cara ikat tali leher bagi guru lelaki

Kod Etika Keguruan

1.	Guru tidaklah harus bertingkahlaku sehingga begitu rupa sehingga boleh mencemarkan sifat profesionalnya dan yang akan menyebabkan hilang kepercayaan orang ramai terhadap profesion perguruan.
2.	Guru tidaklah harus bertingkahlaku begitu rupa yang boleh membawa kepada jatuhnya maruah diri dan kehilangan amanah berhubung dengan kewangan.
3.	Dalam semua hubungan dan tugas, guru hendaklah menjalankannya dengan jujur.
4.	Tanggungjawab utama guru ialah terhadap muridnya. Kepentingan murid mengatasi semua kepentingan lain seperti kepentingan masyarakat, persatuan atau persendirian.
5.	Guru haruslah menumpukan perhatian terhadap keperluan setiap muridnya.
6.	Guru haruslah memberi perhatian dan pengajaran untuk semua murid tidak kira bangsa dan agama atau kepercayaan.
7.	Guru haruslah bertugas sebagai 'pengganti ibubapa' dalam usaha membentuk tingkah laku murid ke arah matlamat yang diterima oleh masyarakat.
8.	Guru haruslah mendidik dan mengambil tindakan secara adil terhadap semua murid tidak kira bangsa, warna kulit, jantina, bahasa, agama, kepercayaan politik, tempat asal, keturunan, daya intelek dan lain-lain.
9.	Guru haruslah mengesan, menerima perbezaan individu di kalangan muridnya dan membimbing mereka memperkembangkan potensi mereka dari segi jasmani, intelek, daya cipta dan lain-lain.
10.	Guru haruslah menghormati hak setiap murid supaya maklumat sulit mengenai diri murid tidak diberitahu kepada orang atau agensi yang tidak berkenaan.
11.	Guru tidaklah harus bertingkah laku terhadap muridnya begitu rupa yang boleh membawa jatuhnya darjat profesion perguruan.
12.	Guru tidaklah harus menanam sikap yang boleh merosakkan kepentingan murid, masyarakat atau negara.
13.	Guru haruslah menanamkan sikap yang baik terhadap semua muridnya supaya mereka dapat berkembang menjadi warganegara yang taat dan berguna.
14.	Guru tidaklah harus menyatakan atau membuat sesuatu yang boleh mengurangkan keyakinan diri murid dan ibubapa terhadapnya.
15.	Guru haruslah bertingkahlaku begitu rupa supaya menjadi contoh baik atau 'role model' kepada muridnya.
16.	Guru tidak harus menerima apa-apa bayaran daripada muridnya untuk pelajaran atau pengajaran tambahan yang dijalankan semasa waktu sekolah atau cuti sekolah melainkan bayaran yang disahkan.
17.	Guru tidaklah harus mengiklankan dirinya untuk kerja tuisyen atau pengajaran persendirian.
18.	Guru tidaklah harus memaksakan kepercayaan, keagamaan, politik persendirian terhadap muridnya.
19.	Guru tidaklah harus meminta atau menerima hadiah daripada ibubapa atau ahli masyarakat dalam menjalankan tugas profesionalnya.
20.	Guru tidaklah harus menjatuhkan nama baik guru lain
21.	Guru haruslah menggunakan cara yang sahaja (iaitu berdasarkan kecekapan) untuk tujuan kenaikan pangkat atau untuk mendapat pekerjaan.
22.	Guru tidaklah harus mengiklankan dirinya dengan cara membesar-besarkan namanya untuk mendapatkan sesuatu pangkat dalam profesion perguruan.

Sistem Pendidikan Malaysia

Etika pemakaian guru

Applying Bloom's Taxonomy

Knowledge 

Useful Verbs	Sample Question Stems	Potential activities and products
tell list describe relate locate write find state name	What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...?	Make a list of the main events.. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the .... in the story. Make a chart showing... Make an acrostic. Recite a poem.

Comprehension

Useful Verbs	Sample Question Stems	Potential activities and products
explain interpret outline discuss distinguish predict restate translate compare describe	Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...?	Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book.

Application

Useful Verbs	Sample Question Stems	Potential activities and products
solve show use illustrate construct complete examine classify	Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a ...?	Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game suing the ideas from the study area. Make a clay model of an item in the material. Design a market strategy for your product using a known strategy as a model. Dress a doll in national costume. Paint a mural using the same materials. Write a textbook about... for others.

Analysis

Useful Verbs	Sample Question Stems	Potential activities and products
analyse distinguish examine compare contrast investigate categorise identify explain separate advertise	Which events could have happened...? I ... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in...? Can you explain what must have happened when...? How is ... similar to ...? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...? What was the turning point in the game? What was the problem with...?	Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person. Prepare a report about the area of study. Arrange a party. Make all the arrangements and record the steps needed. Review a work of art in terms of form, colour and texture.

