CHAPTER 1: PRIMARY SCHOOL Listens:

CLASS MANAGEMENT
listens to students, parents,
administrators, and colleagues
when making decisions for
Concept of Classroom instruction.
Management

strategies to provide physical

and psychological safety in the Understands
classroom;
techniques for changing pupil has a deep understanding of the
misbehaviours and instruction students in herclassroom. Decisions
self-discipline; are made on a case-by-case basis
methods of assuring an orderly and are fair because the total
progression of events during the student is considered.
school day; and
instructional techniques that
contribute to pupils positive
behaviours.

Aims of classroom
management? Knows Students:

To ensure that teaching and knows his students and their lives.
learning can be running Effectiveteachers instruct each
smoothly without any student as an individual.
distruption or misbehaviour

Non-Effective Teacher
Personal Quality
-moody

-Non confident
Effective Teacher
-pessimist
Cares:
-autocratic
shows deep care and concern for his
students.Effective teachers always
return to the question,Is this best for
the student? when making decisions. Teaching and Learning
Competency

1
-Teaching competency has various
dimensions such as content
knowledge, instructional planning,
student motivation, presentation and
communication skills, evaluation
competencies and classroom
management skills.
-Competent teachers create classroom
conditions and climate, which are
conducive for student learning.
Common Teaching Competencies
-On Subject matter
-On pedagogical subject
-On current issues/general knowledge
(Upin Ipin etc)
-On questioning technique
-On evaluating
-On multitasking
-managing skills
-Designs lessons for student mastery
-Works cooperatively and learns from
colleagues
-Seeks out a mentor who serves as a
role model
-Goes to professional meetings to
learn
2
Competency Of Teaching and Learning
(subject matter)
* Subject Content --> understand
the facts, terminology, general
concepts.
--->Teachers need to relate content to
their daily lives.
Ex: student learn dy dx for add maths
because arcitect needs to calculate
the weight of loads to make an arch on
a bridge.
--->Besides, teachers have to learn
new things by reading, attending
seminars, workshops, conference and
so on.
:-:to ensure the teachers are updated
with the current new knowledge
through the sharing with other
teachers or instructors.
(pedagogycal subject)
Disposition and Moral
Practice
-The values, commitments and
professional ethics that influence
behaviours towards students, families,
colleagues and communities and
affect student learning, motivation,
and -development as well as the
educators own professional growth.
- Dispositions are guided by beliefs
and attitudes related to values such as
caring, fairness, honesty, --->teachers also need to know the
responsibility, and social justice. topic is difficult and requires more
- For example, they might include a time.
belief that all students can learn, a
vision of high and challenging ---> Effective time management
standards, or a commitment to a safe for teachers is crucial for success
and supportive learning environment. and well being in and out of school.
- Does things right, consistently
- Exhibits positive expectations
for ALL students
- Establishes good control of the Usual Exam Question
classroom
- Establishes good classroom
managementtechniques
- Constantly works to improve 1.PICRR (elements to be used for
practices through definition and aims of classroom
- continued learning, action management)
research, and listens to the
parents, students, and P: Planning
communities they serve
I: Implementing
* Teaching and Learning Strategy--
>constructivist approach, C: Controlling
emphasize collaboration between
students. R: Reflective

--->Teachers also need to diversify the R; Rapport

strategies and methods appropriate to
the needs and level of student
achievement.

--->Provide opportunities for studennts

to use various sense such as vision,
auditory, kinesthetic and tactile
sensasion.

--->Questioning skills should also be

controlled by the teacher.

(managing skills)
2.we need to be accountable to:

1.students

2.parents
* determine goals and planning
skills-->sufficient time allocation,
reflection for improvement.
3
3.teachers (anyone related to teaching facilities, both inside and
profession) outside the classroom.

