Wednesday, July 30, 2014

PPG - Managing the Primary ESL Classroom (TSL3093) - Topic 5


  1. The information on the slides is obtained from the module of PPG Managing the Primary ESL Classroom TSL3093.

  2. Dear teachers,
    Please post your answers here.

    1. Task 1 (a)

      I’ve been teaching for fourteen years and within the years I’ve taught in four different schools. My first school was SK (P) Pudu Satu in Cheras, Kuala Lumpur. As far as I can recall, I did not faced any serious misbehavior during my early years of teaching. It was a privilege to teach in a girls’ school. After eight years of teaching, I applied for a transfer to another school within Kuala Lumpur and it was a success. I went to my second school in Cheras Baru ; SK Seri Anggerik. I taught for a year there then applied to be transfer back to my hometown in Muar, Johor. I was assigned to teach in SK Sungai Raya in 2009 and redeployed to in SK Parit Kadzi up till this moment.
      I would like to share a misbehavior act among my year 4 pupils now which I taught them since they were in year 3. Manning & Bucher (2013;p.6) summarized the general descriptions of misbehavior as follows;
      Behavior problems challenge all teachers, regardless of the school, grade level or geographic location.
      Behavior problem differ in frequency and intensity, yet they are similar in type.
      Behavior problems disturb teachers and pupils negatively affect the teaching and learning process and ultimately hinder academic achievement.
      There are 32 pupils in this classroom. I was assigned to be their classroom‘s teacher early of this year. The best place to start when seeking to develop a positive learning environment, of course, is to try to prevent disruptive behavior in the first place; however, this is only partially under my control. My pupils were mix abilities pupils furthermore they were streamed according to their achievement in the previous year. It’s too good to be true, the streaming not only gather them basically based on their achievement but their behavior also. The class ended up to be a very noisy and hyper- active classroom. They moved and talked almost all the time. Some of the boys argued on and off the learning process during the first week of schooling. I categorized them as having non-violent disruptive behaviors because they interfered with my teaching act and the rights of other pupils to learn.


    2. Task 2 (a)

      I want to share an experience I had during my teaching years in the girls’ school. I’d stated before that I did not face any disruptive behavior among my pupils there. They were sweet and behave in good manners compared to my pupils nowadays or should I say a mix gender school. Alas, I had one memorable experience on a non-disruptive behavior case.
      I was assigned to teach two year three classes. They were streamed based on their examination achievements. So if I’m not mistaken there about 25 girls for the first class ; 3 Effective and another 18 girls in year 3 Efficient. The first class was a mix abilities girls that took my attention to the maximum levels then my second class was the unlucky ones. Some of them got potential but nobody dared to guide them through. Despite their quietness and shyness, I found out that some of them were good at dancing and singing. But of course they can only sing their mother tongue songs. I was told to prepare a team of 15 pupils from year 3 for an ‘Action Song Competition’. I tried to train some girls from the first class for a week and I managed to choose around 13 girls that can dance and sang. They showed very high quality of singing and dancing. They were not shy at all and performed like a pro. My challenge was to choose and train another 2 girls from the second class.
      During my English lesson in the second class, I noticed two girls not paying 100% attentions for my lessons no matter how interesting my activities were. One girl ; Anusha and another Mei Ling if I’m not mistaken or forgotten. Anusha loved to daydream throughout the lessons. Sometimes I even found her daydreaming at the canteen without eating or even buying food to eat. She ended up hungry and started crying in the class after recess. Anusha was a bright girl. Although sometimes she had her owns world, but she always the first in the test or examination in her class.
      Mei Ling on the other hand failed to complete given task at home or in the classroom. She gave lots of reasons for not doing and said that she was getting to the given task but she was not even started. I saw the site of her that no one did. She was very talented in dancing and singing. She loved doing those things throughout my activities just to amuse herself and sometimes a few friends. The only problem I had to handle that she was not well versed in English of course. I had made my mind to take both girls and trained them in my action song team. I had prepared all the necessaries items including the songs choices. Our team’s theme was ‘Butterfly’. Beside training and preparing the girls, I had to convince the girls’ parents in giving their co-operations because they needed to support their daughters during training and practices.

  3. Task 1 (b)

    I came up with an idea and met them on the first day of the second week. We discussed over some norms (rules) and expectations of the class in the previous week. I told my pupils that I expected that they will act appropriately and I reminded them of norms (rules). I shared control and responsibility with my pupils in the class by asking them on the norms (rules) for classroom behavior should be, and adding their ideas to the classroom’s list. We also drew up a "contract" for classroom behavior and the pupils need to read and sign it in the second week of class (this can include that they agree to attend class, participate, be prepared, etc.). I had been extra tough on all matters by the first day of the second week to set the "tone" especially towards the groups of boys. I told myself that I can always be flexible and nurturing later. If not, I can "lose control" of the classroom, frustrated other pupils, and created a hostile learning environment. Adding on I created a behavior chart that contributes on individual and grouping development. I addressed to the pupils and other subjects’ teachers that the charts also works throughout all the lessons of the day. Rewards will be given monthly or based on the subjects’ teachers. I even appointed the main character of the misbehavior group to be the discipline leader and as an assistant monitor. He had to make a report on the serious cases but before that he had to investigate on the reason/reasons. I could also spend some time in class discussing the whole situation openly and honestly with all my pupils. What do they think? Tell them how I feel. Ask how they think things should be handled. It might feel that I cannot "waste" class time doing this. But, if class time is disrupted by these pupils and this affects my ability to work, learning is being harmed and the class time is already being wasted. Another way that I can consider doing is changing the structure of the whole class.

    1. Hi i drops by some tips how to handle disruptive behaviour.

      Whether it’s talking out of turn, passing notes, or being aggressive or rude, disruptive students can interfere with everyone’s learning, and with the general harmony and efficiency of a classroom. If not dealt with quickly and correctly, the problem can get out of hand. The language teacher,not rebellious or overbearing students, need to be in control. So, how can language teachers deal with disruptive students?

      Keep calm and stay in control
      Above all else, don’t lose control of your classroom or group, or descend into negativity. Two wrongs don’t make a right, and adding more bad feelings or raised voices to the situation won’t help anything. You have the power to change the tone and the atmosphere. Lower your voice to an authoritative, but non-threatening, level; communicate expectations in a positive and enthusiastic manner; and be calm, prepared, and focused.

      Ask for help or advice
      If your language school has other teachers, seek out another teacher and talk with them about how they would handle the situation. Maybe they can see things more clearly from a distance, or maybe they’ve dealt with similar challenges themselves. Let them know about the problems you’ve been experiencing, and how you’re working towards solving them. You shouldn’t allow the issues to fester until they are overwhelming; transparency and honesty will solve the problems more quickly, and will convey your professionalism and dedication in the process.

