TASK 2: OBSERVATION, ANALYZE AND WRITING CRITICAL ESSAY

Name I/C NO. Program/Unit

: Clara Beatrice anak Logie : 900812-13-6688 : PISMP TESL 1 (SK)

For this task, I chose two videos. This first video is the teaching of the topic on The Nutrition of Pennywort Vegetable (Khasiat Sayur Pegaga) which was conducted by a Bahasa Melayu teacher, and the second one is also for Bahasa Melayu subject, and the topic is Water Pollution. The videos chosen were based on four criteria of classroom management, which we have included in the observation checklist constructed for Task 1. The criteria are physical, routine, psycho-social management and management of discipline in teaching and learning. For this analysis, I am focusing on comparing and contrasting both videos for each criterion. In the aspects of physical management, first and foremost, I have to identify the physical setting of the classroom, whether it is conducive to learning or not. In the first video, the physical setting is good for effective learning. And the same goes for the teaching and learning process in the second video. In aspects of lightning, in my opinion, the second video of teaching has more sufficient lightning as compared to the first one. The rigid reason on why I am saying this is in the second video, I can see that there are many windows that enable lightning from the outside to flash into the classroom. But, in the first video, the classroom looks a bit dark inside. It is hardly to see the windows opening widely. It seems they were having the teaching and learning process at night. As for the second video, I can see the brightness of the class due to the sufficient lightning. And from the lightning aspect, it can contribute to the ventilation or air regulation. Numerous windows mean good ventilation. In the first video, facilities that contribute air regulation; which are the fans. In the second video, since there are many windows, there would be fresh air coming from outside. In the aspects of cleanliness and hygiene, both videos have good management of those aspects. There is almost no rubbish scattered around the class. In addition, in the second video, there was a rubbish bin provided in front of the left side of the classroom. Second aspect of physical management, the furniture arrangement also plays an important role in producing a conducive learning environment. In the second video, the desk arrangement is traditional one, in which the desks are arranged two-by-two style. Two tables are arranged attaching one another. In the first video, the arrangement is grouping style; five

students sit together. These two kinds of arrangement enable the teachers walking around the classroom to monitor as well as to supervise students. This is to make sure the students who sit at the back would not feel being left behind. The distance between the desks and the teacher standing in front of the class also leads to the effectiveness of the learning. If the desks are too far from the spot where the teacher stands, it would be a problem for students to have a good view of blackboard or screen. In the first video, if we look closer, there was a minor mistake of the teacher had done to the arrangement of desks. The desks at the most right side of the class were a bit far from the blackboard, but desks from the most left side were closer to the blackboard. So, students at the most right side of the classroom might have problems to see clearly of what they see in front. The third aspect of physical arrangement is classroom display of information of subjects, decoration and announcement. This aspect could not be analysed analytically, due to the limited view of the classroom as a whole. All I can see is the arrangement of blackboard, fans, windows, some notices on left and right side of the class. However, the display of classroom schedules can be seen in both videos. But, I would say that in the second video has better one than the first. This is because they can be seen clearly by the students. They are displayed not too high from their reach, but in the first video, they are too high. For study or reading corner, both classes do not provide it. In terms of advanced facilities, it is obvious that the classroom in the first video has more modern and sophisticated ones, than the classroom in the second videos. The teacher was using the widescreen to display the presentation in slideshow form. The teacher in the second video only used traditional way of teaching; which was the blackboard. However, to produce an effective and successful learning process, the pedagogical principles need to be focused on. The use of teaching materials, the relevance of topics taught and also the students experience that count. For this statement, I am saying that the use of multimedia in teaching does not really mean that the learning process will be going smoothly. As what I have watched, the teacher in the first video used multimedia presentation to deliver her teaching. However, the classroom condition (the darkness) makes it less effective of using so. Hands-on experience is also important for students. If a teacher keeps using the advanced or untouched materials, they would not learn to feel the satisfaction of touching as well as holding the realia. Moreover, the teacher in second video used a black background in the slideshow. Indirectly, it can give bad effect to students. They might feel the difficulties in having best views of words on the widescreen. In terms of teaching aids used, the teacher in the second video brought the realia to the class. She started the lesson by showing the glass, water in it, pieces of plastics and papers, soil and

petrol oil. She asked a student to put those materials into the water to see the result. The result of polluted water will give students the real view of polluted rivers in our environment.