Synthesis

Useful Verbs	Sample Question Stems	Potential activities and products
create invent compose predict plan construct design imagine propose devise formulate	Can you design a ... to ...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? can you develop a proposal which would...	Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song or pantomime about...? Design a record, book, or magazine cover for...? Make up a new language code and write material suing it. Sell an idea. Devise a way to... Compose a rhythm or put new words to a known melody.

Evaluation

Useful Verbs	Sample Question Stems	Potential activities and products
judge select choose decide justify debate verify argue recommend assess discuss rate prioritise determine	Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe? Are you a ... person? How would you feel if...? How effective are...? What do you think about...?	Prepare a list of criteria to judge a ... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to ... advising on changes needed at... Write a half yearly report. Prepare a case to present your view about...

Bloom's Taxonomy

 

Cognitive Domain

The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next ones can take place.

Category	Example and Key Words (verbs)
Knowledge: Recall data or information.	Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.	Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.	Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.	Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.	Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
Evaluation: Make judgments about the value of ideas or materials.	Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, suppo

Affective Domain

The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:

Category	Example and Key Words (verbs)
Receiving Phenomena: Awareness, willingness to hear, selected attention.	Examples: Listen to others with respect. Listen for and remember the name of newly introduced people. Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses.
Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).	Examples:  Participates in class discussions.  Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them. Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.
Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable.	Examples:  Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about. Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.
Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  The emphasis is on comparing, relating, and synthesizing values.	Examples:  Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self. Key Words: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.
Internalizing values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).	Examples:  Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving.  Displays a professional commitment to ethical  practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look. Key Words: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.

Psychomotor Domain

The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex:

Category	Example and Key Words (verbs)
Perception: The ability to use sensory cues to guide motor activity.  This ranges from sensory stimulation, through cue selection, to translation.	Examples:  Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.
Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets).	Examples:  Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain. Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.	Examples:  Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds
Mechanism: This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.	Examples:  Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
Complex Overt Response: The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce.	Examples:  Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.
Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements.	Examples:  Responds effectively to unexpected experiences.  Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.
Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.	Examples:  Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.

 

 

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them (Pohl, 2000).
This new taxonomy reflects a more active form of thinking and is perhaps more accurate:

 

thinking strategies

Key terms
• Reflective thinking
• Meta-cognitive thinking
• Thinking tools

1. Reflective thinking essentially means a person thinks independently. He knows how to reason, to think for himself, to combine intuition and logic in the process of solving problems either within his internal world or the world around him.

2. Meta-cognitive thinking means knowing how to learn. Thinking skills and study skills are examples of meta-cogntive skills. For example, we try to assess our own understanding, choose an effective plan to solve problems. Hence, meta-cognitive skill enables the students to think about their own thinking process. For instance, when you ask yourself, “How well did I really handle that decision?” , you are asking yourself a meta-cognitive question. You are setting out to think about your own thinking. When you sit down to tackle assignment and ask yourself, “Now just how am I going to approach these problems?” you are again asking yourself a meta-cognitive question. However, if you say to yourself, “I don’t like the way I ended that short story.” You are not thinking about your own thinking, you are thinking about an eternal product, that is the short story.

3. Meta-cognitive thinking is supremely important to the cultivation of good thinking. Through meta-cognition, people become aware of their usual thinking practices and gain the perspective they need to fine-tune or even radically revise those practices. How this works becomes clearer if we distinguish four degree of meta-cognition, a kind of ladder of meta-cognition with the most powerful variety at the top 

(Swartz & Perkins, 1990).

4. Teaching reflective and meta-cognitive strategies to students can lead to a marked improvement in their achievement. This is because teaching involves so much more than giving information, applying technical skills, or managing a group of children. It is a process by which students are taught to be reflective.

5. The use of different types of questions is an effective tool to teach thinking skills among our students. Questions can be categorized into divergent questions, convergent questions, Low-Level Questions, and High-Level Questions or High Order Thinking Level Questions (HOT).

6. Convergent questions are those that require one correct answer. Generally, they are questions of fact are recall and often of at low level. Divergent questions are just the opposite. They require different answers as long as the answer are appropriate. In other words, questions can be answered in several ways.

7. Low-level questions require students to recall facts or information. For example, How much is 8 + 7 = , What is the Pythagorean theorem? On the other hand, High- Level Question requires a certain degree of intellectual processing on the part of the student. For example: To what extent cyber cafés influence our teenager? How is architecture influenced by culture?

8. We can use different thinking tools to enhance reflective and meta-cognitive thinking among our students. Mind maps, graphic organizer, CoRT 1 (PMI, CAF, C & S, AGO, FIP, OPV, and APC) are useful to help students to recall related information that could be used to assist in incorporating new information.

9. Mind mapping is a very useful thinking tool. Mind mapping is a way of notes taking whereby one should start from the main idea and branch out as dictated by individual ideas and general form of the central theme. According to Buzan (1989), the brain works primarily with key concepts in an inter-linked and integrated manner, our notes and our word relations should in many instances be structured in this way rather than in traditional ‘ lines’ or notes that are taking in linear forms. A mind map has a number of advantages over the linear form of note taking.

