Classroom management is a term that is being used by teachers to explain about the process of creating an effective lesson in a classroom.

According to Akhiar Pardi and Shamsina Shamsuddin (2012), this classroom management concept is actually related to the avoiding of the misbehavior among the pupils and how the teachers cope with the situation if there are still inappropriate behaviours occur in a classroom. I had done and observation on an English teacher, Madam Raslamiah, on how she controls her class. During the observation, she taught Year 2 which is the only class for that Standard. I had entered the class once and I found that the class consists of mixed-ability pupils. Therefore, it is a little bit hard for me to handle them. In a classroom management, there are five theories that could be used by a teacher in order for her or him to implement in a classroom, which are Theories of Democratic Teaching by Rudolf Dreikurs, Theories of Instructional Management by Jacob Kounin, Theories of Congruent Communication by HaimGinott, Building the foundation by Skinner, Glasser and Gordon, and Theories of Assertive Tactics by Lee Canter and Marlene Canter. From my observation, I could see that the teacher used democratic teaching theory in her lesson. Driekurs had emphasized more on three important aspects in this democratic tactics, which are active student involvement, promoting a sense of belonging and also fostering self discipline (Charles, 2014). Teacher who used this theory promotes mutual respect between teacher and the pupils (Lyons, Ford & Arthur-Kelly, 2011). This is because, in democratic teaching theories, teachers are required to seek out needs-based explanations for why their pupils are doing inappropriate misbehavior and then try to negotiate alternative ways for these needs to be met. During the observation, the teacher asked the pupils about their condition first before the lesson started. I could see that the teacher was trying to avoid the misbehavior by seeking out for their needs and feelings first. Therefore, the teacher could fulfill the pupils needs and at the same time pupils will give them cooperation by showing good behaviours in class. This showed when the teacher considered the pupils feeling of wanting to speak out on something. There was a pupil who wanted to tell the class about what she did on the day before and the teacher just let her talked about her experience. This showed that the teacher was listening and considering her pupils needs where she did not stop the pupil from talking. She showed that she was really interested to listen to the pupils story by listening actively to her. It was a good action since the teacher could build mutual relationship with her pupils, which was being emphasized by Dreikurs. Listening actively to pupils will make them feel closer to their teacher and they could easily share their stories and problems with their teacher. I could see the element of building mutual relationship with the pupils was being applied by the teacher.

Moving on, in democratic teaching theory, Driekurs also emphasized on the active pupils involvement (Charles, 2014). This is because when they could involve actively, the misbehavior could be reduced. According to Edwards (1993), Driekurs believed that all misbehavior is the result of a pupils mistaken assumptions about gaining the recognition. Therefore, when the pupils could actively involve in the lesson, they could be recognized by the teacher. During my observation, I could see Madam Raslamiah had made sure that all of the pupils would engage with her lesson. For example, on that day, she taught about phoneme /a/ where she had used a simple song in the lesson. Each of the pupils was asked to sing the song. I could see they were very excited. When they were all engage with the lesson, they would not show any misbehaviour. The four motives which are getting attention, seeking for power, seeking revenge and displaying inadequacy no longer will interrupt the teaching and learning process. Apart from that, the Madam Raslamiah also used the empathy strategy instead of scolding them for their mistakes or misbehaviour. The teacher did not use any harsh words or sarcasms with the pupils since they might feel offended and maybe worse, they would seek revenge for the teacher. Madam Raslamiah is a very good teacher since she used encouragement a lot in her lesson. Encouragement is a useful technique for preventing discipline problems as it corresponds to the pupils goals or motives (Edward, 2007). Edward added that encouragement focuses on giving positive feedback to the pupils who are trying hard even though he or she could not achieve any level of achievement. This could be seen when a pupil did not sing along with his friend, she did not neglect him, and instead she encouraged her by saying motivational words like I know you can sing with your friends. Sing louder with a wide smile. The pupil could feel that the teacher was encouraging him. He would feel guilty and solved his own misbehaviour by singing along with their friends. I could see that this misbehaviour could be reduced bit by bit. Besides, the communication skill used by Madam Raslamiah is two-way communication. I could see that she always asked her pupils questions which could encourage the pupils to talk. This is also one of the ways for the teacher to encourage the pupils to voice out and share their experiences or opinions. Two-way communication is good to be implemented in the teaching and learning process since it could help the teacher and pupils understand each others needs. This could also develop mutual understanding between teacher and pupils as Dreikurs really emphasized this element in his theory of democratic teaching. For example, the pupils already knew all the classroom rules that they had agreed with their teacher, so they had to follow all the rules. This is when the mutual understanding could be developed. During the observation, I could see that the pupils raised their hands first before answering the teachers questions which is one of the rules that had

