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

strategies to provide physical
and psychological safety in the  Understands
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

 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

-Non confident
Effective Teacher
 Cares:
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


-Teaching competency has various
dimensions such as content
knowledge, instructional planning,
student motivation, presentation and
communication skills, evaluation Competency Of Teaching and Learning
competencies and classroom
management skills. (subject matter)
-Competent teachers create classroom
conditions and climate, which are * Subject Content --> understand
conducive for student learning. the facts, terminology, general
Common Teaching Competencies concepts.

-On Subject matter --->Teachers need to relate content to
their daily lives.
-On pedagogical subject
Ex: student learn dy dx for add maths
-On current issues/general knowledge because arcitect needs to calculate
(Upin Ipin etc) the weight of loads to make an arch on
a bridge.
-On questioning technique
--->Besides, teachers have to learn
-On evaluating new things by reading, attending
seminars, workshops, conference and
-On multitasking so on.

-managing skills :-:to ensure the teachers are updated
with the current new knowledge
-Designs lessons for student mastery through the sharing with other
teachers or instructors.
-Works cooperatively and learns from
colleagues (pedagogycal subject)

-Seeks out a mentor who serves as a
role model
 Disposition and Moral
-Goes to professional meetings to 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
educator’s own professional growth.
- Dispositions are guided by beliefs
and attitudes related to values such as


--->Provide opportunities for studennts to use various sense such as vision.continued learning. . belief that all students can learn. and social justice. auditory.parents * determine goals and planning skills-->sufficient time allocation. topic is difficult and requires more . fairness. and listens to the parents. and P: Planning communities they serve I: Implementing * Teaching and Learning Strategy-- >constructivist approach.students 2.Establishes good classroom managementtechniques . action management) research. students. consistently . R: Reflective --->Teachers also need to diversify the R.caring. C: Controlling emphasize collaboration between students.Establishes good control of the Usual Exam Question classroom . honesty. 3 .Constantly works to improve 1. and well being in and out of school.we need to be accountable to: 1. --->teachers also need to know the responsibility.Does things right. they might include a time. --->Questioning skills should also be controlled by the teacher. kinesthetic and tactile sensasion.PICRR (elements to be used for practices through definition and aims of classroom . Rapport strategies and methods appropriate to the needs and level of student achievement.For example. a vision of high and challenging ---> Effective time management standards. reflection for improvement.Exhibits positive expectations for ALL students . (managing skills) 2. or a commitment to a safe for teachers is crucial for success and supportive learning environment.

society & nation -Psycho-social environment interpersonal relationships in the school. . Action taken by teacher to . Manage student information o Sustaining the Environment resources o Enthusiasm . Give the teacher's role in environment classroom management.Manages classroom discipline o Sense of Belonging o Fairness 5. -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.Manages classroom routines Teacher responsibilities . the social environment and how the 3. The psychosocial environment is -help to create comfortable working also about the students’ place experience of the learning situation. and their responses to problems . inhibit or promotes students’ learning and strive minimize behaviour problems to do best. -Physical environment  Management of Classroom includes all physical aspects Assessment such as classrooms. 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.3.Effectively manage the classroom .Colleagues and teaching students and the staff interact profession with each other. teaching -Test and examination materials and learning planning process 4 .Manages group activities o Importance of each student .teachers (anyone related to teaching facilities.Creating an atmosphere that eradicate. State affective characteristics of teachers in classroom -Classroom rules and regulation management. both inside and profession) outside the classroom.Managing student activities o Creating the desired . 4.Using time more efficient when they happen to occur in the classroom.Manage the evaluation materials Environment .

The promotion of cooperative 7. Describe ways to create teachers’ teaching. students restrooms. 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 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. individuals (focus pupil. Provide psychosocial management tasks (academic) environmental features learning (academic) comfortable and friendly atmosphere interaction (academic) free from the threat of physical 6. and training appropriate. student desks. talk to each other. State the features found in the other in nature physical environment. Give examples of common rules administrative staff used in the classroom Usual Exam Question Well-mannered and help each 1. classroom rules and routines presentations. o Info on teachers and 4. reading corner) 3. Give the types of classroom routine lighting. Describe the classroom procedures learning Use of the classroom (teacher the same opportunities for all desks. -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. ask for help / guidance) 5 . ventilation and class routine (non-academic) furniture administration Space on the wall movement of students (academic) 2. pupil Verse must be concise and clear involvement.