4.society & nation -Psycho-social environment

interpersonal relationships in
the school, the social
environment and how the
3.Colleagues and teaching students and the staff interact
profession with each other. The
psychosocial environment is
-help to create comfortable working also about the students
place experience of the learning
situation.
-exchange ideas between teachers to Factors That Contribute
improve teaching skills to the Psychosocial Environment
o Human relation skills
-building good relationship with other o Teacher & student
teachers responsibilities in human
relations
o Maintaining the psychosocial
4. Give the teacher's role in environment
classroom management.
- Manages classroom routines Teacher responsibilities
- Managing student activities o Creating the desired
- Manage the evaluation materials Environment
- Manage student information o Sustaining the Environment
resources o Enthusiasm
- Manages group activities o Importance of each student
- Manages classroom discipline o Sense of Belonging
o Fairness
5. State affective characteristics
of teachers in classroom -Classroom rules and regulation
management.
Action taken by teacher to
- Effectively manage the classroom
- Creating an atmosphere that eradicate, inhibit or
promotes students learning and strive minimize behaviour problems
to do best. and their responses to problems
- Using time more efficient when they happen to occur in
the classroom.
CHAPTER 2: ROLE OF TEACHER
-Classroom routines
Conducive learning management activities of a
environment including class which need to be carried
special needs out in every schooling day.

-Physical environment Management of Classroom

includes all physical aspects Assessment
such as classrooms, teaching -Test and examination
materials and learning planning process
4
 -Test and examination agreed rules
administration
Management student Limit the number of rules
information resource rules must be fair
in accordance with the rules of
Schools need to manage various data
o Students personal info the school.
o Info on teachers and
4. Give examples of common rules
administrative staff
used in the classroom
Usual Exam Question
Well-mannered and help each
1. State the features found in the other in nature
physical environment. Respect other people's property
The layout and physical design Listen when others speak
in the classroom Respect others
Learning material resources
Obey school rules
living / learning angle
Clean 5. Give the types of classroom routine
lighting, ventilation and class routine (non-academic)
furniture administration
Space on the wall movement of students
(academic)
2. Provide psychosocial management tasks (academic)
environmental features
learning (academic)
comfortable and friendly
atmosphere interaction (academic)
free from the threat of physical
6. Give examples found in a
danger
routine at school
feeling accepted
pupils attendance
Sensitive and responsive to
Taking students attendance
individual differences
Throughout the school
A stimulating learning
atmosphere create open pupils dismiss after the end of
communication and encourages school time
the sharing of ideas.
The promotion of cooperative 7. Describe the classroom
procedures
learning
Use of the classroom (teacher
the same opportunities for all
desks, student desks,
students
restrooms, reading corner)
3. Describe ways to create teachers teaching,
classroom rules and routines presentations, and training
appropriate. individuals (focus pupil, pupil
Verse must be concise and clear involvement, talk to each other,
ask for help / guidance)
5
 general procedure (distribution Teachers should note the presence of
students during exams
& collection of materials)
test and examinations administration
a cooperative learning activities impact on student attitudes
(project science, social studies
assignment, ensure pupils
accordance with the procedures CHAPTER 3: TEACHER AND
provided)
STUDENT RELATIONSHIP
The transition into and out of
the classroom (make sure the
students lined up in a straight
line to and from a place such as
Importance of building rapport
a library)
with students
8. Give 3 types of assessment in
the classroom
Testing
Establishing rules and routines in class
Measurement is not going to be effective if you do
Assessment not have a good rapport with students.

9. Describe the preparation of test Teachers who have the respect and
and examination attention of the students are more
frequency of tests or likely to be able to gain the
examinations in one term cooperation of students (Good and
Brophy,1994)
Date of tests and examinations
to formulate test questions
The time of each test and
examination Advantages for teachers:
Tests and examination must be
fair creates enthusiasm for teaching
the students
Questions must include the
level of thinking apart from the
students are more manageable
knowledge of students.
because they cooperate
Discuss with teachers teaching
the same subject
boost teacher's self esteem (bcoz
notify pupil date of the test you can handle the class well)
Try to become familiar with the
test format and the actual exam

10. State the way for Advantages for students:

administrators over managing the
test or examination they enjoy learning
Provide a comfortable environment
Allow students in early
they are more willing to learn
Students should be ready and seated
respectively
6
 possible improvement in their choice of words. well done,
academic achievement good job.

