on Classroom Management

Roots of Constructivism
Vygotskys theory is one of the foundations of constructivism. It asserts
three major themes:
Social interaction plays a fundamental role in the process of cognitive
development.
The More Knowledgeable Other (MKO) refers to anyone who has a better
understanding or a higher ability level than the learner, with respect to a
particular task, process, or concept.
The Zone of Proximal Development (ZPD) learning occurred in this zone.

One prominent theorist under constructivist views

is Jean Piaget, who focused on how humans
make meaning in relation to the interaction
between their experiences and their ideas ..

 Knowledge is constructed based on

personal experiences and hypotheses of the
environment.
Learners continuously test these
hypotheses through social negotiation.

Each person has a different interpretation

and construction of knowledge process.
The learner is not a blank slate (tabula rasa)
but brings past experiences and cultural
factors to a situation.

What is Constructivism?
Learning is a process of structuring meaning
in an active way.
Learning is shaped with situations and
conditions of the environment.
Learning is a social process. Students share
their ideas and communicate.

What is Constructivism?
Learning is an emotional process.
Learning is student-centered.
Learning is developmental. It is affected by
students social, physical and emotional
developments.
Learning is permenent.
The quality of learning is important in learning
process.

6 Subtitles of Classroom
Management

Communication
Motivation
Learning Techniques and Methods
Physical Environment
Discipline
Evaluation

Communication in a constructivist
classroom:
Teacher speaks less than the students.
Teachers and students questions are not for only a single word.
Students speaking in normal tone is enough for taking the other

students or the teachers attention.

Students help to each other.
Teacher asks questions rather than giving directions.

Motivation in a constructivist classroom:

Motivation is one of the key componenets in
learning. Not only is it the case that motivation
helps learning, it is essential for learning.
There is no punishment.
There is no prize.
There is an intrinsic motivation.

Motivation in a constructivist classroom:

Students are aware of the responsibility of their
own learning.
Students choose which topic they want, search for
it.
Students are motivated by the learning itself.
Sustaining motivation to learn is strongly
dependent on the learners confidence in his or
her potential for learning.

Techniques and Methods in a

constructivist classroom:
Teacher encourage direct student intellectual
involvement trhough:
Discussion
Small group work
Student presentation
Debate
Simultations
Brain-storming
Individul study

Techniques and Methods in a

constructivist classroom:
Teacher acceptes and encourages students
autonomy.
Teacher acceptes induvidual differences.
Teacher encourages students to higher-level
thinking.

Physical environment in
a constructivist classroom:
The walls of the classroom are full of with students
works.
The shape of students desks are appropriate for
learning and communication.

Every student can see each other in classroom.

Students desks are movable.

Students assert their ideas about the physical
environment of the classroom.

Discipline in a constructivist classroom:

Teacher and students should establish the rules of
classroom together.
Teacher and students should find solutions to the problems
in a cooperative way.
Teacher should try to understand the reason of the problem
behaviours.
Teacher should clarify his expectations.
Teacher should focus on the present behaviour of the
student.

Discipline in a constructivist classroom:

Teacher should use logical consequences rather

than punishment.
Teacher should help students to be responsible

individuals.
Students should be encouraged to be autonomous

learners. Therefore they can take the responsibility

of the negative consequences of their behaviours.

Evaluation in a constructivist classroom:

The process of learning is evaluated not the outcomes
of the learning.
Performance, problem-based learning, group works and
practical matters used for evaluation.
The basic of evaluation is to direct them sharing and
give them opportunities.
Learned information are evaluated not memorized ones.

Traditional Classroom

Constructivist Classroom

Curriculum begins with the parts of the Curriculum emphasizes big concepts,
whole Emphasizes basic skills
beginning with the whole and
expaning to include the parts.
Strict adherence to fixed curriculum is
highly valued

Pursuit of student questions and

interests is valued

Materials are primarily textbooks and

workbooks

Manipulative materials

Learning is based on repetion

Learning is interactive, building on

what the student already knows.

Teachers disseminate information to

SS, students are recipients of
knowledge

Teachers have a dialogue with SS,

helping SS construct their own
knowledge

Teacher's role is directive, rooted in

authority

Teachers role is interactive, rooted in

negotiation

Students work alone

Students work in groups

References:
Vygotsky, L. S. (1980). Mind in society: The
development of higher psychological processes.
Harvard university press.
Piaget, J. (2013). The construction of reality in the
child (Vol. 82). Routledge.
Cooper, P. A. (1993). Paradigm Shifts in Designed
Instruction: From Behaviorism to Cognitivism to
Constructivism. Educational technology, 33(5), 1219.