The second criterion is routine arrangement. Based on the observation checklist in Task 1, we divided the aspects of this routine arrangement into starting the day, entering the classroom, working independently, asking for help and completing homework. In the first video, students have designed areas (lockers) o put all belongings, including their bags. This was why there were no bag put on their chairs. But, students in the second video put their bags at the back of their seat. However, the classroom was still in conducive environment. The students stood up when their teachers entering the classroom. When their teachers have already in the class, they have sat on their assigned seat. For students in the first video, they sat in group, according to the arrangement of desks. During the class, students in both videos use a conversional voice. I think all the students could obey to the rules and daily routines of their classes. In terms of manners, they were well-mannered as they keep hands and feet to self, without disturbing others. All of them showed their interests in studying. For independent work, this aspect can be seed clearly in the independent video, as the teacher gave individual task for them to complete. They did their work without making noise and even talking. Whenever they had questions to ask, they raised their hands. All these routines are common to most students. They also manage to work quietly. And this is the same goes for students in the second video, whereby they follow what their teacher had ordered them to do, which was to do silent reading about the text of Water Pollution. While their friend read aloud the text in front of the class, they listened attentively, and reading by themselves at the same time. And when the teachers asked them to put all things away after each activity came to an end, they obeyed the instruction, without being rebellious. Whenever students want to go to the toilet, it is a routine for them to ask permission first from their teacher. This kind of routine is practised by a student in the first video, in which he asked permission from his teacher to go the toilet. The third criterion is psycho-social arrangement. The first video showed a good rapport between students and teachers. The teacher always acknowledged her students whenever her students seemed lost of focus to the teaching. She once asked a student if he had a health problem. This showed how a teacher should concern about his or her students

needs and problems. In the second video, the teacher also did show concern on her students. This can be proved by the way she kept responding to her students questions. In aspects of academic engagement, students in both videos showed commitment and interests to be actively involved in the learning process. They did whatever tasks their teachers asked them to do. The way the teachers walking around the classroom to monitor the students work also showed can make all students feel needed and not left behind. The communication between students and teachers also indicated how good or how bad the relationship built between the two parties. As I can see, the teacher in the first video has much better ways of communicating with her students, if compared to the teacher in the second video. This is because she talked softly and infrequently raised her voice whenever having conversation with them. The teacher in the second video also did have a not bad communication with her students, but during the lesson, all the conversation was about the lesson, rarely about personal issues. Motivation is highly achieved if students are being supportive of their own peers. For both videos, this can be shown when other students gave a round of applause after their friend answered their teachers questions. The teacher also plays an important role in motivating students. The teacher in the first video did well in motivating her students in which she always gave praises whenever her students answered questions correctly. In aspects of social skills, these can be proved by looking at the way the students communicate with their peers and also worked together as groups to do tasks. Students in both videos showed an excellent cooperation, where they shared and gave their ideas for group tasks. As a whole, the psycho-social arrangement can be easily done if the teacher and students can build a good relationship. The fourth criterion is management of discipline in teaching and learning. As overall, I can see that all students showed good behaviours and easy for their teachers to handle them during teaching and learning session. In order to analyse their behaviour, we have a list of disciplinary problems that are frequently happen in schools, as what we have listed out in the observation checklist form for Task 1. After analysed one by one, almost none of them is occurred in each students. However, to look closer to this management, I have chose one classroom management theory that I can use to explain how the students behaved in both videos. I have chosen Logical Consequences theory by Dreikurs. This theory or model integrates teaching and disciplinary management. According to what I have watched, both teachers in both videos using the skill of ignoring students behaviours, even though not all the time. This can be proved when the teacher in the second video ignored some questions from her students. This kind of ignorance is to get attention from the students. The students, from what I have watched, also talked when their teacher was talking. But, the teacher still

