Task 2. Critical Analysis
Task 2. Critical Analysis
Task 2. Critical Analysis
1.0 INTRODUCTION
the task. By making lessons engaging and fun for pupils, teacher will have fewer
behaviour problems come up during lessons and the pupils will have fun instead of
having conflicts with one another.
Then, teacher proceeded with the presentation stage by giving some input of
places that can be visited all around the world. Most of the time, when it comes to
presentation stage, the teacher will be responsible to deliver input to pupils but
honestly it tends to make the pupils bored. Otherwise, teacher can involving the
pupils directly by asking them to give responds during the presentation stage using
many ways, for example by asking them to go to the front and tell his answers to
the rest of his classmates, allowing them to give comment in positive manner, share
their experiences that related to the topic of the lesson of that day and more else.
Based on the observed lesson process, the teacher asked a few of her pupils one
by one to go to the front to find their favourite places or countries on the globe. For
the first two stages of teaching, the pupils showed positive behaviour and the lesson
went smoothly. They showed their awareness towards the lesson delivered.
This does not mean that we have unlimited choice or that outside information is
irrelevant as we choose how to behave. It means that we have more control than
some people might believe and that we are responsible for the choices we make (Dr.
William Glasser, 2010).
Next, during the practice stage, teacher asked pupils to think about the places
that they would like to visit and state the reasons for their answers. Teacher gave
those pupils plenty of times to think of the places. Within that times, teacher went to
the pupils in need if they were having problems regarding to do the given task. At the
same time, teacher was not ignoring the others when she was dealing with a pupil.
Teacher then called upon some volunteers to share theirs with their classmates. After
that, teacher continued the lesson with production stage by distributing a picture of
places that can be visited in Malaysia to each group. Based on the pictures, they were
required to write their own reasons of why they would like to visit the places in groups.
Beforehand, teacher had clarify and explained her instruction clearly so that pupils
knew and understand what they need to do after this. Teacher also repeated her
instruction once again after that. As the groups done with their discussion, the teacher
asked them to come to the front and present their outputs. During the presentation
session, teacher stressed to pupils to pay attention to the presenters. Every time
pupils responded to teacher or presented at the front of the class, teacher would said
thank you to them as an appreciation for their responses. Finally, teacher recap the
lesson by asking pupils again what they had learnt.
The principle of with-it-ness where the teacher have to always be alert to sights
and sounds in the classroom was being practiced by this teacher along the lesson. In
addition to that, the arrangement of the seats of the pupils helped the teacher to be
always within eyesight. According to this theory, when teacher is helping an
individual, the teacher has to make sure that he or she does not have his or her back
to the rest of the class. The importance of with-it-ness, is that the teacher knows
what is going on in their classroom at all times. They understand the importance of
having a close eye on students. Teachers who have with-it-ness are able to spot
areas where misbehaviour may arise, when students are upset, and are able correct
problem behaviours before they cause major distress to the classroom. These
teachers are able to manage their classrooms at all times and prevent problems from
occurring or expanding.
Apart from that, the principle of overlapping in Kounins theory demands the
teacher to be able to acknowledge difficulties that pupils of different groups may be
having so that instruction continues moving when instructing one particular group.
This also includes distractions from outside the classroom such as notes from the
TASK 2 : CRITICAL ANALYSIS | TSL3093
office or students walking through the hallways (Kounin, 1970). For example, Madam
Wong repeated her instructions during the production stage as the lesson was
distracted by two pupils who came into the classroom to deliver message. Hence, the
repetition by the teacher enable the pupils whom might not listening or got the
meaning of what they would do later to have a clear and clarify instruction. This is
quite important so that there would be nobody left behind without understanding the
instructions which can brings to the misbehaviour.
Based on the analysis of observing as well as linking the received output with
the theories of classroom management learnt, in my opinion there are a few things
that teacher can improved in order to set a very effective classroom environment that
would be beneficial for both teacher and pupils. First and foremost, teacher need to
be clearly seen by the pupils. For example, during delivering the lesson, Madam Fong
tend to be a little bit front towards the centre table of the classroom. Hence, during
the teaching and learning process, there was a group of pupils on the right side of the
teacher told her to be back a few steps so that they can see what teacher wanted to
show or deliver input of the lesson orally.
Next, teacher also forget to appreciate the other pupils whom were not actively
responded during the lesson. For instance, teacher kept on calling the same
individuals to respond to her or to go to the front for sharing knowledge. In my opinion,
teacher should be more careful and sometimes be fair with them. Some of them are
able to respond especially in English well, but because of their shy and non-talkative
personality, teacher overlooked of them. If this happens for many times, the pupils
might be unsatisfied without showing tantrum or disruptive behaviour in the
classroom. They might be rebellious without telling nobody by refusing to pay
attention to teachers lesson. Teachers really need to be careful and quickly settle the
beginning of misbehaviour before it become worst.
TASK 2 : CRITICAL ANALYSIS | TSL3093
In addition to that, before begin the lesson of the day, it would be proper for all
the pupils to sit down on their respective chairs. Let them ready with the books and
stationaries needed. Based on the video, pupils were still moving from on places to
other places when Madam Fong was starting her lesson. It can be improved in future
so that pupils would not miss anything during the lesson.
4.0 CONCLUSION
REFERENCES
Kounin, J. (1970). Discipline and Group Management in Classrooms. Holt, Rinehart and
Winston, Inc.
Ochoa, S. (2014, March 12). Personality vs. Teaching Style. Retrieved from Classroom
Management Styles: The Top 5: https://blog.udemy.com/classroom-
management-styles/