Professional Documents
Culture Documents
TEACHER IN
CLASSROOM
MANAGEMENT
Page 1
CONDUSIVE LEARNING
ENVIRONMENT
Level of teaching and learning
activities
- relate to students ability and skills
Room condition (arrangement of
tables, materials)
Teachers behavior
- ability of teacher to understand
and motivate the students to learn
- having discussion with students to
solve problems
Page 2
Page 4
Page 5
Classroo
m
routines
and rules
Page 6
Classroom Routines
Administration routines
( Students attendance record)
Students movement in and out
of the classroom
Classrooms cleanliness
(duty roster)
Teachers interaction (ways to
seek help and answer question)
Page 7
Classroom Rules
Politeness ( greeting teachers)
Respectful ( asking permission
to use others property )
Co-operation
Obey to school rules
Co-operation and listen to
others opinion in a group work
Page 8
Consequences
Teacher shows
disappointment ( give them
realization)
Taking back their rewards
Students have to be omit
from group
Write the reflection (reason,
apologize)
Page 9
CONDUSIVE
LEARNING
ENVIRONMENT
IN
PSYCHOSOCIAL
ASPECT
Page 11
Psychosocial Environment
in the Classroom
The overall emotional climate or
feeling tone that exists in every
classroom:
Pleasure - Distress
Intrigue - Boredom
Happiness - Sadness
Excitement
Love Fear
Page 12
2. Teachers leadership
Autocratic: teachers give orders, make
decision and decide the path of the class.
Democratic: teachers discuss with pupils, give
the pupils chances to speak, listen to their
opinions and give them the opportunity to
make decision.
Laize-faire: teachers give choices to pupils in
making decision.
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Page 16
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Ability to
Compliment
Genuinely
Provide
explicit
compliments
Page 18
Supporting Others
Sharing the Load
Compromising
Leading or Following
Teachers Must:
Communicate regularly and
clearly with parents
Describe your program and
expectations
Emphasize the childs
progress while downplaying
his/her shortcomings
Mention future plans for
childs instruction
Arrange for productive parent
conferences
Page 21
Page 22
Maintaining
the Effective
Learning
Environment
Page 23
Effective Communication
No misconception between
the teacher and students
Movement, face and body
expression, voice intonation
If students do not satisfied
with the teacher, they can
raise hand and tell the teacher
politely, and ask to meet the
teacher after having their
class.
Page 26
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Management of
Classroom
Assessment
Page 28
Assessment vs Evaluation
1. Evaluation = Judgment
2. Evaluation = Assessment
Assessment vs Testing
Testing is
a systematic measurement of knowledge,
skills, abilities
a part of the assessment process
Page 31
Assessment vs Grading
Part of the assessment process
Grades influenced by:
student learning, attendance, participation,
timely submission of work
Summative
Occurs at the end of a course (or program)
Purpose to document student learning
Students may or may not receive feedback other
than a grade
Page 33
Steps/Process to Create
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
TEST &
EXAMINATION
ADMINISTRATION
Page 35
SCHOOL
BASED
ASSESSMENT
Page 37
CONCEPT
A new evaluation method will be
introduced to gauge the competence of
students by taking into account both
academic and extra-curricular
achievements.
The (present) evaluation is basically
based on curriculum-achievements we
would like to see a more rounded sort of
education achievements among our
children. (Daily Express, 6 June 2009)
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CATEGORIES OF SBA
Page 39
Curriculum alignment;
Calibration;
Innovative communication;
Choice;
Low consequences;
Local control;
Incremental design;
Deployment of computer
technology.
Page 41
Purpose
school-based assessment is
to avoid students totally
dependent on those high
stake examinations alone (for
their grade) which created
alot of tensions and anxiety
among them.
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Page 43
REFERENCES
Haliza Hamzah(2009). Pengurusan Bilik Darjah
dan Tingkah Laku. Shah Alam. Oxford Fajar
Sdn. Bhd.
http://www.rossmanchance.com/artist/proceeding
s/peck.pdf.
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