# data[].attributes.body
Mr Grimes failed to see that not 100% failed the test. It was at least a consolation that half of his class managed to pass the test, although they barely did. He already knew that they did not have any foundation, and he did nothing for them. He cannot expect them to change overnight magically. Then he accused the students of so many things, like they did not pay enough attention in class, did not do enough work, did not know the meaning of study, saying that they were lazy, and assumed that they did not realize that Maths was an important subject. Mr Grime failed to observe their body language and facial expressions and the class's overall feel as he was lecturing. Mr Grime was not very nice and prayed they would repeat the course next semester. When he left, he told the class to correct their missed problems. They already failed the test, so how does he expect them to make the corrections without his guidance? He could have also assigned some peers to tutor them in his absence for a while. The students did not see the point in correcting and continuing the course. As they had no clue how to do the corrections, they re-enacted Mr Grime just to let out some steam. The students’ behaviors just validated Mr Grime’s impression of them as he returned to the class, seeing they were not doing their work but instead fooling around.

Mr Grime spent excessive time talking down to his class like a gangster instead of focusing on his lesson plan. He did not possess the skills of Withitness and Overlap to handle his class. More often, I think he resembled a clown instead of a teacher. His class easily triggered him. He should not use his fingers to point at someone.

The second video example showed Mr Grime using a better tone of voice in class and being bold enough to acknowledge his lack of teaching skills to make them better learners. He went through the class, all the corrections, and modeled them to them. He used visuals to cater to those who learn with visual cues. He scaffolded the answers for easy comprehension. Students could recognize where they made their mistakes after he explained the corrections. He was being helpful by offering to walk along the aisle to supervise. He was also very polite and thanked the lady who came in to pass him a note. He models good behavior to the class. When he left, he gave them explicit instructions. The students were appreciative of Mr Grime. Mr Grime did not commit Satiation when he spotted the boy standing in front. He let it go and continued on with the class. He practiced Withitness again when he sent a signal to the class that he was aware of what was going on. Yet he tweaked his responses into a funny response, while encouraging enough to let the students reflect. As a result, no more fear but comfort was achieved.

# data[].attributes.body
With reference to Ginnott's (1972) Congruent Communication theory, in the first half of the video, Mr Grimes used:

You-messages to the class (e.g., 'You haven't paid attention in class'; 'You don't study')

Sarcasm/ridicule (e.g., 'Alright, since you think it's so funny...')

Threats (e.g., 'Unless you get rid of your lazy habits, you might just find yourself repeating the course')

Punishments (e.g. detention) + these were observed to be issued mainly out of anger, as the students' "just desserts" for making him look like a fool

He did not view his students as social equals, but rather as being inferior (e.g., 'Don't come back until you're ready to apologise [to me]')

In sum, the first half of the video showed a teacher who, out of frustration, adopted a reactive approach to discipline/classroom management, and this negatively impacted the classroom climate.

++++

In the second half of the video, Mr Grimes:

Used real-life examples to clarify and illustrate a concept (e.g., baking and ratio). As Manning and Bucher (2006) note, "good classroom management and good classroom instruction must go hand in hand" (p. 45). Here, Mr Grimes has adopted a more proactive approach to classroom management, creating an engaging learning environment to prevent issues before they occur.

Invites cooperation through the use of encouraging language (e.g., 'Let's see where we made our mistakes' → mitigates feelings of shame if students were to ask for help + creates a positive classroom culture where it is ok to make mistakes)

Kept disciplining/corrective measures brief and focused on problem-solving rather than shaming the individual (e.g., 'That's right, put it back where it belongs.')

Here, his open demeanour and calm tone enhanced the classroom climate and made learning more enjoyable.

# data[].attributes.body
In the first part of the video, the teacher scolded his students and blamed them for poor results, calling them lazy and comparing them to other classes. This made students feel scared, confused, and unmotivated. He often gave detention instead of finding out why they were struggling, which led to more misbehaviour.

In the second part, the teacher reflected on his teaching methods and changed his approach. He explained lessons using real-life examples and guided students step by step. This helped them understand better and created a more positive classroom environment.

