7/30/2019 TSL3109 Managing Primary ESL Classroom (Proforma)

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Course Pro FormaProgram Ijazah Sarjana Muda Perguruan Dengan Kepujian

Course Title Managing the Primary ESL Classroom

Pengurusan Bilik Darjah

Course Code TSL3109

Credit 3(3+0)

Contact Hours 45 hours

Pre-requisite Nil

Year Two

Semester One/Two

LearningOutcomes

1. Demonstrate a basic understanding of different theories, models andperspectives on classroom management (1.1, 1.2,)

2. Explore the use of appropriate techniques, and teaching resourcesfor effective primary classroom management (1.3, 2.2)

3. Reflect on and discuss issues in primary English languageclassroom management (1.6, 5.6, 7.2)

4. Reflect on teacher and learner roles in the primary classroom (3.3,4.6)

Synopsis This course focuses on the concept of classroom management, teacherand learner roles in effective classroom management, classroommanagement approaches, theories and models, managing resources andfacilities: rules, expectations and procedures, communication skills forclassroom management, observing and recognizing patterns of behavior,developing, monitoring and maintaining productive student behaviourand developing a personal classroom management plan.

Kursus ini memberi fokus kepada konsep pengurusan bilik darjah,peranan guru dan murid dalam pengurusan bilik darjah yang berkesan,pendekatan, teori dan model pengurusan bilik darjah, pengurusan resosdan kemudahan dalam bilik darjah, kemahiran berkomunikasi untuk

pengurusan bilik darjah, mengenal pasti bentuk tingkah laku, memantaudan memastikan tingkahlaku pelajar yang produktif dan membentuk plan

pengurusan bilik darjah kendiri.

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Topic Content Hours

1Introduction to Classroom Management

The Concept of Classroom Management- The function and nature of classrooms- The role of teaching as a central classroom activity- Classroom instructions and management practices

Teacher and Learner Roles in Effective Classroom

Management- Responsibility- Accountability- Expectation- Consistency- Objectivity

3

3

2

Classroom Management: Approaches, Theories and Models

Classroom Management Approaches

- Authoritarian classroom management (Power Types andPower Bases)

- Behaviour modification-

Group process /socio-psychological- Instructional classroom management- Socio-cultural

Theories and Models of Classroom Management

- Building the Foundation (Skinner, Glasser and Gordon)- Theories of Assertive Tactics (Lee Canter and Marlene

Canter)- Theories of Democratic Teaching (Rudolf Dreikurs)- Theories of Instructional Management (Jacob Kounin)- Theories of Congruent Communication (Haim Ginott)

6

6

2

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Topic Content Hours

3

Managing resources and facilities: rules, expectations andprocedures

Physical classroom environment- Organising Physical Space- Locating Instructional Resources

Social cultural environment

- safe environment- positive environment

Conventions and Routines for Organising Instructional Time

- Beginning and ending the day or period- Classwork / homework- Transitions- Monitoring

-Feedback

- Managing Learner Location and Grouping

3

3

4Communication Skills for Classroom Management

Communication skills

Skills for effective communication

Personal characteristics of good communicators

Verbal and non - verbal communication

Managing verbal and non - verbal communication

3

3

5 Observing and recognizing patterns of behavior

Patterns of Observable Behaviour

Non-Disruptive Behaviour

Disruptive Behaviour (Violent andNon-violent)

3

3

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Topic Content Hours

6

Developing, monitoring and maintaining productive studentbehaviour both individual and group behaviour

Student behaviours: Patterns- Disruptive and non-disruptive behaviours- Productive Behaviours group and individual

Student behaviours: Developing, monitoring and maintaining

productivestudent behaviours- Motivation- Encouragement vs criticism

3

3

7

Developing a Personal Classroom Management Plan

reflective

approaches, theories, models

expectations

rules and consequences

communication skills

procedures

6

TOTAL 45

Assessment Coursework 50%Examination 50%

MainReferences

Charles, C.M. (2008). Building Classroom Discipline Ninth Edition. Boston:Allyn and Bacon.

Larrivee, B. (2009).Authentic Classroom Management: Creating a LearningCommunity and Building Reflective Practice. New Jersey: Pearson

Education Inc.

Manning, M.L & Bucher K.T (2003). Classroom Management: Models,Applications and Cases. Ohio: Merrill Prentice Hall.

Wright, T. (2005). Classroom Management in Language Education.Basingstoke: Palgrave Macmillan.

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AdditionalReferences

Dean, J (3rd Ed) (2001). Organising Learning in Primary Classroom. London.Routledge.

Everson, C., Emmet, T.E. & Worsham, M. (2000). Classroom Management forElementary Teachers. USA: Pearson Education Company.

Hardin, C.J. (2004). Effective classroom management: Models and Strategiesfor todays Classroom. New Jersey: Merrill Prentice Hall.

Levin, J. & Nolan, J.F. (2000). Principles of Classroom Management: AProfessional Decision- making Model. Third Ed. Boston: Allyn & Bacon.

Maley, A (2000). The Language Teachers Voice. London: Macmillan

Wajnryb, R. (2002) Classroom Observation Tasks. Cambridge: CUP.

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