Minggu 11 - 12

1. Mengenal pasti ciri Pengurusan dan pengajaran

pelajar gifted/disruptive pelajar kebolehan istimewa
2. Mengurus pelajar (gifted) dalam pelbagai
gifted/disruptive dengan bidang contoh matematik,
aktiviti yang bersesuaian bahasa, pendidikan seni.
3. Mengenal pasti sebab-  Pengurusan dan
sebab berlaku salah laku pengajaran pelajar
4. Mengaplikasikan tiga disruptive.
model pengurusan bilik
darjah (model-model
asertif, modifikasi
tingkah laku dan positive
classroom discipline)
Learning Cycle and Decision Factors Used in
Planning and Implementing Differentiated
Instruction

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

 Primary purpose is to gain control of the classroom

 Good classroom management results in high levels of

student engaged time
 Summary of Classroom Management Techniques
Preventative Consequential

Establish and communicate classroom rules Consistently administer feedback and

and procedures consequences

Communicate academic performance and Select feedback and consequences are

behavior expectations
Communicate consistent feedback and
consequences for student behavior and
performance
appropriate for the student behavior and
situation
Select feedback and consequences which are
appropriate

Manage by walking around and achieve Generally administer feedback and

“proximity” with as many student as possible consequences so as not to interfere with the
especially students who are easily distracted instructional momentum.

Engage in activities that maintain

instructional momentum . For example, take
attendance while students are engaged in
activity or seat work.

Learn to address more than one situation at a

time. For example: begin attending students
to lesson topics while distributing materials.
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
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

non verbal messages can reinforce, modify or even

contradict our verbal messages action speak louder
than words
“Duduk le dulu!” Sambil memegang pintu.
“ Apa khabar, lama tak jumpa” tangan digenggam erat,
pipi bersentuh pipi.
 3. Model disiplin positif

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

Bantuan yang cekap:-

 Jangan terlalu lama membantu satu-satu pelajar
sehingga meninggalkan yang lain.
 Bantuan setiap pelajar lebih kurang 10-20 saat
sahaja.
MANAGING CLASSROOM DISRUPTIVE
STUDENT BEHAVIOR

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.

Boundary Test Examples

BOUNDARY TEST Talking, cell phone usage, passing notes,
DISRUPTIONS distractive and/or annoying behaviors (i.e.,
fidgeting, muttering to self/neighbor, noise
making, too many questions/off-topic
questions)
TEACHER RESPONSE EXAMPLES

“ 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

 Use advanced vocabulary

 Show curiosity, ask endless questions
 Display original ideas
 Use imagination, creativity
 Enjoy or display humor
 Think of many solutions to solve problems
 When the student will learn the information,
skills, and/or concepts faster than most others
in the class:
 Independent study
 Student becomes a resident expert on some facet of
the topic
 Thematic Units
 Learning Contract
 When the student does not feel academically
or intellectually challenged:
 Questivities
 ILPs at the higher level of Bloom’s
 Enrichment activities that involve real life problem
solving
 Tiered Lessons/Units
Using Tomlinson’s Equalizer to Chart Complexity
Foundational Information Ideas, Materials, Transformational
Applications
Concrete Representations, ideas, abstract
applications, materials
Simple Resources, research, issues, complex
problems, skills, goals

Few Facets Disciplinary connections, Many facets

directions, stages of
development
Smaller Leap Applications, insight, transfer Greater leap

More Structured Solutions, decisions, Less structured

approaches (experts, GATE)
Clearly defined Process, reasearch, products Fuzzy problems
Problems
Less Independence Planning, design, monitoring More independence
 When a student is unmotivated, want to be
entertained rather then work:

 Provide choice
 Pursuit of special interest area
 Personal goal setting
 Develop leadership skills to promote self-confidence
MANAGING DISTRUPTIVE
CLASSROOM BEHAVIOR