As a SEN Officer (SENO), I learned that it is important to look deeper into the reasons behind a student’s behaviour or poor performance. Instead of blaming or punishing, teachers should identify each student’s learning needs and provide the right support. Encouraging and understanding students helps them feel safe, respected, and motivated to learn.

# data[].attributes.body
In the first half of the video, it shows a classroom with poor discipline. The teacher uses bad methods to manage the students. He is strict, impatient, and often scolds or embarrasses them in front of others. Because of this, the students lose interest, start talking and laughing, and ignore instructions. The classroom becomes noisy and disorganised. In the first half of the video, I reflected that a teacher’s attitude and actions can strongly affect how students behave. When the teacher was harsh and impatient, the students reacted with disrespect and lost interest in learning. This showed me that shouting or embarrassing students only makes the situation worse. In the second half, the video shows a classroom with good discipline. The teacher uses effective methods: he is calm, fair, and respectful. Lessons are well-planned and interesting, and students are encouraged to participate. The teacher sets clear expectations and consistently reinforces positive behaviour. As a result, the classroom is organised, students pay attention, and learning happens smoothly. This part of the video contrasts with the first half and shows how good teaching can naturally create discipline.  What I like about this video is that a friendly attitude, combined with a sprinkling of humor, goes a long way toward gaining the respect and cooperation of the class. Respect is a more effective way to shape behaviour than fear. Developing mutual understanding between the teacher and students can help prevent many disciplinary problems. As a SENO, this video reminded me that good classroom discipline is not about punishment, but about creating a positive and supportive learning environment. From the good examples, I see that being calm, respectful, and consistent, while using humor and building understanding with students, helps them feel safe and engaged. This is especially important for students with additional needs, who may react strongly to fear or embarrassment. From the bad examples, I learned what to avoid: shouting, scolding, or treating students unfairly can make behaviour problems worse.

# data[].attributes.body
In the first half of the video, Mr Grimes is displeased with the class. He used a lot of “you-message”, was sarcastic with his remarks “worst class, lazy , attitude problem and will repeat the semester”. He also made an “example” out of a student, punished the whole class ; lots of detention etc! His choice of words and behaviour not only make the classroom environment an unpleasant one but also made the students become even more unmotivated and fearful.

In the second half of the video, Mr Grimes used “I-message” ; Perhaps “I” didn't do a good job explaining the ratio. This is in-line with Gordon and Ginott. The usage of “I-messages” not only helps make the student feel less threatened and more willing to listen to him, it also allows Mr Grime himself to express his feeling about the behaviour without attacking or blaming the students.

He also used humour, not sarcasm in supporting self-control; by catching misbehaviour or when presenting the message of undesirable performance. This is in line with Fritz's self control with humour and Glasser's need for fun. For instance, he used words like “you know where that belongs, that’s where I put it there” or when the student threw the apple “that was a pretty good catch, for a moment I thought you missed” , and respond to the explanation of the student by saying “expected to pay his debts”. He also express reasons why results were not on par with words like “fell into a trap”. He used reality appraisal cushioned with humour, by defining the classroom limits by saying for the future of the behaviour “I suggest in the future you do your baseball practice outside of class”.

Overall the two parts of the video showcase how classroom management can impact student (mis)behaviour , atmosphere and also motivation!

# data[].attributes.body
Today, we talked about the 4 different foundational theories that should be implemented in classroom management and when addressing challenging behaviours. Not one theory is better than the other. However, a combination of these theories will be best to manage a class.

Reflection on the video:

Initially, Mr Grimes blamed the students, used fear tactics to punish their behaviour. The way he communicated with the students was demeaning, and this led to the students becoming demotivated and misbehaving.

In the second half of the video, he applied the I-message as described in Gordon's theory, where he acknowledged himself, as the teacher, owning the problem, and then the students started to behave respectfully and were more motivated to do better.

He then applied Redl and Wattenburg's theory by acknowledging the group doing work and ignoring the one student who was misbehaving.

When another student was throwing chalk around, Mr Grimes simply approached it with humour and acknowledged his "strength" to use it in baseball. This is how Glaser's choice theory approaches the basic need for fun and enjoyment in class.

