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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

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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

TAMAT