continued with the lesson, because the students suddenly being silent after the teacher showed the ignorance. And there goes the saying, ignorance is bliss. And second important element that has been emphasised in this theory is to challenge the authority, means to give students power or task that suit their ability. This is related to what has taken place in both videos. The teachers gave tasks; group works and followed by individual tasks. Both teachers in both videos provided them with text to be read. In the first video, she gave a text of a dialogue, which was mainly about the pennywort vegetables, while the teacher in the second video gave her students a text about water pollution. During group work, all of them can work as groups without creating any problem that need to be handled seriously. However, in the first video, there was a student asked permission from the teacher to go to toilet. He seemed a bit rude when asking for permission. But, it is just a minor misbehaviour shown by a student. Another element that is important in this theory is the teachers also should encourage their students to engage in various activities. The variety of activities is useful to avoid boredom among students. In the second video, various activities have been carried out. Firstly, the teacher asked them to read a text about water pollution independently and silently, then, asked a student to read aloud the text in front of the class, and then preceded to group task. For the group task, they were required to jot down the main points from the text and write them down in a mah-jong paper provided by the teacher before present it in front of the class. An interesting game was also conducted after those activities. The game was about finding the antonym for certain words given by the teacher. Apart from the language learning, students can move actively, rather than just be seated on chair the whole time. This is where each student came forward to give antonym for the words. Example sof words are pretty and increase. Then, the teacher distribute the lyrics of a song entitled Bumi O Bumi (Earth O Earth), that was using the tune of Bangau O Bangau song. One thing for sure, that this teacher emphasis on students activities rather than the results. And this is clearly stated in Logical Consequences theory by Dreikurs.

The Observation Checklist For Video 1 I. PHYSICAL MANAGEMENT

For the following aspects, put a tick for the rating scales for each of the following aspects by referring to the following; 5 Excellent 4 Very Good 3 Good 2 Satisfactory 1 Needs Improvement

PHYSICAL SETTING

Aspect

Scale

The physical setting of the classroom is conducive to learning Sufficient lighting Good ventilation Cleanliness and hygiene FURNITURE ARRANGEMENT / /

Aspect

Scale

The desks are arranged to make easy access for students to work in small groups The desks are arranged in a way that allows students plenty of room to manoeuvre through the classroom Seating arrangements should be comfortable for students / / /

to see the teacher easily CLASSROOM DISPLAYS

Aspect

Scale

Reference points (e.g. instructional bulletin boards) for students are displayed to create a standards-based classroom Classroom rules and procedures are posted to help students to be independent within the classroom Daily schedule of class activities is posted where all students can see it Changes or new activities are visually indicated on the schedule

/ / /

The Observation Checklist Form of Video 2 I. PHYSICAL MANAGEMENT

For the following aspects, put a tick for the rating scales for each of the following aspects by referring to the following; 5 Excellent 4 Very Good 3 Good 2 Satisfactory 1 Needs Improvement

PHYSICAL SETTING

Aspect

Scale

The physical setting of the classroom is conducive to learning Sufficient lighting Good ventilation Cleanliness and hygiene FURNITURE ARRANGEMENT

/ / /

Aspect

Scale

3 /

The desks are arranged to make easy access for students to work in small groups The desks are arranged in a way that allows students plenty of room to maneuver through the classroom Seating arrangements should be comfortable for students

to see the teacher easily CLASSROOM DISPLAYS

Aspect

Scale

Reference points (e.g. instructional bulletin boards) for students are displayed to create a standards-based classroom Classroom rules and procedures are posted to help students to be independent within the classroom Daily schedule of class activities is posted where all students can see it Changes or new activities are visually indicated on the schedule

/ / /

The Observation Checklist Form of Video 1 II. ROUTINE MANAGEMENT For the following aspects, observe how the classroom routine is being carried out. Then, put a tick for the rating scales for each of the following aspects by referring to the following; 5 Excellent 4 Very Good 3 Good STARTING THE DAY ASPECTS 5 Put personal belongings in / / / / designated areas Turn in homework Put instructional materials in desks Sharpen pencils & gather necessary material for class Be seated & ready to start class by 8:00 Enter the classroom quietly / / ENTERING THE CLASSROOM ASPECTS Use a conversational or inside voice Keep hands, feet, objects to self Move directly to desk or assigned area Sit quietly & be ready for class / / WORKING INDEPENDENTLY SCALE 5 4 3 2 1 NOTES SCALE 5 / / 4 3 2 1 NOTES 4 SCALE 3 2 1 NOTES 2 Satisfactory 1 Needs Improvement

