PENDEKATAN GURU DALAM MENANGANI

MASALAH GANGGUAN EMOSI

DALAM BILIK DARJAH

KUMPULAN 3

Mohd Salleh (1991) : ketidaksamaan yg terdpt pd diri seseorg dr segi mental, pencapaian akademik, penguasaan bahasa, saiz fizikal, perwatakan, sosial, emosi atau moral dan kreativiti. Perbezaan tsbt adalah yg dpt dilihat dan ada yg tdk.

EMOSI - murid-murid boleh jadi beremosi, sensitif, riang, murung, dll.

CONTOH GANGGUAN EMOSI SUMBER: DICKEY LAMOURE SPECIAL EDUCATION UNIT

Tdk menyiapkan latihan P&P Memerlukan lebih banyak bimbingan

berbanding dgn murid yg lain Masalah dalam memori jangka panjang

dan jangka pendek Tidak bekerjasama dengan ahli

kumpulan Anti-sosial Ketawa dan menangis dalam situasi

yang tdk dijangka

JENNIFER N., 3RD YEAR TEACHER. TALKING ABOUT EMOTIONAL DISTURBANCE STUDENTS

“I would review the student’s IEP to find out her history and work with the Resource teacher to learn the needed accommodations to make her as comfortable as possible in the classroom. Her assigned seating area would be within close proximity to me and next to a nurturing and supportive student. It would be best if she were not near distracting areas such as the door or talkative students. I would be sure to provide her with plenty of one-on-one time and allow for a break away from the setting as needed. I would also create a behavior chart to monitor daily progress and use it as an opportunity for incentives. I would provide the student with consistent praise on good days and discuss areas of improvement on the more difficult days. It would be highly imperative to maintain an open dialogue with the parents to discuss the high and low points that occur throughout each week.”

Persekitaran yg selesa Tempat duduk yg berdekatan dgn guru

serta murid yg dpt memberi galakkan Memberi masa one-to-one bersama

guru kpd murid tsebut & rehat Menyediakan carta tingkah laku utk

memantau perkembangan harian Memberi pujian Perbincangan bersama ibu bapa

APRIL W., 5TH YEAR TEACHER.TALKING ABOUT EMOTIONAL DISTURBANCE STUDENTS

“My primary objective would be reviewing the IEP to see the needs of the student. I would then schedule a meeting with an administrator and the student’s parents to discuss the behavior and formulate a plan for the student’s success. I would offer daily one-on-one attention (lunch activity and/or discussion) and create a behavior chart to monitor the daily activities. I would also allow for breaks away from the setting to better assist the student with regaining her composure and settling down for the remainder of the class. The student would definitely need consistent support and praise throughout the duration of the course. It would also be key to involve and maintain consistent contact with the school Psychologist.”

Berjumpa dgn ibu bapa murid bersama dgn pentadbir utk perbincangan

One-to-one antara guru & murid Menyediakan carta tingkah laku utk

memantau perkembangan aktiviti harian murid

Galakkan berterusan dan peneguhan positif

Merujuk kepada guru b&k

STRATEGI Develop a plan Be accessible Set the guidelines for the classroom Be prepared

DEVELOP A PLAN Berbincang dgn ibu bapa, murid,

pentadbir utk mcari jalan penyelesaian menangani masalah gangguan emosi murid

BE ACCESSIBLE Murid yg mpy gangguan emosi biasanya

suka minta perhatian guru Masa one-to-one Meningkatkan self-esteem murid

SET THE GUIDELINES FOR THE CLASSROOM Menjelaskan peraturan bilik darjah

kepada murid Murid dikehendaki memahami dan

mematuhi peraturan bilik darjah yg ditetapkan

Peneguhan positif diberi sekiranya murid dpt menunjukkan tingkah laku positif

BE PREPARED Guru harus sentiasa bersedia dlm bilik

darjah “Always be prepared for the worst, but

never expect the worst from his or her students.”