The center with the main idea is more clearly defined.

• The relative importance of each idea is clearly indicated (more important ideas will be nearer the center).
• The links between the Key concepts will be clearly indicated.
• As a result of the above, recall and review will be both more effective and more rapid.
• The nature of the structure allows for the easy addition of new information or ideas.

10. Mind mapping laws:

• Start with a coloured image in the center.
• Images throughout your Mind Map.
• Word should be printed.
• The printed words should be on lines, and each line should be connected to other lines.
• Words should be ‘units’, i.e. one word per line.
• Use colours throughout the Mind Map to enhance memory., delight the eye and stimulate the right cortical process.
• In creative efforts of this nature the mind should be left as ‘free’ as possible.

11. Graphic representations or organizers are visual illustrations of verbal statements. Many graphic representations are familiar to most adults: flow charts, pie charts, and family trees. More sophisticated graphics include spider maps, fish bone maps, network trees, and compare/ contrast matrices.
Graphic representations or organizers (GO) are important because they:

• help the learner to comprehend, summarize, and synthesize complex ideas.
• help students to select important ideas as well as detecting missing information and unexplained relations.
• help students to solve problems and making decisions.

12. Constructing Graphic Outlines:

•  Survey: First, the students survey the title, subheadings, illustrations and their captions, the initial summary or abstracts, and the objective of the text to determine what the passage discusses and how the discussion is structured.
•  Represent: The student begins to form a hypothesis about the structure of the text and mentally searches his or her repertoire of graphic structures for the best “fit”. For example, the use of compare or contrast diagram, predicting consequences of options, spider map or problem solving outline.

13. Cognitive Research Trust from which the abbreviation, CoRT is derived is a programme designed by Edward d Bono. The CoRT Programme teaches thinking skills through the use of thinking “tools” in a formal, focused, and deliberate manner. The programme has a multitude of applications. CoRT 1 is designed to encourage students to broaden their thinking. Often, we take too narrow a view when we think. We tend to judge rather than explore. CoRT 1 consists of:

•  Treatment of ideas (PMI- plus , minus , interesting)
•  Factors involved (CAF- consider all factors)
•  Consequences (C & F- consequences and sequel)
•  Objectives (AGO- aims, goals, objectives)
•  Priorities (FIP- first, important, priority)
•  Alternatives (APC- alternatives, possibilities, choices)
•  Other People Views (OPV)

14. PMI is used to examine an idea for good, bad or interesting point, instead of immediate acceptance or rejection. For instance:
a. Teaching of Mathematics and Science in English
b. Teaching as a career for graduates.
c. The employment of foreign workers in the country.

Steps involved:
a. List down all the plus points.
b. List down all the minus points.
c. List down all the interesting points
What is your decision after considering all the factors?

15. CAF is used to look as widely as possible all the factors involved in a situation, instead of only immediate ones. For instance:
a. What is the best way to improve the level of English among our graduates?
b. Extra-mural activities are compulsory for all students.
c. A credit in Mathematics is a pre-requisite for all candidates applying for teacher training.

Steps involved:
a). List down all the factors.
b). Consider each factor.

16.What is the appropriate decision to be made?

 C &S deals with the consideration of the immediate, short, medium and long term consequences. For instance,
a. The introduction of abacus in the primary one Mathematics.
b. The introduction of sex education in the primary and secondary school curriculum.

Steps involved:
a. What are the long term effects?
b. What are the risks I have to face?
c. To what extent the new plan would bring changes?

17. GO is used to pick out and defining objectives so as one is clear about his own aims and understanding those of others. For instance,
a. What is the AGO by implementing car pool system in the cities?
b. What is the AGO by introducing Moral Education in the school curriculum?

Steps involved:
a. What is the AGO of the plan?
b. Are the implementations out of The AGO?
c. How do I make sure that the AGO is achieved

FIP is used to choose from a number of different possibilities and alternatives, i.e., putting priorities in order. For instance,
a). What is the FIP for one session school system?
b). What is the best strategy to solve misbehavior problems in the class?

Steps involved:
a) What are the important matters involved?
b) Which is the most important one to be considered?
c) Which one should be given priority?

18. APC deals with generating new alternatives and choices, instead of feeling confined to the obvious ones. For instance,
a). The PMR examination should be abolished?
b). It is compulsory for all students to have a credit in English in order to be awarded the SPM certificate.

Steps involved
a). What are the other alternatives to overcome the problem?
b). What are the implications incur if every step is taken?
c). What is the best solution?

19. OPV means moving out of one’s own viewpoint to consider the points of view of all others involved in any situation. For instance,
a). All student teachers are required to stay in the hostels provided.
b). All school leavers are required to attend military training for a period of three months.