When Mr Grimes used Ginot's congruent communication where he was more student-centred and communicated with respect and avoided accusatory language.

As a SENO, we have to be mindful when communicating with the children as they are reacting towards our own behaviour when interacting with them. I believe, the behaviour of the children will change when we start to correct our own behaviours and attitudes towards them.

# data[].attributes.body
The first half showed us how focusing on punishment and making students feel personally criticised "completely broke down the learning environment. The student in the video in the first part was mocking Mr Grimes on his behaviour in acting out how he was, and the student was caught and sent to the principal's office.

The takeaway here for me was that fear simply shuts down learning. When students feel attacked, they focus on rebellion or shutting down, not mastery.

The second approach gave us an overview of proactive management. Mr. Grimes succeeded when he:

1. Showed Empathy: He took responsibility, saying, "perhaps I didn't do a good job explaining ratio." This immediately created a feeling of partnership.

2. Made it Relevant: By connecting the math problem (ratio) to real-life things like baking and blueprints, he gave the subject meaning and purpose, which the video calls the "own discipline" of the work.

3. Used Respect, Not Fear: He replaced harshness with a "friendly attitude and a sprinkling of humour" for minor incidents, confirming that respect is a better moulding of behaviour than fear.

.

# data[].attributes.body
It is a challenging task to manage a class of over 30 to 40 students in our local educational system. Often, it is easy for teachers to take an authoritarian approach in order to get things done quickly. However, this may have its repercussions, as seen in the first part of the video, which showed the flawed side of classroom management. Mr Grime was seen reprimanding the students due to their poor results and the students' morale dipped. Words like 'lazy', 'pleasure of repeating' and 'poorest class' were used.

The second part of the video yielded better results from the positive classroom management. Leaning on Redl and Wattenberg Theories, Mr Grime used Group Dynamics to influence the class. He started off by showing understanding when the class did not do well on their Maths tests. He did not put the blame on them. His attitude affected the students' morale positively, which saw an increase in students' understanding of the maths questions, and they also hoped to do better next time. We could see a rise in their confidence levels, too. He also used his sense of humour to handle a class situation when he saw one student throwing something to another classmate. The students learned in a less intimidating environment.

We see the pleasure-pain experience used by Mr Grime when he explained the questions in the maths test in a way that gave rise to a pleasant feeling for learning. He related the questions to daily activities, making the students see the relevance of their learning. This, in turn, made learning more meaningful to the class (which is a pleasant feeling).

Under Thomas Gordon's Theory, Mr Grime used 'I' instead of 'You' when talking to the students regarding their Maths test results. He mentioned, 'I didn't do a good job in explaining the ratio question...'. This instantly made students feel that they would want to be responsible for their own results, too, instead of feeling defensive.

There is no one-size-fits-all classroom management strategy. The teacher has to use what suits the individual class. Sometimes, adopting several strategies to better manage a class.

# data[].attributes.body
This video was produced many years ago, but I was amazed by how many of these humiliating remarks are still being heard in our classrooms today.  Most of these remarks were made when teachers acted based on their personal emotions, rather than using constructive discipline strategies.

In the video, the word” you” were frequently heard in teacher’s remarks and I can see many students did not resonate well with them.  According to Thomas Gordon and Haim Ginott, educators should not use “you” message because it was defensive and fail to address the problem. On the contrary, the “I” message should be used as it focus on teacher’s feeling not blame. This communication style would encourage reflection and motivate the students to change their negative behaviours.

I also observed the teacher failed to practice active listening in class. This led to increased misunderstandings, student frustration, and further misbehaviours, destructing the lesson.

As SENOs, we must actively promote inclusive learning environments that support students with SENs. The use of shaming and blaming language must be eliminated and replaced with the “I-messages,” which encourage respectful, empathetic, and effective communication between teachers and students.

