs the tangerine crayon to do the tree leaves. A major conflict is about to erupt! How will you use this as a learning opportunity to teach the concept ‘sharing’?

Elementary: Cheating

It is achievement test time, and you have consistently encouraged your students to do their own best work. However, during the reading comprehension test, you notice that Melissa is exhibiting ‘severe diagonal vision disorder’ (cheating). At least two other students have noticed, also! What prescription would you recommend to treat her malady?

Secondary: Defiance

You have just handed back the exam results. Sean is NOT one of your outstanding students, and is not happy with his grade. You ask, “Sean, do you have any questions on the exam?” His retort challenges the validity of your test, compares your IQ to your shoe size, states his opinion about your heritage, and suggests a place for you to take an extended vacation. Sean uses descriptive language and explicit adjectives. Your response?

Secondary: Vandalism

On a crisp, September morning, you go to school

early. As you enter the building, you notice a white

haze in the halls, but no smell of smoke. Suddenly

you hear glass breaking and see three students with

fire extinguishers burst out of the chemistry lab, spraying white every where, running toward

you. Next?

Back Stage

It is after school on a nice day in May. You have to make copies of a test for your class tomorrow morning. You decide to take a shortcut to the teachers’ workroom through the back of the stage. You hear unusual but intriguing sounds coming from a dim corner of the stage and decide to investigate. You discover two students engaged in active and intimate physical contact. Now what?

LEARNING ENVIRONMENTS

FOR ALL STUDENTS

SUMMING IT UP:

Summary

The Need for OrganizationCreating a Positive Learning Environment

(conducive)Creating a Learning CommunityMaintaining a Good Environment for

LearningThe Need for Communication

Review Questions

What are the challenges of classroom management?

What are the goals of good classroom management?

Distinguish between rule and procedures.

Distinguish between personal territories and interest-area spatial arrangements.

Review Questions

Contrast the first school week of effective and ineffective managers.

What are Johnson and Johnson’s three C’s of establishing a classroom community?

How can teachers encourage engagement?

Explain the factors identified by Kounin that prevent management problems in the classroom.

Review Questions

Describe seven levels of intervention in misbehavior.

What is meant by “empathetic listening”?

Distinguish among assertive, passive, and hostile response styles.

What are some options for dealing with student-student and student-teacher conflicts?