      Get to the root of the problem
      If things don’t seem to be improving, speak with the student alone, and inquire about why they are acting up. Find out if something is bothering them, or if something could help them focus better. Point out the problems to them from your perspective – maybe they aren’t even fully aware of what they’re doing. If the student is a child, and their behavior is deteriorating, you may need to speak with their parents. Having their parents’ understanding and support could help in creating consistency between home and school.

      Give them responsibilities
      Students that are outspoken, domineering, or unruly, can actually be put to good use in the classroom. Redirecting their energy and allowing them to feel like a leader in a positive way, will cater to their personality while also benefiting the class. Assign them tasks and jobs, through which they can develop and demonstrate responsibility and leadership, instead of them turning to negative behavior as an outlet for their strong-willed personality.

      Move around and engage
      Don’t just stand at the front of the room for the whole lesson – students will likely get bored of staring at the same spot, and students that are far away from the teacher can’t be properly monitored or engaged. Walk around the room, stand in front of different students, ask questions, and keep their attention. Incorporate different teaching methods, exercises, activities, games etc. to try to cater to all students’ learning styles, abilities, and interests.
      Students act out for many reasons, so there isn’t one approach that fits every specific situation, but these tips can help no matter what the individual circumstances are.

      Uma Mageswari Balakrishnan
      PPG TESL
      Semester 5

    2. hi uma awesome techniques... and I would like to share mine too..
      Glasser believed that when students misbehave, it is important to sit down with the student and ask what you, the teacher can do to help. Then, there should be class discussions and meetings on what behaviors took place and how things could have been handled differently in a positive way. I agree that teachers need to be open with students and take into consideration the possible reasons that may lie behind the behaviors of the students. If you punish and do not take the time to figure out the underlying reasons, you may not change the behavior. I will take the time to talk with my students and give them the opportunity to share their frustrations and conflicting behaviors. By having close student-teacher relationships, I will be able to get to the cause of the behavior and help the student come up with alternatives to prevent the unwanted behavior from occurring in the future.

  4. Task 2 (b)
    As stated, I needed a team of fifteen girls for my action song team. I had made my decision for the last two girls. In their own ways created a non-disrupted behavior in my lessons. All the girls in my second class pleaded to enter the action song team because this was their first experience in joining such competition including Anusha and Mei Ling. I made a promised to each one of them. Those who behave within a week lessons and showed improvement in their daily manners get to join the team. Plus, they were given the list of lyrics of the chosen songs to be memorized. At the end of the week, I should be choosing the most suitable girls to complete the team.
    To my surprised, these two girls asked their parents to come and meet me about the competition. Both their parents agreed to give full support for my efforts in competing. They even agreed to give some sponsorship for our costumes. Anusha’s mother happened to be a tailor and both of us ended up designing and sawing the team costumes within the week. Meanwhile, in the classroom both of them showed improvement compared to others that actually stayed focus during my lessons for the first few days only but not throughout the week. At the end of the week, I made up a decision not only based on Anusha and Mei Ling attitudes in my lessons but also others. My fellow teachers agreed that I chose both of them to complete my team. We practiced and trained with all our hearts and happily chosen to be in the final 10 district level. We did well in the final and get to be the third runner up of the whole competition. I was very proud of my team. But I was even proud to see Anusha and Mei Ling improvements. They stayed focused and ended up transferred into the first class in the new school semester. Their parents were very thankful and became friendly towards all the activities planned by the school.
    Just for the record, Anusha and Mei Ling were among my girls that performed with flying colours in their UPSR. They improved by time and loved English subject.

  5. TASK 1

    Its nearly twelve years I am working as teacher. No classroom is free from having at least one or two students that seem to constantly and incessantly disrupt the entire classroom with their antics. But in order for all students to learn effectively, a classroom must have order and consistency. New teachers (and in some instances, veteran educators) often are clueless when it comes to handling perpetually disruptive students, which can make their jobs that much harder. Disruptions may come in any form, literally, but the most common include:-

    • talking when others are talking
    • talking during lessons

    Setting Limits and Establishing Rules
    It is important that a teacher nips disruptive students "in the bud" as soon as a problem surfaces. Being assertive and laying down basic ground rules at the beginning of the academic year is equally as important. A teacher must let his or her students know that they mean business when it comes to behaving in a proper manner. And while all teachers should be fair to their students, they must also make certain that they set out clear expectation and classroom rules from the get-go, and to go a step further by explaining why the classroom rules that have been set are important. The next step is to enforce rules consistently. It is a sure bet that if the rules are inconsistently enforced or not enforced at all, students will notice and act accordingly. Display your classroom rules in a conspicuous place for all to see and leave them posted for the entire school year.

    Restoring Harmony
    When dealing with a disruptive student, you must remain calm. Avoid becoming hostile towards the poorly behaved child; this only allows the student to see that they can easily push your buttons, which will only heighten the problem. The truth is that some students feel satisfied when they believe that they can make a teacher angry at will, and may use this type of behavior to get out of working. But as a teacher, you can defuse conflict and restore harmony. Regain control of the classroom with the following initiatives:

    • asking the student to refer to the classroom rules
    • standing next to the student as you teach
    • ask the student a question to redirect his attention to the lesson
    • ask the student to stay after class and then try to clear up the problem

    There are many reasons that a student may become disruptive. They may not understand the lesson, they may have already been taught the concepts in the lesson, or perhaps they cannot see or hear you from where they are seated. And then there are students who are simply disruptive for whatever other reason, which may be beyond your control. These students are often best handled by assigning them a seat front-and-center in front of your desk where you can keep an eye on them. However, a truly disruptive student may need to be referred to the principal for disciplinary action. Keep in mind, however, that if you have multiple students in the classroom that are disruptive or that behave badly, you may have a rules structure that is too lenient or too lax, or inversely, too strict. If students feel that they cannot live up to your expectations, they sometimes will not put any effort into trying.

    Uma Mageswari Balakrishnan
    Semester 5

    1. Hi Uma here I mentioned that how as a teacher can overcome the disruptive students in the classroom and some tactics:

      As a teacher or school administrator, we should work towards the best interests and outcomes for all students. All-to-often, children who are disruptive are considered a nuance and a distraction. By the time a child enters disciplinary action, their teachers and school administrators are looking for strategies to curtail the child’s negative behaviors, rather than seeking to illuminate the positive in the life of the child. We forget to acknowledge the child’s worth and goodness. It is important that both occur simultaneously, allowing for action to occur to correct the negative behavior, while uplifting the child’s worth and goodness. Sadly, children who are problems in the classroom rarely gain “positive” feedback because of their disruptive behaviors. This strategy frequently backfires instilling into the child a sense of worthlessness.

