Table Content

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Personal profile Graphic organizer Introduction Classroom environment-friendly culture concept Managing physical environment Socio-emotional development Roles of the teacher Reflection References Collaborative record form Content Page i 1 2 3 4-10 11-15 16-19 20 21 22-23

B. INDIVIDUAL TASK (ESSAY WRITING) QUESTION NO 5: Describe the classroom environment-friendly culture. With suitable examples, how you can manage the physical and socio-emotional development of a culture-friendly classrooms.

1.0 Graphic organizer

Introduction

Roles of the teacher

Classroom environmentfriendly culture concept

Socio-emotional development

Managing physical environment

1.1 Introduction

On the basis of every school, it has the same criteria between each other in the aspect of having pupils, teachers, the office, classrooms, the field, canteen, the laboratory as well as the library. Same goes to the physical form of the classroom whereby most of the classrooms do have the same physical form in term of the size and shape. However, there are differences in term of physical environment such as untidy classroom, uncondusive space of learning as well as inadequate teaching and learning aids. The differences affect on the pupils interest, motivation and their readiness in learning. Therefore to create a condusive environment is to have a classroom with good physical environment management with an effective socioemotional development build by the teacher in the pupils. By doing so, the teacher has to learn and know the pupils background and cultural in order to make sure the teacher achieve the objectives of having a culture-friendly classroom. In the other hand, the environment of the school and the classroom play a great role to make the classroom condusive as well as classroom environment-friendly culture. Then, it is the most important role for the teacher to build a classroom environment through friendly culture environment.

1.2 Classroom environment-friendly culture concept

Classroom environment is not just involving physical elements such as classroom space and equipment in it, but the classroom environment also involves elements of human emotions and relationships. Both elements are combined to create a classroom environment-friendly culture. In a classroom there must be a teacher and the pupils whereby both will through a process of teaching and learning. In order to achieve this goal, a teacher needs to understand and appreciate the cultural diversity among the ethnic groups before she can encourage and inculcate such feelings among the pupils in the classroom. It also helps the pupils from different cultural background to be comfortable and respect with each other and in a way, this boosts their self-esteem. The process of teaching and learning then is aided by the equipment and the physical environment of the classroom. The classroom is not simply a place in which pupils learn academic lessons. It is a social context in which students learn social lessons such as friendship, cooperation and appropriate behaviour. When we talk about friendly environment, it will portray the warm, comfort and the readiness of the pupils in learning which then will mould them the values of tolerance, understanding, respect and unity. Creating classroom environment-friendly involve these elements such as: a) The physical space and aids as well as the teaching and learning facilities. b) Teacher and the pupils are going through an effective teaching and learning process. c) Apply and practice moral values while going through a teaching and learning process. d) Practice the classroom rules and regulations. e) Effectiveness of relevant pedagogy to ensure the effectiveness of teaching and learning process. f) The good relationships among the teachers, pupils and the school community.

1.3 Managing physical environment

Physical management does not only involve its infrastructure and physical facilities. It is also the results of the management of the physical environment of the classroom to create a condusive learning climate for pupils from various cultural and social backgrounds. According to Woolfolk (200:437), classroom management is important to maintain a positive learning environment and productive. A good physical management is based on a teachers caring attitude and professional towards her duty. The teacher as the manager is responsible for the consequences. Besides, the teacher should be aware of the fact that the design of the physical aspect of the classroom leaves a certain impact on the teaching and learning environment. It is obvious that a teacher has to clarify that a classroom is an ecology which has its own system and relates between the physical environment, the teacher and the pupils. This is necessary for a teacher so as to create a conducive teaching and learning environment in a classroom with pupils of diverse ethnic groups. In order to manage a good and effective physical environment towards pupils, a teacher has to bear in mind these elements: a) Floor plan One of the important elements is the floor plan. A teacher can set a floor plan to make full use of the space to the maximum. Among the criteria to be consideration is the size of the classroom, the arrangement of the furniture and other facilities according to the level of the pupils and the learning style. A teacher has to plan the layout of the space in the classroom based on the teaching and learning activities in order to have an effective lesson. For example the layout of the classroom for level 1 and level 2 is different according to their abilities and types of activities they have. As for level 1, they need spacious layout as they need more movement in doing the activities. Since level 2 is more mature and easy to control as they able to follow instructions given by the teacher. As a result they might not need spacious layout of floor plan. Besides that, the space layout has to consider the elements of social relationship and the values in cultural diversity among the ethnic groups.

b) The arrangement of tables and chairs The arrangement of the tables and chairs is important to enable pupils from diverse ethnic groups to interact with each other and has to be suitable to the teaching and learning activity. A teacher has to make sure the furniture are not crowded the classroom. Apart from that, the storage compartment has to be prepared friendly user for the pupils.