9. 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 . 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. 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. social studies assignment.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. 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. 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.

academic achievement good job. 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. 7 . 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. possible improvement in their choice of words.  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. well done.

are divided equally. provide some time -->set of rules (1) agreed by both parties. in the engagement of everybody in the classroom.. --> 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 .. --> do not burden them with responsibility of providing any type of Good classroom dynamics consist learning materials. 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. teaching Usual Exam Question *A handful of extrovert pupils --> rewards. *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. for the students to feel better. 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).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.. It must be set up --> use appropriate example while according to a plan. praises.

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

--Be yourself --Give honest feedback CHAPTER 4: MANAGEMENT OF CLASSROOM DISCIPLINE --Accept your own mistakes --Be responsible on your own action Rudolf Dreikurs .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. --Sensitive towards the student's dreikurs believed that all needs humans have a primary need to belong and feel part of group.1972) --Considerate believed that discipline is based on mutual respect. 10 . 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. --trust How we have been/are treated by our teachers contributes to the creation of Genuine our basic self-esteem. which --Concern with student's problems motivates students to behave constructively because of their --Cooperate with students high sense of social interest.Logical Consequences In Classroom --Good EQ Management Sensitive (1897 .

basic motivation is to belong. with its implied. dreikurs' educational philosophy is "based on the philosophy of Attention Seeking-->become a demoncracy. students always have the mistaken human social behavior. a class clown. have a tantrum --> Albert (1996) --> lawyer 'syndrome'. 11 . ->> have self-worth only when attention is paid to them. humans are decision-marking organism. 3. adult rather than get attention -our behavior is the result of our own  the power seeking student-->want biased interpretation to be the boss and will contradict. no longer with small amounts of dreikurs' social discipline model is attention students become nuisance. behavior->>child get attention in a more appropriate manner. 2. dreikurs called this need to belong the genuine goal of 1. 4. lie. problem->>constructive and destructive. Andler's social theory. All behavior is to plan.people do no simply react to forces that confront us from  the students trying to control the the outside world. Teachers must understand the goals  some power seeking students are student trying to achieve by action: more passive. To avoid failure. Attention Getting . logical consequences shift from To gain power a behavioral focus on discipline --> more humanistic approach To seek revenge for some --> using motivation and goals perceived injustice. teacher can redirect inappropriate 2. of students behavior. To seek attention  Albert --> students do have positive characteristics of leadership ability. 3. humans only precieve reality and Power Seeking this perception . control student behavior while helping students recognize the consequences of their decisions. based on the four basic premises of a show offf. they ask question not for 1. humans are social beings and their information but for attention.

*Consistency is the key Revealed: Revenge seeking A consequence should be revealed (known) in advanced to predictable behavior Failure avoiding  student expect only failure and defeat-->simply give up. Reliably enforced:  Provide firm guidance and *a consequence should follow leadership by establishing rules and misbehavior 12 . Related:  Students are confused because they believe that they are free from *a consequence should be logically restraint and can do whatever they connected to the behavior want.  they fear will fail if they try. Democratic.  they are competitive and fear they can't do as well as others 2. do  Permissive teachers generate  they feel pressure by parents problem behavior because the and teachers atmosphere they allow is not based on everyday reality. which can be redirected. 3 Types of Teacher  feeling cannot achieve Autocratic. academically or find a place in  Autocratic teachers force their will the social structure of the on students in order to control the class-->they withdraw class. thinking.  Students in a permissive classroom fail to learn that successful living in general society requires them to follow rules. assertiveness and independent *threats without action are ineffective. 3. they want  This attitude and approach tends to perpetuate problem behavior.  They do not learn that acceptable behavior requires self-discipline. The 5 R's of Logical Consequences.  They do not learn that failure to Consequences of misbehaviors follow rules results in adverse consequences.  They motivate students with outside  they are overly ambitiious and pressures rather than stimulate fear they cannot do as well as motivation from within. Permissive.

