
1. Behaviourism
1.1. Classroom management
1.1.1. Reward system for certain behaviors/traits that had been discussed before. It is point can be given out using Class dojo platform
1.1.1.1. individual
1.1.1.2. group
1.1.2. Poster/visual form of expected behaviors are sticked on the wall (had been discussed in class before put them on the wall)
1.1.2.1. classroom expectation
1.1.2.1.1. being active learner
1.1.2.1.2. be prepared for class/lesson
1.1.2.1.3. being kind to others
1.1.2.1.4. collaboration
1.1.2.2. Manner matters are introduced and repeated each week (1 manner for 1 week)
1.1.2.3. Poster try 3 before me. It encourages learners to find out informations by themselves before ask to the teachers (in term of doing tasks)
1.1.3. morning routine
1.1.3.1. the learners need to the morning routine as they enter classroom; i.e greeting teachers, put home learning books in the purposed basket, checking picked-up trolley for some works are need to be fixed etc
1.1.4. Reinforcement and punishment
1.1.4.1. Giving more responsibilty for learners whom display the expected behaviors, verbal praises etc
1.1.4.2. verbal reprimand
2. Cognitivism
2.1. Active Learning
2.1.1. experiments to finding answers/concepts or testing concepts
2.1.2. providing suitable tasks for each learner (or they can be in groups)
2.2. Information-Processing Approach
2.2.1. attention, encoding, retrieval
2.2.1.1. using technology approriately
2.2.1.1.1. videos, songs, poems, learning platform
2.2.1.2. ensuring approriate amount of information are given at the right time (breaking informations into chunks)
2.2.1.3. emphasize the key informations at the beginning, middle and the end of the lesson
3. Dicipline procedure
3.1. wear uniforms
3.2. put all belongings in the purposed places etc
4. Constructivism
4.1. Cognitive Constructivism (=constructivsm by Jean Piaget)
4.2. Social Constructivism
4.2.1. key points : ZPD, scaffolding by teachers, presence of MKOs (teacher or peers)
4.2.1.1. grouping children in some subjects based on their ability/competencies. It will help teachers to decide the type of scaffolding and how much need to be given
4.2.1.2. Reading buddy activity
5. Humanism
5.1. Student's autonomy
5.1.1. individual learning goals in some subjects
5.1.1.1. learners set the learning goals and decide how to achive them (through discussion with teachers)
5.1.2. providing choices for student in some activities
5.2. Self-reflection
5.2.1. ask how their feeling after learning some topics/doing assesments