minggu 11 12. pengurusan & pengajaran pelajar

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

Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction

Pre- Assessm

ent Student readiness/abilit

y interest/talentsLearning profile

Prior knowledge

Process how teachers

Plans instruction

Whole class Groups / pairsIndividually

Curriculum state and

local standards

and benchmarks

Assessment

ContentWhat

teacher plans to teach

Summative evaluation

Phase 1 Phase 2 Phase 3

Explotory Phase

Pre-Assessment: TestConferencePortfolio Conference

To find out what the learner KnowsNeeds to knowWants to know

Analyze Data

Mastery : skills, conceptsWhat have they mastered

Needs to Master:What else do they need to know?

How will they learn it?Gain with whole class Independent studyHomeworkMentor/buddy in or out of schoolOn-line learning

Advanced Level Challenge

InvestigationProblem-based learningService LearningProjectContract

Opportunities forSuccessful Intelligence(Sternberg,1996)AnalyticPracticalCreative

Assessment

CURRICULUM COMPACTING

Primary purpose is to gain control of the classroom

Good classroom management results in high levels of student engaged time

Classroom Management

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

5. POSITIVE CLASSROOM DISPLINE MODEL [ PCD] [JONES, 1987]

2. Bahasa badan90% 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


3. Sistem intensifUtk menggalakkan murid mengikut

kemahiran guruCth masa sendiri, baca sendiri, permainan

bercorak pendidikan dan tekanan rakan sebaya [masa utk aktiviti yg disukai dikurangkan bila murid tidak berkelakukan baik]


2. Bahasa badan90% 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 lisan2. 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 lisanPerkataan sebenar yg diucapkan2. Komponen vokalKetegasan suara, ton, tempo, kenyaringan,

kekuatanCth mari sini – makna bergantung kpd……


Bantuan yg berkesanKurangkan 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

pelajarGunakan 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 a clear

verbal directive

or reminder to student

1. Give student verbal and

written reminder/warn

ing of instruction and

warningInform management & HEP

1. Give student

clear verbal

directive.2. 2.docume

nt 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

discussion4. Formally

document5. 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

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 ExamplesTalking, 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)

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 TIPS1. 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.


INTENTIONAL DISRUPTIONS

TEACHER RESPONSE1. 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 ExamplesContinuing behavior after verbal

directive persistent questioning, arguing, attention getting, disruptive, comments, sarcastic comments/distracting joke-telling in class.


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.”


RECOMMENDED TIPS1. 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 vocabularyShow curiosity, ask endless questionsDisplay original ideasUse imagination, creativityEnjoy or display humorThink 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 studyStudent becomes a resident expert on some

facet of the topicThematic UnitsLearning Contract

When the student does not feel academically or intellectually

challenged:QuestivitiesILPs at the higher level of Bloom’sEnrichment activities that involve real life

problem solvingTiered Lessons/Units

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

When a student is unmotivated, want to be entertained rather then work:

Provide choicePursuit of special interest areaPersonal goal settingDevelop 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 BULLIESABERRANT 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 MATERIALSTAKING ATTENDANCE AN LEARN

STUDENT NAMESNU USE OF LAPTOPS EXPECT FOR

COURSE WORKPROVIDED 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


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!”


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


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”


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

minggu 11 12. pengurusan & pengajaran pelajar

Education