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RANCANGAN PENGAJARAN DAN PEMBELAJARAN MMINGGUAN

Program Ijazah Sarjana Muda Perguruan (PISMP) dengan Kepujian
PROGRAM: ____________________________________________________________________________ 1
SEMESTER: ______ 2
TAHUN: ______
Behaviour and Classroom Management EDU 3104 3 (3 + 0)
Kursus: __________________________________________________________________________________________ Kod: ____________ Kredit: ____________

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1 1.Primary School Classroom Explanation of tutorial & Search and list down
1.1. Explain concepts of Explanation on: ISL sessions. suitable references in the Rujukan:
Management classroom management Santrock, J.W.
 Concept of classroom library/ web sites. Keep
(1.1) (2006). Educational
INTERAKSI 1  Concept of classroom management Divide students into the list in your portfolio for
1.2 Elaborate on the Psychology (3rd ed).
management groups & assign topics future additional reference
2/1-4/1 Characteristics of an  Characteristics of an for tutorial (tutorial New York: McGraw-
 Characteristics of an effective teacher in Preparation for tutorial Hill
effective teacher in presentation beginning
effective teacher in managing a week 2). (week 2)
managing a Myint Sue Khine et al.
managing a classroom classroom (2005). Classroom
classroom (1.2)
- Personal qualities - Personal Read Article 1– Effective Management,
1.3 Portray teacher’s Teaching (Santrock, Singapore. Pearson
- Teaching-learning profesional
qualities
2006). Prentice Hall (Ch.4)
competency characteristics towards - Teaching-
achieving self learning Tutorial Activity: Students **All products of
excellence (4.1,7.5) competency summarise article 1 in a tutorial activities &
concept map and relate it ISL must be put into
classroom observation students’ portfolio
during School based * Additional
Experience (SBE). references
encouraged

2 1.Primary School Classroom
INTERAKSI 2 Management
7/1-11/1  Characteristics of an
effective teacher in
managing a classroom
- Disposition and moral
practices
2. Role Of Teacher In
Classroom
Management
1.3 Portray teacher’s
profesional characteristics
towards achieving self
excellence (4.1,7.5)
2.1 Identify characteristics
of conducive learning
environment from the
physical and psychosocial
aspects(1.5)
Explanation on : Discussion on the Read Article 2. Managing Rujukan:
- Disposition and concept of classroom the Classroom (Santrock,
management in the real 2006, pg. 488-502) to Santrock, J.W.
moral practices (2006). Educational
classroom as observed reinforce learning,
Psychology (3rd ed).
during SBE based on summarise article 2 in a
own experience concept map and keep in New York: McGraw-
portfolio. Hill.
- Identify the strengths
Explanation on : and weaknesses of Students discuss on Weinstein, C.S. &
Mignano, A.J. (2007).
 Conducive classroom characteristics of
Elementary
learning management as effective teachers.
classroom
environment observed during
previous SBE Students make reflective management (4th

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 Conducive learning 2.2 Synthesize information

- Physical
- Put forward
notes on effective ed.). Boston:
environment environment teachers as teachers McGraw-Hill (Ch.2)
from various sources suggestions to loved by students for
- Physical produce critical, creative and - Psycho-social improve the
environment discussion in the class
environment innovative solution (6.3,8.5) classroom tutorial
- Psycho-social management
environment

2. Role Of Teacher In 2.3 Clarify the roles of Explanation on: Tutorial Presentation : Read Article 2. Managing Banks, S.R. (2005).
3 the Classroom (Santrock, Classroom
teachers in managing a Each student select a
Classroom Management  Conducive learning
conducive learning teacher whom he/she 2006) as learning Assessment:
 Conducive learning envieonment in the
environment loves and lists down the reinforcment for topic 2 & Issues and
INTERAKSI 3
14/1-18/1 environment classroom (1.1) - Classroom rules reasons why. Relate to 3. (Refer pg. 503-506) practices. Boston:
- Classroom rules and regulation the characteristics of an Pearson Educ. Inc.
effective teacher. Srudents summarise
and regulation - Classroom routines
2.4 Relate the importance - Discuss also the article 2 in a concept map (Appendix 1)
- Classroom of classroom routines  Management of implication if a and keep in portfolio.
routines and rules towards classroom assessment teacher fail to be an
creating a conducive effective teacher.
 Management of learning environment
- Test and
- Discussion related to Students prepare for
classroom assessment (8.4)
examination the role of a teacher tutorial based on Appendix
- Test and planning process as a developer of a 1 on Physical
examination 2.5 Explain steps in conducive Arrangement of
planning process managing assessment in environment in the Classroom
the classroom (1.4) classroom