Factors that influence good

rapport

Strategies for Building Rapport

Teachers appearance and body
language

Show enthusiasm to the subject Building personal rapport

you are teaching
-Distribute responsibilities to
Teacher's good behaviour each student equally

-show interest Provide clear expectations

-smile Show your care and concern

-listen to them Create a sense of belonging (all

student help any lef out student
-show sincerity in their progress in the class)

-show concern when they are Sense of humor (non-

not well threathening environment, fun
learning, no stress)
Setting an example

-Greet your students

Classroom dynamic
address them by name
Classroom dynamics involves the
-say 'please' and 'thank you' interaction between students and
teachers in a classroom
-ask you students, not community.
command them to do
something

Using positive words set up a positive classroom

atmosphere where students feel
Be sympathetic comfortable learning and
communicating with other students
and with the teacher.

7

Good classroom dynamics consist
in the engagement of everybody in
the classroom. It must be set up
according to a plan.
--> do not burden them with
responsibility of providing any type of
learning materials.
--> use appropriate example while
teaching

Usual Exam Question *A handful of extrovert pupils

--> rewards, praises, motivation

Essay 20 marks
--> hands on interesting fun learning
environment
Class condition (refers to one
student) [ psychosocial
--> use the extrovert pupils to run the
environment ] --> feeling
activities while making sure that tasks
accepted, feel safe,
are divided equally.
*Just had an accident
--> competition among groups tp
create positive anxiety
*Lost one family member

--> Need to remind the other

students hoow to help the pupil
How to improve the classroom
who just lost a family member....be
situation using rules and
a good listener / act naturally / don't
regulation? (20 marks)
ask sensitive questions / help in any
way possible

--> provide a feasible

*limited space
environment in the form of space,
class arrangement if there are
-->only assigned by the teachers
physical injury
*42 pupils in the class
--> need enough knowledge to
help
-->number of rules (short) just enough
to govern the students (2)
--> do not give pressure (not
pushing the student when he/she
seems not ready), provide some time -->set of rules (1) agreed by both
parties.
for the students to feel better.

--> always have the consequences if

the rules is not abide by the students
(3)
*Majority of the class is of low
Social Economic Status
8
--> rule emphasis - the students can
only do what they is assign to do. (2)
(3)
*3 slow learners
--> have to do their own part
*High SES (Social Economic Status)
*Dirty classroom
abide the duty roaster.
few prominent important
Order of Importance
set clear rules and regulations
(upon agreement between
teacher and students)
1. What is the importance of
keeping a relationship when
teachers and students
- Able to raise students motivation
- Easy to control students
- Getting the cooperation of students
- positive image of the teacher
2. What advantages/benefits
when students keep in contact
with teachers
- Interested in learning
- Provides collaboration
- Improve academic achievement
- More motivated
3. Give the factors that influence
teacher-student relationship
- Appearance & body language
- teachers behaviour
- Demonstrate a good example
- the learning environment in the
classroom
9
4. Describe the strategies that
can build positive relationships
between teachers and pupils.
- Remembering names and call
students by their names
- instilling patriotism in class /
classroom
- Distribute responsibility
- Set realistic expectations
- Showing concern
- Key elements in communication
(humorous)
5. State the practice of caring
culture.
- Respect (accept students like
herself, more easily appreciated, the
two-way interaction)
- Authentic (be yourself, give honest
feedback, do not be afraid pleaded
guilty)
- Concern (considerate, caring, can
share their problems)
- Emotional Integrity (associated with
honesty in expressing their opinions
and have accountability over their own
behavior)
- Encouraging emotional integrity
among students (encouraging
students to express positive emotions)
- caring attitude absorb, build a sense
of belonging, practice loving character
6. Describe the elements in the
dynamics classroom
- Gender
- Religion / race
- socioeconomic status
7. Give the teacher's role in the
dynamics of the group.
- Teachers should identify the dynamic
group
- teachers give attention to her pupils
- the teacher as a role model
- teacher acts as head
Elements in adopting caring
environment

Where does self-esteem come

Respect from?

--High acceptance it develops throughout our lives as we

build an image of ourselves through
--two way interaction our experiences with different people

--give attention and activities.

--trust How we have been/are treated by our

teachers contributes to the creation of
Genuine our basic self-esteem.