Figure 1: Examples of sitting arrangement in the classroom.

c) Good lighting and ventilation A teacher has to make sure and provide a good lighting and ventilation in the classroom. It is important as it contributes to the comfort of the pupils during the teaching and

learning session. Hence, it will be the factor of pupils motivation, interest and participation in the teaching and learning activities. Moreover, it leads to the effectiveness of the teaching and learning session as the pupils feel comfortable with the good lighting as well as the good ventilation.

Figure 2: Examples of classroom with good lighting and ventilation

d) Cheerful colours and soft hues of the walls painting The walls in the classroom contribute the condusive and the friendly climate of the classroom. The bright and cheerful colours of the walls affect the mood of the pupils and the classroom climate itself.

e) Safety guaranteed such as fire plan and fire extinguishers It is important for the pupils, teachers and the school community to feel safe and stay out from any danger in the school. A classroom teacher has to make sure there must be a fire plan and fire extinguishers in the classroom in case of fire.

Figure 3: Example of fire plan and fire extinguisher

f)

Reading corner and multimedia corner A classroom is not simply a place for teaching and learning activities but it has to be a place for the pupils to conduct self-learning activity such as reading. By providing reading materials which are suitable for pupils from diverse ethnic groups is helping to conduct a culture-friendly classroom. A teacher can established a reading corner with varieties of reading materials at the end of a corner for the pupils. Besides that, a multimedia corner is very relevant to create interesting learning by using the variety multimedia. These methods are suitable for pupils with multiple intelligences.

Figure 4 : An example of a reading corner and a multimedia corner.

g) Classroom decoration The teacher can foster the sense of responsible in the pupils by giving them the task in decorating the classroom. Examples of classroom decorations are the duty schedule, flowers, table cloth and the class timetable. Apart from that, the pupils can work together among themselves as they come from different culture and backgrounds. The sense of working in unity is good to ensure the classroom is a clean, tidy, beautiful and comfy.

Figure 5: Examples of classroom with beautiful decoration.

Creating a condusive physical classroom environment is necessary to encourage participation and cooperation among pupils from diverse cultural groups in the classroom. Furthermore, it is also to maintain positive and productive learning environment (Woolfolk,2001, cited in Modul PGSR, 2010).

Figure 6: An example of a condusive physical classroom environment. ( Next page )

1.4 Managing socio-emotional development

Socio-emotional comes from two different words of social and emotional. The word social defined as a group of people living in a community. The formation of society needs human contact and interaction between the ever-building behaviors and attitudes in order to accept and appreciate each other. In the other hand, emotional comes from the word emotion which means feeling and instinct which happen due to physiological responses to emotional stimuli in the event of a situation. Socio-emotional is a process that consists of variations that occur in an individuals personality, emotions and relationships with others during ones lifetime (Santrock,2007 cited in Modul PGSR, 2010). Socio-emotional development includes the ability to initiate and maintain secure relationships. The development of socio emotion is important for an individuals well being. Socio-emotional management that will effectively serve as a stimulus will raise interest, attitude and behavior towards learning. According Woolfork (1990), motivation and internal forces will control the behavior of pupils. Teachers can give praise, encouragement, rewards, etc. Positive reinforcement is important to increase the appropriate responses from pupils. Pupils with emotional stability had a deep interest, humor, pleasant friends, can accept openly democracy, sense of humor and bear conflicts in the classroom. Pupils emotions must be managed wisely so that they are not always in fear when you are in class. During this development a child learns how to approach other children, how to negotiate issues, how to take turns, and how to communicate effectively. Thus, as a teacher, we have a significant role in guiding the pupils and assisting them in their needs, social interactions and group dynamics. According to Woolfolk (1990 cited in Modul PGSR,2010), the internal drive or motivation of an individual arouses, directs and controls the individuals behavior as well. So, it is important the pupils emotions should be managed effectively as it influences the pupils ability to control his or her thoughts, emotions and behaviours whereby it also affects learning in the classroom. As we know, socio-emotional development begins with the pupils ability to understand and able to manage his or her own emotions. So, this enables the pupils to be able to understand the needs, emotions and views of others. By doing so, the pupils will be able to develop a strong social relationship with others or friends which come from various ethnic groups in the classroom as well as anywhere out of the classroom.