ASPECTS

Have materials ready Work without talking Raise hand to ask for help Keep working or wait quietly for assistance when the teacher is

/ / /

helping someone else Move quietly around the room when necessary Put materials away when finished Begin next activity when finished / / ASKING FOR HELP ASPECTS Always try by themselves first Use the classroom signal for getting assistance Keep working if he/she can or wait quietly Remember the teacher has other students that may also need help / SCALE 5 4 3 / 2 1 NOTES /

COMPLETING AND RETURNING HOMEWORK ASPECTS Collect your work to take home Complete work, get parent signature when needed Bring work back to school / SCALE 5 / / 4 3 2 1 NOTES

The Observation Checklist Form of Video 2 II. ROUTINE MANAGEMENT

For the following aspects, observe how the classroom routine is being carried out. Then, put a tick for the rating scales for each of the following aspects by referring to the following; 5 Excellent 4 Very Good 3 Good 2 Satisfactory 1 Needs Improvement

STARTING THE DAY ASPECTS 5 Put personal belongings in / / / / designated areas Turn in homework Put instructional materials in desks Sharpen pencils & gather necessary material for class Be seated & ready to start class by 8:00 Enter the classroom quietly / / ENTERING THE CLASSROOM ASPECTS Use a conversational or inside voice Keep hands, feet, objects to self Move directly to desk or assigned area Sit quietly & be ready for class / / WORKING INDEPENDENTLY SCALE 5 / 4 3 2 1 NOTES SCALE 5 / / 4 3 2 1 NOTES 4 SCALE 3 2 1 NOTES

ASPECTS Have materials ready

Work without talking Raise hand to ask for help Keep working or wait quietly for assistance when the teacher is / /

helping someone else Move quietly around the room when necessary Put materials away when finished Begin next activity when finished / / ASKING FOR HELP ASPECTS Always try by themselves first Use the classroom signal for getting assistance Keep working if he/she can or wait quietly Remember the teacher has other students that may also need help / SCALE 5 4 / / 3 2 1 NOTES /

COMPLETING AND RETURNING HOMEWORK ASPECTS Collect your work to take home Complete work, get parent signature when needed Bring work back to school SCALE 5 / / 4 3 2 1 NOTES

The Observation Checklist Form of Video 1 III. PSYCHO-SOCIAL MANAGEMENT For the following aspects, put a tick for the rating scales for each of the following aspects by referring to the following; 5 Excellent 4 Very Good 3 Good 2 Satisfactory 1 Needs Improvement

SOCIAL RELATIONSHIP

Aspect

Scale

5 / / / / /

An atmosphere of mutual respect and support among teacher and students Good human relations for students to interact productively and get along well Students equal opportunities and participation Students have a strong sense of belonging in the classroom Group and team activities that require cooperation and dependence among students ACADEMIC ENGAGEMENT

Aspect

Scale

4 /

Supporting cooperation and active learning among students in the classroom Student engagement and on-task behavior with classroom participation Students participate actively and attentively in class discussions and activities Extent of enjoyment of classes

/ / /

MOTIVATION

Aspect

Scale

5 / / /

Students are given a sense of self-worth through encouragement, recognition and praise Highly desired activities follow less desired activities on the daily schedule Student motivation is kept high through frequent changes in learning activities

The Observation Checklist Form of Video 2 III. PSYCHO-SOCIAL MANAGEMENT For the following aspects, put a tick for the rating scales for each of the following aspects by referring to the following; 5 Excellent 4 Very Good 3 Good 2 Satisfactory 1 Needs Improvement

SOCIAL RELATIONSHIP

Aspect

Scale

5 / / / / /

An atmosphere of mutual respect and support among teacher and students Good human relations for students to interact productively and get along well Students equal opportunities and participation Students have a strong sense of belonging in the classroom Group and team activities that require cooperation and dependence among students ACADEMIC ENGAGEMENT

