INSTITUT PENDIDIKAN GURU

KAMPUS DATO’ RAZALI ISMAIL

21030 KUALA NERUS TERENGGANU

PROGRAM IJAZAH SARJANA MUDA PENGURUAN (PISMP)

AMBILAN JUN 2019
SEMESTER 2 TAHUN 1

TASK 1

NAME : MUHAMMAD ADHWA AQIF BIN AZMI

INDEX NUMBER : 2019092340165
I/C NUMBER : 000109-11-0239
UNIT : TESL 1
COURSE NAME/CODE : EDUP3043 CLASSROOM MANAGEMENT
LECTURER’S NAME : DR IDRUL HISHAM BIN ISMAIL
SUBMISSION DATE : 29 OCTOBER 2020
RECEIVED DATE :

Ulasan/Komen/Maklum Balas Pemeriksa/Pensyarah :

Tanda Tangan Pemeriksa/Pensyarah : Tarikh :

Pengesahan Pelajar
Saya mengesahkan bahawa maklum balas yang diberikan oleh pensyarah telah saya rujuki dan
fahami.

Tanda tangan Pelajar : Tarikh :

TASK 1: ACADEMIC WRITING

1.0 INTRODUCTION

Brophy (1988) defines classroom management as a teacher’s effort to establish

and maintain the classroom as an effective environment for teaching and learning. This
concept is intended to give more opportunities towards the students so that they can
learn all of the things that is being taught in a class. In today’s modern days where the
society has been dramatically changed with the evolution of technology. The use of
technology has also increasingly growing in the education sector. Incorporating
technology in the classroom is very beneficial in assisting the teachers to improve the
learning session. One of the results of technology-assisted education is the use of Digital
Learning object in the Classroom. A digital learning object (DLO) is "any digital resource
that can be reused to support learning" (Wiley, 2000, 7) which can be used to assist and
support the teaching and learning session in a variety of ways and in any subject area.

2.0 FUNCTION OF DIGITAL LEARNING OBJECT

Today, educators are using the digital learning object in a diverse form in order to
adjust to our country curriculum needs. There are a few functions of digital learning
Object (DLO) in classroom and one of them are it can help teachers in handling students
with different learning abilities. These objects allow students to work hands-on with
dynamic content and concepts, both individually and collaboratively. As an example,
students can learn to creatively and innovatively and manipulate variables, carry out
simulations and experiments, design and explore new things. This technique allows
students to improve their skills such as discussing skill, analyzing skill, problem solving
skills and also improve problem solving skill. Plus, they can also learn to reflect on their
learning. Aside from that, DLOs enable students to work at their own pace and can
provide Scaffolded learning tasks (Vygotsky, 1986) which mean students learn more by
working and collaborating with a teacher or a more advanced student to achieve their
learning goals. By using digital learning objects, it is also really helpful in getting the
students to engage and interact more in the classroom
3.0 THEORY RELATED AND EFFECTS

One of the most concerning problem face by teachers while conducting the
teaching and learning session is the participation of students. Participation can be define
as the involvement of students towards an activity with the maximum concentration. It
also refers to the degree of attention, curiosity, interest, optimism, and passion that
students show when they are learning or being taught, which extends to the level of
motivation they have to learn and progress in their education. Teachers and educators
face quite a challenge dealing with non-participating students. This is because as a
student loses interest in a particular classroom session, he will start to diverge his
attention to other things (Edwards C. H, 2004). Then, he will start to play around with his
friends and cause his peers to lose concentration as well. Eventually, his antics will
slowly influence a group of his peers which they will get left behind in the learning
session if not being curb immediately. The most relevant and effective model that can be
apply in this kind of situation is Kounin Group Management Model. In this model, Kounin
emphasize on the authority of the teacher in the classroom as teachers play an
important role in implement discipline in each of his students. With the help of this
model, teachers are able to control their students through various techniques introduced
by Kounin. One of the technique that can be used to curb the problem above is the
‘Ripple Effect’. This technique works when a teacher corrects a student’s bad attitude in
the classroom, it effects the rest of the class as they understand what did their friends
done that results in how the teacher acts. Eventually, they will avoid the bad action of
their peer in order respect their teacher and make sure they would not commit any
wrong doings.

