Professional Documents
Culture Documents
Pengurusan & Pengajaran Pelajar
Pengurusan & Pengajaran Pelajar
Content
Curriculum What
state and local teacher
standards and plans to
benchmarks teach
Pre- Assessme Summative
Assessme nt evaluation
nt
Student Process how
readiness/ability teachers
interest/talents Plans instruction
Learning profile Whole class
Prior knowledge Groups / pairs
Individually
CURRICULUM COMPACTING
Phase 1 Phase 2 Phase 3
Explotory Phase Analyze Data Advanced Level
Challenge
Pre-Assessment: Mastery : skills, concepts
Test What have they mastered Investigation
Conference Problem-based learning
Portfolio Needs to Master: Service Learning
Conference What else do they need to Project
know? Contract
To find out what
the learner How will they learn it? Opportunities for
Knows Gain with whole class Successful
Needs to know Independent study Intelligence
Wants to know Homework (Sternberg,1996)
Mentor/buddy in or out Analytic
of school Practical
On-line learning Creative
Assessment
Classroom Management
2. Bahasa badan
90% dpd masalah disiplin dan mengekalkan murid
dgn tugasannya boleh dilaksanakan dgn kemahiran
penggunaan bahasa badan
Cth merapati murid, kontak mata, badan
menghampiri murid, memek muka
5. POSITIVE CLASSROOM DISPLINE MODEL [
PCD] [JONES, 1987]
3. Sistem intensif
Utk menggalakkan murid mengikut kemahiran guru
Cth masa sendiri, baca sendiri, permainan bercorak
pendidikan dan tekanan rakan sebaya [masa utk
aktiviti yg disukai dikurangkan bila murid tidak
berkelakukan baik]
5. POSITIVE CLASSROOM DISPLINE MODEL [
PCD] [JONES, 1987]
2. Bahasa badan
90% dpd masalah disiplin dan mengekalkan murid
dgn tugasannya boleh dilaksanakan dgn kemahiran
penggunaan bahasa badan
Cth merapati murid, kontak mata, badan
menghampiri murid, memek muka, suara
JENIS MESEJ
1. Mesej lisan
2. Mesej bukan lisan
1) Bahasa muka { facial language }
2) Bahasa badan { facial language }
3) Ruang dan pergerakan { language of space and
motion }
4) Masa { language of time }
5) Suara { language of the vioce }
Komponen mesej lisan
1. Komponen lisan
Perkataan sebenar yg diucapkan
2. Komponen vokal
Ketegasan suara, ton, tempo, kenyaringan, kekuatan
Cth mari sini – makna bergantung kpd……
5. POSITIVE CLASSROOM DISPLINE MODEL [
PCD] [JONES, 1987]
Bantuan yg berkesan
Kurangkan dpd 4 minit seorang kpd 20 saat seorang
supaya lebih ramai dapat bantuan guru.
Jika semua kurang berkesan, in-class isolation or
removal from the room
Mesej bukan lisan
Sistem intensif :-
Digunakan untuk memastikan pelajar meneruskan
kerja yang diberi.
Apa sahaja pengaruh luaran yang menyebabkan
pelajar bertindak.
Jones cadangkan aktiviti yang disukai oleh pelajar
Gunakan tekanan rakan sebaya.
3. Model disiplin positif
1. Give
1. Give a 1. 1. Get away from
student 1. Set and enforce
clear verbal 2. Identify student.
clear verbal limits
directive or consequences 2. Get help
directive. 2. Give immediate
reminder in class immediately.
2. 2.documen verbal directive
to student 3. Notify UCO
t and file w/consequence
3. Set different time police services
& place for at (405)
4. Formally
discussion
4. Formally document
1. Give student document
verbal and 5. Give written
written warning 5. File a complaint at
reminder/warnin management & HEP
g of instruction
and warning
Inform management & HEP
FACULTY RESPONSE
Give clear and concise verbal directive,
remind student of syllabus policies and/or
Code of Student Conduct policies
w/expectation for termination of behavior.
Use constructive and non-belittling
comments.
“ It is time to stop____________________.”
“ We need to move on now.”
“That is inappropriate and will not be allowed in the
classroom.”
“Cell phones are to be turned off during class.”