      1. Respectful communication is key to de-escalating a hostile environment.
      2. As a teacher, be assertive but respectful when dealing with a disruptive student.
      3. Teachers should create and set healthy boundaries for all children.
      4. Active listening is essential in the classroom.
      5. All children need positive role models.
      6. When disciplining a child, offer positive praise, as well as positive correction.
      7. Be aware of your verbal and nonverbal communication.
      8. Always inform the child of their negative behavior and consequences that may follow.
      9. Recognize your personal limitations. Ask for help!
      10. Consider using de-escalating techniques such as breathing and meditation.
      11. Avoid using aggressive communication both verbally and nonverbally.
      12. Acknowledge when a disruptive child is displaying positive traits, behaviors, and attitudes. Do not avoid complimenting a disruptive child. Reinforce positive behaviors, attitudes and perceptions.

      Ganesan Veerappan
      PPG Tesl
      Sem 5

  6. Task 1

    Disruptive Behaviour

    Setting classroom norms at the very beginning of a class is one of the best methods of classroom management. Hang a flip chart or poster, or dedicate a section of white board if you have the space, and list expected classroom behaviors. Refer to this list when disruptions occur. Using a flip chart or white board can be especially useful because you can involve students in the construction of the list on the first day and in that way get buy-in. Start with a few of your own expectations and ask the group for additional suggestions. When you all agree on how you want the classroom to be managed, disruptions are minimal.
    It's always a good idea to address questions of any kind when they occur because curiosity provides fabulous teaching moments, but sometimes it just isn't appropriate to get off track. Many teachers use a flip chart or white board as a holding place for such questions to ensure they're not forgotten. Call your holding place something appropriate to your topic. I've seen parking lots and flower pots. Be creative. When a question being held is eventually answered, mark it off the list.
    Unless you've got a completely obnoxious student in your classroom, chances are good that disruptions, when they do occur, will be fairly mild, calling for mild management. We're talking about disruptions like chatting in the back of the room, texting, or someone who is argumentative or disrespectful.

    As a teacher I always use the following tactics:

    • Make eye contact with the disruptive person
    • Remind the group of the agreed-upon norms
    • Move toward the disruptive person
    • Stand directly in front of the person
    • Be silent and wait for the disruption to end
    • Acknowledge the input, put it in your "parking lot" if appropriate, and go on
    "You may be right."
    "Thanks for your comment."
    "How about if we park that comment and come back to it later."
    • Ask for help from the group
    o "What does everyone else think?"
    • Rearrange the seating if you think it will help
    • Call for a break

    For more serious problems, or if the disruption persists, I use the following tactics:

    • Speak with the person privately
    • Confront the behavior, not the person
    • Speak for yourself only, not the class
    • Seek to understand the reason for the disruption
    • Ask the person to recommend a solution
    • Review your expectations of classroom behavior if necessary
    • Try to get agreement on expected norms
    • Explain any consequences of continued disruptions

    Ganesan Veerappan
    PPG Tesl
    Sem 5

    1. Hi there again sir,
      It’s fairly important to set the list of expected behaviors in the classroom as a subject or classroom teacher. I loved the tactics that you have listed sir. Some of the tactics are new to me. I think I shall use them in my future class to control the disruptive behaviors arise. Behavior modification, based on the ideas and work of B. F. Skinner (1968, 1971), is an approach that evolves from the assumptions that students will change their behavior to receive definite rewards.
      Technically, reinforcement principles are used systematically for changing some aspect of educational practice or pupil behavior. Pupils who follow established procedures, the rules or who perform well on required work are given reinforces, or rewards. The reward may be teacher praise, good grades or even such tangible items as stickers or useful stationeries items. Pupils who do not follow the procedures, misbehave, or perform poorly are denied desired rewards or are punished in some way. Basically, there are four general categories of consequences that can follow pupils’ actions: positive reinforcement and negative reinforcement. Reinforcement can also be a complex system. As I’ve practice doing; one such program is the token reinforcement system, in which pupils earn tokens for both positive classroom behaviors and academic work. The tokens earned are then periodically exchanged for some desired activity or reward.

  7. Task 2

    The teacher must be able to observe all students at all times and to monitor work and behavior. The teacher should also be able to see the door from his or her desk. Frequently used areas of the room and traffic lanes should be unobstructed and easily accessible. Students should be able to see the teacher and presentation area without undue turning or movement. Commonly used classroom materials, e.g., books, attendance pads, absence permits, and student reference materials should be readily available. Some degree of decoration will help add to the attractiveness of the room.

    Teachers should identify expectations for student behavior and communicate those expectations to students periodically.
    * Rules and procedures are the most common explicit expectations. A small number of general rules that emphasize appropriate behavior may be helpful. Rules should be posted in the classroom. Compliance with the rules should be monitored constantly.
    * Do not develop classroom rules you are unwilling to enforce.
    * School-Wide Regulations...particularly safety procedures...should be explained carefully.
    * Because desirable student behavior may vary depending on the activity, explicit expectations for the following procedures are helpful in creating a smoothly functioning classroom:
    - Beginning and ending the period, including attendance procedures and what students may or may not do during these times.
    - Use of materials and equipment such as the pencil sharpener, storage areas, supplies, and special equipment.
    - Teacher-Led Instruction
    - Seatwork
    - How students are to answer questions - for example, no student answer will be recognized unless he raises his hand and is called upon to answer by the teacher.
    - Independent group work such as laboratory activities or smaller group projects.
    Remember, good discipline is much more likely to occur if the classroom setting and activities are structured or arranged to enhance cooperative behavior.

    Ganesan Veerappan
    PPG Tesl
    Sem 5

    1. Thanks for the information Mr.Ganesan.

      Uma Mageswari Balakrishnan
      PPG TESL
      Semester 5

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  9. 1a

    As a teacher, we will meet pupils with disruptive behaviours every school years. I want to share an experience with one of my pupil this year. He is a boy in year six. This pupil, I met him when he was in year two. At that time his behavior was not as worse as right now. I met him again in year six and I found out his true character. He had changed a lot. He is not a big boy but he is I think the leader of the boys in his classroom. From my observation, he is the one that always making mess in the classroom. If he did not start the mess, his friend will not do it but if he started doing it his friend will follow.
    I saw that he kept interrupting his friend during my lesson. His desk was full of scratching, meaningless writing and so on. I also realised that his friend did not have the guts to mess with him. I also got complain from other teachers of his disruptive behaviours. he always got into fighting with other pupils in other classroom and always calling his friends with names or make a joke about his friend’s father’s or mother’s name. Then, his friend started to come to me to seek for help as they cannot handle him no more. The best thing is, this boy is not a bad learner. He is one of the best in his classroom.