In the Malaysia Education system, the role of the teacher is not only teaching according to the syllabus but the teacher should address the socio-emotional development of pupils from different cultural background and various ethnic groups. The teacher should be sensitive to these needs and thus create a conducive environment to foster the development of socioemotional relationships among the pupils with different background. In order to manage the socio-emotional development in pupils, it is essential for the teacher to acquire a strong knowledge on developmental theories of the children. Among the famous theories are Erik Ericksons Psychosocial development theories and Banduras Social learning theories. Erik Erickson (1956) addresses there are eight stages of human socioemotional development from infancy until adulthood.
Stage Infancy (birth to 18 months) Basic Conflict Trust vs. Mistrust Important Events Feeding Children develop a sense of trust when caregivers provide reliabilty, care, and affection. A lack of this will lead to mistrust. Toilet Training Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt. Preschool (3 to Initiative vs. Guilt 5 years) Exploration Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. School Age (6 to 11 years) Adolescence (12 to 18 years) Young Adulthood (19 to 40 years) Middle Adulthood (40 to 65 years) Work and Parenthood Industry vs. Inferiority Social Relationships School Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. Intimacy vs. Isolation Relationships Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. Generativity vs. Stagnation Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, Outcome

Early Childhood Autonomy vs. Shame and (2 to 3 years) Doubt

Identity vs. Role Confusion

while failure results in shallow involvement in the world. Maturity(65 to death) Ego Integrity vs. Despair Reflection on Life Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

Figure 7 : Erikson's Stages of Psychosocial Development

Based on the stages, Ericksons stage theory of psychosocial development contributed to our understanding of personality development throughout the lifespan. According to Erik Erickson, earliest development stage is when the child develops a sense of trust. The next stage is when the child needs to develop a sense of personal control over her or his physical skills and a sense of independence. In the third stage, a child needs to begin asserting control and power over the environment. The success in this stage leads to a sense of purpose and the child who tries to exert too much power experience disapproval, resulting in a sense of guilty. In the fourth stage whereby the child enters the new phase of social in the school, the child needs to cope with new social as they meet more friends around which come with different background and cultural as well has to cope with academic demands. In this stage, the success leads to a sense of competence and while failure results in feelings of inferiority. As for the fifth and eighth stages, the child becomes a teen and come into a new phase of social relationships. Teens need to develop a sense of self and personal identity. The young adults need to form intimate, loving relationships with other people. Apart from that, adults need to create or nurture things that will outlast them, often by having children and other commitments while the older adults need to look back on life and feel a sense of fulfillment. Therefore, the teacher need to know his or her pupils and the teacher at this level have played an outstanding role in ensuring balanced development of students and can become human resilience and competitiveness.

Social learning theory emphasizes the observation as an effective learning process. Children learn through rewards and punishments received based on social factors in their environment. In other purposes, this case emphasizes observation, imitation and reinforcement. Albert Bandura (1977) also presenting the importance of strengthening and fines as development principles of behavior but pointed out that the traditional view of the commission is not complete without discussing social factors as key elements for the formation of human behavior. Bandura felt that children observe the behavior of those around when interact. Observation foster understanding and often children will imitate the behavior, attitudes and reactions of others. In this matter, Bandura (1977) emphasized the social learning occurs through a combination of social environment to psychological factors that influence behavior. With reference to socio-developmental theory of children, several things should be considered by teachers in planning the construction of culture-friendly environment which are: a) Teacher as the main model is always observed by students. As mentioned earlier that children develop socio-emotional through observation and imitation. Therefore, the teacher should always be aware that the attitude, behavior and movements of each teacher were observed by pupils. To build a classroom environment-friendly culture, teachers should be models of good behavior, caring for children, managing emotions effectively and have high social skills. Teachers should display courtesy in speech, diligent and committed to the task and responsible, intelligent, clever, neat, caring and humane. Every pupilt behavior and attitude should be noted and pupils that meet social needs should be given consideration of rewards. b) Environment and experience Children through various experiences through observation and environment. The teacher has to aware of this and plans an effective form of experience to students through the construction of a perfect classroom environment. Among the things that can be taken to ensure that students gain experience through the environment is like experience through regulations. By doing so, teachers need to make further enhancement of student behavior whether the correct behavior is rewarded or reprimanded the offending conduct or fines. Examples of experience through rules and regulation are the pupils lining up when going to the lab or do not make noise in the classroom. Next is the working experience in a team that provides experiences to students to understand the other person and try to behave so liked and accepted