4 2. Role Of Teacher In 2.5 Explain steps in

Classroom Management managing assessment in Explanation on: Tutorial: Prepartion for tutorial: Kementerian
the classroom (1.4)  Management of Study the Diagram in Read on Concepts and Pendidikan
 Management of classroom assessment Appendix 1. Some Implementation of School Malaysia. (2001).
classroom - Test and problems in the physical Based Assessment Penilaian Kendalian
INTERAKSI 4 2.6 Explain management of
assessment students’ information examination arrangement of the Sekolah. KL: Pusat
21/1-25/1 - Test and examination classroom. Identify the Perkembangan
according to KBSR (1.3) administration problems and suggest Kurikulum.

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administration  Managing students’ ways to solve these

Refer to
 Managing students’ information resource problems.
Kementerian
information resource - record keeping of Draw a plan of an ideal Pendidikan
- record keeping of students’ KBSR classroom and Malaysia.(2010).
students’ personal personal give justifications to Penilaian
information information support your plan Berasaskan
Sekolah. KL: BPK
Santrock, J.W.
(2006). Educational
Psychology. (3rd
ed). New York:
McGraw-Hill

3. Role Of Teacher In
5 3.1 State the importance of Explanation on:
Classroom
Management
INTERAKSI 5  Teacher-student
28/1-1/2 relationship
- The significance of
building teacher-
student relationship
- Factors influencing
teacher-student
relationship
Tutorial Presentation:. Read Article 5. (Woolfolk, Appendix 2
building teacher – 2004, m.s. 396-408) to
student relationship (1.1) Role Of Teacher In Clarify the concept and reinforce learning. Woolfolk, A.H. (2004)
implementation of Educational
Classroom Summarise Article 5 in a
3.2 Anaysis information School based concept map and put in Psychology(9th ed).
from videos on factors Management assessment. Boston: Allyn &
portfolio
that influence teacher –  Teacher-student Bacon
Discuss the role of the
student relationship relationship Refer Appendix 2 (Using
(1.6,6.4) teacher in managing Centers in a Multitask *CD: Dangerous
- The significance classroom Assessment Minds
of building Classroom) to plan for
teacher-student tutorial activity .
relationship Students view VCD
- Factors Dangerous Minds.
influencing
teacher-student
relationship

3. Role Of Teacher In
6 3.3 Share idea/ Lecture on: Students in group Read Article 2. Managing Appendix 3
Classroom experiences on suitable  Teacher-student present their discussion the Classroom (Santrock,
Management strategies in building on the Case Using 2008, pg . 507-512) and
INTERAKSI 6 relationship
 Teacher-student positive teacher-student - Strategies in Centers in a Multitask summarise in a mind map Santrock, J.W. (2008)
4/2-8/2 relationship relationship (2.3,3.1) Classroom and put in portfolio
building positive Educational
- Strategies in building 3.4 Integrate active listening teacher-student Refer to Appendix Psychology (3rd ed)

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positive teacher- skills, verbal and non relationship 3 ”Assertive Skills” to New York. McGraw-
student relationship verbal communication - Pastoral care prepare for tutorial Hill
- Pastoral care skills in effective - Classroom activity.
- Classroom dynamics classroom management dynamics
(2.2)
Lecturers can use the
3.5 Apply skills and
4. Management Of Classroom scenario in the story
leadership charateristics
Discipline through role play to Dangerous Minds in the
 Concept of classroom portray an assertive, discussion.
discipline non assertive and Management Of
aggressive teacher (4.2) Classroom
4.1 Explain concepts of Discipline
classroom discipline  Concept of
(1.1) classroom
discipline

4. Management Of Classroom Appendix 4

4.2 Elaborate various Clarification on: Students conduct Read Article 3. Managing
7 Discipline models of classroom activity on building Behavior and Classroom Krause,K., Bochner,
INTERAKSI 7  Concept of classroom discipline that reinforceManagement Of assertive skills such as (Krause, Bochner & S & Duchesne, S
discipline pedagogical content Classroom Discipline in Appendix 3 in Duchesne, 2003, pg . 373- (2003). Educational
11/2-15/2 knowledge (1.2) groups. 400) to reinforce learning.
 Models of classroom  Concept of classroom Psychology,Australia:
discipline and its 4.3 Analyse learning discipline Thomson
Lecturer and students Using graphic organizer,
application environment in order to  Models of classroom summarise best way to students compare and
apply suitable models discipline and its acquire assertive skills contrast various models
- Behaviour of classroom discipline
Modification application of Classroom discipline .
(1.6) Keep in portfolio.
(Skinner) - Behaviour
Modification
- Assertive Discipline (Skinner) Refer Appendix 4 Identify
(Canter) - Assertive Listening Response &
- Logical Empathic Response for
Discipline tutoria activity .
Consequences (Canter)
(Dreikurs) - Logical
Consequences
(Dreikurs)