been stated by Madam Raslamiah. The pupils understand that they have to follow the rules as they had agreed all those with their teacher. Therefore, I realized that it is very important for a teacher to use two-way communication skill since this could really help a lot in fulfilling the pupils needs. During the observation, I believe that the aspect of the choices of resources is very important in a teaching and learning process. I could see that Madam Raslamiah had conducted an interesting lesson. She had showed a very good example for me to produce resources for my lesson. For the lesson, Madam Raslamiah had used variety types of resources for her teaching and learning session. She chose the resources in the form of audio and visual aids. During the set induction stage, Madam Raslamiah had shown different flashcards of accupations since she was teaching the topic during that session. The colourful and cute pictures that were in the form of cartoons really could attract the pupils attention. I could see the pupils were very excited when Madam Raslamiah asked them to guess what the occupation was in each of the picture that she showed to the pupils. There were many pupils who wanted to answer but she chose the pupils who seemed did not interest to engage with the lesson. This kind of action was to make sure the pupil would not be isolated and since Driekurs had said that the pupils who display inadequacy might show misbehaviours (Charles, 2004). Then, I found that each of the pupils really looked forward for the lesson by Madam Raslamiah. They gave her more cooperation and attention when Madam Raslamiah made full use of the teaching aids. For example, I could see that when the teacher used the music to teach the /a/ sound, pupils get more interested. The pupils get excited and when the teacher asked them to do the actions, they did those attentively. The pupils could remember the lyrics and also the actions very quickly. I could also see that the pupils learnt better when they could involve in the activities conducted by the teacher. They could pronounce the words that have the /a/ sound in the lyrics clearly and correctly. Therefore, the use of music or audio is one of the methods that Madam Raslamiah had used to attract the pupils attention. Other than visual aids and music, Madam Raslamiah also used audio as one of the resources in her lesson. The pupils learnt the /a/ sound from the audio and they could listen very well to it. Madam Raslamiah believed that if her voice could not make the pupils listen to the sound clearly, the audio really helped her. Since pupils were really interested to something new, the /a/ sound from the audio would make them very excited to follow. This kind of method could really help the teacher to prevent misbehaviour of pupils who did not

pay full attention toward the lesson and show any of four motives that had been emphasized by Driekurs. From my observation, I think that the method used by Madam Raslamiah were all good to be implemented in teaching and learning process. I could see the encouragement method that she used really helped her in handling the pupils misbehaviours. Encouragement consists of words or actions that acknowledge pupil works and express confidence in them. Whenever teacher gives encouragement, pupils would feel there is someone they could rely on and this will increase their confidence level and finally resulted in positive behaviour. For example, Madam Raslamiah used a lot of encouragement words like I see that you pronounce the /a/ sound very well and that is why you could sing very well. This kind encouragement focus on what the pupils did and the positive result shown by them by producing good singing. The teachers job as an encourager, does not mean being too responsive towards the pupils desirable behaviour, but it is a method to teach him to learn something. In the observation made for the Year 2 pupils, teacher could encourage them properly when some of them displaying inadequacy by not singing properly as they could not pronounce the /a/ sound well. Then, Madam Raslamiah also did the drilling method in her teaching and learning session. She kept repeating the /a/ sound until all the pupils could say it out properly. By using the method, the pupils will stay focus on the teacher as they have something to say out. When the pupils seemed to feel bored, Madam Raslamiah did something interesting where she chanted the /a/ sound. The pupils were all excited following the chanting and I could see they were clapping happily. As in the classroom, teachers often ask students to repeat what they utter for many times in production of drilling process. Even though it is a kind of traditional method in learning, it works for the students since after repeating for a few times, students could say out the /a/ sound very well and finally could blend the other phonemes to form a word. For example, a few pupils could not pronounce the word arm very well since they tend to leave out the phoneme /r/. However, when she drilled the pupils for at least five times by emphasizing the blending of phoneme /a/, /r/ and /m/ , the pupils seemed to pronounce accurately.

There are many ways to manage the classroom that I could learn from my observation. Firstly, Madam Raslamiah included a little bit of the element from the Assertive Tactics theory by Lee Canter and Marlene Canter. The key concepts for this theory are teachers were in charge of the classroom and had the right to teach without interruptions, the building of trusting relationship with pupils and teacher as a model of the classroom behaviours to the pupils. Analysing the first concept, the Canters insisted that pupils have a right to learn in a calm, orderly classroom and teachers had a right to teach without being interrupted by misbehaviour (Charles, 2014). I could say that she applied this theory in her teaching because she made the plan for the class, which was setting rules for class behaviour. She set the rules like Raise up your hand when you want to answer, Keep silent and Do not talk when the teacher is talking. For me, applying rules from the start would prevent the off-tasks behaviour and finally could really help the teacher to control the class. There is also rule made to control the misbehaviour which is asking pupils who are not paying attention to change the seat closer to the teacher. I think this is a good rule to be implemented since when the respective pupil moves closer to the teacher, he or she will not have the opportunity to show misbehaviours. Madam Raslamiah holds on to this concept because by arranging the seat position for the misbehaved pupils, it would help them to have better vision of the whiteboard to see clearly what the teacher is writing in front. Other than that, they would have a better hearing to what the teacher says other than paying full attention to the teacher. One more thing that I am impressed with the way Madam Raslamiah handled the class was when the activity was being done in groups. I think this is one of the ways to manage the classroom. The pupils were given numbers, from one until five. Each pupil gets a number. Madam Raslamiah gave the instructions and the group would move at the back of the class, where there were spaces for them to do group work. However, before moving them into groups, the teacher gave the explanation of what they should do first. She gave the instructions clearly to make sure that the pupils could understand very well. Madam Raslamiah made it clear that if any misbehaviour happened, there would be consequences that the pupils would face. By doing this, the pupils would set in their mind to behave properly. Another benefit in doing group work is that the pupils tend to focus on the work as they can communicate with their friends and cooperate really well with each other. When they have something to focus on, they would give their concentration on it and would not get bored, thus lessen the possibility of misbehaving.

In conclusion, discipline and classroom control must be handled properly by the teacher. It is also essential for the pupils to understand that for every action that they did will produce consequences that they have to be responsible with. It is only the matter of positive and negative consequences. It is the teachers job to assist pupils to learn what we call self reflection and self-discipline. This is the only way teacher could implement in pupils so that they will be responsible towards themselves for doing that particular action. Whether the discipline actions are successful could be measured based on how teacher could produce the desired behavioural, which means the positive result. Therefore, we could see that the connection between the pupils discipline is highly dependent on effective teaching and discipline done by the teacher.