EDU 3104 SEM 3 6.

Give examples of common rules
used in the classroom
1. Give the teacher's role in classroom - Well-mannered and help each other in
management. nature
- Manages classroom routines - Respect other people's property
- Managing student activities - Listen when others speak
- Manage the evaluation materials - Respect others
- Manage student information resources - Obey school rules
- Manages group activities
- Manages classroom discipline 7. Give the types of classroom routine
- class routine (non-academic)
2. State affective characteristics of - administration
teachers in classroom management. - movement of students (academic)
- Effectively manage the classroom - management tasks (academic)
- Creating an atmosphere that promotes - learning (academic)
students’ learning and strive to do best. - interaction (academic)
- Using time more efficient
8. Give examples found in a routine at
3. State the features found in the school
physical environment. - pupils attendance
- The layout and physical design in the - Taking students attendance
classroom - Throughout the school
- Learning material resources - pupils dismiss after the end of school
- living / learning angle time
- Clean
- lighting, ventilation and furniture 9. Describe the classroom procedures
- Space on the wall - Use of the classroom (teacher desks,
student desks, restrooms, reading corner)
4. Provide psychosocial environmental - teachers’ teaching, presentations, and
features training individuals (focus pupil, pupil
- comfortable and friendly atmosphere involvement, talk to each other, ask for
- free from the threat of physical danger help / guidance)
- feeling accepted - general procedure (distribution &
- Sensitive and responsive to individual collection of materials)
differences - a cooperative learning activities (project
- a stimulating learning atmosphere create science, social studies assignment,
open communication and encourages the ensure pupils accordance with the
sharing of ideas. procedures provided)
- The promotion of cooperative learning - The transition into and out of the
- the same opportunities for all students classroom (make sure the students lined
up in a straight line to and from a place
5. Describe ways to create classroom such as a library)
rules and routines appropriate.
- Verse must be concise and clear 10. Give 3 types of assessment in the
- agreed rules classroom
- Limit the number of rules - Testing
- rules must be fair - Measurement
- in accordance with the rules of the - Assessment
school.

the two-way format and the actual exam interaction) . do not be afraid pleaded guilty) over managing the test or examination .Try to become familiar with the test more easily appreciated.Emotional Integrity (associated with .Date of tests and examinations by their names . What advantages/benefits when 19. Give the two types of disciplinary .Interested in learning .test and examinations administration students (encouraging students to express impact on student attitudes positive emotions) . What is the importance of keeping a belonging.the learning environment in the .Allow students in early .Questions must include the level of .disruptive behaviour (behaviour that . caring.Teachers should identify the dynamic .Gender .Easy to control students . Describe the strategies that can examination build positive relationships between .Getting the cooperation of students . destructive behaviour (self-harm classroom behaviour.Demonstrate a good example affect the p & p) .Teachers should note the presence of behavior) students during exams . Describe the preparation of test and 16.notify pupil date of the test .socioeconomic status 14.teachers give attention to her pupils . can share .11. school and community) .Tests and examination must be fair . build a sense of 13.Students should be ready and seated honesty in expressing their opinions and respectively have accountability over their own . practice loving character relationship when teachers and students 18. .Respect (accept students like herself.to formulate test questions .caring attitude absorb.Improve academic achievement .teacher acts as head 15.Concern (considerate. .positive image of the teacher . Describe the elements in the . State the practice of caring culture.Set realistic expectations .Able to raise students’ motivation dynamics classroom .Provide a comfortable environment their problems) .frequency of tests or examinations in one teachers and pupils.Showing concern thinking apart from the knowledge of .Remembering names and call students .Distribute responsibility . . Give the teacher's role in the students keep in contact with teachers dynamics of the group.Religion / race .Provides collaboration group .Key elements in communication students. term . State the way for administrators feedback. (humorous) .The time of each test and examination .the teacher as a role model . Give the factors that influence teacher-student relationship 20.instilling patriotism in class / classroom .Encouraging emotional integrity among .teacher’s behaviour .More motivated . give honest 12.Discuss with teachers teaching the same subject 17.Appearance & body language problems .Authentic (be yourself.