    As a discipline teacher in my school, I have to handle this boy case without engaging him with harsh punishment because I know he already got that a lot at home. He told me when I asked him. My first move is to separate him from his friend by putting him alone on the corner in the classroom. But It does not meant that I ignored him entirely. I started be close to him by making him as the reader in the classroom. He will read aloud and his friends will follow him. My eyes were always on him for sometimes. Every activity whether individually or in group, he will be the main focus. If he started to misbehave, I called his name to make him realised that I am watching him.
    After sometimes, he started to change his attitude towards the lesson. Started to focus for the UPSR and at least he is not picking his friends anymore. Right now I am putting him as a mentor to one of his friend and helping his friend in reading and writing. I always tell that I belief that he has potential to be a good learner, maybe not as much in primary school, maybe he will be better in secondary school as long he kept his attitude tight. He asked me why I never gave him harsh punishment such as using rattan. I told him that his dad has done that to him yet he did not change so why should I do the same thing.

    Mohd Nizam Mohamed
    Semester 5

    1. Nizam.
      Due to be straight with the pupils sometimes can be easy for the discipline teacher. I also agreed with your solution. But maybe you could implement some other techniques to ensure the pupils will permanently behave in good attitude such as keep on her or his track by a telephone call or just checking her or him in their facebook. Pupils nowadays are aware with all the Information Technology. By the way, this is just my opinion.

  10. 2a

    For non-disruptive behaviours, I have an example of one of my pupils from year 4. He is also a boy. Early this year I found out that he always did not hand in his homework. At first I accepted his excuses maybe because I did not know him well enough. Then, the excuses kept going on an on for almost a month. The weird thing is this behavior is only his non-desruptive behaviours because he is very active in classroom activities and he sit next to the best pupil in the classroom. Then I asked his friend that this behaviour of his has been on and on since year three. I know now that I have to do something about it.


    To solve this problem right, I have used a number of ways. One of the ways is by reading the names of the pupils who submit their homework whenever they hand in their exercise books. By this way, he will always find his name is not mentioned and it has made sense of embarrassment with friends classmates. The second way, I asked him to sit down at my desk and told him to finish his homework. After some time being treated like this, he has changed little by little and has completed his homework on time.

    Mohd Nizam Mohamed
    Semester 5

  11. I had 1 experience to share with all of you. It happen while I was doing my practicum in Rahang, Negeri Sembilan. I was given to teach in an intermediate class. Then, I noticed there was one Chinese boy in tha class and his name was Kevin. He was very stubborn and he would not listen to any teachers in the school. He won’t finish his home work. Most of the teachers there gave up because of his stubbornness. So, my mentor did tell me about his family background and he came from a broken family. His parents left his to his grandparents and never came back. May be there such anger in him. Therefore, it was hard for me to handle the classroom noise and with him disturbing the others.
    At first I did like other teachers do, just be firm and be strict with him. But as days went by and I observed him, he was always alone. He had no friends even during recess. Poor boy. So the next day I came in the class with a bar of chocolate in my hand (big one). Then, I saw his face. He was happy but one of the boy said “I am sure it is not for you”. So he walked away. Then, I called his name aloud and I gave him the chocolate. He was so happy and he did teased that boy who scolded him. I tried to talked to him nicely and he responed well after that. Plus I did speak Chinese to him so he was so comfortable talking to me in Chinese. On that day onwards, he improved a lot in his studies and we get closer. I still can remember he cried on my last day at school and we took some pictures too.

  12. Non disruptive behavior
    There was a boy in my class and he will always sleep in the class. Many teachers did complain to the class teacher about his attitude. The class teacher did call his mother and told her about her son always sleeping in the class. But no action taken by his mother. I was so angry and I even threatened him to call his parents but he just ignored.
    Solution :
    1 day I entered the class with a flask in my hand. I told him if you sleep in the class or during my lesson, I will pour the hot water on your head. He got scared and he was awake during my lesson. On that days onwards I did not bring the flask to the class anymore and he was awake most of the time.

    1. Hi Perlyn,

      I know sometimes there are parents that cannot be rely on although they got the first hand on handling their children behaviour. Some parents nowadays are too busy working instead of helping the teacher to deal with their children problems. If there are parents such as these, we as teacher got to step up more. We have to come with ideas on handling problems with pupils that have such behaviour.
      As the case with your pupil, I think the disruptive behaviour is not entirely the pupil's fault as they are still a kid.The parents should be blame for this but we as teacher that knew the kind of parents the pupil have should handle the problem as much as we can.

  13. Disruptive behavior is defined as behaviors that hamper the ability of instructors to teach and students to learn. I had many experience in my teaching years and there is one unforgettable moment that I kicked a boy who made me out of temper. He provoked me with bad words and actions. I love to make jokes during lesson and its helped me a lot. This particular boy didn't like my humours (I think..) so he react like that. Then, the headmistress met and ask me to solve the case after the boy's father called her.

    1. hi there fadhli... you should try this..
      Communication with Parents
      Communicating with parents is key to being a successful teacher. At the beginning of the year a Classroom Management Plan will be sent to parents so that they know the classroom expectations and behavior policies. The plan will also give an friendly welcoming to parents and provide parents with the teacher’s email address and phone numbers to get in contact with the teacher when needed. Throughout the school year, there will be a weekly letter sent home Fridays. The letter will provide parents and guardians with the weekly homework assignments for each night, and what is going to be taught in the classroom that week. The letter will also consist of a personal note area for comments or concerns the teacher might have for individual students. Each letter will have the teacher’s name, email, and phone number for contact information. Teachers will have the letters completed and emailed to parents, or placed in the students’ mailboxes for them to collect at the end of the day on Fridays.

    2. Fadhli,
      You look so patient person. When you share your experience I know that you are lost of control and that boy really make you mad. Teachers also a human same with others. We are not perfect. My suggestion,are same with Herda. I have an experience from my first posting school, when the parents come to see me because of my mistake. But, my headmaster defend me. The headmaster softly talk to me and remind me never use or hold anything when I am temper. I remember that until know. It was a nightmare experience to me.
      Maria bt Zainal
      PPG TESL Ambilan Khas

  14. TASK 2

    All teachers have to deal with student misbehaviors such as non-disruptive on a daily basis. Most of the time, these problem behaviors will not cause major disruptions. However, even minor misbehaviors can lead to greater non-disruptions if left unchecked. Remember, the earlier you can stop a child from misbehaving, the more likely it is that a major disruption will not occur. These are a few of the non-disruptive problems which i faced the long I am in this teaching profession…

    1. Note Passing
    Note passing can be non-disruptive to not only the students involved but also those sitting around them. The key is to catch the students in the act. Confiscating the notes has a huge impact on the students. Once you have taken the note, you have a choice of what to do with it. Some teachers hand it back at the end of class, some read the note, and some just throw it away. The choice depends on your teaching style.

    2. Talking
    Excessive talking can be truly non-disruptive. The first step to deal with talking is to walk near the students. This helps them realize that you are aware of their. Sometimes this is enough to stop the talking. If not, the next thing you can try is to stop talking completely and using nonverbal cues. The students in question will notice the silence and probably stop talking too. If these two actions are not enough, then you will need to move to your posted discipline plan.

