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Tutorial Presentation

Code : EDUP3043
Name : Behaviour and Classroom
Management
Date of Presentation : 4/8/2016
Presented by:
Chen Hui Ying
Yoo Chen Chen PISMP Semester 1, Year 2 / 2016

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Giving task-oriented group work


Task-based Group members cooperate
to accomplish a task
Team Spirit Communication
Cooperative learning Peer coaching
(Non-threatening environment)
Promotes confidence

Properly structured, group projects can


reinforce skills that are relevant to both group
and individual work, including the ability to:

Break complex
tasks into parts
and steps

Plan and manage


time

Refine
understanding
through discussion
and explanation

Give and receive


feedback on
performance

Challenge
assumptions

Develop stronger
communication
skills

Group projects can also help students


develop skills specific to collaborative
efforts, allowing students to...
Tackle more
complex
problems than
they could on
their own

Delegate roles
and
responsibilities

Receive social
support and
encouragement
to take risks

Share diverse
perspectives

Develop new
approaches to
resolving
differences

Pool knowledge
and skills

Develop their
own voice and
perspectives in
relation to
peers

Conduct Activity Based Teaching

Emphasizing method of
teaching through activity
students participate
rigorously and bring about
efficient learning
experiences

child-centered approach

Learning by doing

The more the senses


are stimulated, the
more a person learns
and the longer he/she
retains

Learners willingly with


enthusiasm
internalize and
implement concepts
relevant to their
needs

Fun, meaningful and


purposeful

Disciplina
rian

Knowled
ge
imparte
r

A
planner,
an
organiz
er and
evaluat
or
Role of
a
Teacher
in an
Activity
Based
Method

Facilitat
or

Decision
maker

Acknowledging students
Freedo
m

Justice

the right to
express
themselves
through their
behaviour
and opinions

school rules
and
consequence
s that are
fair to
everyone

Equalit
y
equal
educational
opportunity
for each
student

Praise
both indicates teacher approval and informs the student
about how the praised academic performance or
behaviour conforms to teacher expectations (Burnett,
2001)
improve student academic or behavioural performance
but only if thestudentfinds it reinforcing (Akin-Little et
al., 2004)

Suggestions for shaping praise to


increase its effectiveness:
Describe
Noteworthy
Student
Behaviour

Praise Effort
and
Accomplishm
ent, Not
Ability

Match the
Method of
Praise
Delivery to
Student
Preferences

Conclusion
A conducive physical and psychosocial environment is the
main element in producing students who are excel in extracocurricular achievement and their social relationship.
Teachers play a significant role in achieving these goals
through:
Giving task-oriented group work
Conducting activity based teaching
Acknowledging students

Reference
Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic
reinforcement in the classroom: Bribery or best practice. School Psychology
Review, 33, 344-362.
Burnett, P. C. (2001). Elementary students' preferences for teacher
praise. Journal of Classroom Interaction, 36(1), 16-23.