discover. and directions that clearly define the limits of 5. and administrators when support is choose acceptable behavior needed in handling the behavior of student. Leadership from the teacher. approach to teaching  they are then free to choose behavior that will attain their is a systematic and objective legitimate needs. 7. The setting of limits. Inviting cooperation and student behavior. acceptable and unacceptable 6. Based on thousands of hours of observing effective teachers. 2. 3.  To the extent that students understand that consequences it is also called the 'take-control' follow behavior. The establishment of order. the underlying goal of assertive discipline is to allow teachers to Assertive Discipline engage students in the learning process Canter model uninterrupted by student's misbehavior. 8 conditions foster a democratic classroom: teachers are demanding yet 1. Invoving student when establishing teachers must establish rules and maintaining rules. way of ensuring a teacher- Dreikurs's assertion that the following controlled classroom. eliminating destructive competition. Lee and Marlene Canter. teacher control in the class. Discovered that Assertive Discipline helps teachers teach and students learn Assertive discipline is an approach to classroom Principles of model management teachers should insist on responsible Behavior 13 . directions. Promoting a sense of belonging teach these rules and within a group. Encouraging an atmosphere of assistance from parents and/or freedom to explore. treats everyone fairly. consequences. The use of firmness and kindness: the approach maintains that 4. Freedom grows from it involves a high level of discipline. and ask for 8.

expected by the teacher Appear wishy-washy. learners. teacher's right and students' right NONASSERTIVE. hostile determine and request and assertive . teachers must clearly states the expectations. Nonassertive . by teacher: procedures and routines. and never violates the best interest of the pupils. ASSERTIVE & HOSTILE TEACHER TEACHER three basic response style used establish classroom rules. 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.--> 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 . consistently apply the consequences. appropriate behavior from students ::Nonassertive and hostile style-->reactive in nature. 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. ask for assistance and parents' support Assertive style-->proactive in nature.

teachers feel frustrated. and disregards the needs and assertive feeling of students. The Canters differentiate among three response respond in a manner that styles: nonassertive. and/or class.Practice the use of assertive Hostile teacher response styles. Limits are the positive make unprofessional comments demands you have made on students. Implementing a system of positive assertions. Take the appropriate action when students either refuse to meet the describe the classroom as a demands battleground. in order to be in many cases. starting to work on time sarcastic or hostile. what behaviors you want and need from the students. you need to be aware of students' right. e. take turns. 15 . expected to misbehave. 4. about students. Think in terms of responses to students--> what you want students to do. Learning to set limits. given to pupils who behave appropriately. genes. they burn out quickly--> leave Most of the roadblocks have to do with teaching profession negative expectations about students: they have poor health. When systematic attention is needs.g. Assertive Teacher This is only one side of the discipline picture. 3. violates assertive. Rules and limits. 2.Group Management they say what they mean and mean what they say. negative. the positive clear and firly express their one. and organizing of lessons and teaching methods. Learning to follow through on limits. hostile. home.Recognize and remove roadblocks to assertive discipline. aggresive students run the personality. positive expectation of the students Jacob Kounins. less aggresive students environment and. condescending. 1. The other side. teachers threaten the students. therefore.. they are are frustrated. No matter what the activity. Canter and Canter--> planning  The mastery of classroom is essential to good teaching management must include the and to good discipline ability to teach to the learning style of the group instead of the individual. Steps in developing the Plan. 5.