Steps involved
a). Will this idea influence others?
b). Other’s people opinion on this matter?
C). Is your idea relevant before actions are taken?

classroom management

Key Terms

• Classroom management
• Teacher as an effective classroom manager
• Authoritarian leadership style
• Democratic leadership style
• Laissez-faire leadership approach
• Mandated time
• Allocated time
• Instructional time
• Engaged time or time on-task
• Academic learning time
• Communication
• Rules and procedures
• Disciplinary problem
• Disciplinary plan

1. Classroom management : 

Actions and strategies used to maintain order in the classroom

2. Teacher as an effective manager: 

able to get students’ cooperation, maintain their involvement in instructional tasks, and carry out the business of classroom smoothly. Example, the teacher has to lay down rules and procedures for learning activities. Sometimes this role is viewed as nothing more than that of disciplinarian, the person who must see that the classroom group and its individual members stay within the limits set by the school, the limits set by the teacher, and the limits set by the tasks at hand. In fact, the teacher must also manage a classroom environment. He organizes the classroom space to fit his goals and to maximize learning. Seating must be arranged; posters hung; bulletin boards decorated; extra books, learning carrels, and bookshelves installed. Classroom management for the teacher also involves modeling a positive attitude toward the curriculum and toward school and learning in general. Finally, a teacher needs to manage and process great amounts of clerical work. There are papers to be graded and read, tests to be scored, marks to be entered, attendance records and files to be maintained, notes and letters to be written, and so forth.

3. Factors affecting classroom environment: 

There are factors which affect classroom atmosphere Leadership style:

Different leadership styles will affect the atmosphere of students’ learning.

•  Authoritarian leadership will discourage learning, the teacher tends to put down the students when they make mistakes. 
•  Democratic leadership, the sharing of responsibility, seeks compliance through encouragement rather than demands. The teacher is kind, caring, and warm, but also firm. Self-esteem is developed by sharing of responsibility. Research has shown that productivity and performance are high in well-run democratic classroom. 
•  In laissez-faire leadership approach, the teacher is completely permissive. Anything goes! Everyone does his or her own thing.This type of leadership often leads to chaos. It produces disorganization, causes student frustration, and results in little if any work.

Physical environment: 

An attractive room is conducive to learning. As a teacher, you will in most cases have full responsibility for the appearance and comfort of you room.

 Room arrangement: 

Your room arrangement should aid teaching and learning and help maintain discipline. The seating arragement should focus on the chalkboard since most class instruction occurs there. You should also provide access to pencil sharpeners, reference books, learning centres, trash containers, etc. Place these accessories behind or to the side of the students’ focal points, since travel to and from them can be distracting.

Motivation: 

The teacher should try to motivate the students by;

•  expecting the best from students 
•  modelling desired behaviour 
•  establishing a positive atmosphere 
•  actively involving students 
•  making learning seem worthwhile 
•  cultivating self-esteem 
• capitalizing on curiosity
•  use reinforcement n 
•  using competition 
•  reducing anxiety

Time in schools and classrooms: 

Schooltime is obviously limited. In fact school time can be divided into five different categories: mandated time, allocated time, instructional time, engaged time, and academic learning time.

•  Mandated time: the time set by the Ministry of Education. A typical school is in session from 7.45 in the morning until 2.05 in the afternoon for about 190 days. This set time must be used for both academic and nonacademic activities.
•  Allocated time: During the mandated time, a variety of subjects must be taught plus time must be used for lunch, recess, transitions between classes, announcements, etc. The time appropriated for each of these activities is called allocated time. The goal of classroom management is to expand the amount of time allocated for learning.
• Instructional time: Teachers attempts to translate allocated time into learning through instructional time. They try to translate the available, tangible blocks of class time into productive learning activities. The students may not make full use of the instructional time to learn. Instead, they may be daydreaming during seat work or some may be goofing off.
•  Engaged time or time on-task: It is the actual time individual students spend on assigned work. Students are actively (physically or mentally) participating in learning process during engaged time. So, one of the goals of classroom management is to improve the quality of time by keeping students on-task.
•  Academic learning time: Time on-task isn’t always productive. Indeed, students often engage in an activity at a superficial level, with the result that little understanding or retention takes place. If this is happening, the teacher must motivate the students to make time on-task more productive, they must maximize academic learning time. This means that the students’ performance must be at a high success rate (80 percent or more).

Communication:

When problems arise in the classroom, good communication between teacher and students is essential. This means that more than just the “teacher talks-students listen” pattern must be taking place. Real communication is an open, two-way street, in which you talk but you must listen.

4. Preventive classroom management: 

Many of the problems associated with student misbehaviour are dealt with by effective teachers through preventive approaches. Some of these approaches are briefly described below:

• Establishing rules and procedures to govern important activities in the classroom. Rules are statements that specify the things students are expected to do and not to do. Usually, rules are written down, made clear to the students, kept to a minimum. Procedures, on the other hand, are the ways of getting work and other activity accomplished. They are seldom written down, but effective classroom managers spend considerable time teaching procedures to students in the same way they teach academic matter. Student movement, student talk, and what to do with downtime (occurs when lessons are completed early or when students are waiting for upcoming events, like moving to another class or going home) are among the most important activities that require rules to govern behaviour and procedures to make work flow efficiently.