“As stated in your syllabus, off-topic, loud talking
during lectures constitutes a disruption and thereby
a violation of the Code of Student Conduct.”
MANAGING CLASSROOM
DISRUPTIVE STUDENT BEHAVIOR
RECOMMENDED TIPS
1. Look for behavior reinforcements (i.e. friends) and
precipitating factors and consider disbanding any
groups, cliques.
2. Cite the Code of Student Conduct in course syllbus.
3. Make notes of events, behaviors. Directives.
4. Encourage the three C’s of UCO.
MANAGING CLASSROOM DISRUPTIVE
STUDENT BEHAVIOR
TEACHER RESPONSE
1. 2 reminder/warning, document the
behavior and response, issue
INTENTIONAL DISRUPTIONS verbal possibility of consequences
if behavior continues.
2. If necessary, meet with student
during break, before or after class,
or office hours. Document
interactions (dates, times,
locations, purpose and outcomes).
Intentional Examples
Continuing behavior after verbal
directive persistent questioning,
arguing, attention getting,
disruptive, comments, sarcastic
comments/distracting joke-telling
in class.
MANAGING CLASSROOM DISRUPTIVE
STUDENT BEHAVIOR
TEACHER RESPONSE EXAMPLES
“ Your line of questioning is off-topic. Please refrain
from asking any futher off-topic questions.”
“ Your side comments are disruptive. I expect you to
listen or participate in the discussion and not be
disruptive.”
“ Please speak with me after class.”
MANAGING CLASSROOM DISRUPTIVE
STUDENT BEHAVIOR
RECOMMENDED TIPS
1. Use the Code of Student Conduct as a reference
guide.
2. Identify behavior and impact on class/other
students.
3. State consequences, referral to
management/HEP.
4. Meet with student and possible 3 person; if 3
person is not available, meet in open space or in
office with door open and 3 person nearby.
General Charateristics of Gifted Children
Provide choice
Pursuit of special interest area
Personal goal setting
Develop leadership skills to promote self-confidence
MANAGING DISTRUPTIVE
CLASSROOM BEHAVIOR
EMOTIONAL
DISRUPTIVE BEHAVIOR
ARRIVING LATE
EATING OR DRINGKING
DISRUPTIVE BEHAVIORS
CONDUCTING SIDE CONVERSATIONS
CONSISTENTLY DISAGREEING
STUDENT MISBEHAVIOR
CLASSROOM BULLIES
HIJACKING THE CLASS
RUDE
INSULTING
UNCIVIL
ENGAGING IN EXHIBITION
EMOTIONAL RESPONSES
UNDERPREPARED STUDENT
NO BATHROOM BREAKS
NO SIDE CONVERSATIONS
NO SLEEPING
PREVENTION STATEGIES
INTRERVENE EARLY
PRACTICE GOOD COMUNICATION
INTERVENE EARLY
RAMBLING
REFOCUS ATTENTION BY RESTATING RELEVANT POINTS
SHYNESS OR SILENCE
CHANCE TEACHING STRATEGIES FROM GROUP
DISCUSSION TO WRITTEN EXERCISES
PROVIDE STRONG REINFORCEMENT FOR ANY
CONTRIBUTION
INVOLVE DIRECTILY BY ASKING QUESTION
TALKATIVENESS
ACKNOWLEDGE COMMENTS MADE
SHARPSHOOTING
ADMIT THAT YOU DO NOT KNOW THE ANSWER AND
REDIRECT THE QUESTION YO THE GROUP OR THE
PERSON ASKING
ACKNOLEDGE THAT THIS IS A JOINT LEARNING
EXPERIENCE
IGNORE THE BEHAVIOR
BEHAVIOR INTERVENTION
HECKLING/ARGUING
REDIRECT QUESTION TO THE GROUP OR SUPPERTIVE
INDIVIDUALS
RECOGNIZE PERCITIPATION’S FEELINGS AND MOVE ON
OVERT HOSPITALITY
REMAIN CALM AND POLITE
IGNORE BEHAVIOR
PROHIBITED CONDUDT
CAUSING PHYSICAL OR PSYCHOLOGICAL HARM
PROHIBITED CONDUCT
FAILING TO COMPLY WITH THE DIRECTION OF THE
COLLAGE OFFICALS