EDU 3104

KUIZ 1

Sila layari laman web berikut untuk menjawab Kuiz 1.

http://apps.ipgktar.edu.my/lms/mod/resource/view.php?id=880

KUIZ 1

SOALAN OBJEKTIF EDU3104

Quiz

1. Ciri pengurusan bilik darjah yang berkesan termasuk
   1.   peraturan bilik darjah yang tegas dan ketat.
   2.   rutin bilik darjah bagi tugasan - tugasan tertentu.
   3.   susunan kerusi meja yang tetap sepanjang tahun.
   4.   peruntukan masa yang sama bagi semua murid semasa pengajaran dan pembelajaran.
2. Komunikasi berkesan merupakan antara ciri guru yang efektif.
   Manakah antara yang berikut merupakan contoh komunikasi berkesan?
   1.   Memuji semua murid setiap hari.
   2.   Mengkritik murid yang bermasalah disiplin.
   3.   Melabel murid mengikut kebolehan masing - masing.
   4.   Menggunakan nama murid semasa menyoal mereka.
3. Cikgu Ali mengajar mata pelajaran Bahasa Melayu kepada murid Tahun 4 Melor. Bilangan murid di dalam bilik darjahnya ialah seramai 50 orang. Waktu mengajar beliau ialah pada pukul 12.30 tengah hari.
   Apakah tindakan paling sesuai yang bolah dilakukan oleh Cikgu Ali bagi mewujudkan persekitaran pembelajaran yang kondusif?
   1.   Mengadakan pertandingan kuiz.
   2.   Membawa murid ke Pusat Sumber.
   3.   Mengadakan aktiviti berkumpulan di padang sekolah.
   4.   Menggunakan bahan pengajaran berasaskan teknologi.
4. Apakah salah satu ciri persekitaran psikososial bilik darjah yang baik?
   1.   Ketiadaan peraturan bilik darjah.
   2.   Murid diberi kebebasan untuk bersuara.
   3.   Wujudnya peraturan bilik darjah yang ditetapkan oleh sekolah.
   4.   Murid diberi kebebasan untuk melakukan apa sahaja yang mereka inginkan.
5. Penyediaan ujian dalam bilik darjah perlu mengambil kira
   1.   hasil pembelajaran.
   2.   soalan - soalan tahun lepas.
   3.   bilangan murid di dalam bilik darjah.
   4.   jenis buku teks dan buku kerja yang digunakan oleh murid.
6. Penyimpanan data maklumat murid yang baik dan berkesan membolehkan
   1.   setiap orang guru mengatasi masalah disiplin murid.
   2.   seseorang guru memahami keperluan setiap orang muridnya.
   3.   guru kelas menjalin kefahaman yang erat dengan keluarga murid.
   4.   guru mata pelajaran menentukan aktiviti atau pengalaman yang sesuai dengan minat dan kecenderungan murid.
7. Mengapakah hubungan yang positif antara guru dan murid di dalam bilik darjah penting?
   1.   Masalah disiplin dapat dihapuskan.
   2.   Pencapaian sekolah dapat dilonjakkan.
   3.   Keberkesanan pembelajaran dapat dipertingkatkan.
   4.   Hubungan antara guru dan ibu bapa dapat dieratkan.
8. Pembelajaran adalah lebih menyeronokkan dan bermakna apabila terdapat dinamika bilik darjah yang baik sebab
   1.   murid lebih bersatu padu.
   2.   kerja perkeranian guru banyak dikurangkan.
   3.   bilangan aktiviti pengajaran dan pembelajaran dapat ditambah.
   4.   pelaksanaan aktiviti pengajaran dan pembelajaran lebih mudah dikendalikan.
9. Disiplin bilik darjah merujuk kepada
   1.   kawalan guru dalam bilik darjah.
   2.   kesanggupan murid mematuhi peraturan bilik darjah.
   3.   kepatuhan murid kepada arahan guru dalam bilik darjah.
   4.   dendaan yang dikenakan kepada murid setimpal dengan jenis salah laku yang ditunjukkan oleh murid.
10. Satu kritikan terhadap penggunaan dendaan dalam mengawal disiplin bilik darjah ialah dendaan
    1.   mengurangkan motivasi murid.
    2.   menjejaskan kewibawaan seseorang guru.
    3.   hanya berkesan untuk murid sekolah rendah sahaja.
    4.   tidak berkesan dalam mengurangkan masalah disiplin.