by the group. Communication experience among peers and also with the more adult providing a revealing experience to communicate with fellow pupils is one early stage of communication. c) Learning community Learning community could be created through the construction of a caring and loving environment where pupils have a sense of responsibility to create the perfect learning environment and effective. The pupils in the class have been instilled with the values and mutual trust between teachers reliable among pupils. Moreover, the interpersonal relationships are important and teachers need to build skills among the students. Reviewing both the theories, it is clear that the social and affective domains (emotions) are of utmost important for the development of social competence and learning. It helps young children to identify and understanding basic feelings for themselves and others. The teacher should closely guide the pupils towards adopting and adapting the desired behaviours in developing a desirable socio-emotional atmosphere among the pupils of multicultural background. As for the teacher, an indepth understanding of pupils development is curial so as to play an effective role in fostering socio-emotional development of pupils in the classroom.

1.4.1 Roles of the Teacher

As mentioned earlier, teacher is the role model and pupils develop socio-emotional through observation and imitation. There are several ways a teacher can help the pupils to develop socio-emotional environment in the classroom. Among the ways which a teacher can implement are: a) Forming groups comprising of pupils from diverse ethnic groups. So, this enables the pupils to be able to understand the needs, emotions and views of others. By doing so, the pupils will be able to develop a strong social relationship with others or friends which come from various ethnic groups in the classroom as well as anywhere out of the classroom.

Figure 8 : Example of forming groups of diverse ethnic groups.

b) Establish relationship with each individual based on trust and mutual respect. c) Teacher can help the pupils to understand themselves and others through experiences and by conducting language art activities such as singing, poetry, stories, art and craft which promote social competencies.

Figure 9 : Examples of storytelling, poetry and singing. d) Provide opportunities for social interaction and providing more structures for learning social relationship skills. Teacher can help and guide pupils to attain social competence by looking at the total environment such as the social environment, the physical and the content of teaching. e) Create a conducive socio-emotional learning environment The teacher create a conducive socio-emotional environment which is a friendly, warm, being loved and non-threatening environment where the pupils feel that they are supported by both peers, friends and teachers. By creating such environment make the pupils feel confident, comfortable, appreciated and valued. In addition, the pupils will

listen to one another and welcome a diverse number of views from their peers from diverse cultural groups. f) Learning through games The teacher should provides more activities on games as pupils learn to adapt the different values when wants to be accepted as a member of the group. In addition, students also learn through players intrapersonal and interpersonal skills. Moreover, games encourage pupils to interact and experience during play to teach them how to communicate properly. Pupils expressed their thoughts and ideas through words and adapt to the situation and interaction between peers encourage and improve their communication skills.

Figure 10 : Example of learning through games.

g) Teacher as the role model It happens where pupils of diverse cultural groups can model behaviours that are appropriated in the classroom. Therefore, the teacher has to show the good and positive attitudes, behaviours and gestures.

It is clearly seen that the teacher play an important role in narrowing the gap between the ethnic groups so as to create a united Malaysian. In order to achieve this goal, the teacher needs to understand and appreciate the cultural diversity among the pupils. Hence, creating a conducive atmosphere whereby the pupils can work and learn together is the responsibility of the teacher. Teachers should have a style of leadership, planning skills, efficiency of management, diversity in teaching and learning, interpersonal intelligence, communication skills, counseling skills and capable of handling Information and Communication Technology (ICT). Marzano (2003), stated the teacher actions in the classroom have twice the impact on student achievement than school policies on curriculum, assessment and teacher collaboration between community involvements. Therefore, it is the responsibility of the teacher to provide effective physical environment for the development of pupils socio-emotional.