esteem and will exhibit greater levels of self-confidence and higher levels of cognition Group Focus 16 . *The abiility to keep memebrs of the class or group paying attention to the task. Effective Transitions  they will then have ownership of their learning. have pride in their *Keeping lessons moving with avoiding participation. in the classroom. in the classroom. Overlapping  students must have a choice and that if they help choose their *Being able to attend to two or more curriculum and decide on the rules issues at the same time.  The goal of classroom Teachers can reduce satiation by : management is to create an environment which not only *providing a feeling of progress stimulates student learning but also motivates students to learn *offering challenges throught the lesson *being enthusiastic *adding VARIETY to the lesson The ripple effect *the 'ripple effect' occurs when the teacher corrects a misbehavior in one The Choice Theory / The Reality student.  students need to have an Whit-it-ness awarenesess of their responsibility and to make their own decisions *Awareness of what is going on in all about their learning and behaviour parts of the classroom at all times. and this positively influences Theory (Glasser) the behavior of other nearby students. will have higher self- abrupt changes.

sex) how to intervene when rules are broken. provide a curriculum that is genuinely attractive to students. supportive classroom climate CRITICIZING. boss teaching THREATENING. Use lead teaching rather than COMPLAINING. structure. your own 'space') natural discussions about class Fun (includes pleasure and behavior.. 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. Four essentials of Lead Teachers. 17 . 1. and REWARDING students to control ask students only to do work that is useful. that lead to personal success. model activities so students know what is expected. 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. enjoyment Power (which includes achievement and feeling get students to decide what worthwhile as well as winning should happen when behavior agreement are broken. them. Specifically. and seek suggestions for changing or improving Choice theory in the classroom upon the activity... constantly engage students in students make responsible choices discussions of what quality is. independence. always ask the students to do the best that they can The three things. blaiming. 2. use non-coercive disicpline to help 1. Survival (includes nourishment. punishing. shelter. Quality Teaching avoid the seven deadly habits in teaching: Provide a warm. autonomy. nagging. 2.

school and disciplinary problems community) Provide recommendations to 2.  self Hindrance in Managing classroom  groups discipline -Parents resistance 18 .Provide the means to identify  Types of Disciplinary problematic behaviour . Specify the type of discipline Avoid the use of intimidation  teacher’s instruction  work instruction Nurturing the moral values. 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 . 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.CHAPTER 5: DISCIPLINARY 5.type of document is not a test o Test-card interview technique o Observation USUAL EXAM QUESTIONS 1. Define the misbehaviour PROBLEMS AND PROBLEMATIC .behavior that prevents the smooth BEHAVIOR (MISBEHAVIOUR) IN T&L THE CLASSROOM 6. Teacher’s roles in managing harm behaviour.Give examples of destructive enrichment activities behaviour Teach pupils according to their  Vandalism abilities  Violent  Intimidation questioning techniques Setting rules 4.type problems o Test academic achievement test  Problematic behaviour in (UPSR. 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.

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 .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.individual  Disability vision  . warning.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  . -Peer pressure Time out (fines out of the -Student’s growth problem classroom) -Classroom environment Unexpected disruption Modelling Management / reinforcement / Intervention in handling self control disciplinary problems Separation -Pastoral cares .

 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. 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. 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 .  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. 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.

and  create regular classroom expectations for class routines. rules. point. 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. hard to work together Procedures Way of problem gifted overcome 21 . terms of intelligence might be  o The paper is short and to the regarded as arrogant. plan  Fast bored lessons. gifted characteristics  o The paper is short and to the  high IQ point. cannot write  a special program to develop properly) their potential  Difficult mix  Involve self-directed learning  low in Treasury / mathematics  poor social skills. management plan as a guide features of hyperactive children throughout the year in order to  Portable attention help me make decisions.  Inability to manage themselves  enrichment program (hold pen wrongly.  Less patient if slow rate lesson Consequences  The problem of adaptation in  o The poster is printed in color. 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. show-off .

a “tear off” avoid problems or sheet to indicate that misconceptions that may occur parent read the letter during the lesson 22 . overview of what  Contains ways teacher will the students will check for understanding learn. expectations for  Teaches essential procedures student. o The paper has a brief signature introduction. Student-teacher problem-  o Each procedure is explained solving step-by-step using bullets. Communications Room Arrangement  The introductory letter to  o Image of classroom printed in families color on stationery  o Brief paper printed in color information about the First Day of School Lesson Plan teacher. contact  Contains ways teacher will information.