# data[].attributes.body
The teacher’s attempt to address the students’ poor academic performance can be seen in Gordon’s discipline as self-control theory where the teacher ‘owns’ the problem and used I-message about how he felt (“Most of you are disappointed in the low grade you made on this test, so am I. Nearly all of you had trouble with that last problem on ratio perhaps I didn't do a good job explaining”). The teacher’s subsequent guidance and going to students to check if they understand what was gone through allowed the students to see where they had made the mistake (student ‘owns’ the problem) and willingly worked on making the amendments. This is also in line with Ginott’s Congruent Communication theory where the teacher used sane ‘I-messages’ that guide the students to move away from self-defeating behaviours towards appropriate and lasting behaviours such as when they took ownership to improve their work after being guided by the teacher, so that it can build confidence and need for competency of the students which could affect their motivation to learn based on Glasser’s theory. This is in contrast to the use of You-messages, use of sarcasm, criticism and ridiculing the students for their poor academic performance in the first part of the video which could undermine the students’ confidence (ie student expressed fear of bringing their paper back home) and motivation to learn.

The teacher’s management of the student’s attempt to be disruptive in class also highlighted Ginott’s Congruent Communication theory in treating the students with respect and Glasser’s theory on student’s need for freedom to express oneself. The teacher modelled positive enjoyment in learning through the use of humor and keeping the positive classroom atmosphere provided the student with the choice to learn to make good decisions and accept consequences based on Glasser’s theory. Instead of implementing drastic and mass punishment which could negatively affect the teacher-student relationship and affect the students’ motivation to learn.

As a SENO, it made me consider the importance of using our ‘power’ as a role model the students look up to, to actively listen and respect our students’ dignity when addressing challenging situations when working with our students. Learning can be positive with some sense of humour and light-hearted moments as well.

# data[].attributes.body
Watching the corrected teaching method and how the teacher has changed his attitude towards his students, Gordon, Ginott and Glasser's theories stood out to me.

1. Using Gordon's and Glasser's beliefs that there should be mutual respect and communication and the sense of power in the classroom, he pointed out the difficulty in the math paper, and not about the students' competency level. Everything was said factually. His effective communication allowed the students to feel motivated to want to do better the next time.

2. In Ginott's theory, he also invited the student's cooperation through his calm demeanour and the lack of attention to the misbehaviour. He cracked jokes such as, "You know where to put it" and "Nice catch, thought you were going to miss it", giving opportunities to the students to make self-correction to the mistakes as they felt guilty for their actions.

A lot of times, students act out because they feel attacked and singled-out. As a SENO, it is important to identify the problems happening in class and how that make the students acting out feel. It is important for us to use Ginott's theory to acknowledge their feelings and guide them to actively resolve the conflict, just as mentioned in Gordon's theory in discipline as self-control.

# data[].attributes.body
Applying Ginotts Congruence Theory, the teacher implemented mass punishment as a means to discipline students over a remark most of them made (ie. giggling). Within this swift duration, the teacher inserted i) criticism and sarcasm, ii) name-calling and labeling, iii) phrasing nonsane messages to the students, iv) not handling his own anger appropriately, v) brevity, vi) not providing appropriate praise, and vii) ridiculing a student (reverse of face-saving exit). This further fuelled the already-tense situation in the class into animosity. This can be corrected by the application of Congruent communication so that it formulates a positive, friendly rapport between teachers and students, and enhances the classroom learning environment. A SENO can create a positive environment by using iMessages instead of youMessages during conversation so that the child does not feel like s/he is being judged. It also opens communication channels for bi-directional interactions.

Group Dynamics by Redl & Wanttenberg played a pivotal role in escalating the classroom behaviour into a hostile, non-conducive environment. The teacher exited the student before hearing his justification, indirectly signalling an assumption he made based on what he saw. This action was a mispunishment to the child. This created resentment amongst his other peers, following group actions such as negative contagious behaviours, such as book-dropping, sneezing out loud, and giggling in class. Instead, the application of i) group dynamics, ii) providing situational assistance, and supporting self-control has the potential of improving his instructional practice. A SENO could tap on the Environment Design approach to sculpt the environment his/her intervention room, in terms of visuals and self-help corners to welcome the student. This is environmental design that may reduce the likelihood of undesirable behaviour from occurring.

Finally, Glassers Choice Theory would greatly help the belief that the only person whose behaviour we can control is our own. The nail into the wood stemmed from the teacher’s inability to control themselves. He sent the problem student out of class almost immediately. Applying choice theory, the teacher could help the student to develop personal responsibility for how their decisions affect personal outcomes.