    3. Off Task
    Students can be off task in a number of ways. They might be daydreaming, completing homework for another class, or maybe even surreptitiously texting with their cell phone. If this is not a chronic behavior issue with a particular student, you might try simply walking near them while teaching to let them know of your awareness to their misbehavior. However, if this is not enough of if the issue is one that has happened before, you will probably need to move to implementing the discipline plan.

    4. Clowning Around
    Every year, you will probably be faced with at least one class clown. The key to dealing with a class clown is channelling that energy to positive behavior within the class. However, realize that they present a problem that can escalate into full-scale disruption if not careful. A talk with them after class and giving them responsibilities within he class can help.

    5. Calling Out
    Requiring students to raise their hands is a key way to keep control of discussions and use best practices such as wait time and questioning techniques. However, despite your best efforts students will still try to call out. This is especially true if other teachers in your school do not enforce hand raising. Therefore, the best thing to do is be very consistent about enforcing this from the beginning. Ignore called out answers, only call on those with hands raised, and pull students aside in the beginning of the year to ensure this doesn't continue happening.

    6. Sleeping in Class
    Hopefully, this will be a rare occurrence in your teaching career. However, if you have a student who falls asleep, you should quietly waken them and pull them aside. Find out if there is a reason why this is occurring. Is the child sick, working late, having problems at home? If this is not a common occurrence for this student and you have concerns, you might want to send this to their guidance counselor for further help.

    7. Rudeness
    This can be the most troubling behavior. While you can't pinpoint specific belligerent actions, when a child generally has a rude attitude towards you it can be very disheartening as a teacher. If the student is outright rude, calling your names or other actions such as this, follow the discipline plan immediately. But when you are getting mean looks and a surly attitude, it's best to pull the student aside and discuss this with them. If necessary, call a parent-teacher conference to get their help with the situation.

    Uma Mageswari Balakrishnan
    Semester 5

  15. This comment has been removed by the author.

  16. Task 1
    Disruptive behaviour is defined as behaviours that hamper the ability of instructors to teach and students to learn. Common examples of disruptive behaviors include, but are not limited to: Eating in class. Ringing cell phone. Monopolizing classroom discussions. Some disruptive behavior in my class, pupils jokes when asked questions. Possible source are pupils doesn't understand or know the answer, makes a joke to avoid sounding stupid. I just want to share my experience where the pupils in my class are not interested and afraid of answering wrong in my question. One day, I solve the problem to create positive behavior. When I start questioning, I will show a gift to pupils who are brave to answering my question. Then, the pupils start listening to the question and excited to raise their hands.
    I’m also like to share area of disruptive behaviour:
    Work skills – presentation, care of books, homework, settling to work, following instructions, requesting appropriate help, accepting advice.
    Verbal behaviour – refuses to follow instructions, talks when teacher talks, talks to teacher when should be working, shouts out, mimics, threatens other pupils or teacher, makes inappropriate noises.
    Non-verbal behaviour – leaving classroom, wanders about classroom, fidgets in seat, horseplay, disrespect for other people’s property.
    Emotional profile – cries easily, tantrums, isolated from peers, physical self-abuse, cannot express emotions.
    Personal organisation – truants, late, leaving coat on, failing to bring books or kit, etc
    Maria bt Zainal
    PPG TESL Ambilan Khas

  17. Non-disruptive behaviors include sleeping (without snoring), reading, or slipping into the back of the room late. You may not like it, seeing students asleep drive some instructor’s crazy, but it is not distracting to the other students. (Watching someone sleeping just doesn’t have that much entertainment value). In my situation, there was a boy in my class Year 2 Bijak and the class it is remedial class. He will always sleep in the class. Many teachers did complain to the class teacher about his attitude. The class teacher did call his mother and told her about her son always sleeping in the class. When I try to talk to him, he said he follow his father to watch the football games in television. I was so angry and I even threatened him to call his parents but he just ignored.
    Solution :
    To solve the problem, one day I entered the class with a pack of sweet in my hand. I told him if you do not sleep in my class or during my lesson and finish your homework, I will give you this pack of sweet as a reward I you show the good of you. He got improve and he was awake during my lesson. After a week, he changing and show a good behavior on him.
    Maria bt Zainal
    PPG TESL Ambilan Khas

    1. Maria, here I would like to share my experience towards the rewards. Whenever I face the non-disruptive pupils in the classroom, I will tend to give the pupils a cute sticker for them to paste in their exercise book but only if they completed their homework and they managed to follow my rules in the classroom. At the end of the month I will ask the pupils to count how many sticker does they have. The pupils with more sticker will get the rewards. But I am not using sweets, I using the stationary. Some of my pupils were from the poor family. So they were not afford to buy it. Actually I always use the sweets rewards. But the dentist do highlight to me not to give too many sweets to the pupils. That why I use other kind of rewards. Hope you will agree. This is just my opinion.

  18. TASK 1 (a)
    As a teacher, we will meet pupils with disruptive behaviours in any schools or class. I want to share an experience with one of my pupil past year. He is a boy in year four. He just transferred to my school due to his family moving back to their hometown. Previously he was at the urban school. So, I was thinking that he will be a good example for the other pupils from the way he dress. But I was absolutely wrong. He always interrupt his friends or he always tend to go to the toilet. Sometime he will try to distract his friends’ attention in the classroom with his voice or throwing eraser to his friends head. I also realised that his friend did not have the guts to mess with him.
    In my mind I will always want to change him to be a good pupils. So I try many kind of technique in the classroom while teaching and the result make my day. The boy change a lot. But it need a lot of patience.

    TASK 1 (b)
    Some of the various technique that we can use to handled the disruptive behavior are ;

    Adjust the volume
    With loud classes, avoid raising your voice. It only increases the noise. Lowering your voice can be much more effective. If the volume of your voice is always high, it loses its effect and doesn't help to control the situation.

    Move around
    Your presence is extremely powerful. Don't stay stagnant at the front of your class. Move around and don't allow the children to become distracted. Talk to them about their task. Give them deadlines. For example say: "I'd love to see two more ideas by the time I come back as your ideas are really interesting." Then walk and visit another child/pair but make sure you come back.

    Shut out negativity
    Don't allow negativity to enter your classroom. If a child isn't ready to come in, stop them and provide a distraction. Allow the child to calm down so that they can enter in a calmer frame of mind.

    Be prepared
    This one is a basic one but doesn't always happen. Prepare your resources before you start teaching. It allows you to challenge the children's energy as much as you can. Rustling papers and setting out resources while children wait only encourages low-level disruptions and sets the mood for the lesson.

    Have a routine
    Having a routine in your classroom can help. Children can be uneasy when they do not know what is going to happen in the day. Children need to feel secure in their classroom and with their activities. They like to know what is coming up in their day so if things are going to change give them warning that something different will be happening and explain what to expect.