Violation of rules has been a troublesome factor that effects the classroom’s
learning session from reaching its fullest. This can be seen in every programs organized
by the school and even in the classroom itself. In an average classroom, there are
around 30 students with different background and needs that a teacher must cater
(Canter, L. and M. Canter, 2001). Sadly, some students that experienced bad family
problem tends to show a more rebellious and aggressive nature in the classroom. They
are students that need extra attention and care as they are unable to experience it. In
 every school, violation of rules among students has been an issue ever since the
beginning. Rules are set of instruction that helps to create a better and positive
environment in every institution. They help set a guideline to be followed to shape a
community of obedient students. Contradict from that, rules and law is a form of
oppressing and limits the freedom in some student’s point of view. It controls a student’s
action by forcing them to do something they dislikes. Thus, this will slowly create
rebellious students that dislikes being control by the system.

In order to curb this problem, the Alfie Kohn Beyond Discipline Model works
perfectly as the founder agrees that rules are a good idea for he feels that teachers try to
"drill" into their students how they want them to act where there is no freedom for
students to choose their interest. Kohn also disagrees with the popular discipline system
that are all based on threat, reward, and punishment, as to obtain student compliance. In
order to tackle this issue, teachers should focus on the interest of their students. This is
important as Kohn beliefs that students learn more if they are familiar or interested to the
particular subject. Thus, it will make them less rebellious as they don’t feel the sense of
control towards them. In addition, hands on approach works well for students like this as
they are free to learn by doing it in their own rather than being told and they learn by
doing it themselves (Krause, K., Bochner, S., Duchesne, S, 2006). Eventually, learning
will not be a form of forcedness but an enjoyment.

4.0 CONCLUSION

To conclude the integration Digital Learning Object in classroom learning

activities is very crucial and effective in helping the students understand better and
absorb what they are being taught during the lessons. For instance, since there are a
number of students in the classroom with different learning abilities, example given,
teacher can use a projector to assist students who are visual learners and by doing so, I
believe that students will be more motivated and encourage to learn by looking at the
screen rather than simply sitting down and listening to teacher giving lecture.
5.0 REFERENCES

Aamir, A. (2016, October 5). JACOB KOUNIN'S CLASSROOM MANAGEMENT. Retrieved from
https://bcerdonio.wixsite.com/teacherscolumn/single-post/2016/10/05/JACOB-
KOUNINS-CLASSROOM-MANAGEMENT
Manning, M. Lee and Bucher, Katherine Toth, "Classroom Management: Models, Applications,
and Cases" (2013). Teaching & Learning Faculty Books. 11.
https://digitalcommons.odu.edu/teachinglearning_books/11
Ahmed, T. (2018, December 18). Alfie Kohn'S Motivational Theories. Retrieved from
https://www.slideshare.net/TasneemKhokhar/alfie-kohns-motivational-theories
Canter, L., and M. Canter. 2001. Assertive discipline: Positive behavior management for
aaaaatoday’s classroom. 3rd ed. Seal Beach, CA: Canter.
Edwards, C. H., & Watts, V. J. (2004). Classroom discipline & management: An Australasian
perspective. Milton, Australia.: Wiley
D. Goleman. 2011. Leadership: The Power of Emotional Intelligence, More than sound LLC,
aaaaaNorthamton. MA.
Donna K. McMillan, 2018. Meanings of Nature Seen in Children's
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Edwards, C. H. 2004. Classroom discipline and management. 4th ed. New York: John Wiley
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Kearns R, Collins D, Bates L, 2017. “It’s freedom!”: examining the motivations and
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Krause, K., Bochner, S., Duchesne, S. (2006). Managing behavior and classrooms. Education
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