ROLES OF
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
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Learning Space Planning
Learning space
- poster, knowledgeable
materials ( easy to use)
- tables and chairs
arrangement
- classroom is clean,
pleasant, and suitable for
learning process
Page 3
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
Detention ( discuss with the
students)
Send to principal
Calling the parents
( support and co-operation)
Page 10
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
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Characteristics of Conducive Psychosocial
Learning Environment in a Classroom
Free from any threatening
Pleasant
Feels accepted and acknowledged in
the class
Equal chances to all of the pupils
Encourage cooperative learning
Caring
Supportive
Friendly
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Factors Affecting Conducive
Psychosocial Learning
1. Teaching approaches
Teachers should think about pupils needs.
Examples of pupils needs
Understand the aim and the objectives of the lesson.
Participate actively in teaching and learning process.
Know the relationship between knowledge learned in the
classroom with their lives.
Get the respond or feedback
Enjoy their success
Interact positively with their friends
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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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3. Human relation skills
Good human relations enable people to:
Interact productively
Get along well
Both are essential to a participative
environment that promotes learning.
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Page 17
a) General Human Relations Skills
Friendliness
Positive
Ability to
Attitude
Listen
Calling
Looking on Show
others by
name
the bright
genuine
side of
interest in
things
the other
Smiling
person
Speaking in a
Problem
considerate
solver
way
Ability to
Compliment
Genuinely
Provide
explicit
compliments
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b)Teachers with Students
1) Regular Attention: speak personally
with each student everyday
2) Genuine Caring: verbal and visual
3) Willingness to Help: all students
4) Verbal and Behavioral Reinforcement
5) Modeling Courtesy and Good
Manners
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c)Teachers with Colleagues
1)
2)
3)
4)
Supporting Others
Sharing the Load
Compromising
Leading or Following
d) Teachers with Parents
Teachers have the
responsibility to
communicate and work
with the parents of the
students they teach.
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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
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5. effective communication skill
Using language that is easily understand
Give attention and respect pupils opinions
Be an active listener
Clear voice
Enthusiastic
Calling others by name
Have eye contact with pupils
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Maintaining
the Effective
Learning
Environment
Page 23
Encourage the Students
Involvement
Clear rules and instructions
- show demonstration
Explanation on ways of
completing assignments
Monitoring students
activities
Giving respond to students
( compliment )
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Ways of Preventing Students
Problems
Teachers eye contact with
the students (students realize
the teacher is watching
them)
Teacher monitors the
students activities
simultaneously
Benefit the students free
time ( give them works)
Page 25
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.
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Teacher should respect and
give suitable response.
Teacher becomes an active
listener and empathy
towards the students.
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Management of
Classroom
Assessment
Page 28
Whats the Difference?
Assessment
Evaluation
Testing
Grading
Page 29
Assessment vs Evaluation
1. Evaluation = Judgment
Interpreting assessment results & using
them to make a decision
Investigating the quality or worth of an entity
to make a decision
2. Evaluation = Assessment
Determining the match between objectives
and outcomes
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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
A grade may indicate overall level of
understanding, but does not indicate of
which specific knowledge, skills, abilities
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Formative & Summative
Assessment
Formative
Occurs while student learning is taking place
Purpose is to improve teaching & learning
Students receive feedback beyond a grade on
strengths & weaknesses
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.
Focus on learning objectives
Consider best practices
Define the purpose
Select assessment strategies
Consider the end results
Link to knowledge/cognition taxonomies
Select & design assessment tool
Select & design grading criteria/tools
Page 34
TEST &
EXAMINATION
ADMINISTRATION
Page 35
1. prepare a conducive surrounding
Chairs and tables suitable for the students
2.Allow students to enter the class earlier and take
their seats
3. Students should be ready on their seats at least
10minuters before exam starts.
- rules and regulations are given during the specific
time
4. During the test/exam teacher take note on
students attendance
Page 36
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)
Page 38
CATEGORIES OF SBA
formative and summative;
objective and subjective;
referencing (criterionreferenced; norm referenced);
informal and formal.
Page 39
What is School based
Assessment?
In our Malaysian System of
Educations context schoolbased assessment could be
understood as : assessment
that is going to take teachers
grade as part of students official
grade after completing specific
school level
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Eight major principles of SBA
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.
Page 42
One of the test in SBA.
Eg. performance test.
needs students to provide genuine response in an
assessment domain closest to the intended criteria for
the examiner to make inferences. (Popham, 2000).
The medium could be report writing on study of Local
Geography at PMR.
The examiner will observe the performance and is
required to report the judgement about that performance.
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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