PREVENTING STRATEGIES, ERLIY

INTERVENTION, AND EMERGANCY
MEASURES
 CATOGERIES OF STUDENT
MISBEHAVIOR
 DISRUPTIVE BEHAVIOR
 REBELLIOUS

 EMOTIONAL

 INTIMIDATING OR AGGRASSIVE BEHAVIOR

TOWORD THE PROFESSOR
 CLASSROOM BULLIES
 ABERRANT OR IMMATURE BEHAVIOR
 STUDENT BEHAVIOR

 DISRUPTIVE BEHAVIOR
 ARRIVING LATE

 EATING OR DRINGKING

 TALKING ON CELL PHONE

 BRINGING CHILDREN TO CLAS

 STUDENT MISBEHAVIOR

 DISRUPTIVE BEHAVIORS
 CONDUCTING SIDE CONVERSATIONS

 OFFENSIVE COMMENTS TO INTRUCTOR OR OTERS

STUDENT

 MAKING IMPUDENT REMARKS

 CONSISTENTLY DISAGREEING
 STUDENT MISBEHAVIOR

 INTIMIDATING OR AGGRESSIVE BEHAVIOR

TOWORD THE PROFESSOR
 DEFIANT POSTURING
 OBSCENE GESTURES
 HOSTILE ARGUING
 CHALLENGING
 MENACING PHYSICAL POSTURING
 ITIMIDATING STATEMENT TOWORD THE INSTUSTOR
 STUDENT MISBEHAVIOR

 CLASSROOM BULLIES
 HIJACKING THE CLASS

 RUDE

 INSULTING

 UNCIVIL

 IRRITATING BEHAVIOR TOWARD CLASSMATE

 INTERFERING WITH TEACHING AND LEARNING

 STUDENT MISBEHAVIOR

 ABERRANT OR IMMATURE BEHAVIOR

 ACTING IN A BIZARRE MANNER

 ACTING SPACED OUT

 UNDER CHEMICAL INFLUENCE

 ENGAGING IN EXHIBITION

 EMOTIONAL RESPONSES

 MAKING IRRATIONAL, INAPPROPRIATE, UNRELATED

STATEMENT
 POSSIBLE CAUSES

 STUDENT OFTEN ENTER COLLAGE WITH

“CONSUMER MENTALITY”
 PURCHASING A COMMODITY
 DEMAND ACCONTABILITY
 DEMAND COURSES BE TAUGHT ON THEIR TERMS
 STUDENT BELIEVE THAT THEIR BEHAVIOR HAS
NO BEARING THEIR FUTURE SUCCESS
 POSSIBLE CAUSES

 STUDENT BRING THEIR HIGH SCHOOL

BEHAVIOR TO COLLAGE
 STUDENT HAVE NEVER BEEN CONFRONTED BY
THEIR INSTRUSTORS FOR INAPPROPRIATE
BEHAVIOR
 STUDENT RESORT TO INTIMIDATION TO
RELIVEVE STRESS
 POSSIBLE CAUSES

 UNDERPREPARED STUDENT

 STUDENT HAVE BLURRED PERCEPTION OF

BOUNDARIES BETWEEN THEMSELVES AND
COLLAGE FACULTY/STAFF

 MANY FACULTY AVOID EXPLICIT RULES TO

AVOID LOOKING TOO RIGID
 POSSIBLE CAUSES

 COLLAGE EDUCATION HAS BECOME A MEAN TO

AN END IN ITSELF

 HIGH TECH WORLD MAY RESULT IN STUDENT

WITH MORE LIMITED SOCIAL SKILLS
 THE MILLENNIAL FACTOR

 STUDENT ENTER COLLAGE WITH MORE EXPOSURE

TO ADULT WORLD THAN PREVIOUS GENERATION

 STUDENT RECIVE EXPOSURE TO VAST LEVEL OF

INFORMATION ACTIVITY

 STUDENT ARE EXPREIENCING HIGH LEVELS OF

STESS AND ANXITETY

 MORE STUDENT ARE WORKING PART TIME

 THE MILLENNIAL FACTOR

 STUDENT ON THE CUTTING EDGE OF TECHNOLOGY

PRORICIENCY

 STUDENT HAVE AMBITOIN CAREER ASPIRATIONS

BUT UNREALISTIC EXPECTATION ABOUT WHAT IT
TAKE TO ACHIVE THESE GOAL

 STUDENT AWARE OF THE RULES BUT SEEK TI FIND

WAYS AROUND THEM “CHEATING IS OK IF YOU DO
NOT GET CAUGHT”
 PREVENTION STRATEGIES

 PROVIDE A CLEAR SET OF RULES

 PHONES AND BEEPERS OFF

 NO LEAVING CLASS FOR CALLS

 NO BATHROOM BREAKS

 NO SIDE CONVERSATIONS

 NO SLEEPING
 PREVENTION STATEGIES

 QUESTION TO BE DIRECTED TOWORD THE

ISTRUCTOR
 NO READING UNRELATED MATERIALS
 TAKING ATTENDANCE AN LEARN STUDENT
NAMES
 NU USE OF LAPTOPS EXPECT FOR COURSE
WORK
 PROVIDED RULES BOTH VERBALLY AND IN
WRITING
 PREVENTION STRATEGIES

