Download - Kumpulan 2 Topic 5(1-22)
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Topic 5
CREATING A CULTURE
FRIENDLY CLASSROOM
ENVIRONMENT
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Relationships among ethnic
Creating acceptance among the diverse ethnic
groups.
Acceptance towards each others cultural and
ethnic difference.
Appreciate each others differences
Respect each others strengths andweaknesses
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Creating a United Malaysia
The idea of creating a Bangsa Malaysia byfourth prime minister, Dr Mahathir.
i. Emphasis on economic development
ii. Create a united Malaysian which is ethnicallyintegrated and harmonious, a liberal andtolerant society
iii. Respect each others creeds and customs Idea of slogan one malaysia
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Roles of teachers
Learn and understand about different cultures forignorance may lead to intolerance.
Encourage a multicultural view and perspective inthe students minds by embedding elements ofdifferent cultures in the curriculum.
Bring students together by having a variety ofcross-cultural activities which enable students toappreciate each others cultures.
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Adopt and adapt varieties of instructional approaches
to meet the needs of students from various cultural
groups.
Building relationship among students from diverse
ethnic groups on the basis of understanding and
appreciation. Avoid racist comments
believe in the importance of creating a healthy
multicultural environment which treats everyone as
equals.
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Concept, Purpose and Components
in the Management of a Culture-
Friendly Classroom Environment
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Physical Components
infrastructure and physical facilities
to create a conducive teaching and learning
environment in a classroom with students of
diverse ethnic groups.
physical arrangement can affect the behavior
of both students and teachers
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Concept and Purpose
Fred Steele (1973, cited in Modul PGSR, 2010)
mentioned that "the effects of physical
settings in a classroom is a setting for social
interaction, symbolic identification, growth,
security, shelter and pleasure".
students sit can help in the interaction
between students from different lingustic andcultural backgrounds
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Among some of the criteria that a
teacher should give consideration are:
The arrangement of tables and chairs suitable
for students and can be modified
according to the needs of the activity.
Have good lighting and ventilation.
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Paint the walls with cheerful colors and soft
hues.
Installing curtains with vibrant color, light and
soft.
Safety guaranteed such as fire plans and fire
extinguishers.
Reading/learning/Multimedia corners
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Socioemotional Management
According to Woolfolk (1990 cited in Modul
PGSR, 2010), motivation or the internal drive
of an individual arouses, directs and controls
the individuals behaviour.
The teacher should be sensitive to these
needs and thus create a conducive
environment to foster the development ofsocioemotional relationship among students.
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Stage Basic Conflict Important Events OutcomeInfancy (birth to 18
months) Trust vs. Mistrust FeedingChildren develop a sense of
trust when caregivers
provide reliabilty, care, and
affection. A lack of this will
lead to mistrust.Early Childhood (2 to 3
years) Autonomy vs. Shame andDoubt Toilet TrainingChildren need to develop a
sense of personal control
over physical skills and a
sense of independence.
Success leads to feelings of
autonomy, failure results in
feelings of shame and doubt.Preschool (3 to 5 years) Initiative vs. Guilt Exploration Children need to begin
asserting control and power
over the environment.
Success in this stage leads to
a sense of purpose. Children
who try to exert too much
power experience
disapproval, resulting in a
sense of guilt.School Age (6 to 11
years) Industry vs. Inferiority School Children need to cope withnew social and academicdemands. Success leads to a
sense of competence, while
failure results in feelings ofinferiority.
http://psychology.about.com/od/psychosocialtheories/a/trust-versus-mistrust.htmhttp://psychology.about.com/od/psychosocialtheories/a/autonomy-versus-shame-and-doubt.htmhttp://psychology.about.com/od/psychosocialtheories/a/autonomy-versus-shame-and-doubt.htmhttp://psychology.about.com/od/psychosocialtheories/a/initiative-versus-guilt.htmhttp://psychology.about.com/od/psychosocialtheories/a/industry-versus-inferiority.htmhttp://psychology.about.com/od/psychosocialtheories/a/industry-versus-inferiority.htmhttp://psychology.about.com/od/psychosocialtheories/a/initiative-versus-guilt.htmhttp://psychology.about.com/od/psychosocialtheories/a/autonomy-versus-shame-and-doubt.htmhttp://psychology.about.com/od/psychosocialtheories/a/autonomy-versus-shame-and-doubt.htmhttp://psychology.about.com/od/psychosocialtheories/a/trust-versus-mistrust.htm -
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Adolescence (12 to 18
years) Identity vs. RoleConfusion Social RelationshipsTeens need to develop a sense
of self and personal identity.
