No. Content Page

1. Personal profile i

2. Graphic organizer 1

3. Introduction 2

4. Classroom environment-friendly culture concept 3

5. Managing physical environment 4-10

6. Socio-emotional development 11-15

7. Roles of the teacher 16-19

8. Reflection 20

9. References 21

10. Collaborative record form 22-23

Table Content

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.

Introduction

Classroom environment-

friendly culture concept

Managing physical environment

Socio-emotional development

Roles of the teacher

1.0 Graphic organizer

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 socio-

emotional 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.

1.1 Introduction

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.

1.2 Classroom environment-friendly culture concept

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 teacher’s 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.

1.3 Managing physical environment

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 )

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 individual’s personality, emotions and relationships with others during one’s 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 individual’s 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 individual’s behavior as well. So, it

is important the pupil’s emotions should be managed effectively as it influences the pupil’s

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 pupil’s ability to

understand and able to manage his or her own emotions. So, this enables the pupil’s to be able

to understand the needs, emotions and views of others. By doing so, the pupil’s 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.

1.4 Managing socio-emotional development

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 socio-

emotional 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 Erickson’s Psychosocial development theories and Bandura’s Social

learning theories. Erik Erickson (1956) addresses there are eight stages of human socio-

emotional development from infancy until adulthood.

Stage Basic Conflict

Important Events

Outcome

Infancy (birth to 18 months)

Trust vs. Mistrust

Feeding Children develop a sense of trust when caregivers provide reliabilty, care, and affection. A lack of this will lead to mistrust.

Early Childhood (2 to 3 years)

Autonomy vs. Shame and Doubt

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 5 years)

Initiative vs. Guilt

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)

Industry vs. Inferiority

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.

Adolescence (12 to 18 years)

Identity vs. Role Confusion

Social Relationships

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.

Young Adulthood (19 to 40 years)

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.

Middle Adulthood (40 to 65 years)

Generativity vs. Stagnation

Work and Parenthood

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, while failure results in shallow involvement in the world.

Maturity(65 to Ego Integrity Reflection on Older adults need to look back on life and feel a sense

death) vs. Despair Life 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, Erickson’s 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 pupil’s to be able to understand the needs, emotions and views of

others. By doing so, the pupil’s 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

Erickson’s 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 : SHEILA ANAK CHRISTOPHER

Matrix No : 201106391

Identification Card No : 830112-13-5886

Program / Group : PPG / TESL 2 AMBILAN KHAS FEBRUARI 2013

Lecturer : 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

26,27 -28

JULY 2013

Received the

cousework

specifications

schedule.

Discussion and

explanation on the

coursework by Miss

Intan Baiduri.

Collecting materials

from the internet.

1-2

AUGUST 2013

4,5-6

AUGUST 2013

8,9,10

AUGUST 2013

19-20 AUGUST 2013

Assisting materials

from coursemate.

Drafting the

coursework.

Completing the

coursework.

Proofread and

binding the

coursework.

Profil Pelajar

Nama : Sheila anak Christopher

Kad Pengenalan : 830112-13-5886

Tarikh Lahir : 12. Januari. 1983

Jantina : Perempuan

Status : Berkahwin

Jawatan : PPPLD DGA 32

Opsyen : Pengajian B. Inggeris

Pengalaman : 9 Tahun

Stesen Bertugas : SK Nanga Nyimoh

Alamat : D/A Pej. Pelajaran Daerah Song

Jln Mission, 96850 Song.

Nom. Telefon : 013-8066822

Waris / Penjaga : Maxwell Kristofer anak Ayi

Hubungan : Suami

Nom. Telefon : 013-8227664

Program/ Matrik : PPG (AK Tesl 2) / 201106391

Semester : 3

INSTITUT PERGURUANKAMPUS BATU LINTANG

PROGRAM: PROGRAM PENSISWAZAHAN GURU

COURSE: EDU 3106 CULTURE AND LEARNING

Student Name : SHEILA ANAK CHRISTOPHER

Matrix No : 201106391

Identification Card No : 830112-13-5886

Program / Group : PPG / TESL 2

AMBILAN KHAS FEBRUARI 2013

Lecturer : INTAN BAIDURI BT ABU BAKAR

Date of assignment received : 20 JULY 2013

Date of task submission : 24 AUGUST 2013