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4. Management Of Classroom 4.4 Compare and contrast Clarification on : Students carry out Read Article 5 Woolfolk, A.H.
8
Discipline between various Management Of activity on ” Identify (Woolfolk, 2004, pp. (2004) Educational
Models of classroom models of classroom Listening Responses 408-419) sto reinforce Psychology(9th ed).
INTERAKSI Classroom Discipline
discipline and its discipline to gather & Empathic learning Boston: Allyn &
8 information on the  Models of Responses such as in Bacon.
18/2-22/2 application Students complete
strengths and classroom Appendix 4 in
- Group weaknesses of each groups. Compare and Contrast Krause,K.,
discipline and its graphic organizer Bochner, S &
Management model. (4.3,6.1) application Students and between models of Duchesne, S
(Kounin) 4.5 Practice the lecturers summarise Classroom discipline by (2003) Educational
- Group
- Reality Therapy knowledge and skills Management best way to identify Skinner, Canter and Psychology,
acquired in real (Kounin) listening responses Dreikurs for Australia:
classroom situation and empathic presentation during Thompson
(7.2,7.4) - Reality responses tutorial
5. Disciplinary Problems And
Therapy
Problematic Behaviour
Lecturer gives Course work given
(Misbehaviour) in the briefing on Course to Students
Classroom Disciplinary Problems
And Problematic Work
 Concept & General
Discussion Behaviour
(Misbehaviour)In the
Classroom
 Concept & General
Discussion

9 5. Disciplinary Problems And

5.1 Identify types of Explanation on: Students present Read Article 3a Hardin, C.J.(2004).
INTERAKSI Problematic Behaviour
9
discipline problems  Types of compare and (Hardin, 2004, m.s.91- Effective
(Misbehaviour)In The (1.5) contrast graphic 106) to reinforce Classroom
25/2-1/3 disciplinary
Classroom organizer on Skinner, learning and summarise Management:
5.2 Elaborate types of problems
 Types of disciplinary Canter dan Dreikurs in a mind map and keep Models and
problematic behaviour  Problematic models of Classroom in portfolio Strategies for
problems in the classroom (1.2) behaviour in the Discipline in groups Today’s
 Problematic behaviour classroom Peparation for Tutorial: Classrooms. NJ:
in the classroom Students prepare Pearson Merill
compare contrast Prentice Hall.
graphic organizer on
models of Classroom
discipline by Kounin
dan Glasser.
Preparing for

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coursework task

5. Disciplinary Problems And

10 5.3 Analyse causes of Explanation on: In groups,students Read Article 2 Hardin, C.J.(2004).
Problematic Behaviour displinary problems and  Causes of compare between (Santrock, 2006, m.s. Effective
(Misbehaviour)In The problematic bahaviour models of Discipline 515-523) to reinforce Classroom
disciplinary
Classroom (1.6) by Kounin and learning and Management:
INTERAKSI problems and
10  Causes of disciplinary problematic Glasser. summarise mind map to Models and
problems and keep in portfolio Strategies for
4/3-8/3 behaviour By refering to both Today’s
problematic behaviour (misbehaviour) models of discipline Classrooms. NJ:
(misbehaviour) by Kounin and Preparing Coursework Pearson Merill
Management Of Glasser,apply them in Prentice Hall.
6.1 Explain concept of the KBSR classroom
6. Management Of management of Disciplinary Problems
Santrock, J.W.
Disciplinary Problems In disciplinary problems in In the Classroom
(2006) Educational
the Classroom the cllassroom (1.1)  Concepts
Psychology (3rd ed)
New York.
 Concepts McGraw-Hill
Hand in
Coursework

