EDU 3104 SEM 3
Give examples of common rules
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.
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 27. Provide recommendations to
- naughty behavior reduce discipline problems
- Hyperactivity - an interesting lesson plans and
- Do not bring exercise book systematic
- Aggressive - Diversify Activities in teaching
- Valuing and compliment students
22. Give examples of destructive - democratic leadership
behaviour - enrichment activities
- Vandalism - Teach pupils according to their abilities
- Violent - questioning techniques
- Intimidation - Setting rules
- Avoid the use of intimidation
23. Specify the type of discipline - Nurturing the moral values.
- teachers instruction
-work instruction 28.What is Pastoral Care?
-self - Treat teachers as parents (the guidance
- groups given to the welfare of student teachers)

24. Define the misbehaviour 29. Provide guidance concept

- behavior that prevents the smooth p & p - Process helps students develop optimal
potential and abilities
25. Provide the means to identify - Develop individual personal systematic
problematic behaviour - type and structured
o Test academic achievement test (UPSR,
PMR, SPM) 30. Give approach in guidance
o Test intelligence (multiple intelligence) - development
o Test tendency talent (differential aptitude - Meltdown/crisis
test) - Prevention
o interest test (Career assessment - Recovery
inventory)
o personality test (the survey of personal 31. Give two types of counselling
value) - individual
o Screening tests - type of document is - group
not a test
o Test-card interview technique 32. State programs organized by the
o Observation Ministry of Education for students with
special needs
26. State behaviour modification - Special Education Programs hearing
techniques impaired
- Reinforcing (positive and negative) - Special Education Program for visually
- Penalties (sentence, warning, calling the impaired
parents) - Integration Educational Program
- Reverse Psycology (behavior - Preschool Special Education Programs
modification techniques negative to - Special Education Programs Technical
positive, skilled teachers convince and Vocational
students) - inclusive Education Program
- Shaping
- Token economy 33. State children with special needs
- Contract category
- Time out (fines out of the classroom) - will moderate & severe Mental
- Modelling - Physical Disability
- Management / reinforcement / self - Disability vision
control - Learning difficulties
- Separation - Dyslexia
- Autistic 39. Way to overcome children who
- Late development have hearing problems
- Hyperactivity - Use of technology in teaching and
- gifted/talented learning
- Sitting in front
34. Give the characteristics of children - Look towards students
with mental retardation - Use sign language
- IQ low - important information recorded on the
- low learning rate whiteboard
- Difficulty understanding abstract ideas - Information be served through BBM
- low language skills (visual)
- memory problems
- Weakness in learning 40. Describe the characteristics of
- social behaviour Slightly mature students with learning disabilities
- Slow understand something
35. way for teachers to overcome - hard to follow instructions
difficulties with children that have - memory problems
mental retardation - weak self-concept
- User activity brief, clear and structured - hard solving problems
- a longer time given to them to complete - Slow to answer question
the task
- instruction given in small fractions and 41. how. Management for learning
should be repeated disabilities
- New skills must be repeated and teach way to learn
practiced. - Provide mentoring programs to students
- guidance given to pupils
36. Explain characteristics children - they actively involve
who are visually impaired
- Having trouble reading if small fonts 42. State autistic.
- Holds book too close - Isolate yourself
- Wrong reading on the board - Refusing to talk
- Frequent eye rubbing - social skills and poor communication
- Complain headache - Give remarkable response
- red and watery eyes
43. Classroom management for autistic
37. Classroom Management for visually problem
impaired students - Give consciousness
- Encourage students always help pupils - Strategies to manage such behaviour to
- large font reading material reward desired behaviour
- in front of pupils rating - avoid materials that can hurt them
- Encouraging students use a tape - Provide a structured environment
recorder
- furniture arrangement to avoid prevent 44. Characteristics of late development
movement - Inability to manage themselves (hold pen
wrongly, cannot write properly)
38. State the characteristics of children - Difficult mix
with hearing problems - low in Treasury / mathematics
- Failure to follow the instructions - poor social skills, difficulty in peer
- if not visual misunderstanding the relationships
speaker
- portable Confused and attention
- not smooth Speech
- Always ask friends
45. Classroom Management for the late - The opportunity to actively engage in the
development activity
- Psychological Services - a simple and easy task
- Eat balanced - Conduct routine classroom
- use of technology for teaching and - is clear about rules and procedures for
learning class
- create regular classroom routines.
48. gifted characteristics
46. features of hyperactive children - high IQ
- Portable attention - Less patient if slow rate lesson
- Fast bored - The problem of adaptation in terms of
- hard to focus intelligence might be regarded as
- hard to follow directions arrogant, show-off - hard to work together
- Troubled process information
- can not sit still 49. Way of problem gifted overcome
- Attitude restless - enrichment program
- a special program to develop their
47. Way teachers overcome potential
hyperactivity - Involve self-directed learning
- a special seat so not a lot of material that - Express Programme
can distract