pendekatan guru dalam menangani masalah gangguan emosi dalam bilik darjah

7/30/2019 Pendekatan Guru Dalam Menangani Masalah Gangguan Emosi Dalam Bilik Darjah

1/12

KUMPULAN 3


2/12

Mohd Salleh (1991) : ketidaksamaan yg

terdpt pd diri seseorg dr segi mental,

pencapaian akademik, penguasaan bahasa,

saiz fizikal, perwatakan, sosial, emosi ataumoral dan kreativiti. Perbezaan tsbt adalah

yg dpt dilihat dan ada yg tdk.

EMOSI - murid-murid boleh jadi beremosi,

sensitif, riang, murung, dll.


3/12

Tdk menyiapkan latihan P&P

Memerlukan lebih banyak bimbingan

berbanding dgn murid yg lain

Masalah dalam memori jangka panjang danjangka pendek

Tidak bekerjasama dengan ahli kumpulan

Anti-sosial

Ketawa dan menangis dalam situasi yang tdk

dijangka


4/12

I would review the students IEP to find out herhistory and work with the Resource teacher to learnthe needed accommodations to make her ascomfortable as possible in the classroom. Herassigned seating area would be within close

proximity to me

and next to a nurturing andsupportive student. It would be best if she were notnear

distracting areas such as the door or talkativestudents. I would be sure to provide her with plentyof one-on-one time and allow

for a break away fromthe setting as needed. I would also create a behavior

chart to monitor daily progress and use it as anopportunity for incentives. I would provide the

student with consistent praise on good days anddiscuss areas

of improvement on the more difficultdays. It would be highly imperative to maintain anopen dialogue with the parents to discuss the high

and low points that occur throughout each week.


5/12

Persekitaran yg selesa

Tempat duduk yg berdekatan dgn guru serta

murid yg dpt memberi galakkan

Memberi masa one-to-one bersama guru kpdmurid tsebut & rehat

Menyediakan carta tingkah laku utk

memantau perkembangan harian

Memberi pujian

Perbincangan bersama ibu bapa


6/12

My primary objective would be reviewing theIEP to see the needs of the student. I would thenschedule a meeting with an administrator andthe students parents to discuss the behaviorand formulate a plan for the students success. I

would offer daily one-on-one attention (lunchactivity and/or discussion) and create a behaviorchart to monitor the daily activities. I wouldalso allow for breaks away from the setting tobetter assist the student with regaining her

composure and settling down for the remainderof the class. The student would definitely needconsistent support and praise throughout theduration of the course. It would also be key toinvolve and maintain consistent contact with theschool Psychologist.


7/12

Berjumpa dgn ibu bapa murid bersama dgn

pentadbir utk perbincangan

One-to-one antara guru & murid

Menyediakan carta tingkah laku utkmemantau perkembangan aktiviti harian

murid

Galakkan berterusan dan peneguhan positif

Merujuk kepada guru b&k


8/12

Develop a plan

Be accessible

Set the guidelines for the classroom

Be prepared


9/12

Berbincang dgn ibu bapa, murid, pentadbir

utk mcari jalan penyelesaian menangani

masalah gangguan emosi murid


10/12

Murid yg mpy gangguan emosi biasanya suka

minta perhatian guru

Masa one-to-one

Meningkatkan self-esteem murid


11/12

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


12/12

Guru harus sentiasa bersedia dlm bilik darjah

Always be prepared for the worst, but

never expect the worst from his or her

students.

pendekatan guru dalam menangani masalah gangguan emosi dalam bilik darjah

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