Success leads to an ability to
stay true to yourself, while
failure leads to role confusion
and a weak sense of self.
Yound Adulthood (19 to
40 years) Intimacy vs. Isolation RelationshipsYoung adults need to form
intimate, loving relationships
with other people. Success leads
to strong relationships, while
failure results in loneliness and
isolation.Middle Adulthood (40
to 65 years) Generativity vs.Stagnation Work and ParenthoodAdults need to create or nurture
things that will outlast them,
often by having children or
creating a positive change that
benefits other people. Success
leads to feelings of usefulness
and accomplishment, while
failure results in shallow
involvement in the world.Maturity(65 to death) Ego Integrity vs. Despair Reflection on Life Older adults need to look back
on life and feel a sense of
fulfillment. Success at this stage
leads to feelings of wisdom,
while failure results in regret,
bitterness, and despair.
http://psychology.about.com/od/psychosocialtheories/a/identity-versus-confusion.htmhttp://psychology.about.com/od/psychosocialtheories/a/identity-versus-confusion.htmhttp://psychology.about.com/od/psychosocialtheories/a/intimacy-versus-isolation.htmhttp://psychology.about.com/od/psychosocialtheories/a/generativity-versus-stagnation.htmhttp://psychology.about.com/od/psychosocialtheories/a/generativity-versus-stagnation.htmhttp://psychology.about.com/od/psychosocialtheories/a/integrity-versus-despair.htmhttp://psychology.about.com/od/psychosocialtheories/a/integrity-versus-despair.htmhttp://psychology.about.com/od/psychosocialtheories/a/generativity-versus-stagnation.htmhttp://psychology.about.com/od/psychosocialtheories/a/generativity-versus-stagnation.htmhttp://psychology.about.com/od/psychosocialtheories/a/generativity-versus-stagnation.htmhttp://psychology.about.com/od/psychosocialtheories/a/generativity-versus-stagnation.htmhttp://psychology.about.com/od/psychosocialtheories/a/intimacy-versus-isolation.htmhttp://psychology.about.com/od/psychosocialtheories/a/identity-versus-confusion.htmhttp://psychology.about.com/od/psychosocialtheories/a/identity-versus-confusion.htm -
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Teaching and Learning
Management
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Concept of Teaching
how teachers deliver lessons or knowledge to
students
process of preparation, implementation and
assessment
systematic plan whereby teachers assist
students in the learning activities
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Concept of Learning
process of building a mental structure and a
change of behavior with different capabilities
cognitive point of view - can occur without
prompt change in behavior
Mental structural changes occur when there is
a change in beliefs, expectations and goals
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Characteristics of Effective Teachers
facilitator who plays the role as planners,
managers and implementers
good command of their subject matter and
possess effective teaching skills
excellent instructional strategies supported by
methods of goal setting, instructional
planning, and classroom management
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know how to motivate, communicate, and
work effectively with students who have
different levels of skills and come from
culturally diverse backgrounds
understand how to use appropriate levels of
technology in the classroom.
set appropriate teaching goals
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Concept of Management of Teaching
and Learning
Management involves the processes of
planning, implementing, evaluating and taking
iniative to improve the process
Related to the following aspects:
- Plan effective teaching and learning for
students from different cultural backgroun.
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- Implement teaching and teaching as planned
and making necessary modifications
- Evaluate the effectiveness of teaching and
learning process
- Take follow-up action based on the evaluation
and making necessary changes
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Managing of Teaching and Learning in
the Multicultural Classroom
Manager' in the teaching learning process -
manage the classroom to create a conducive
teaching and learning environment
Characteristics of an effective teacher to
create a conducive and effective teaching and
learning environment:
- Stay alert and aware of surrounding situation
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- Systematic in planning and evaluating
- Patient in handling students from all
backgrounds
- Good time management
- Be prepared to change and flexible
- Effective communication- Vision oriented
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Stages of Management of
Teaching and Learning
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Before
(a) The Use of Teaching Aids
(b) Selection of Teaching Resources
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During
Aspects: achieving the learning outcomes
the use of appropriate assessment
procedures inculcation of appropriate cultural values
creating a physically and psychosocially
conducive
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teaching and learning environment for
students from diverse cultural background
practising a good disciplinary procedure
based on students from diverse cultural
background
conducting remedial and enrichment classes
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After
process of assessment, measurement andevaluation to determine the effectiveness ofteaching
Evaluation - When we evaluate, we are sayingthat the process will yield informationregarding the worthiness, appropriateness,goodness, validity, legality, etc., of somethingfor which a reliable measurement orassessment has been made
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