1.5 Reflection

First of all l would like to thank Miss Intan Baiduri for her supports, guides and her time in assisting me during completing my coursework. EDU 3106 Culture and Learning is one of the main subjects for my semester 3 course and it is in English. As I was collecting and surfing on the materials, books and other articles, I found out that my topic is relating more on my teaching career. Being a teacher, create a classroom of a culture-friendly environment for my multi cultural pupils are really important. I should bear in mind the important things such as the physical components in the classroom. Even though physical management is all about infrastructure and facilities but it is also the result of the management in creating a conducive learning climate for pupils from various cultural as well as different social background. In order to have such a classroom environment, I have to know and understand my pupils with different background and cultural. The pupils have to have good socio-emotional to ensure they can develop good socio-emotional environment in the classroom. In completing the coursework, I had encountered difficulties and because of time constrain due to handling the main job as a teacher. Due to teaching in a rural school, I faced difficulties in looking for the materials as the internet network is not so good. During the 2 weeks holidays, I could not make it to go to the library as I have to attend my extra class for my Year 6 pupils as the preparation for their UPSR exams. Therefore, I have to work cooperatively with my other coursemate for other materials. A very thank you to them for their willingness to help me. However, the difficulties I had are not the excuses for me for not completing my work. Hence, I took them as challenges and I am proud because I am able to overcome them.

1.6 References

Classroom Management and Culture http://www.teachingasleadership.org/sites/default/files/Related-Readings/CMC_2011.pdf Creating a multicultural classroom environment http://www.buzzle.com/articles/creating-a-multicultural-classroom-environment.html What is socio-emotional? www.preschool.huec.lsu.edu/Socio-emotional_Development.ppt Ericksons Psychosocial Summary Chart psychology.about.com/library/bl_psychosocial summary.htm Ee Ah Meng (1994), Psikologi dalam bilik darjah, Kuala Lumpur: Fajar Bakti

Noriati A. Rashidand others. (2011). Siri Pendidikan: Budaya dan Pembelajaran. Malaysia. Oxford Fajar

1.6 Collaborative Record Form

Student Name Matrix No Identification Card No Program / Group Lecturer

: SHEILA ANAK CHRISTOPHER : 201106391 : 830112-13-5886 : PPG / TESL 2 AMBILAN KHAS FEBRUARI 2013 : INTAN BAIDURI BT ABU BAKAR

Date of assignment received : 20 JULY 2013 Date of task submission : 24 AUGUST 2013

DATE

CONTENT

REMARK

NAME / SIGNATURE

20 JULY.2013

Received the cousework specifications schedule.

Discussion and explanation on the coursework by Miss Intan Baiduri.

26,27 -28 JULY 2013

Collecting materials from the internet.

1-2 AUGUST 2013

Assisting materials from coursemate.

4,5-6 AUGUST 2013 8,9,10 AUGUST 2013 19-20 AUGUST 2013

Drafting the coursework.

Completing the coursework.

Proofread and binding the coursework.

Profil Pelajar

Nama Kad Pengenalan Tarikh Lahir Jantina Status Jawatan Opsyen Pengalaman Stesen Bertugas Alamat

: Sheila anak Christopher : 830112-13-5886 : 12. Januari. 1983 : Perempuan : Berkahwin : PPPLD DGA 32 : Pengajian B. Inggeris : 9 Tahun : SK Nanga Nyimoh : D/A Pej. Pelajaran Daerah Song Jln Mission, 96850 Song.

Nom. Telefon Waris / Penjaga Hubungan Nom. Telefon Program/ Matrik Semester

: 013-8066822 : Maxwell Kristofer anak Ayi : Suami : 013-8227664 : PPG (AK Tesl 2) / 201106391 :3

INSTITUT PERGURUAN KAMPUS BATU LINTANG

PROGRAM: PROGRAM PENSISWAZAHAN GURU COURSE: EDU 3106 CULTURE AND LEARNING

Student Name Matrix No Identification Card No Program / Group

: SHEILA ANAK CHRISTOPHER : 201106391 : 830112-13-5886 : PPG / TESL 2 AMBILAN KHAS FEBRUARI 2013

Lecturer Date of assignment received Date of task submission

: INTAN BAIDURI BT ABU BAKAR : 20 JULY 2013 : 24 AUGUST 2013