task 2 edu3104

7/30/2019 Task 2 Edu3104

1/21

TASK 2: OBSERVATION, ANALYZE AND WRITING CRITICAL ESSAY

Name : Clara Beatrice anak Logie

I/C NO. : 900812-13-6688

Program/Unit : 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

7/30/2019 Task 2 Edu3104

2/21

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 multimediapresentation 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

7/30/2019 Task 2 Edu3104

3/21

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 instudying. 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

7/30/2019 Task 2 Edu3104

4/21

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

7/30/2019 Task 2 Edu3104

5/21

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 Bangausong. 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.

7/30/2019 Task 2 Edu3104

6/21

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 1 2 3 4 5

The physical setting of the classroom is conducive to

learning /

Sufficient lighting /

Good ventilation /

Cleanliness and hygiene /

FURNITURE ARRANGEMENT


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 /

7/30/2019 Task 2 Edu3104

7/21

to see the teacher easily

CLASSROOM DISPLAYS


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

/

7/30/2019 Task 2 Edu3104

8/21

The Observation Checklist Form of Video 2

I. PHYSICAL MANAGEMENT



5 Excellent

4 Very Good

3 Good

2 Satisfactory

1 Needs Improvement

PHYSICAL SETTING


The physical setting of the classroom is conducive to

learning

/

Sufficient lighting /

Good ventilation /

Cleanliness and hygiene /

FURNITURE ARRANGEMENT


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

7/30/2019 Task 2 Edu3104

9/21

to see the teacher easily /

CLASSROOM DISPLAYS


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 /

7/30/2019 Task 2 Edu3104

10/21


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

ASPECTSSCALE

NOTES5 4 3 2 1

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

ASPECTSSCALE

NOTES5 4 3 2 1

Use a conversational orinside voice /

Keep hands, feet, objects to self /

Move directly to desk or assigned

area/

Sit quietly & be ready for class /

WORKING INDEPENDENTLY

ASPECTSSCALE

NOTES

5 4 3 2 1

7/30/2019 Task 2 Edu3104

11/21

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 SCALE NOTES5 4 3 2 1

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

/

COMPLETING AND RETURNING HOMEWORK

ASPECTSSCALE

NOTES5 4 3 2 1

Collect your work to take home /

Complete work, get parent signature

when needed/

Bring work back to school /

7/30/2019 Task 2 Edu3104

12/21


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 SCALE NOTES5 4 3 2 1

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

ASPECTSSCALE

NOTES5 4 3 2 1

Use a conversational orinside voice /Keep hands, feet, objects to self /

Move directly to desk or assigned

area/

Sit quietly & be ready for class /

WORKING INDEPENDENTLY

ASPECTSSCALE

NOTES5 4 3 2 1

Have materials ready /

7/30/2019 Task 2 Edu3104

13/21

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

ASPECTSSCALE

NOTES

5 4 3 2 1Always 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/

COMPLETING AND RETURNING HOMEWORK

ASPECTSSCALE

NOTES5 4 3 2 1

Collect your work to take home /

Complete work, get parent signature

when needed/

Bring work back to school

7/30/2019 Task 2 Edu3104

14/21


III. PSYCHO-SOCIAL MANAGEMENT



5 Excellent

4 Very Good

3 Good

2 Satisfactory

1 Needs Improvement

SOCIAL RELATIONSHIP


An atmosphere of mutual respect and support amongteacher 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


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 /

7/30/2019 Task 2 Edu3104

15/21

MOTIVATION


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

/

7/30/2019 Task 2 Edu3104

16/21


III. PSYCHO-SOCIAL MANAGEMENT



5 Excellent

4 Very Good

3 Good

2 Satisfactory

1 Needs Improvement

SOCIAL RELATIONSHIP


An atmosphere of mutual respect and support amongteacher 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


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 /

7/30/2019 Task 2 Edu3104

17/21

MOTIVATION


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

/

7/30/2019 Task 2 Edu3104

18/21


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

TICK (/)NOTES

YES NO

Arrives late to class /

Does not bring necessary materials /

Does not complete homework /

BEHAVIOURS TOWARDS PEERS

DISCIPLINARY

PROBLEMS

TICK (/)NOTES

YES NO

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 /

RESPECT TOWARDS TEACHERS & STAFF

DISCIPLINARY PROBLEMSTICK (/)

NOTESYES NO

Refuse to follow directions /

Slow to obey teachers instructions /

Does not listen to teachers /

BEHAVIOURS IN CLASSROOM

7/30/2019 Task 2 Edu3104

19/21


NOTESYES NO

Refuse to be follow class duty /

Holds up class activities due to refusal to

comply directives /

DEMONSTRATION OF CHARACTER TRAITS


NOTESYES NO

Displays inappropriate signs of affection /

Cries, yells, screams, or has a temper

tantrum/

Displays inappropriate behaviour duringtransition times

/

Acts smart, sassy or in a sarcastic

manner/

Moves into a shut down mode (non-

productive)/

Makes inappropriate noises during class

time/

Demonstrates an over-sensitivity to noise /

CONCERN ON LEARNING/HOMEWORK


NOTESYES NO

Turns in messy work /

Work area is disorganised /

7/30/2019 Task 2 Edu3104

20/21


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

TICK (/)NOTES

YES NO

Arrives late to class /

Does not bring necessary materials /

Does not complete homework /

BEHAVIOURS TOWARDS PEERS

DISCIPLINARY

PROBLEMS

TICK (/)NOTES

YES NO

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 /

RESPECT TOWARDS TEACHERS & STAFF


NOTESYES NO

Refuse to follow directions /

Slow to obey teachers instructions /

Does not listen to teachers /

BEHAVIOURS IN CLASSROOM

7/30/2019 Task 2 Edu3104

21/21


NOTESYES NO

Refuse to be follow class duty /

Holds up class activities due to refusal to

comply directives /

DEMONSTRATION OF CHARACTER TRAITS


NOTESYES NO

Displays inappropriate signs of affection /

Cries, yells, screams, or has a temper

tantrum/

Displays inappropriate behaviour duringtransition times

/

Acts smart, sassy or in a sarcastic

manner/

Moves into a shut down mode (non-

productive)/

Makes inappropriate noises during class

time/

Demonstrates an over-sensitivity to noise /

CONCERN ON LEARNING/HOMEWORK


NOTESYES NO

Turns in messy work /

Work area is disorganised /

task 2 edu3104

Documents