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11 6. Management Of
6.2 Analyse information Explanation on: Preparation of task Read article 3a Discipline Hardin, C.J.(2004).
Disciplinary Problems In from cases (articles) to Management Of /Coursework – with dignity (m.s.107-122) Effective Classroom
The Classroom identify the role and Disciplinary Problems Collaboration between to reinforce learning and Management: Models
INTERAKSI
11  Teacher’s Role and action of teachers to In the Classroom students and lecturer students have to and Strategies for
Action help solve the cases summarise Today’s Classrooms.
studied .(2.3,5.5,6.3)  Teacher’s Role article 3a in a mind map NJ: Pearson Merill
11/3-15/3
 Hindrance in and Action and keep in portfolio. Prentice Hall.
managing disciplinary 6.3 Analyse information  Hindrance in
problems from cases (articles) to Case Analysis (Appendix Appendix 7
understand the managing 7) to be presented in 2
hindrances in managing disciplinary weeks time
disciplinary problems problems
(2.3,5.5,6.3)

12 SCHOOL BASED EXPERIENCE

18/3-22/3

13 MID-SEMESTER BREAK
25/3-29/3

14 6. Management Of Spencer, J. S.
6.4 Identify suitable Clarification on: Preparation, Read article 4 (2005). Creating
Disciplinary Problems In intervention in Management Of Discussion and (Spencer, 2005 m.s.
INTERAKSI The Classroom Inclusive
handling disciplinary Disciplinary Problems Analysis of Case in 297-331) and classrooms:
12
 Intervention in problems (1.5) In the Classroom Appendix 7. summarise in amind Effective and
1/4-5/4 Elaborate : map. Keepin portfolio
handling disciplinary  Intervention in Reflective Practice
problems - What do you for all students.(5th
handling understand about
- Pastoral care ed) NJ: Pearson-
disciplinary the case that you Merill Prentice Hall
- Guidance and problems have studied?
Counseling - What
- Pastoral care
concept/model/
- Behaviour - Guidance and theory that I need to
modification Counseling in order to
techniques - Behaviour understand in depth
modification of the case
techniques studied.?

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7. Classroom Management - What are the
7.1 Explain concept of Explanation on: strategies that can
Of An Inclusive Classroom students with special Classroom Management be use to help solve
needs (1.1) involving students with the case?
 Concept of managing special needs
children with special  Concept of
needs managing children
with special needs
- Dyslexia - Dyslexia

7. Classroom Management Of Cari buku-buku

15 7.2 Identify characteristics Clarification on: In groups, students Read books on Special rujukan di Pusat
An Inclusive Classroom of students with special Classroom Management present the case Education in Malaysia Sumber
INTERAKSI  Autistic needs from dyslexia, involving students with analysis based on and summarise in mind
autistic, late special needs Appendix 7 map .Keep in the portfolio.
13  Late development development ,
8/4-12/4 hyperaktic, and gifted - Autistic Students discuss other Search for articles and
(1.5,2.3) - Late development steps taken to solve cases or newspaper
the discipline problems cuttings on gifted
7.3 Study from various discussed in the Case children in Malaysia
sources on managing in Appendix 7.
special education,
inclusive and integrated Students and lecturer
education in Malaysian discuss discipline
classroom (2.3,6.4) problems in Malaysian
schools and suitable
approaches to control
it.

16 7. Classroom Management Of
7.4 Try to handle various Clarification on: Tutorial Discussion : Read Article 6 (Santrock, Santrock, J.W. (2007)
An Inclusive Classroom challenges in education Classroom Management 2007, pp. 183-218) and Educational
Gifted children in
INTERAKSI  Hyeractive (ADHD, particularly dealing with involving students with summarise in maind map. Psychology (3rd ed)
children with special needs. special needs Malaysia, educational Keep in portfolio. New York. McGraw-
14 ADD) support system and
(4.6)  Hyeractive Hill
15/4-19/4  Gifted their future.
(ADHD, ADD)
 Gifted
8. Planning Of An Effective
Classroom Management 8.1 Produce a plan for Planning Of An Effective Students revise topic 1- 7
 Summary of effective effective classroom Classroom Management to prepare for workshop

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classroom management based on a session on effective

 Summary of Students revise topic 1-
management summary of chapter 1-7 and classroom management
taking into consideration the
effective classroom 7 to prepare for the
classroom management Appendix 11
suitability of a KBSR management
classroom environment workshop untuk with
(4.5,8.4) reference to the
template given in
Appendix 11
(Groupwork)

17 8. Planning Of An Effective  Workshop Session and

8.2 Transfer general and
Classroom Management producing a plan of an
specific curriculum
effective classroom
 Preparation of an content into meaning
INTERAKSI effective classroom learning activities (2.3)  Presentation Session of
15 management plan the plan of an effective
8.3 Portray suitable
classroom
22/4-26/5 leadership
characteristics in line
with the responsibilities
given. (5.6)

18
REPLACEMENT OF LECTURES (IF NECCESSARY)
19 REVISION

20
EXAMINATION