skilled teachers convince and Vocational students) .Teach pupils according to their abilities .Physical Disability .Do not bring exercise book systematic .Develop individual personal systematic problematic behaviour .type and structured o Test academic achievement test (UPSR.21.Treat teachers as parents (the guidance .questioning techniques . .inclusive Education Program . Provide guidance concept .democratic leadership behaviour .Nurturing the moral values. Give approach in guidance o Test intelligence (multiple intelligence) .Preschool Special Education Programs modification techniques negative to . Give examples of destructive . Provide recommendations to .What is Pastoral Care? -self .Vandalism .Special Education Program for visually . Provide the means to identify .Process helps students develop optimal potential and abilities 25.Prevention o interest test (Career assessment .type of document is .will moderate & severe Mental . PMR.Disability vision control . State programs organized by the o Observation Ministry of Education for students with special needs 26.Violent .Token economy 33.Valuing and compliment students 22.Penalties (sentence.groups given to the welfare of student teachers) 24.Reinforcing (positive and negative) . Give two types of counselling value) .group not a test o Test-card interview technique 32.Intimidation .Avoid the use of intimidation 23.teacher’s instruction -work instruction 28.Dyslexia . Define the misbehaviour 29.an interesting lesson plans and . State children with special needs .naughty behavior reduce discipline problems . Specify the type of discipline .Hyperactivity .Aggressive .Contract category . State behaviour modification .Learning difficulties .behavior that prevents the smooth p & p .Integration Educational Program . calling the impaired parents) .Modelling . Give examples of disruptive behavior 27.Shaping . SPM) 30.Management / reinforcement / self .development o Test tendency talent (differential aptitude . Reverse Psycology (behavior .Recovery inventory) o personality test (the survey of personal 31.Special Education Programs hearing techniques impaired .individual o Screening tests .Setting rules .Separation .Time out (fines out of the classroom) .Diversify Activities in teaching .enrichment activities . warning.Meltdown/crisis test) .Special Education Programs Technical positive.

poor social skills.Complain headache .hard to follow instructions difficulties with children that have .Use sign language .Difficulty understanding abstract ideas .Look towards students with mental retardation .gifted/talented learning .memory problems .Sitting in front 34.portable Confused and attention . State autistic.instruction given in small fractions and 41.hard solving problems .Provide a structured environment recorder . State the characteristics of children . Classroom Management for visually problem impaired students .Failure to follow the instructions . way for teachers to overcome .New skills must be repeated and – teach way to learn practiced.Frequent eye rubbing .memory problems mental retardation . Give the characteristics of children .red and watery eyes 43.Weakness in learning 40.Autistic 39.low learning rate whiteboard .social skills and poor communication .Slow understand something 35. Management for learning should be repeated disabilities . difficulty in peer .Always ask friends .in front of pupils rating .weak self-concept .Information be served through BBM .avoid materials that can hurt them . Explain characteristics children . .a longer time given to them to complete . .Slow to answer question the task .Encouraging students use a tape .important information recorded on the .furniture arrangement to avoid prevent 44. Describe the characteristics of .User activity brief.guidance given to pupils 36.Late development have hearing problems .Wrong reading on the board .Refusing to talk .Hyperactivity .low language skills (visual) .Encourage students always help pupils .Isolate yourself .Provide mentoring programs to students . Classroom management for autistic 37. Characteristics of late development movement .Give remarkable response .Holds book too close ..Difficult mix with hearing problems .they actively involve who are visually impaired . clear and structured .Use of technology in teaching and . Way to overcome children who .Strategies to manage such behaviour to .Inability to manage themselves (hold pen wrongly. how.large font reading material reward desired behaviour .social behaviour Slightly mature students with learning disabilities .low in Treasury / mathematics .not smooth Speech .IQ low .Having trouble reading if small fonts 42. cannot write properly) 38.if not visual misunderstanding the relationships speaker .Give consciousness .

Express Programme can distract .hard to work together .The opportunity to actively engage in the development activity .Psychological Services .Conduct routine classroom .hard to follow directions arrogant.high IQ .Troubled process information .The problem of adaptation in terms of . show-off .is clear about rules and procedures for learning class .Involve self-directed learning .hard to focus intelligence might be regarded as .enrichment program . Classroom Management for the late .a special seat so not a lot of material that .a simple and easy task .Portable attention . Way teachers overcome potential hyperactivity . gifted characteristics 46.can not sit still 49.create regular classroom routines. features of hyperactive children .Attitude restless .use of technology for teaching and . Way of problem gifted overcome .a special program to develop their 47.Eat balanced .45. 48.Less patient if slow rate lesson .Fast bored .