                 Categories of rules:

•  Relations with the adults and peers – be polite and friendly, be friendly and helpful; help your friends;  Academic work – work hard and quietly; do your best; try; (
•  classroom rutines – put your hand up; settle down quickly and quietly; 
•  relations to self – respect yourself; be smart; accept your own and others mistakes; keep trying; you can do it
•   safety – take care; be safe; take care of your friends’ safety.

 Example of classroom routines: going in and sitting down quietly when they arrive; collecting and returning books; getting equipment out or moving around the classroom.

• Maintain consistency: Effective classroom managers are consistent in their enforcement of rules and their application of procedures. If they are not, any set of rules and procedures soon dissolves.

• Preventing deviant behaviour with smoothness and momentum: 

Another dimension of preventive classroom management involves pacing instructional events and maintaining appropriate momentum. 

 Common problems in maintaining smoothness and momentum are: 

•  Dangle: leaving a topic dangling to do something else 
•  Flip-flop: starting and stopping an activity and then going back to it
•  Fragmentation: breaking instruction or activity into overly small segments 
• overdwelling: going over and over something even after students understand the facts.

• Orchestrating classroom activities during unstable periods (example, opening of the class, during transitions, closing of the class): This involves planning and orchestrating student behaviour during unstable time. Students are coming from other settings (their homes, the playground, another class) where different set of behavioural norms apply. The new setting has different rules and procedures as well as friends who have not been seen since the previous day.

• The beginning of the class is also a time in most schools in which several administrative tasks are required of teachers, such as taking roll and making annoucements. Effective classroom managers plan and execute procedures that help get things started quickly and surely.
• Transitions are the times during a lesson when the teacher is moving from one type of learning activity to another. Planning is crucial when it comes to managing transitions. Cueing and signaling systems are used by effective teachers to manage difficult transition periods.
• The closing of the class is also an unstable time in most classroom. Sometimes the teacher is rushed to complete a lesson that has run over its allocated time; sometimes materials such as test or papers must be collected; almost always students need to get their own personal belongings ready to move to another class, the canteen or the bus. Effective classroom managers anticipate the potential management problems associated with closing class by incorporating the appropriate procedures into their classroom.

• Developing student accountability: 

Effective classroom managers always hold students accountable for their work, such as completing and handing in their assignments on time or little learning will be accomplished.

5. Discipline: 

Teachers who attend to many of the aspects of classroom management identified as crucial to positive learning events will avoid a great many conflicts and have significantly fewer classroom disruptions. Even so, there will be times when students bring problems to the classroom, and even teachers who are very effective classroom organizers will be confronted with unproductive student behaviour that requires intervention (Brophy, 1996). Disciplining students for disruptive behaviour should be part of a continous plan that is explicit to the teacher and students. Skills necessary for teachers during disciplining procedures are the ability to work with teams of professionals who can focus on the disruptive behaviour or a particular student, and the knowledge to develop and carry out management and discipline plans.

The most important aspect of attending to disruptive behaviour is to return the classroom to a constructive atmosphere. Regaining control of the classroom quickly and avoiding involvement of more students that necessary is a goal following any type of disruptive behaviour or confrontation. Several strategies are important for the teacher when responding to disruptive student behaviour:

•  Try not to make unreasonable requirement or overreact to disruptive incidents.
•  Be honest about your feelings. If you are upset, disappointed, or angry, explain to the students.
•  Be consistent and follow through with what you said you will do
•  Be fair with your students. If you have made a mistake, applied rules indiscriminately, or have implemented actions that are not working or were not fair in the first place, apologize to your students. They will respect you for your honesty and openness.

When students’ misbehaviour is serious and teachers’ effort fail to result in appropriate behaviour, more severe strategies are needed. Consequences may involve corporal punishment and suspension from school.

6. Disciplinary problem: 

is a behavior that 

•  interferes with the teaching act; 
•  interferes with the rights of others to learn 
•  is psychologically or physically unsafe; 
•  destroys property. 

A disciplinary problem could not only be caused by a student but it could also be caused by a teacher. When a teacher inappropriately or ineffectively employs management strategies that result in interference with the learning of others, he in fact becomes the discipline problem. This is also true for inappropriate or ill-timed classroom procedures, public address announcements, and school policies that tend to disrupt the teaching and/or learning process.

7. Causes of misbehavior : 

The most common causes of misbehavior in the classroom are: 

•  boredom – failing to offer classroom activities that are interesting, appropriately timed, challenging and relevant; 
•  an inability to do the work a teacher has set – because it is too difficult, expressed in inappropiate language or it is unclear what pupils need to do; and 
•  effort demanded for too long a period with a break – which is difficult to sustain over a long period;
•  poor teacher organization – visual aids do not work or there are too many interruptions to the flow of the lesson; 
•  confusion about teacher expectation – the teacher fails to be clear and explicit about the kind of conduct that is expected; 
•  social or peer interaction – conversation or behaviour can spill over into the classroom from the corridor, playground or outside school; 
•  low academic self-esteem – students lack confidence in themselves because they experienced failure before.

