minggu 11 - 12 - ctshaasbie.files.wordpress.com · use constructive and non-belittling comments....
TRANSCRIPT
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- 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
Assessment
Content What
teacher plans to
teach
Summative evaluation
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
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 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 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.document 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
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)
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
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.
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, 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 choice
Pursuit of special interest area
Personal goal setting
Develop leadership skills to promote self-confidence
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
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