Excellent teachers of secondary school classroom discipline management strategies /
The research aims to explore Excellent Teachers' experiences and strategies in disciplining students in the classroom. Excellent Teachers or “Guru Cemerlang” are teachers who received the title “Guru Cemerlang” and are teachers who are experts in their teaching areas and have shown high qualiti...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
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Kuala Lumpur :
Kulliyyah of Education, International Islamic University Malaysia,
2015
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| Subjects: | |
| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/3810 |
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| Summary: | The research aims to explore Excellent Teachers' experiences and strategies in disciplining students in the classroom. Excellent Teachers or “Guru Cemerlang” are teachers who received the title “Guru Cemerlang” and are teachers who are experts in their teaching areas and have shown high qualities in their personality and leadership. They have vast teaching experiences. This research refers to Wolfgang and Glickman “Teacher Behaviour Continuum (TBC)” theoretical framework. The research utilizes basic interpretive qualitative study (Merriam, 2009) as the research design in order to explore excellent teachers' experiences and strategies in managing students' classroom discipline. Semi-structured in-depth interview and email interview were employed and nine Malay Muslim excellent teachers, seven females and two males, from nine school districts in Selangor became the participants of the study. The excellent teachers' age range is from thirty-seven (37) to fifty-three (53) years old. All of the excellent teachers have experience teaching in secondary schools ranging from ten to thirty-one years. Besides the excellent teachers' interview, students' interviews were also carried out. The result of the study revealed that excellent teachers encountered students' disciplinary problems such as students' disturbances in the classroom, students disrespectful of teachers, low commitment in class works, and students who were less concern about their studies. Excellent teachers implemented various strategies in managing the disciplinary problems. Excellent teachers implemented early year preparation, established conducive learning environment, created suitable classroom activities, established relationship building, created understanding and enlightened of students' problems and presented pleasant and unpleasant consequence for the students. The excellent teachers choice of strategies of managing students' discipline were influenced by the type of students' disciplinary problems, the excellent teachers' perspectives on being effective managers in the classroom and as well as the source of strategies that they had learned from. |
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| Physical Description: | xiv, 252 leaves : ill. ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 203-211). |