  19. TASK 2 (a)

    For non-disruptive behaviours, I have an example of one of my pupils from year 5. She is a timid girl who was only just sit in the classroom but she didn’t pay her attention. She kept rather staring at the birds or the trees nearby the window. Sometimes I found her day dreaming too. Earlier I just talked to her not to do it in the classroom. She just put a tiny smile on her face. Days after days I had already give homework for them. But she was the only girl that didn’t hand in the homework. She said the book went missing. So I asked her to find her book. At first I accepted his excuses maybe because I did not know her well enough. Then, the excuses kept going on and on for almost a month. Then I asked her friend that this behaviour of her has been on and on since year four. Later on I know now that I have to do something about it to ensure that she want to learn in the classroom.

    TASK 2(b)

    In order to solve this problem, I have used various of way. One of the ways is by reading the names of the pupils who submit their homework whenever they hand in their exercise books. Those names that I have called can sit but those whose name didn’t called by me will stand. By this way, she will feel shy to her friends because she was the only girl standing with the boys. So she always make sure her name will always called by me during the hand in homework. These sense of embarrassment with friends or classmates tend to change her attitudes. The other way, I always asked her to sit beside my table and told her to try finish her homework. After some time I treated her like this, she has changed little by little and has completed her homework on time. She also pay attention while the teacher teach in the classroom.

  20. Task 1 (a)

    If disruptive behaviors occur despite your efforts at prevention, you must act as early/quickly as possible. Otherwise, you can "lose control" of the classroom, frustrate other students, and create a hostile learning environment.

    Mild Classroom Interventions

    Walk over to talkative students and conduct class standing right next to them.
    Direct firm, but not derogatory, comments to the disruptive students during class. Ask if they have a comment or question. Ask them to be quiet. Let them know they are being unfair to their peers.
    On a given day when this behavior occurs, change what you are doing. Break students into groups for some work. Call on these and other students to come forward and lead discussion.
    Stop whatever you are doing and wait (as long as it takes) for students to quiet down while you look at the disruptive students. Then begin again.

  21. Task 1 b

    If you do anything in class to address a non-disruptive behavior, you turn it into a disruptive one. Our suggestion for what to do in class about a sleeping (or reading or unobtrusively late) student is, therefore...nothing. If the student is a first-time offender, forget about it. If you notice the same student sleeping every period, you may continue to ignore it, or if it seriously annoys you, you might express your annoyance outside class and ask why he is doing it. If he is bored, knowing that his sleeping bothers you may get him to work harder at staying awake. On the other hand, if he is holding down a 40-50 hour/week job while going to school or is working the night shift, warn him that he could be missing important information and then stop worrying about it.

    Sometimes someone suggests initiating a learning activity to get students’ attention. We are staunch believers in active learning, but we want to use activities when they fit, not just because we happen to see someone sleeping.

  22. The student may:
     Quietly blend in while doing nothing, doodling, or appearing to work
     Spend a lot of time looking through things, desk, locker, etc
     Say they are getting to the task or are working on something and produce few results
     Quietly mumble, hum, or make slight sounds to self
     Day dream, look out window, around the room, look past the teacher, at other students, stare, etc
     Play with things in desk, backpack, in folders, etc
     Draw or do other tactile activities while lesson is being presented
     Sleep

    Call Parent Or Note Home
    Why should I do it:
    • Provides parents with direct & accurate info on child’s school behaviors
    • Helps to keep issues, situations, and circumstances clarified
    • Builds rapport, trust, and open dialogue between school and home
    • Helps establish and maintain behavioral limits that are consistent between school and home
    • Some kids respond very well to calls home
    • Gives parents power to enforce and follow through with limits and consequences

    Failing to respect the rights of other pupils to express their viewpoints

    If disruptive behaviour occur despite your efforts at prevention, you must act as early/quickly as possible. Otherwise, teachers can "lose control" of the classroom, frustrate other pupils, and create a hostile learning environment.

    1.Walk over to talkative students and conduct class standing right next to them.
    2 Direct firm, but not derogatory, comments to the disruptive students during class. 3.Ask if they have a comment or question. Ask them to be quiet. Let them know they are being unfair to their peers.
    4. On a given day when this behaviour occurs, change what teachers are doing. 5.break pupils into groups for some work. Call on these and other pupils to come forward and lead discussion.
    Stop whatever you are doing and wait (as long as it takes) for pupils to quiet down while you look at the disruptive pupils . Then begin again.


    show a good example to other pupils , like becoming a good role model to other pupils when answering question , showing leadership and other else .

    its very good behaviour that showing a good example to other pupils , motivate other pupils to make a good role model out of them , encourage other pupils to study together with them . to get this non disruptive behaviour spread around the classroom

  24. task 1
    disruptive behaviour is about how reaction of a person that show negative act. As my experience in teaching only in one school, I am facing this kind of problem in my school. mostly they like to put their foot print on the wall while standing and leaning on it. they also like to draw on it . to overcome this, i will ask the pupils to clean the wall like a gotong royong , making rules such as they have to pay the fine if their wall dirty and have footprint. may be this action is not proper but for me, this action can built a discipline in the pupils and some moral spirit in them.

    task 2
    Non disruptive behaviour is an action that not show negative act just more to self problem in focusing attention in class or etc. This kind of problem usually happen in low or remedial class where most of the pupils have learning problems but it also can happen in achievement class. mostly the teacher will facing pupils that can not pay attention in class. I facing this kind of behaviour. most of the pupils doing their own work like drawing something, daydream, and talks like whispering while I am teaching in class. To overcome this, I usually make the activities in my lesson as fun as can but usually I will call out their name to grab their attention in class. Sometimes, I state some rules where i give them a punishment or they will not get a reward if they don't pay attention in class. I found that this kind of method is good because i notice hat they will pay attention not 100% but 50% is good enough for remedial and low pupils.

  25. Task 1

    Disruptive Behaviour

    My ten years of teaching in two different schools have showed me a variety of behaviours in my students. As children, they such behaviours are at times situational and blaming the children is not always right. I did come across some disruptive behaviours in my students.

    A disruptive behaviour that I experienced in my year 6 pupils whom I have taught for a year. As stated by Manning and Bucher (2013;p.6),
    behaviour problems can exist in all schools, grade level and in any geographical location and these can be a challenge to all teachers. This
    behaviour problem may be similar but it can differ in frequency and intensity.

    My year 6 class had students with mix abilities. Generally, the students were well mannered but I had a particular student who was disruptive during my lesson. He would purposely disturb the students sitting around him and this has interrupted my lessons. The victimised students would react by crying. This was a disruptive behaviour in my classroom as it affected the teaching and learning process.
    In situation like this, I had to bring the students tantrums to control. I would quickly bring the problematic student to stand at the back of the class for a while I assign written work to the rest in the class. Then I would talk to the student quietly and try to identify his problem. This student comes from a broken home and lacks attention and guidance at home. I visited his home and built a rapport with his grandparents and this student changed for the better and he started focusing in his studies. He was not an excellent student but he improved in his academics and passed in all his subjects in UPSR.

