kepelbagain pelajar

1. 1. Mengenal pasti ciri
pelajar gifted/disruptive
2. Mengurus pelajar
gifted/disruptive dengan
aktiviti yang bersesuaian
3. Mengenal pasti sebab-
sebab berlaku salah laku
4. Mengaplikasikan tiga
model pengurusan bilik
darjah (model-model
asertif, modifikasi
tingkah laku dan positive
classroom discipline)
Pengurusan dan pengajaran
pelajar kebolehan istimewa
(gifted) dalam pelbagai
bidang contoh matematik,
bahasa, pendidikan seni.
 Pengurusan dan
pengajaran pelajar
disruptive.
Minggu 11 - 12

2. Learning Cycle and Decision Factors Used in
Planning and Implementing Differentiated
Instruction
Pre-
Assessme
nt
Student
readiness/ability
interest/talents
Learning profile
Prior knowledge
Process how
teachers
Plans instruction
Whole class
Groups / pairs
Individually
Curriculum
state and local
standards and
benchmarks
Assessme
nt
Content
What
teacher
plans to
teach
Summative
evaluation

3. Phase 1 Phase 2 Phase 3
Explotory Phase
Pre-Assessment:
Test
Conference
Portfolio
Conference
To find out what
the learner
Knows
Needs to know
Wants to know
Analyze Data
Mastery : skills, concepts
What have they mastered
Needs to Master:
What else do they need to
know?
How will they learn it?
Gain with whole class
Independent study
Homework
Mentor/buddy in or out
of school
On-line learning
Advanced Level
Challenge
Investigation
Problem-based learning
Service Learning
Project
Contract
Opportunities for
Successful
Intelligence
(Sternberg,1996)
Analytic
Practical
Creative
Assessment
CURRICULUM COMPACTING

4.  Primary purpose is to gain control of the classroom
 Good classroom management results in high levels of
student engaged time
Classroom Management

5. Preventative Consequential
Establish and communicate classroom rules
and procedures
Communicate academic performance and
behavior expectations
Communicate consistent feedback and
consequences for student behavior and
performance
Manage by walking around and achieve
“proximity” with as many student as possible
especially students who are easily distracted
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.
Consistently administer feedback and
consequences
Select feedback and consequences are
appropriate for the student behavior and
situation
Select feedback and consequences which are
appropriate
Generally administer feedback and
consequences so as not to interfere with the
instructional momentum.
Summary of Classroom Management Techniques

6. 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

7. 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]

8. 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

9. 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 }

10. 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……

11. 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

12. 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.

13. 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.

14. 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.

15. MANAGING CLASSROOM DISRUPTIVE
STUDENT BEHAVIOR
1. Give a
clear verbal
directive or
reminder
to student
1. Give student
verbal and
written
reminder/warnin
g of instruction
and warning
Inform management & HEP
1. Give
student
clear verbal
directive.
2. 2.documen
t and file
5. File a complaint at
management & HEP
1. Set and enforce
limits
2. Give immediate
verbal directive
w/consequence
3. Set different time
& place for
discussion
4. Formally
document
5. Give written
warning
1.
2. Identify
consequences
in class
1. Get away from
student.
2. Get help
immediately.
3. Notify UCO
police services
at (405)
4. Formally
document

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

17. 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.”

18. 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.

19. MANAGING CLASSROOM DISRUPTIVE
STUDENT BEHAVIOR
INTENTIONAL DISRUPTIONS
TEACHER RESPONSE
1. 2 reminder/warning, document the
behavior and response, issue
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.

20. 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.”

21. 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.

22. 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

23. 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

24. 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

25. Using Tomlinson’s Equalizer to Chart Complexity
Foundational Information Ideas, Materials,
Applications
Transformational
Concrete Representations, ideas,
applications, materials
abstract
Simple Resources, research, issues,
problems, skills, goals
complex
Few Facets Disciplinary connections,
directions, stages of
development
Many facets
Smaller Leap Applications, insight, transfer Greater leap
More Structured Solutions, decisions,
approaches
Less structured
(experts, GATE)
Clearly defined
Problems
Process, reasearch, products Fuzzy problems
Less Independence Planning, design, monitoring More independence

26. 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

27. MANAGING DISTRUPTIVE
CLASSROOM BEHAVIOR
P R E V E N T I N G S T R A T E G I E S , E R L I Y
I N T E R V E N T I O N , A N D E M E R G A N C Y
M E A S U R E S

28. CATOGERIES OF STUDENT
MISBEHAVIOR
 DISRUPTIVE BEHAVIOR
 REBELLIOUS
 EMOTIONAL
 INTIMIDATING OR AGGRASSIVE BEHAVIOR
TOWORD THE PROFESSOR
 CLASSROOM BULLIES
 ABERRANT OR IMMATURE BEHAVIOR

29. STUDENT BEHAVIOR
 DISRUPTIVE BEHAVIOR
 ARRIVING LATE
 EATING OR DRINGKING
 TALKING ON CELL PHONE
 BRINGING CHILDREN TO CLAS

30. STUDENT MISBEHAVIOR
 DISRUPTIVE BEHAVIORS
 CONDUCTING SIDE CONVERSATIONS
 OFFENSIVE COMMENTS TO INTRUCTOR OR OTERS
STUDENT
 MAKING IMPUDENT REMARKS
 CONSISTENTLY DISAGREEING

31. STUDENT MISBEHAVIOR
 INTIMIDATING OR AGGRESSIVE BEHAVIOR
TOWORD THE PROFESSOR
 DEFIANT POSTURING
 OBSCENE GESTURES
 HOSTILE ARGUING
 CHALLENGING
 MENACING PHYSICAL POSTURING
 ITIMIDATING STATEMENT TOWORD THE INSTUSTOR

32. STUDENT MISBEHAVIOR
 CLASSROOM BULLIES
 HIJACKING THE CLASS
 RUDE
 INSULTING
 UNCIVIL
 IRRITATING BEHAVIOR TOWARD CLASSMATE
 INTERFERING WITH TEACHING AND LEARNING

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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”

40. 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

41. 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

42. PREVENTION STRATEGIES
 SERVE AS A ROLES MODEL FOR THE CONDUCT
YOU EXPECT FROM YOUR STUDENT
 START CLASS ON TIME
 END CLASS ON TIME

43. EARLY INTERVENTION
 DO NOT DEAL WITH STUDENT YOU ARE
EMOTIONAL
 DO NOT DEAL WITH STUDENT WHEN THEY ARE
EMOTIONAL

44. EARLY INTERVENTION
 INTRERVENE EARLY
 PRACTICE GOOD COMUNICATION
 SPEAK WITH STUDENT IN PRIVATE AFTER CLASS TO
DISCONTINIUE DISTRUPTIONS
 BE SPECIFIC ABOUT CONCERNS

45. EARLY INTERVENTION
 INTERVENE EARLY
 FOCUS ON HOW BEHAVIORS AFFECT YOU AND OTHER
STUDENT
 PROVIDE SUGGESTION OR DIRECTIVES
 CONSIDER A DIFFERENT SEAT

46. 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?”

47. 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

48. 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!”

49. 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

50. 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”

51. 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

52. 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

53. 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

54. 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

55. TAMAT