# data[].attributes.body
Reflection for the video:

At the start, teacher scolded the entire class and used a very harsh and criticising tone that attacks the student’s chatacter themselves.

Later on, he changed his attitude, and started using “I” statements instead of “you statements”. He expressed that he felt disappointed and then said “I suppose I did not do a good job in explaining ratio”. Instead of attacking the students, he instead reflects on his own teaching and goes into revising the topic of ratio. He does not blame the students, he switched his focus to solving the problem immediately. This showed Ginott’s theory of how guidance is more effective than criticism, as well as the benefits of using “I” statements instead of “you” statements.

# data[].attributes.body
From this video, Mr Grimes straight away blamed them for not being able to meet his high expectations. Even went as far as comparing them to his previous and other classes and shaming them by saying they did not know how to study. A lot of unnecessary punishments were given to the students as well as sarcasm. I believe that he could have expressed himself in a better way to his students, which was shown in the good example here he gave them, clear and engaging instructions as well as positive reinforcement. The students responded to that so much better than the previous negative example. Glasser's Theory can be applied using the 'Fun and Freedom/ aspect where he could structure his lessons to be more engaging and fun! Incorporating mathematical games and group work would work in his favour too. By doing so, the students will enjoy his lessons, actively participate and even take charge of their learning.

# data[].attributes.body
Strategies from the Foundational Theorists in the video:

1. I-Message (Ginott's Congruent Communication Theory)

In the video, the teacher reflected on the students' poor results in the Math paper as a reflection of a lack of effort on his part as a teacher: "Perhaps I didn't do a good job at explaining ratio."

Even though it was the students who did not do well, he did not blame them. Rather, he used an I-message which shifts the focus to himself, which does not sound accusatory to the students.

As a result, the students were more open to reviewing their mistakes and more willing to relearn.

Application as SENO: When our students make a mistake, we should use I-messages to address the problem situation, and not You-messages that accuse them and attacks their personalities.

2. Meeting the basic need for fun and enjoyment (Glasser's Choice Theory)

In the video, when the 2 students were caught throwing an object around, the teacher approached it with humour instead of instantly reprimanding the students: "I would appreciate it if you do your baseball practice outside of class."

This approach kept the mood of the class light and enjoyable, making the students laugh while communicating classroom expectations.

Application as a SENO: Instead of jumping to always reprimanding students for misbehaviour, when appropriate and safety is not affected, we can consider making light of the situation. We can also use humour appropriately with the students, while ensuring that behavioural expectations are communicated.

# data[].attributes.body
As teachers, it’s easy to fall into the mindset that we hold the position of authority and can demand obedience without explanation. We might think discipline comes from control, threats, or punishment. However, classroom behaviour is rarely shaped by authority alone. It is built on trust, respect, and the way we choose to engage with students.

Looking at Mr. Grimes’ lesson, we see this clearly. His initial approach relied on blame, negative remarks, and mass punishment. Instead of creating understanding, this provoked frustration, lowered confidence, and disrupted the learning environment. The class became less about learning and more about conflict.

What changed was his shift to a more reflective approach, grounded in theory. Two strategies stand out for me.

Firstly, Choice Theory teaches that students need to feel ownership of their learning. Instead of commanding, Mr. Grimes encouraged students to reflect. This invited students to take responsibility, turning discipline into self-motivation rather than imposed control.

Secondly, Congruent Communication, particularly the use of the “I-message”, showed how powerful respectful communication can be. Mr. Grimes acknowledged his own role and spoke without blame. This not only reduced defensiveness but built trust, transforming discipline into dialogue.

This reflection reminds us that managing classroom behaviour is not about exerting authority. It’s about creating a space where students feel respected, understood, and capable of taking responsibility. Discipline becomes most effective when it is a partnership, not a demand.