--Be yourself

--Give honest feedback CHAPTER 4: MANAGEMENT OF

CLASSROOM DISCIPLINE
--Accept your own mistakes

--Be responsible on your own action Rudolf Dreikurs - Logical

Consequences In Classroom
--Good EQ Management

Sensitive (1897 - 1972)

--Considerate believed that discipline is based

on mutual respect, which
--Concern with student's problems motivates students to behave
constructively because of their
--Cooperate with students high sense of social interest.

--Sensitive towards the student's dreikurs believed that all

needs humans have a primary need to
belong and feel part of group.

derikurs also believed that all

Emotion Integrity students desire to feel they
have value and to feel they can
--Honest to your own emotion contribute to the classroom.

10
 logical consequences shift from
a behavioral focus on discipline
--> more humanistic approach
--> using motivation and goals
of students behavior.
control student behavior while
helping students recognize the
consequences of their decisions.
dreikurs called this need to
belong the genuine goal of
human social behavior.
dreikurs' educational philosophy
is "based on the philosophy of
demoncracy, with its implied,
dreikurs' social discipline model is
based on the four basic premises of
Andler's social theory.
1. humans are social beings and their
basic motivation is to belong.
2. All behavior is to plan.
3. humans are decision-marking
organism.
4. humans only precieve reality and
this perception .people do no simply
react to forces that confront us from
the outside world.
-our behavior is the result of our own
biased interpretation
Teachers must understand the goals
student trying to achieve by action:
To seek attention
11
To gain power
To seek revenge for some
perceived injustice.
To avoid failure.
Attention Getting .
1. students always have the mistaken
->> have self-worth only when
attention is paid to them.
Attention Seeking-->become a
problem->>constructive and
destructive.
2. no longer with small amounts of
attention students become nuisance,
a show offf, a class clown.
3. they ask question not for
information but for attention.
teacher can redirect inappropriate
behavior->>child get attention in a
more appropriate manner.
Power Seeking
the students trying to control the
adult rather than get attention
the power seeking student-->want
to be the boss and will contradict,
lie, have a tantrum --> Albert
(1996) --> lawyer 'syndrome'.
some power seeking students are
more passive.
Albert --> students do have positive
characteristics of leadership ability,
 assertiveness and independent
thinking, which can be redirected.
Revenge seeking
Failure avoiding
student expect only failure and
defeat-->simply give up.
feeling cannot achieve
academically or find a place in
the social structure of the
class-->they withdraw
they are overly ambitiious and
fear they cannot do as well as
they want
they are competitive and fear
they can't do as well as others
do
they feel pressure by parents
and teachers
they fear will fail if they try.
Consequences of misbehaviors
The 5 R's of Logical Consequences.
Related:
*a consequence should be logically
connected to the behavior
Reliably enforced:
*a consequence should follow
misbehavior
12
*threats without action are ineffective.
*Consistency is the key
Revealed:
A consequence should be revealed
(known) in advanced to predictable
behavior
3 Types of Teacher
Autocratic.
Autocratic teachers force their will
on students in order to control the
class.
They motivate students with outside
pressures rather than stimulate
motivation from within.
This attitude and approach tends to
perpetuate problem behavior.
2. Permissive.
Permissive teachers generate
problem behavior because the
atmosphere they allow is not based
on everyday reality.
Students in a permissive classroom
fail to learn that successful living in
general society requires them to
follow rules.
They do not learn that failure to
follow rules results in adverse
consequences.
They do not learn that acceptable
behavior requires self-discipline.
Students are confused because they
believe that they are free from
restraint and can do whatever they
want.
3. Democratic.
Provide firm guidance and
leadership by establishing rules and
 consequences. Freedom grows from
discipline.
To the extent that students
understand that consequences
follow behavior,
they are then free to choose
behavior that will attain their
legitimate needs.
Dreikurs's assertion that the following
8 conditions foster a democratic
classroom:
1. The establishment of order.
2. The setting of limits.
3. The use of firmness and kindness:
4. Invoving student when establishing
and maintaining rules.
5. Leadership from the teacher.
6. Inviting cooperation and
eliminating destructive competition.
7. Promoting a sense of belonging
within a group.
8. Encouraging an atmosphere of
freedom to explore, discover, and
choose acceptable behavior
Lee and Marlene Canter-
Assertive Discipline
Canter model
Based on thousands of hours of
observing effective teachers.
Discovered that Assertive
Discipline helps teachers teach
and students learn
Assertive discipline
is an approach to classroom
management
13
it involves a high level of
teacher control in the class.
it is also called the 'take-control'
approach to teaching
is a systematic and objective
way of ensuring a teacher-
controlled classroom.
teachers are demanding yet
treats everyone fairly.
the approach maintains that
teachers must establish rules
and directions that clearly
define the limits of
acceptable and unacceptable
student behavior.
teach these rules and
directions, and ask for
assistance from parents and/or
administrators when support is
needed in handling the behavior
of student.
the underlying goal of assertive
discipline is to allow teachers to
engage students in the
learning process
uninterrupted by student's
misbehavior.
Principles of model
teachers should insist on
responsible Behavior
 failure to teach comes from the right to know the
poor class control consequences of inappropriate
behavior
teacher must develop
consistent and from rules the right to be taught
acceptable and responsible
students have basic right as behavior.
learners.

