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By JULY ERWANNI SAMSUDIN 761217-01-6828 MP 091084

Student attachment with teacher depends on diversity development biological and environmental.

Student with learning disabilities, emotional disturbances, mild mental retardation Student display negative attitude Student display positive emotion Student with history of neglect and abuse

Most boys and girl prefer same-sex friendships..

BOYS Likely to plays in group Engage in competitive activities Boys likely to be physically aggressive Boys tend to have more positive perceptions about their physical appearance. GIRLS Likely to play in pairs Engage in cooperative activities Girls likely to show relational aggression Friendship of adolescence girls have 3 stages 1.11-13 = engaged fun activities 2.14-16 = emphasis on sharing secrets (special meaning of trust) 3.Adolescence girl begin transfer trust to males GIRLS TEND TO REVEAL MORE ABOUT THEMSELVES


GIRLS perceive themselves more competent than boys in reading and social activities BOYS perceive themselves more competent than girls in math and athletics.
BOYS and GIRLS drop their self-esteem during transition to junior high. BOYS selfesteem then increased dramatically until end of high school and higher than girls.


Individual is searching for an identity, considering all the options available for a career and belief system. (How their identify their characteristics, abilities and behavior ).

WESTERN give young adults chance to search their identity by themselves. NON-WESTERN cultural, depends on parents, elder or community leaders step out to choose the young adolescence career. MALAYSIA?

Interpersonal behaviors differ in every individual. Teacher welcome diversity on basis of respects and responsibility South Pacific and northern Canada allow teasing and consider a common way to teach children to handle critics. As a teacher, concern about pupils behavior and always nurture compassion and respect for others even we cant control what children say or do.

Individuals can realize their potential only within a community. Participation in any community requires knowledge and understanding of its norms, rules, and values (Katz & McClellan, 1997, p vii).

Students personal, social, and moral understandings are self-constructed

Teachers may be best source for students to find solutions Caring, firm classroom structure Clear limits, enforced rules Respect students Show genuine concern Teachers can support a meaningful identity quest for all students Authoritative teachers are helpful to students under stress

Use induction Provide practice in recognizing others emotional states Encourage perspective taking, empathy, and prosocial

behavior Expose students to numerous models Talk about moral issues and dilemmas Engage students in community service Encourage and reward prosocial behavior Discuss the reasons why some behaviors are inappropriate Model moral and prosocial behavior Incorporate moral issues and dilemmas into classroom discussions Be sensitive to cultural differences

For students with high energy levels, minimize

downtime between activities Be especially warm and attentive with very shy students When students have trouble adapting to new circumstances, give them advance notice of unusual activities and provide extra structure and reassurance If students seem overwhelmed by noisy or chaotic situations, find or create a more calm and peaceful environment for them Teach self-regulation strategies to students who act impulsively