Aspect

Scale

4 /

Supporting cooperation and active learning among students in the classroom Student engagement and on-task behavior with classroom participation Students participate actively and attentively in class discussions and activities Extent of enjoyment of classes

/ / /

MOTIVATION

Aspect

Scale

Students are given a sense of self-worth through encouragement, recognition and praise Highly desired activities follow less desired activities on the daily schedule Student motivation is kept high through frequent changes in learning activities

/ / /

The Observation Checklist Form of Video 1 MANAGEMENT OF DISCIPLINE IN TEACHING AND LEARNING During the observation, identify whether each of the disciplinary problems occurs in the classroom or not. Then, tick (/) in Yes box if it does occur, and (/) in No box if it does not.

PUNCTUALITY AND READINESS DISCIPLINARY PROBLEMS Arrives late to class Does not bring necessary materials Does not complete homework TICK (/) YES NO / / / NOTES

BEHAVIOURS TOWARDS PEERS DISCIPLINARY PROBLEMS Refuse to listen to peers Refuse to mix with others Objects others opinions Shoves, kicks, hits, elbows, bites others Bullies other children Shows anger towards children Call others names Steals others property Destroy others property Refuse to cooperate with peers Refrains from abusive language TICK (/) YES NO / / / / / / / / / / / NOTES

RESPECT TOWARDS TEACHERS & STAFF DISCIPLINARY PROBLEMS Refuse to follow directions Slow to obey teachers instructions Does not listen to teachers TICK (/) YES NO / / / BEHAVIOURS IN CLASSROOM NOTES

DISCIPLINARY PROBLEMS Refuse to be follow class duty Holds up class activities due to refusal to comply directives

TICK (/) YES NO / /

NOTES

DEMONSTRATION OF CHARACTER TRAITS DISCIPLINARY PROBLEMS Displays inappropriate signs of affection Cries, yells, screams, or has a temper tantrum Displays inappropriate behaviour during transition times Acts smart, sassy or in a sarcastic manner Moves into a shut down mode (nonproductive) Makes inappropriate noises during class time Demonstrates an over-sensitivity to noise TICK (/) YES NO / / NOTES

/ /

CONCERN ON LEARNING/HOMEWORK DISCIPLINARY PROBLEMS Turns in messy work Work area is disorganised TICK (/) YES NO / / NOTES

The Observation Checklist Form of Video 2 MANAGEMENT OF DISCIPLINE IN TEACHING AND LEARNING During the observation, identify whether each of the disciplinary problems occurs in the classroom or not. Then, tick (/) in Yes box if it does occur, and (/) in No box if it does not.

PUNCTUALITY AND READINESS DISCIPLINARY PROBLEMS Arrives late to class Does not bring necessary materials Does not complete homework TICK (/) YES NO / / / NOTES

BEHAVIOURS TOWARDS PEERS DISCIPLINARY PROBLEMS Refuse to listen to peers Refuse to mix with others Objects others opinions Shoves, kicks, hits, elbows, bites others Bullies other children Shows anger towards children Call others names Steals others property Destroy others property Refuse to cooperate with peers Refrains from abusive language TICK (/) YES NO / / / / / / / / / / / NOTES

RESPECT TOWARDS TEACHERS & STAFF DISCIPLINARY PROBLEMS Refuse to follow directions Slow to obey teachers instructions Does not listen to teachers TICK (/) YES NO / / / BEHAVIOURS IN CLASSROOM NOTES

DISCIPLINARY PROBLEMS Refuse to be follow class duty Holds up class activities due to refusal to comply directives

TICK (/) YES NO / /

NOTES

DEMONSTRATION OF CHARACTER TRAITS DISCIPLINARY PROBLEMS Displays inappropriate signs of affection Cries, yells, screams, or has a temper tantrum Displays inappropriate behaviour during transition times Acts smart, sassy or in a sarcastic manner Moves into a shut down mode (nonproductive) Makes inappropriate noises during class time Demonstrates an over-sensitivity to noise TICK (/) YES NO / / NOTES

/ /

CONCERN ON LEARNING/HOMEWORK DISCIPLINARY PROBLEMS Turns in messy work Work area is disorganised TICK (/) YES NO / / NOTES