teachers must clearly states the

expectations, consistently apply
the consequences, and never
violates the best interest of the
pupils.

teacher's right and students'

right

NONASSERTIVE, ASSERTIVE &

HOSTILE TEACHER
TEACHER
three basic response style used
establish classroom rules, by teacher:
procedures and routines.
Nonassertive , hostile
determine and request and assertive .
appropriate behavior from
students ::Nonassertive and hostile
style-->reactive in nature,
ask for assistance and
parents' support Assertive style-->proactive in
nature,
teacher students
consistently follow the rules
and directions.
Nonassertive
STUDENT
fail to make their needs and
allow studets to take advantage
the right to know the behavior
of them.
expected by the teacher
Appear wishy-washy,-->
the right to have firm and
confuses students
consistent limit established
they do not know what to
the right to have consistent expect
encouragement
14
 teachers threaten the students.
teachers feel frustrated.
they burn out quickly--> leave
teaching profession
aggresive students run the
class, less aggresive students
are frustrated.
Hostile teacher
respond in a manner that
disregards the needs and
feeling of students.
in many cases, violates
students' right.
responses to students-->
negative, condescending,
sarcastic or hostile.
make unprofessional comments
about students.
describe the classroom as a
battleground.
Assertive Teacher
clear and firly express their
needs.
positive expectation of the
students
they say what they mean and
mean what they say.
Canter and Canter--> planning
is essential to good teaching
and to good discipline
15
Steps in developing the Plan.
1.Recognize and remove
roadblocks to assertive discipline.
Most of the roadblocks have to do with
negative expectations about students:
they have poor health, home,
personality, genes, and/or
environment and, therefore, they are
expected to misbehave.
2.Practice the use of assertive
response styles. The Canters
differentiate among three response
styles: nonassertive, hostile, and
assertive
3. Learning to set limits. No matter
what the activity, in order to be
assertive, you need to be aware of
what behaviors you want and need
from the students. Think in terms of
what you want students to do, e.g.,
take turns, starting to work on time
4. Learning to follow through on
limits. Limits are the positive
demands you have made on students.
Take the appropriate action when
students either refuse to meet the
demands
5. Implementing a system of
positive assertions. Rules and limits.
This is only one side of the discipline
picture. The other side, the positive
one. When systematic attention is
given to pupils who behave
appropriately.
Jacob Kounins- Group
Management
The mastery of classroom
management must include the
ability to teach to the learning style
of the group instead of the
individual, and organizing of
lessons and teaching methods.

The goal of classroom
management is to create an
environment which not only
stimulates student learning but
also motivates students to learn
The ripple effect
*the 'ripple effect' occurs when the
teacher corrects a misbehavior in one
student, and this positively influences
the behavior of other nearby students.
Whit-it-ness
*Awareness of what is going on in all
parts of the classroom at all times.
Overlapping
*Being able to attend to two or more
issues at the same time.
Effective Transitions
*Keeping lessons moving with avoiding
abrupt changes.
Group Focus
16
*The abiility to keep memebrs of the
class or group paying attention to the
task.
Teachers can reduce satiation by :
*providing a feeling of progress
*offering challenges throught the
lesson
*being enthusiastic
*adding VARIETY to the lesson
The Choice Theory / The Reality
Theory (Glasser)
students need to have an
awarenesess of their responsibility
and to make their own decisions
about their learning and behaviour
in the classroom,
students must have a choice and
that if they help choose their
curriculum and decide on the rules
in the classroom,
they will then have ownership of
their learning, have pride in their
participation, will have higher self-
esteem and will exhibit greater
levels of self-confidence and higher
levels of cognition
 always ask the students to do
the best that they can
The three things....

