Course Pro Forma - Communicative ESL

Course Pro Forma
Program ljazah Sarjana Muda Perguruan Dengan Kepujian
Course Title
Managing the Primary ESL Classroom
Pengurusan Bil ik Darjah
Gourse Code
TSL3109
Credit
3(3+0)
Contact Hours
45 hours
Pre-requisite
Nir
Year
Two
Semester
One/Two
Learning
Outcomes
Synopsis
1. Demonstrate
a basic understanding of different theories, models and
perspectives on classroom management (1.1, 1.2,)
2.
Explore the use of appropriate techniques, and teaching resources
for effective primary classroom management (1.3, 2.2)
3.
Reflect on and discuss issues in primary English language
classroom management (1.6, 5.6,7 .2)
4.
Reflect on teacher and learner roles in the primary classroom (3.3,
4.6)
This course focuses on the concept of classroom management, teacher
and learner roles in effective classroom management, classroom
management approaches, theories and models, managing resources and
facilities: rules, expectations and procedures, communication skills for
classroom management, observing and recognizing patterns of behavior,
developing, monitoring and maintaining productive student behaviour
and 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 resos
dan kemudahan dalam bilik darjah, kemahiran berkomunikasi untuk
pengurusan bilik darjah, mengenal pasti bentuk tingkah laku, memantau
dan memastikan tingkahlaku pelajar yang produktif dan membentuk plan
pengurusan bilik darjah kendiri.
Topic
Content
lntroduction to Classroom Management
1
.
.
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
Classroom Management: Approaches, Theories and Models
.
1
.
Classroom Management Approaches
- Authoritarian classroom management (Power Types and
Power Bases)
- Behaviour modification
- Group process isocio-psychological
- lnstructional classroom management
- Socio-cuitural
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 lnstructional Management (Jacob Kounin)
- Theories of Congruent Communication (Haim Ginott)
-
Hours
Content
Topic
Managing resources and facilities: rules, expectations and
procedures
.
.
J
.
Physical classroom environment
Organising Physical Space
Locating lnstructional Resources
Social cultural environment
- safe environment
- positive environment
-
Conventions and Routines for Organising lnstructional Time
- Beginning and ending the day or period
- Classwork / homework
- Transitions
- Monitoring
- Feedback
- Managing Learner Location and Grouping
Communication Skills for Classroom Management
4
5
.
.
.
Communication skills
Skills for effective communication
Personal characteristics of good communicators
.
.
Verbal and non - verbal communication
Managing verbal and non - verbal communication
Observing and recognizing patterns of behavior
.
.
.
Patterns of Observable Behaviour
Non-DisruptiveBehaviour
Disruptive Behaviour (Violent and
Non-violent)
Hours
Topic
Content
Hours
Developing, monitoring and maintaining productive student
behaviour - both individual and group behaviour
o
.
Student behaviours: Patterns
Disruptive and non-disruptive behaviours
Productive Behaviours - group and individual
-
.
Student behaviours: Developing, monitoring and maintaining
productive student behaviours
- Motivation
- Encouragement vs criticism
Developing a Personal Classroom Management Plan
7
.
c
.
.
.
.
reflective
approaches, theorles, models
expectations
rules and consequences
communication skills
procedures
TOTAL
Assessment
Main
References
Coursework
Examination
45
5A%
50%
Charles, C.M. (2008). Building C/assroorn Discipline Ninth Edition. Boston.
Allyn and Bacon.
Larrivee, B (2009). Authentic Classroom Management: Creating a Learning
Community and Building Reflective Practice. New Jersey: Pearson
Education lnc.
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.
Additional I Dean, J (3'd Ed) (2001). Organising Learning in Primary C/assroom. London.
References
I
Routledge.
Everson, C., Emmet, T.E. & Worsham, M. (2000). C/assroom Management for
Elementary Teachers. USA. Pearson Education Company.
Hardin, c.J. (2004). Effective c/assroom management: Models and strategies
for today's Classroom. New Jersey: Merrill Prentice Hall.
Levin, J. & Nolan, J.F. (2000) . Principles of C/assroo m Management: A
Professional Decision- making Model. Third Ed. Boston: Allyn & Bacon.
Maley, A (2000). The Language Teacher's Voice. London: Macmillan
Wajnryb, R. (2002) Classroom Observation Iasks. Cambridge: CUp