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by Yvonne, Sook Hun

The Constructivist Teacher’s Approach to Classroom Management in Malaysia Preschools

CONTENTSIntroduction

Transmission vs Constructivist Approach

Preschool Education in Malaysia

Implications and Restrictions of Constructivism

Conclusion

IntroductionThe Early Childhood Education (ECE) has undergone many changes in the last 30 years.

Transmission Constructivism

Teacher takes an active role in giving out information and knowledge.

Learners play an active role learning; teachers are facilitators and co-learners.

Living in the world of empowered children

“Children do not need to be made to learn to be better, told what to do or shown how. If they are given access to enough of the world, they will see clearly enough what things are truly important to themselves and others, and they will make for themselves a better path into the world than anyone else could make for them.” John Holt, (1923 – 1985) American Educator

Introduction

Hands-on learning for a better

understanding of the world around them!

Introduction

Shift of orientation in learning-teaching results in change in classroom management :

Teacher to be more person-centeredClassroom features shared leadershipCommunity building

1. How do Malaysian preschools adapt to the global changes in early childhood education?

2. How does a preschool teacher align both constructivism teaching-learning with classroom management within a multi-racial classroom?

Introduction

Transmission vs Constructivist

Approach

The Constructivist Teacher

Transmission vs Constructivist Approach

The Transmission Approach

• The teacher stands in front of the class, transmitting knowledge or information to children seated at rows of tables.

• The teacher manipulates desired behaviours

through external stimuli such as punishment and rewards.

• Learning is linear, teacher-directed and measurable through tests and reinforcements.

Transmission vs Constructivist Approach

The Constructivist Approach

• Learners have an active role and their questions shape the curriculum.

• The process of learning is important . Lessons are organised around broad themes and are connected to real issues.

• There is a community of learners that engages in discovery and invention, reflection and problem solving. The teacher is a facilitator and co-learner in this community.

Transmission vs Constructivist Approach

The Constructivist Teacher

Malaysian children learn about strength in unity and respect for each other’s race, language and religion from an early age. The constructivist teacher plays an important role in providing them with the experiences of building a community of learners.

Changes in the last 20 years : 20 years ago preschool was not compulsory

3Rs – Reading, wRiting & aRithmetic

2003 National Preschool Curriculum (NPC)

4Rs– Reading, wRiting, aRithmetic & Reasoning

2011 National Preschool Standard Curriculum (NPSC)

4Rs– Reading, wRiting, aRithmetic & Reasoning

Preschool Education in Malaysia

Preschool Education in Malaysia

National Preschool Curriculum 2003

overall and integrated

self- development

cheerful learning

meaningful learning

experiences

Life – long education

progressive, constructivist approach to preschool learning

Preschool Education in Malaysia

National Preschool Standard Curriculum 2011 cheerful

learning

meaningful learning

experiences

Life – long education

progressive, constructivist approach to preschool learning

Objective :The aims of the preschool is to develop the potential of children ages 4 to 6 in a holistic and integrated manner; physically, spiritually, socially and intellectually through a safe and conducive learning environment with fun, creative and meaningful activities.

enriching

engaging

safe

fun

Implications and restrictions to constructivism

“If learning has an inherently constructive character, it follows that classroom management needs to be supportive of the construction that is happening.”

(Perkins, 1992, p. 49)

However, most teachers secure children’s compliance through extrinsic inducements such as rewards and punishment!

Implications and Restrictions

According to Alfie Kohn in his book Punished by Rewards, (1999):

Both rewards and punishment are ways of manipulating behaviour that destroy the potential for real learning.

 The underlying flaw with using the traditional classroom management system is that it can only succeed in getting temporary compliance from children.

 

 

Implications and Restrictions

In Malaysia, preschool teachers too control behaviour through rewards or punishment:

A child receives stickers for a job-well-done. He learns to behave positively in order to win

a prize. 

A child is seated on a special chair if he misbehaves. He learns that he will suffer dire consequences and may learn to be dishonest in order to hide his misbehaviour.

The constructivist teacher has to move beyond the conventional discipline approach to transform the Malaysian preschool classroom into one that engages children during learning activities!

Implications and Restrictions

Kohns’s suggestions to constructive classroom management:

1. The Role of the Teacher

2. An Engaging Curriculum

3. A Community of Learners

Implications and Restrictions

Restrictions to Kohn’s strategies:

1. Preschoolers are concrete learners.

2. Preschoolers are egocentric.

3. Preschoolers may not know what is best for them.

Implications and Restrictions

4. Preschoolers come from diverse family background.

Conclusion Some of Kohns’ strategies are not suitable for a preschool classroom.

A delicate balance between total constructivism and classroom management using rewards is needed.

Extrinsic rewards are still required before intrinsic motivation sets in.

ConclusionFor constructivism to take place in Malaysia, early childhood educators play a crucial role as agents of change.

A constructivist teacher in a preschool needs to foster children’s learning and respect for each other in cooperative ways.

They must change their way of teaching and do not rule with thecarrot and stick method.

Conclusion

We hope to create an empowering school culture that allows “full participation of all children from diverse racial, ethnic and cultural groups in every aspect of school life.”

(Banks and Banks, 2004)

ConclusionMalaysia, a multi-racial and multi-ethnic country needs to move beyond traditional classroom teachings to help her children and families accept the differences as positive and embrace multiculturism as a way of life.