# data[].attributes.body
Reflection on Video:

The teacher often made accusatory remarks such as, “You don’t pay attention in class,” relying heavily on “you-messages” rather than “I-messages.” This came across as blaming students for their poor test performance. From the video, it was clear that the students had little confidence in the lesson, and the teacher responded to misbehavior with punishment. The student involved appeared disengaged, showing little enjoyment in the lesson and constantly looking for ways to disrupt. The teacher’s approach seemed very authoritarian. Instead, he should work on regulating his own emotions before expressing frustration toward his students. It would also be more constructive for him to explore why his students are struggling and think about how he can support their learning, rather than accusing them of laziness.

Applying Gordon’s theory, the teacher could replace “you-messages” with “I-messages” to communicate in a way that is less blaming and more constructive. For example, instead of saying “You don’t pay attention in class,” he could say, “I feel concerned when I see students distracted, because it makes it hard for me to teach and for you to learn.” At the same time, practicing self-control and active listening would help him better understand the students’ struggles and reduce the likelihood of venting frustration onto them.

Finally, through Ginott’s congruent communication, the teacher would be encouraged to respect the child’s feelings and avoid language that shames or criticizes. This would mean shifting from a dictatorial style to one that is more child-centered, acknowledging students’ emotions and creating space for them to express themselves. While this can be demanding on teachers, it would likely help rebuild trust and engagement in the classroom.

# data[].attributes.body
Based on the video 'How To Maintain Classroom Discipline - Good And Bad Methods Training Educational Video', we can link to Thomas Gordon's discipline in self-control. He mentioned that using I-message is a powerful tool to convey how the teacher feels. Therefore, the teacher can use sentences start with 'I' to express how they feel about the students' behaviour and how it affects them.

In the bad example, the teacher relies on harsh punishment, sarcasm, and excessive authority. This approach leads to resentment, lack of respect, and continued misbehavior. The classroom atmosphere becomes tense, and learning suffers. In the good example, the teacher uses positive reinforcement, fairness, clear expectations, and engaging instruction. The students feel respected and involved, leading to fewer disruptions and greater motivation to learn.

Rather than jumping into the conclusions that the students are exhibiting bad behaviours, the teachers should stay calm and composed and react positively by trying to understand the rationale of the actions. While the teachers should condemn bad or disruptive behaviours, they nonetheless should not put down the students' dignity in the process of disciplining them.

Lastly, fostering a positive rapport between the students and teachers will eliminate disciplinary issues. Tapping on students' interest may aid in their preferences in showing respect to the teachers and their peers.

# data[].attributes.body
A general takeaway from the theorist on managing classroom behavior hinges on maintaining respect for our students. Some teachers may think that because they are the teacher, they should hold the position of authority and demand that students follow their expectations wholly. However, this could lead to power struggle as students challenges the authority the teacher holds.

As behavior can be a mode of communication for our students, we should seek to understand the reasons of behaviors while also communicating clearly behavior expectations so that students learn self-discipline. We should guide the student to address behaviors rather than critiquing their character and personality. The use of I-messages rather than you-messages is an important skill to be aware of when communicating with students. You-messages would be interpreted by students as a threat and teachers may end up using their emotions and make inappropriate assumptions or mislabeling the student. By using I-messages, it conveys the teacher's feeling and allows the student to consider other's perspectives. It provides an opportunity for the student to reflect on their action and be more willing to listen to the teacher to address behaviors.

From the video on Mr Grimes, he had used his emotions in the first part of the video and was extremely harsh and demeaning on the students by labelling the class as being lazy. He had used mostly You-messages in his speech and was delivering punishments for every behavior in the class. This is inappropriate classroom management as it does not encourage respect. When students did not feel respected, they reciprocate by disrespecting the teacher as well, leading to a negative cycle of inappropriate behaviors. However, we see that when Mr Grimes used effective strategies in classroom management, there was a change in how the students perceive and accept his instructions. When Mr Grimes used I-messages, blaming himself for not teaching ratio well which results in the class' results, it shows students that mistakes are part of a learning process and encourage everyone to learn by making it relatable (example of baking). Rather than labelling students as lazy, he had encouraged effort in learning and understanding the concepts. Mr Grimes provided his student with a face-saving exit when he caught the boy attempting to throw. He also used humor to suggest better behaviors in future rather than dwelling on misbehaviors with incessant remarks. By respecting his students without using his emotions to react to situations encouraged a class that is willing to cooperate and respect the teacher.