EDU 3104 SEM 3 1. Give the teacher's role in classroom management.

- Manages classroom routines - Managing student activities - Manage the evaluation materials - Manage student information resources - Manages group activities - Manages classroom discipline 2. State affective characteristics of teachers in classroom management. - Effectively manage the classroom - Creating an atmosphere that promotes students learning and strive to do best. - Using time more efficient 3. State the features found in the physical environment. - The layout and physical design in the classroom - Learning material resources - living / learning angle - Clean - lighting, ventilation and furniture - Space on the wall 4. Provide psychosocial environmental features - comfortable and friendly atmosphere - free from the threat of physical danger - feeling accepted - Sensitive and responsive to individual differences - a stimulating learning atmosphere create open communication and encourages the sharing of ideas. - The promotion of cooperative learning - the same opportunities for all students 5. Describe ways to create classroom rules and routines appropriate. - Verse must be concise and clear - agreed rules - Limit the number of rules - rules must be fair - in accordance with the rules of the school. 6. Give examples of common rules used in the classroom - Well-mannered and help each other in nature - Respect other people's property - Listen when others speak - Respect others - Obey school rules 7. Give the types of classroom routine - class routine (non-academic) - administration - movement of students (academic) - management tasks (academic) - learning (academic) - interaction (academic)

8. Give examples found in a routine at school - pupils attendance - Taking students attendance - Throughout the school - pupils dismiss after the end of school time 9. Describe the classroom procedures - Use of the classroom (teacher desks, student desks, restrooms, reading corner) - teachers teaching, presentations, and training individuals (focus pupil, pupil involvement, talk to each other, ask for help / guidance) - general procedure (distribution & collection of materials) - a cooperative learning activities (project science, social studies assignment, ensure pupils accordance with the procedures provided) - 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 a library) 10. Give 3 types of assessment in the classroom - Testing - Measurement - Assessment 11. Describe the preparation of test and examination - frequency of tests or examinations in one term - Date of tests and examinations - to formulate test questions - The time of each test and examination - Tests and examination must be fair - Questions must include the level of thinking apart from the knowledge of students. - Discuss with teachers teaching the same subject - notify pupil date of the test - Try to become familiar with the test format and the actual exam 12. State the way for administrators over managing the test or examination - Provide a comfortable environment - Allow students in early - Students should be ready and seated respectively - Teachers should note the presence of students during exams - test and examinations administration impact on student attitudes 13. 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 14. What advantages/benefits when students keep in contact with teachers - Interested in learning - Provides collaboration - Improve academic achievement - More motivated 15. Give the factors that influence teacher-student relationship - Appearance & body language - teachers behaviour - Demonstrate a good example

- the learning environment in the classroom 16. 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) 17. 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 18. Describe the elements in the dynamics classroom - Gender - Religion / race - socioeconomic status 19. 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 20. Give the two types of disciplinary problems - disruptive behaviour (behaviour that affect the p & p) - destructive behaviour (self-harm behaviour, school and community) 21. Give examples of disruptive behavior - naughty behavior - Hyperactivity - Do not bring exercise book - Aggressive 22. Give examples of destructive behaviour - Vandalism - Violent - Intimidation 23. Specify the type of discipline - teachers instruction -work instruction -self - groups 24. Define the misbehaviour - behavior that prevents the smooth p & p

25. Provide the means to identify problematic behaviour - type o Test academic achievement test (UPSR, PMR, SPM) o Test intelligence (multiple intelligence) o Test tendency talent (differential aptitude test) 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 26. State behaviour modification techniques - Reinforcing (positive and negative) - Penalties (sentence, warning, calling the parents) - Reverse Psycology (behavior modification techniques negative to positive, skilled teachers convince students) - Shaping - Token economy - Contract - Time out (fines out of the classroom) - Modelling - Management / reinforcement / self control - Separation 27. Provide recommendations to reduce discipline problems - an interesting lesson plans and systematic - Diversify Activities in teaching - Valuing and compliment students - democratic leadership - enrichment activities - Teach pupils according to their abilities - questioning techniques - Setting rules - Avoid the use of intimidation - Nurturing the moral values. 28.What is Pastoral Care? - Treat teachers as parents (the guidance given to the welfare of student teachers) 29. Provide guidance concept - Process helps students develop optimal potential and abilities - Develop individual personal systematic and structured 30. Give approach in guidance - development - Meltdown/crisis - Prevention - Recovery 31. Give two types of counselling - individual - group 32. State programs organized by the Ministry of Education for students with special needs - Special Education Programs hearing impaired

- Special Education Program for visually impaired - Integration Educational Program - Preschool Special Education Programs - Special Education Programs Technical and Vocational - inclusive Education Program 33. State children with special needs category - will moderate & severe Mental - Physical Disability - Disability vision - Learning difficulties - Dyslexia - Autistic - Late development - Hyperactivity - gifted/talented 34. Give the characteristics of children with mental retardation - IQ low - low learning rate - Difficulty understanding abstract ideas - low language skills - memory problems - Weakness in learning - social behaviour Slightly mature 35. way for teachers to overcome difficulties with children that have mental retardation - User activity brief, clear and structured - a longer time given to them to complete the task - instruction given in small fractions and should be repeated - New skills must be repeated and practiced. 36. Explain characteristics children who are visually impaired - Having trouble reading if small fonts - Holds book too close - Wrong reading on the board - Frequent eye rubbing - Complain headache - red and watery eyes 37. Classroom Management for visually impaired students - Encourage students always help pupils - large font reading material - in front of pupils rating - Encouraging students use a tape recorder - furniture arrangement to avoid prevent movement 38. State the characteristics of children with hearing problems - Failure to follow the instructions - if not visual misunderstanding the speaker - portable Confused and attention - not smooth Speech - Always ask friends 39. Way to overcome children who have hearing problems

- Use of technology in teaching and learning - Sitting in front - Look towards students - Use sign language - important information recorded on the whiteboard - Information be served through BBM (visual) 40. Describe the characteristics of students with learning disabilities - Slow understand something - hard to follow instructions - memory problems - weak self-concept - hard solving problems - Slow to answer question 41. how. Management for learning disabilities teach way to learn - Provide mentoring programs to students - guidance given to pupils - they actively involve 42. State autistic. - Isolate yourself - Refusing to talk - social skills and poor communication - Give remarkable response 43. Classroom management for autistic problem - Give consciousness - Strategies to manage such behaviour to reward desired behaviour - avoid materials that can hurt them - Provide a structured environment 44. Characteristics of late development - Inability to manage themselves (hold pen wrongly, cannot write properly) - Difficult mix - low in Treasury / mathematics - poor social skills, difficulty in peer relationships 45. Classroom Management for the late development - Psychological Services - Eat balanced - use of technology for teaching and learning - create regular classroom routines. 46. features of hyperactive children - Portable attention - Fast bored - hard to focus - hard to follow directions - Troubled process information - can not sit still - Attitude restless 47. Way teachers overcome hyperactivity

- a special seat so not a lot of material that can distract - The opportunity to actively engage in the activity - a simple and easy task - Conduct routine classroom - is clear about rules and procedures for class 48. gifted characteristics - high IQ - Less patient if slow rate lesson - The problem of adaptation in terms of intelligence might be regarded as arrogant, show-off - hard to work together 49. Way of problem gifted overcome - enrichment program - a special program to develop their potential - Involve self-directed learning - Express Programme