8. Practical strategies for managing misbehavior (Kyriacou, 1991):

 Ways of preventing misbehavior

• scan the classroom (see if any pupils are having difficulties and support
• them in resuming working quickly. Individual contact is more effective than calling across the room.
• Circulate (Go around the room asking pupils about their progress. This uncovers problems which otherwise would not be obvious.)
• Make eye contact ( Do this with individuals when talking to the class)
• Target your questions (Directing questions around the class keeps students involved. Use proximity (moving towards students who are talking indicates awareness of their conduct. Standing by pupils keeps them on task.
• Give academic help (This encourages students to make progress with the task set and is one of the best ways of pre-empting misbehavior.)

• Change activities or pace (Sometimes lessons proceed too slowly or too fast, so altering the activity or pace can be crucial for maintaining students’ involvement.)
• Notice misbehavior (Use eye contact, facial expressions and pauses to signal disapproval, so there’s only a momentary interruption of the lesson. Ignoring trivial incidents allows more serious misbehaviour to occur.)
• Notice disrespect (Discourtesy to you, as teacher, must be picked up or it will undermine the standard of behaviour expected from students.)
• Move students (If necessary, separate students whose behaviour is not acceptable, while stressing it is done in their interest).

 The effective use of reprimands:

• Correct targeting (It is important to identify correctly the student who is responsible for misbehaviour)
• Firmness (Use a clear and firm tone. Avoid pleading or softening the reprimand once it is used.)
• Express concern (Reprimands should convey your concern with the student’s interests or those of other students affected by misconduct.)
• Avoid anger (Don’t lose your cool, whatever the provocation. Speak assertively, not aggresively, and don not rise to any bait).
• Emphasis what is required (Stress what students should be doing rather than complain about bad behavior. Eg. “You may talk quietly with your neighbor” rather than “There’s too much noise in the class”

  The use of punishments: When reprimands do not work

• Focus on the misdeed (avoid personalized punishments so that the student is forced to consider the consequences of his/her action);
• Follow promptly after the offense (punishment will be more effective in modifying behavior if it follows immediately, although deferral can be effective if it causes an unpleasant anticipation of what is likely to happen);
• be consistent (students have a strong sense of grievance about variations in treatment either between individuals or between occasions);
•  fit the crime (the scale of punishment used should demonstrate the seriousness of the offence and the strength of the school’s disapproval);
•  be followed by reconciliation (Once a punishment is over, attempt to rebuild a positive relationship with the student).

9. Example of a classroom discipline plan:

 Rules

•  Follow teacher directions first time
•  Keep hands, feet and objects to yourselves
•  Be polite and friendly
•  Work hard

Rewards

•  Praise
• Good behavior
• Positive letter home

 Corrections

•  Warning
•  2 minutes away from the group
• 10 minutes away from the group
•  Detention
•  Interview with Disciplinary Master/ Senior Assistant/Principal
•  Parents called in

Blended teaching and learning

Blended Animated Teaching and e-Learning 

 
I have been using a blend of technology enhanced teaching tools and classroom based activities to optimize teaching/learning process for many years. This has been the subject of my personal interest and research for the past fifteen years. I define my Animated Teaching material to be a multimedia rich teaching tool that delivers the mind map of the educator at the point and time of delivery in the classroom and in front of the learners. This is the purest internal representation of educator's knowledge on the subject.

In developing such material, I use logical dependencies when arranging the teaching topics for any given subject and also when designing the teaching page for each topic. Details of this process are discussed later in this document. For every teaching page I use a number of audio recordings, which are linguistically optimized spoken sentences in conjunction with animations, which correspond with an educator's internal thoughts at the time of delivery. These are simple animations similar to what a lecturer or a teacher would have tried to achieve using the blackboard or the whiteboard. Figure 1 shows an example of an Animated Teaching page.

Figure 1: An Animated Teaching page showing usage of arrays in a data process.

In the development of Animated Teaching material, all of the above-mentioned three learning styles are utilized. Visual and auditory are the main delivery style of the multimedia animations whereas kinesthetic style of learning, where learners acquire information by reflecting, experiencing and learning by making mistakes, is represented by pre composed questions of ‘what if', ‘why' and ‘how' types.

Figure 1 showed a Teaching page with one ‘what if' and one ‘how' query. They are associated to images for learners, which are placed below the image for the educator. The ‘what if' query aimed to explain to the learner, what would happen and how data would be processed in an array, if the program, that is the main subject of teaching of that page was run. The ‘how' query in figure 1 aimed to show to the learner that on reflection from previous teachings, how the processing of arrays are written in pseudo code. Figure 2 shows another example of a Teaching page where ‘what if' is the prime source of reflective learning.