1. provide a curriculum that is

genuinely attractive to students. Four essentials of Lead Teachers.

2. use non-coercive disicpline to help 1. constantly engage students in

students make responsible choices
that lead to personal success.
Choice theory in the classroom
discussions of what quality is.
2. model activities so students know
what is expected, and seek
suggestions for changing or improving
upon the activity,

Specifically, all of our behaviour is our

best attempt to satisfy one or more of
five basic needs built into our genetic Quality teaching related to discipline.
structure. Glasser identifies these
basic needs as: avoid adversarial position
Love and Belonging (this
includes groups as well as work with students to establish
families or loved ones) standards of conduct in the
Freedom(includes classroom.
independence, autonomy, your
own 'space')
natural discussions about class
Fun (includes pleasure and
behavior.
enjoyment
Power (which includes
achievement and feeling get students to decide what
worthwhile as well as winning should happen when behavior
agreement are broken.
Survival (includes nourishment,
shelter, sex)

how to intervene when rules are

broken.
Quality Teaching
avoid the seven deadly habits in
teaching:
Provide a warm, supportive
classroom climate
CRITICIZING, blaiming,
Use lead teaching rather than COMPLAINING, nagging,
boss teaching THREATENING, punishing, and
REWARDING students to control
ask students only to do work
that is useful. them.

17
CHAPTER 5: DISCIPLINARY 5. Define the misbehaviour
PROBLEMS AND PROBLEMATIC - behavior that prevents the smooth
BEHAVIOR (MISBEHAVIOUR) IN T&L
THE CLASSROOM
6.Provide the means to identify
Types of Disciplinary problematic behaviour - type
problems o Test academic achievement test
Problematic behaviour in (UPSR, PMR, SPM)
classroom o Test intelligence (multiple
Causes of disciplinary intelligence)
problems o Test tendency talent (differential
aptitude test)
And problematic behavior
o interest test (Career assessment
inventory)
o personality test (the survey of
personal value)
o Screening tests - type of document
is not a test
o Test-card interview technique
o Observation
USUAL EXAM QUESTIONS

1. Give the two types of CHAPTER 6: MANAGEMENT OF

disciplinary problems DISCIPLINARY PROBLEMS IN THE
disruptive behaviour (behaviour CLASSROOM
that affect the p & p)
destructive behaviour (self- Teachers roles in managing
harm behaviour, school and disciplinary problems
community)
Provide recommendations to
2. Give examples of disruptive reduce discipline problems
behavior an interesting lesson plans and
naughty behavior systematic
Hyperactivity Diversify Activities in teaching
Do not bring exercise book
Valuing and compliment students
Aggressive
democratic leadership
3.Give examples of destructive enrichment activities
behaviour
Teach pupils according to their
Vandalism
abilities
Violent
Intimidation questioning techniques
Setting rules
4. Specify the type of discipline
Avoid the use of intimidation
teachers instruction
work instruction Nurturing the moral values.
self Hindrance in Managing classroom
groups discipline
-Parents resistance
18
 -Peer pressure Time out (fines out of the
-Students growth problem classroom)
-Classroom environment
Unexpected disruption Modelling
Management / reinforcement /
Intervention in handling self control
disciplinary problems
Separation
-Pastoral cares
.What is Pastoral Care? Special needs students
Treat teachers as parents (the State programs organized by the
Ministry of Education for students
guidance given to the welfare of
with special needs
student teachers)
Special Education Programs
-Guidance and Counselling hearing impaired
Provide guidance concept Special Education Program for
Process helps students develop visually impaired
optimal potential and abilities Integration Educational Program
Develop individual personal Preschool Special Education
systematic and structured Programs
Special Education Programs
Technical and Vocational
Give approach in guidance inclusive Education Program
development
Meltdown/crisis
Prevention State children with special needs
Recovery category
will moderate & severe Mental
Give two types of counselling Physical Disability
- individual Disability vision
- group Learning difficulties
Behaviour modification Dyslexia
techniques Autistic
Late development
State behaviour modification Hyperactivity
techniques gifted/talented
Reinforcing (positive and
negative) Give the characteristics of
Penalties (sentence, warning, children with mental retardation
calling the parents) IQ low
low learning rate
Reverse Psycology (behavior
Difficulty understanding
modification techniques
abstract ideas
negative to positive, skilled
teachers convince students) low language skills
memory problems
Shaping
Weakness in learning
Token economy social behaviour Slightly mature
Contract