    Ganesan Veerappan
    PPG Tesl
    Sem 5

    1. • Some students misbehave, are disruptive, off task, etc, due to trying to get attention, therefore, addressing these students when they do this is giving them attention, what they want, and reinforcing the undesired behaviors you don’t want
      • Reduces misbehaviors, off task students, disruptions, outbursts, etc
      • Teaches kids to seek attention in more appropriate ways
      • Decreases lost instruction time
      • With students that are not posing a danger to others, you simply ignore their behaviors and continue instruction without stopping or giving them any special attention
      • Students may intensify their efforts to get your attention at first when you begin to ignore them, therefore, do not give up too easily with this intervention, rather, outlast the student
      • When the student does something positive, correct, or on task, praise them and give them attention
      • Make a point to praise other students in the class who are exhibiting on task and correct behaviors, including what they are doing right in the praise, like “nice job sitting up straight in your chair Billy” or “you were very quiet and listened to the directions very well Johnny”
      • Find other ways to give the disruptive student attention and praise for correct behaviors

  26. Task 2

    Non Disruptive behaviour

    I was teaching a Year 5 class when I accounted with a student who was passive and lacked interest in her work but rather sleep throughout the lesson.

    Each time, I woke her up, she would be alert for a while and then she goes to sleep again. All teachers teaching the class complained of this student’s attitude.

    The class teacher called her parents and told her about their daughter’s sleeping habit in the class. But no action was taken by the parents. I approached the girl and advised her. I asked her to sleep early one day and we will see whether she sleeps in class the next day.

    Surprisingly, the girl agreed to work along with me. I informed the parents to monitor their daughter for a day. The next day the girl came to school, she had breakfast in school and to the surprise of all the teachers, she was able to listen to the lessons and do all her work without sleeping in class.

    I was glad the girl and her parents worked along and the girl turned to be better student.

    Ganesan Veerappan
    PPG Tesl
    Sem 5

    1. Rewards & Incentives
      Why you should do it:
      • Students are apt to work for something they want
      • Some students need outward motivators
      • It helps keep students engaged
      • Provides encouragement
      • Provides visual and tangible indicators of progress, success, behaviour, performance, etc
      • Increases motivation, buy-in, and sustained effort
      • Gives students goals and milestones to work toward and for
      • Creates a positive and motivating “buzz” among students
      When you should do it:
      • When students need motivation, encouragement, and incentive
      • When students exhibit low motivation and interest
      • When students lack an internal drive to succeed
      • At the start of a new year set up a reward or incentive system with the class
      • When you want to increase positive behaviours
      • When you want to increase student outcomes
      • When you want to boost students’ self-esteem and self concept
      • When you want to provide the class with something to work toward
      • When a task, assignment, or expectation is boring, difficult, etc

  27. Task 2
    Generally, classroom teachers can use the same disciplinary practices to manage the disruptive behavior of students with disabilities that they use to manage the behavior of students without disabilities. Much of the undesirable behavior exhibited by both groups is similar in nature. The differences, however, may originate in the teacher's selection of the particular behavioral intervention. When selecting behavior interventions for students with disabilities, teachers should ensure that the strategies are developmentally appropriate and take into consideration the student's disability and due process rights. Here are 10 questions that may help you diagnostically analyze situations that foster disruptive behavior in students with disabilities. These discussions may provide guidance as you select behavior-reduction strategies. Inappropriate curriculum and teaching strategies can contribute to student misbehavior – but not all misbehavior is attributable to these factors. Some misbehavior may arise as a function of the teacher's inability to meet the diverse needs of all students. Consider these factors: Group size.croup composition., Limited planning time., Cultural and linguistic barriers. ,Lack of access to equipment, materials, and resources.
    If the misbehavior evolves as a result of inappropriate curriculum or teaching strategies, redress the content and skill level components of your curriculum, its futuristic benefit for the student, and the formats you use in instructional delivery. When you identify the instructional needs of students within the context of the classroom, using a diagnostic prescriptive approach, and make curricular adaptations both in content and instructional delivery, you can greatly reduce the occurrence of student misbehavior.
    Some disruptive behavior may be a result of the student's disability (e.g., emotional/behavioral disorders). Meanwhile, other behavior may result from deliberate actions taken by the student to cause classroom disruption. Determining the underlying cause of a student's disruptive behavior involves a careful analysis of the behavior, as follows:
    • Try to clarify what kinds of behavior are causing concern.
    • Specify what is wrong with that behavior.
    • Decide what action should be taken to address the behavior. -Specify what behavior you desire from the student.
    • Implement a plan to correct conditions, variables, or circumstances that contribute to the problem behavior (Charles, 1996).
    As a teacher, I can control many variables to thwart undesirable behavior. I may modify or change my curriculum; make adaptations in instruction to address multiple intelligences; and make changes in my communication style, attitude toward students with disabilities, and expectations of these students. Analyze how much positive feedback you give students. If you find that you use limited feedback (encouragement or praise), which accentuates positive behavior of students (and also communicates respect and promotes self-esteem and self-confidence), you may be contributing to behavior problems. Feedback (both verbal and nonverbal) is an important factor in the learning paradigm that is too often neglected, overlooked, or haphazardly orated.
    Many aspects of classroom life may contribute to students' misbehavior: the physical arrangement of the classroom, boredom or frustration, transitional periods, lack of awareness of what is going on in every area of the classroom. Remember, however, that classroom climate and physical arrangements can also encourage desirable behavior. You should regularly assess your teaching and learning environment for conditions or procedures that perpetuate or encourage misbehavior. Because inappropriate behavioral manifestations of students can also stem from certain types of teaching behavior, teachers need to become more cognizant of the kinds of behavior they emit and the relationship between their teaching behavior and the resultant behavior of students

  28. Task 1(a)

    I have been teaching for 12 years now and have been teaching in four different school. my first school was sk paloh hinai, in pekan, pahang. i have no problems with the pupils in his school, except for their weaknesses and shyness, but they in good behaviour. i moved to JB after i've got married, and i found out that students in the city area are more outspoken and they tent to behave "violently" with their friends even though they just fools around with their friends, but the way they play to me is not appropriate at some point. now i'm teaching year 4 and 5 and i'm a class teacher for the year 4 class. my class is the last class and almost all of them are weak in reading even in bahasa. they take their weanesses to the next level by not paying attention during the lesson and even ask for the answer right after i distributes worksheets to them. they boys are very outstanding in their behaviours, but the girls are very quiet. there's one case of bully and it happened right in front of my eyes, where the bullied pupils suddenly shouted and agressively stabbed they boy who provoked him earlier with a pencil, the boy who had been stabbed suffer minor injuries on his back and the cuts were quite deep.
    the next day both parents of the two pupils came to school and they started to argued about their boys. the blamming continued, but thank goodness i was not alone at that time, whereby the meeting was took place in headmaster's room.

