Classroom Management Practices – Observations in Selected Malaysian Classrooms

Abstract

Classroom management has always been an uphill task for most teachers especially the novice ones. In order to face the challenges of the classroom, teachers should always be aptly prepared with knowledge and skills of managing behaviour. This is to ensure learners are always in a safe and meaningfully engaged nonthreatening learning environment. Indulging in good practices of classroom management such as maintaining order and creating a conducive classroom environment reflects a competent teacher. Teachers must have principled understanding and knowledge about how they should act in classrooms in terms of strategies to discipline students. This is essential to bring out the best of abilities in learners. The objective of this investigation was for teacher-trainees to critically observe how trained classroom teachers dealt with disruptive behaviours in several primary classrooms in Kuala Lumpur, Malaysia. It also sought to examine the possible reasons and suggest ways of overcoming those disruptive behaviours. This exercise was also undertaken to illuminate the teacher-trainees about good classroom management practices. The observations revealed several disruptive behaviours displayed by pupils. These disruptive behaviours occurred mostly due to the teacher's' inadequate classroom management skills. Although the findings of this observation may not be generalized to other classroom context due to its small scale observation, the knowledge and experience from this observation could contribute towards worthy understanding to the teaching fraternity especially to teacher-trainees. Finally, it augurs well for teacher-trainees, to reflect upon their pedagogical strategies in relation to classroom organization and management. Good classroom management practices reflect a competent teacher.

Assessment Under Duress: Challenges to Physical Education Assessments and the Emergence of Compromised Norms

“…The teachers in the study viewed 30 students in a classroom as particularly too many for them to carry out effective PE lessons, particularly considering the need for individualized real-time assessments. However, 30 students in a group are commonly viewed as an acceptable size within the landscape of Malaysian education, where most schools in urban areas are overcrowded with typically more than 40 students per classroom (Abdul Majid et al, 2014;Rasyidah & Wafa, 2020). Hence, this revelation pointed to the significance of PCK and assessment skills in supporting effective instructional and assessment activities.…”