19
 Sitting in front
way for teachers to overcome Look towards students
difficulties with children that have Use sign language
mental retardation
important information recorded
User activity brief, clear and on the whiteboard
structured Information be served through
a longer time given to them to BBM (visual)
complete the task
instruction given in small Describe the characteristics of
fractions and should be students with learning disabilities
repeated Slow understand something
New skills must be repeated hard to follow instructions
and practiced.
memory problems

weak self-concept
hard solving problems
Explain characteristics children
who are visually impaired Slow to answer question
Having trouble reading if small
fonts how. Management for learning
disabilities
Holds book too close
teach way to learn
Wrong reading on the board
Provide mentoring programs to
Frequent eye rubbing
students
Complain headache
guidance given to pupils
they actively involve
Classroom Management for
visually impaired students
Encourage students always help
State autistic.
pupils
Isolate yourself
large font reading material
Refusing to talk
in front of pupils rating
social skills and poor
Encouraging students use a
communication
tape recorder
Give remarkable response
furniture arrangement to avoid
prevent movement
Classroom management for
autistic problem
State the characteristics of
Give consciousness
children with hearing problems
Failure to follow the instructions Strategies to manage such
behaviour to reward desired
if not visual misunderstanding
behaviour
the speaker
avoid materials that can hurt
portable Confused and attention
them
not smooth Speech
Provide a structured
Always ask friends environment

Way to overcome children who
Characteristics of late
have hearing problems
development
Use of technology in teaching
and learning

20
 Inability to manage themselves enrichment program
(hold pen wrongly, cannot write a special program to develop
properly) their potential
Difficult mix Involve self-directed learning
low in Treasury / mathematics
poor social skills, difficulty in CHAPTER 7: PLANNING OF AN
peer relationships EFFECTIVE CLASSROOM
MANAGEMENT
Classroom Management for the
late development
Psychological Services Preparation of an effective
Eat balanced classroom management plan
classroom management plan
use of technology for teaching
details every aspect of
and learning
myphilosophy, rules, and
create regular classroom
expectations for class
routines.
management plan as a guide
features of hyperactive children throughout the year in order to
Portable attention help me make decisions, plan
Fast bored lessons, and work with students
hard to focus
hard to follow directions
Troubled process information
can not sit still
Attitude restless

Way teachers overcome

Comprehensive Classroom
hyperactivity
Management
a special seat so not a lot of
Contents
material that can distract Beliefs
The opportunity to actively o I followed the assigned
engage in the activity format.
a simple and easy task o Each belief is 1 to 3
Conduct routine classroom sentences.
is clear about rules and
procedures for class Rules
o The poster is printed in color.
gifted characteristics o The paper is short and to the
high IQ point.
Less patient if slow rate lesson Consequences
The problem of adaptation in o The poster is printed in color.
terms of intelligence might be o The paper is short and to the
regarded as arrogant, show-off - point.
hard to work together
Procedures
Way of problem gifted overcome
21
 o The paper has a brief
introduction.
o Each procedure is explained
step-by-step using bullets.
Communications
The introductory letter to
families
on stationery
printed in color
information about the
teacher, expectations for
student, overview of what
the students will
learn, contact
information, a tear off
sheet to indicate that
parent read the letter
22
signature
Student-teacher problem-
solving
Room Arrangement
o Image of classroom printed in
color
o Brief paper
First Day of School Lesson Plan
Teaches essential procedures
Contains ways teacher will
check for understanding
Contains ways teacher will
avoid problems or
misconceptions that may occur
during the lesson