  29. Task 2 (a)
    As I said before, my first school is sk paloh hinai, pekan, Pahang. I really don’t have any violent or bad experience in this school BUT I have problem with the pupils’ attendance. Most of them live far from school and they have to travel to school as early as 5 a.m. they turn up sleepy in my class and for the students with bad attendance records, they missed the lesson and cannot finished the given homework. As a “kampung children” they are very shy with new teacher like me, even more I’m teaching English which is definitely not their spoken language at school and even at home. But what make me proud is that they are willing to give their cooperation when I ask them to do something like taking part in story telling or poem competition. Even they didn’t win the competition, but deep down I know they're proud of themselves.

  30. Task 1(b)

    The best place to start when seeking to develop a positive learning environment, of course, is to try to prevent disruptive behavior in the first place; however, this is only partially under your control. Here are some suggestions:
    • Include course and behavior norms and expectations for students and instructors in your syllabi.
    • Discuss these norms and expectations on the first day of class. Tell students you expect that they will act appropriately, but that you want to remind students of these norms.
    • Share control and responsibility with students in the class by asking them on the first day what the norms for classroom behavior should be, and adding their ideas to your list.
    • Draw up a "contract" for classroom behavior and ask students to read and sign it the first week of class (this can include that they agree to attend class, participate, be prepared, etc.).
    • Be extra tough on all matters the first day and week to set the "tone." You can always be flexible and nurturing later.

    If disruptive behaviors occur despite your efforts at prevention, you must act as early/quickly as possible. Otherwise, you can "lose control" of the classroom, frustrate other students, and create a hostile learning environment.
    Mild Classroom InterventionsWalk over to talkative students and conduct class standing right next to them.
    • Direct firm, but not derogatory, comments to the disruptive students during class. Ask if they have a comment or question. Ask them to be quiet. Let them know they are being unfair to their peers.
    • Break students into groups for some work. Call on these and other students to come forward and lead discussion.
    • Stop whatever you are doing and wait for students to quiet down while you look at the disruptive students. Then begin again.
    More Extreme Classroom Interventions
    • Spend some time in class discussing the whole situation openly and honestly with all the students. What do they think? Tell them how you feel. Ask how they think things should be handled. Ask the disruptive student(s) to leave the classroom for that class period.
    Out-of-Class Interventions
    • Talk with colleagues in your department (including your chair). How would they handle these situations? What do they see as normative? This gives you ideas for handling the situation and lets your chairperson know what is happening early on, and that you are trying to deal with it.
    • Note who the disruptive students are and speak to them after class or ask them to come to your office hours. Tell them what you want to do.
    • Discuss the disruptive behaviour in private outside of class with some of the concerned and non-disruptive students.
    • Inform the student outside of class that their disruptive behaviour does not fit your criteria for participation and that their grade will be lowered if it does not stop (this one can be tricky, depending on what your syllabus says and how you handle it).
    Balancing Discipline and Student Evaluations
    Finally, concern about students' reactions and negative feedback on student evaluations as a result of these types of situations is often an issue for faculty. Overall, these situations will probably not have a major impact on your evaluations. In addition, the fact that you have tried to address these situations and deal with the disruptive students should further reduce any negative effects. Discussing the problem openly with students may also help.

  31. Task 2(b)
    The student may:
    • Quietly blend in while doing nothing, doodling, or appearing to work
    • Spend a lot of time looking through things, desk, locker, etc
    • Say they are getting to the task or are working on something and produce few results
    • Quietly mumble, hum, or make slight sounds to self
    • Day dream, look out window, around the room, look past the teacher, at other students, stare, etc
    • Play with things in desk, backpack, in folders, etc
    • Draw or do other tactile activities while lesson is being presented
    • Sleep

    Positive Praise
    • Some students need outward motivators
    • It helps keep students engaged
    • Provides encouragement
    • Boosts confidence, self-concept, and self-esteem
    • Increases student buy-in
    • Builds rapport and trust
    • Is uplifting
    • Increases students’ desire and drive to please and succeed
    • Increases students’ resilience
    • Helps embed an internal desire to try, succeed, and persist
    • Helps students to push through difficulty, barriers, blocks, etc

  32. Task 1
    Although some behaviours were labelled as “misbehaviour” by certain teachers, theywere not considered as “misbehaviour” by others. Because of this, teachers were alsoasked to specify the behaviours which they regarded as misbehaviours. Examples of misbehaviours mentioned included “involvement in irrelevant activities, talking out of turn or when not supposed to talk, making noise (usually by talking), asking irrelevantquestions, and physical aggression.” One teacher mentioned “students’ lack of interesting the lesson” as an example of misbehaviour.
    As for me I was experienced of 17 years of teaching. My first school was SK. Nong Chik, Johor Bahru. I was there for 12 years. The school is in urban area which is most of the pupils are from the area. I haven't experienced any big problem of misbehaviour of the pupils. Thank God!
    Now, I am in SK. Taman Sri Pulai, Kangkar Pulai, which is in Kulaijaya distric. Here, there are many types of level of pupils. This is my 4th year here. I experienced of misbehaviour pupil. One of my pupil, year 4 pupil, while I was teaching in front of the class, he, suddenly moved his desk and chair back from me, and he was talking to himself and keep laughing. I asked him why but he ignored me. I was shocked and asked him to face me again. After a few minutes then he faced me again. I thaught that maybe he was talking to himself. It was scary experience.

  33. Task 1b
    To solve the problem I mentioned above, I already recognised this pupil and I asked him to sit infront of me. Every time i asked questions I will ask him to answer me. So after that, he will focused the lesson

  34. Task 2
    These are the examples of non discruptive behaviour
    Talking or texting on mobile telephone
    Talking without permission
    Eating and drinking or smoking in class
    Out of seat
    Brushing hair
    Passing notes
    Throwing objects (paper aeroplanes)
    Chewing gum
    Playing with equipment
    Attention seeking
    Fire alarm
    Crawling on floor
    Attacking pupil or teacher
    These are the problem solving we can practise:

    Good teaching – Matching teaching to learning style, having high expectations, motivating students, offering support sensitively.
    An appropriate curriculum that the students can access.
    An effective behaviour policy: policies were written, known, and an emphasis on living the policies.
    Staff who are able to learn by their actions. Staff discussed concerns. Share ideas. Reflect on what went wrong. Learn from previous situations. Develop effective practices.
    Key staff that understand the nature of emotional and behavioural difficulties.


    Disruptive behaviour or emotional behavioural difficulties is an area of current concern and continuing research.
    Good working definitions and effective means of diagnosis are needed.
    There are many types of disruptive behaviour.
    Causes and explanations
    Two students could exhibit the same type of disruptive behaviour but may not have the same problem or underlying causes.
    The cause determines the intervention.
    Utilise (use) a variety of approaches because there can be several causes.