Figure 2: Reflective learning and ‘what if

Figure 2 depicts one of many Animated Teaching pages that I have used to teach the subject of ‘Algebra' to BA level zero students this year. The main teaching of this particular page is delivered by the animation associated with the educator's image. However to extend the learners' learning, two ‘what if' queries have been used. Although these queries aren't a true application of learning based on kinesthetic style, but I believe they are the best way that people with kinesthetic learning style preference and others may take the full advantage of e-learning material.

Figure 3 depicts one of many Animated Teaching pages that have been used to teach ‘Basic Numeracy' to the BA level zero students. This page shows the educator demonstrating the correct approach to adding fractions. There are again two subsequent queries which provide responses to a ‘why' query and a ‘how' query. Both of these queries assist learners' further experience of the main topic of that page via reflection on previous leaning.

Figure 3: An example of ‘why' queries

In the development of each page of Animated Teaching, I have used optimized linguistic and logical parsing and placement of words to have the most effect.

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Figure 4: General Shape and Structure of a Mind Map for a Subject

In the development of Animated Teaching material for a subject like ‘Programming Concepts' or ‘Basic Numeracy', first a full mind map for that subject is drawn. This map can initially be made by referring to the curriculum, but will have to be organized and optimized. Figure 4 shows the general shape of a mind map for a subject. In the center is the title of the subject. Radiating from the center there are sections and for each section a number of topics and for each topic a number of issues. Once the mind map for a subject is completed and we had identified all the topics, then the map is re-assessed and re-drawn until logical dependencies and weighted relevance between topics, sections and subjects are optimized.

As shown in figure 4, each topic and its related issues make up the content of an Animated Teaching page. Figure 3 showed the visual content of the topic ‘Adding Fractions'. The issues of that topic after optimization were decided to include, ‘Common Denominators', ‘Lowest Common Multiples' and ‘Equal Fractions'. In fact issues are actually topics in their own right, which can be relied on when teaching another topic. This interlaced dependencies and relevance can make the process of optimizing a map a long and difficult one.

Figure 5: Mind Map of a Topic1

As figure 5 shows, every topic has a small map of its own. Once this is finalized, that is the supporting issues for a topic had been decided, then scripting begins. The script that is produced here plays a crucial role in creating the correct map for the mind of the learner. The accuracy of the created mind map for the learner is as important as the time it takes to create the map. That means that the scripts and the animation created for each script cannot be too long. To justify this important factor I use the learners' learning curve and their attention span.

Figure 6 shows a typical learning curve. As it is shown, the rate of acquisition of knowledge in general and knowledge about a specific subject for majority of learners is an exponentially growing curve. The same shape curve also applies to the learning of a single topic or indeed the teaching of any of the Animated Teaching pages. The important notion to notice from a learning curve is the slow initial part of the curve. This is the time when a learner sees very little gain for the effort he or she is putting into learning.

Figure 6: A typical Learning Curve

At the early stages of a learner's learning curve, he/she might lose confidence, focus, engagement, interactivity and motivation, if it takes longer than what he/she expected to take before some learning takes place. However once learners have passed this initial stage, they often behave quite differently and do rely on their own initiatives to explore further into the issue at hand and make complementary acquisition of information. They may also, depending on their learning experience and ability, become engaged in the natural process of deduction, abstraction and generalization.

There aren't any conclusive research results showing how the learning curve of a person can be formulated or what relationship there is between learners' learning attention span and their learning curve. In the creation of Animated Teaching lessons I have used my own experience in dealing with different age groups. In my view the average and realistic uninterrupted learning attention span for an average learner in a classroom environment depending on the subject and teaching ability of the educator for various ages is less than 10 minutes. I believe that if a learner experiences an achievement in this short interval, they remain engaged with learning for longer and their confidence will grow exponentially.

By uninterrupted learning attention span I am referring to an interval when a one-way channel of information is established between the educator and the learner. This is the interval when the educator has to try and pass on the full message. In the world of digital information, where the average learner spends hours watching colorful images on the TV, computer games and information superhighway the internet, the average learner's attention span in increasingly shortening.

Considering the facts of decreasing attention span, the practical Pareto's principle and the learners' learning curve, in Animated Teaching I work on the general rule of having 80% of the message delivered in 20% of the possible attention span. This means that Animated Teaching pages are designed to deliver their messages in about 2 minutes. Hence while designing the mind map for a subject, a great deal of attention needs to be paid to the breakdown of sections and topics and the restriction of 2 minutes message delivery time for each topic.

What has been described so far in my view is a practical framework for the design and development of successful on-line teaching material. However I believe in integration of face-to-face teaching and learning methods with on-line approaches, which are often referred to as Blended Learning. To plan for effective blended learning, it is important that educators focus on what learners do in order to learn (learning activities) 13 . Figures 1, 2 and 3 show that on each Animated Teaching page there are a number of activities or examples for learners to do to prove their accomplishment of a topic. The design of activities for an Animated Teaching page is such that the first few rely fully on learners' understanding of the topic of that page, but others may relate to other topics in the map which have been learnt before then. Using these activities an educator can measure learners' success and conduct the timing of teaching sessions accordingly.