 SERVE AS A ROLES MODEL FOR THE CONDUCT

YOU EXPECT FROM YOUR STUDENT

 START CLASS ON TIME

 END CLASS ON TIME

 EARLY INTERVENTION

 DO NOT DEAL WITH STUDENT YOU ARE

EMOTIONAL

 DO NOT DEAL WITH STUDENT WHEN THEY ARE

EMOTIONAL
 EARLY INTERVENTION

 INTRERVENE EARLY
 PRACTICE GOOD COMUNICATION

 SPEAK WITH STUDENT IN PRIVATE AFTER CLASS TO

DISCONTINIUE DISTRUPTIONS

 BE SPECIFIC ABOUT CONCERNS

 EARLY INTERVENTION

 INTERVENE EARLY

 FOCUS ON HOW BEHAVIORS AFFECT YOU AND OTHER

STUDENT

 PROVIDE SUGGESTION OR DIRECTIVES

 CONSIDER A DIFFERENT SEAT

 BEHAVIOR INTERVENTIONS

 RAMBLING
 REFOCUS ATTENTION BY RESTATING RELEVANT POINTS

 RE-DIRECT QUESTIONS TO THE CLASS

 ASK HOW TOPIC RELATED TO THE CURRENT TOPIC

 “would you summarize your main point please?”

 BEHAVIOR INTERVENTION

 SHYNESS OR SILENCE
 CHANCE TEACHING STRATEGIES FROM GROUP
DISCUSSION TO WRITTEN EXERCISES
 PROVIDE STRONG REINFORCEMENT FOR ANY
CONTRIBUTION
 INVOLVE DIRECTILY BY ASKING QUESTION

 MAKE EYE CONTACT

 BEHAVIOR INTERVENTION

 TALKATIVENESS
 ACKNOWLEDGE COMMENTS MADE

 GIVE LIMITED TIME EXPRESS VIEWPOINTS AND THEN

MOVE ON
 MAKE CONTACT WITH ANOTHER PERSON

 PROVIDED ATTENTION AFTER CLASS OR DURING

BREAKS
 “THAT’S AN INTERESTING POINTS LET’S SEE WHAT
OTHERS THINKING!”
 BEHAVIOR INTERVENTION

 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

 ACKNOLEDGE POSITIVE POINTS

 “IT’S LOOKING LIKE WE DISAGREE”

 BEHAVIOR INTERVENTION

 OVERT HOSPITALITY
 REMAIN CALM AND POLITE

 KEEP YOUR TEMPER IN CHECK

 DON’T DISAGREE, BUT BUILT ON OR AROUND WHAT IS

SAID
 MOVE CLOSER TO THE PERSON, MAINTAINING EYE
CONTECT
 TALK TO HIM/HER PRIVATELY

 IGNORE BEHAVIOR

 ASK HIM/HER TO LEAVE

 STUDENT CODE OF CONDUCT

 PROHIBITED CONDUDT
 CAUSING PHYSICAL OR PSYCHOLOGICAL HARM

 INTERFERING WITH THE NORMAL COLLAGE ACTIVITIES

 VERBAL PR PHYSCAL DISTRUCTION OF TEACHING

 INTERFERING WITH THE FREEDOM OF EXPERSSION

 STUDENT CODE OF CONDUCT

 PROHIBITED CONDUCT
 FAILING TO COMPLY WITH THE DIRECTION OF THE
COLLAGE OFFICALS

 ALL FORMS OF ACADEMIC DISHONESTY

 LEWD, INDECENT, OR OBSCENE CONDUCT, FACE TO

FACE USE OF FIGHTING WORDS, AND/OR PROFANE
EXPRESSIONS
 YOU MAY REDIRECT DISTRUCTIVE
STUDENT TO THE MANAGEMENT

 INFORMATION STUDENT HE/SHE CANNOT

RETURN TO CLASS WITHOUT A LETTER
FROM MANAGEMENT

 PROMPTLY INFORM THE MANAGEMENT OF

THE ISSUES
TAMAT