At City of Sunderland College, I have used Animated Teaching material with two groups of students: one learning the concepts of programming and the other mathematics. Animated teaching was the main source of information during every lesson for both groups. In the classroom, I primarily acted as the facilitator and conductor of the on-line Animated Teaching material. To do so I used an overhead projector and a reasonable sound system.

To teach a new topic, once I prepared the students and gathered their attentions, I played the animations on the Teaching page for that topic. Sometimes animations had to be played more than once, but very rarely more than twice. The students were then directed to do the activities on that page. While doing the activities, they were encouraged to, if needed, listen and watch the animations again using headphones at their own workstation. This was the time when I could walk around and evaluate their understanding by asking them questions, assessing their completed activities, look out for signs of stress in their body language and assisting those who needed extra help.

Such a radical change from the traditional approach aroused many of my students' curiosity. They hadn't seen anything like it before. Initially they viewed this duo teaching effort by their lecturer and his digital double as quite amazing. The two were so harmonized. As one finished his introductory speech, the other delivered a short but subject related teaching message, which was accompanied by very carefully planned animation. The sound and animation worked together to attract the students' attention to the appropriate points at the appropriate times. In traditional lecturing mode, to assist the flow of thoughts, we often use pointing, circling, arcing etc, but nothing as precisely timed and adequate like what could be achieved with computer animation.

Imaginative animations and accompanying audio not only added the extra stimulating flavor to our class, but also assured accurate and complete delivery of the important messages every time all the time. Many of students remained completely focused and attentive throughout the time when the Animated Teachings were playing. Majority of students appreciated the simplicity and the ease of delivered teaching messages, but certainly everyone felt confident with this style of blended e-learning since the used material during the lesson, which were indeed the main bulk of the teaching, were also available via the internet. This greatly improved students' reflective learning.

Hence I believe that in a blended learning, the Animated Teaching material should be the main stream of the classroom teaching. Educators' ability to interact and their subject knowledge and teaching experience play the essential roles of conductor of the media, motivator of students, observer of students' progress and evaluator of students' achievement. This blended approach ensures that once a lesson has been delivered in the classroom, then the same source can be used again for reflective learning and revision. I also believe that this approach provides the best support for those who were absent or require more repetition before they are confident of their learning.

The logged hits that Animated Teaching pages received showed that on average every student had visited the pages 2.3 times a week. 83% of logged visits were made less than 3 days after a lecture. 12.5% of visits were registered at very late times at night or very early times in the morning. Increase in regularity of visits were often noticed when students were asked to do an activity and submit it for marking or revise for a test.

Those students who were using Animated Teaching material on programming concepts, had to do a total of 17 submitted activities before they would be given their final assignment. This inspired their competitive nature immensely and to my surprise there was a race to have all 17 activities finished. Four students from this group who had done some programming before and had better understanding of the concepts of programming raced ahead of the rest of the class relying mainly on the Animated Teaching material.

The Mathematics students with the exception of one were of very low mathematical proficiency. They were level zero students studying a BA course in business and information technology. The shortage of time and the magnitude of students' missed or lost basic mathematical skills meant that they had to rely on the provide Animated Teaching a lot more than the other group. Their logged usage of Animated Teaching pages showed that the regularity of visits from these students was 5.7 times per person per week.

However level of usage was still directly related to the number of tasks they were given and there was a sudden increase just before the hand in date of a task or taking an exam. One student in this class had a higher entry knowledge level. She also finished all activities before everyone else and managed to do many more practice exam papers than other students before the date of exam.

Table 1: Results from a Questionnaire

Table 1 shows the collective views of students regarding the Animated Teaching and the way that they had experienced it this year. This data was gathered via a questionnaire, which was filled and returned by 29 students out of the total of 32 students. On this table you see the questions that students were asked. You also see the average of the marks given by the students to each question. For the purpose of this questionnaire, zero (0) was the lowest and the worst mark and ten (10) the maximum and the best mark.

As it is shown in Table 1, the first set of five questions aimed to seek out the students' calculated responses whereas the second set of five questions aimed to capture their feeling and their experience of using the Animated Teaching material. On the whole the result of this questionnaire showed that the students had been inspired by this blended teaching method and had gained an improvement in their learning experience. Average marks of 5 or less for the first five questions were assumed to indicate that the new method had no impact on them and had not inspired them at all. Average marks of 5 or less for the second set of five questions were assumed to indicate no improvement in their learning experience.

The results shown in Table 1 were confirmed on various other occasions and via other methods. Students confirmed their views in their class committee meetings, which have the Head of Department and/or Course Leader as participants and take place on regular basis. They also confirmed their views in person during the lesson, in written format as e-mails, in the ‘extra comments' section of the questionnaires, in the review section of the Animated Teaching pages and to their course tutors.