The Nature of Teaching

The Nature of Teaching

Teaching Is Multidimensional

One reality of teaching is that many events occur simultaneously and in rapid-fire succession (McMillan, 1997; Sumara, 2002). Events happen quickly in the classroom. Researchers have found that a teacher can be involved in as many as 1,000 to 1,500 interactions with students each day (Billips & Rauth, 1987; Jackson, 1968). Amid these interactions, teachers must make immediate decisions to manage the flow of events and keep the time productive (Doyle, 1986).

Teaching also is multidimensional in that it involves many different domains.We often think of teaching in terms of academic or cognitive domains (emphasizing thinking and learning in subject areas such as English, math, and science). However, teaching also involves social, affective, moral, and health domains, as well as many other aspects of students’ lives. In school, students gain understanding and skills in academic subject areas. 

Also, in school they are socialized by and socialize others, learn or do not learn how to control their emotions, gain or do not gain a positive sense of moral values, and do or do not develop good health knowledge and skills. Thus, a teacher’s agenda might consist of not only teaching academic subjects but also promoting socialization and personal development. Teaching involves helping students learn how to be self-reliant and monitor their own work, as well as to work cooperatively and productively with others.

Overlapping events and agendas mean that teachers constantly face dilemmas, not all of which can be resolved. And sometimes a decision that resolves one problem fails to address or even intensifies another problem. For example, teachers often must balance what is good for the individual against what is good for the group. A common challenge in the elementary grades is the need to help one student develop better self-control while at the same time maintaining order and activity in the class as a whole.

Teaching Involves Uncertainty

In the hectic world of the classroom it is difficult to predict what effect a given action by the teacher will have on any particular student. Often teachers must make quick decisions that have uncertain outcomes and hope that they have made the best move for that moment. In this book we will extensively examine the best general principles you can use to instruct and motivate students, assess their learning, and manage theclassroom.

Although these principles will help you make classroom decisions, every situation you encounter will in some way be new. Even the students in the same class change from day to day as the result of additional experiences together and intervening events.

Uncertainty and unpredictability also include the need to teach students in ways that teachers might not have been taught themselves. Current educational reform emphasizes the social contexts of learning, the use of portfolios, and conducting long-term projects (Arends, Winitzky, & Tannenbaum, 1998). Increasingly, the teacher’s role is seen as being more like that of a guide who helps students construct their knowledge and understanding than that of a director who pours knowledge into students’minds and controls their behaviour (Brown, 1997; Brown & Campione, 1996; Hogan & Pressley, 1997). In these respects many prospective teachers are being asked to teach in ways that are unfamiliar to them.

Teaching Involves Social and Ethical Matters

Schools are settings in which considerable socialization takes place. The social and ethical dimensions of teaching include the question of educational equity.When teachers make decisions about routine matters such as which students to call on, how to call on them, what kinds of assignments to make, or how to group students for instruction, they can create advantages for some students and disadvantages for others. In some cases, they might unintentionally and unconsciously perpetuate injustices toward students from particular backgrounds. For example, research suggests that teachers generally give boys more instructional time, more time to answer questions, more hints, and more second attempts than they give girls (AAUW Report, 1998; Cole & Willmingham, 1997; Crawford & Unger, 2000).

Teaching Involves a Diverse Mosaic of Students

Your classroom will be filled with students who differ in many ways. They will have different levels of intellectual ability, different personality profiles, different interests, varying motivations to learn, and different family, economic, religious, and cultural backgrounds.

How can you effectively teach this incredible mosaic of students? You will want to reach all of your students and teach them in individualized ways that effectively meet their learning needs. Students’ vast individual variations and diversity increase the classroom’s complexity and contribute to the challenge of teaching. This diversity is especially apparent in the increasing number of students whose racial, ethnic, linguistic, and cultural backgrounds are quite different from students of Western European heritage, to whom most North American educational systems originally were addressed (Banks & Banks, 1997;Marshall, 1996;Morrison, 2000).

Chapter 1 Educational Psychology: A Tool for Effective Teaching

www.mcgrawhill.ca/college/santrock

To Teach Is to Learn Twice

As a first-year teacher, I quickly learned that my pre-service training had not prepared, and could not prepare me for all the situations that I would encounter in the classroom. Teacher education programs stress the importance of initiative, intuition, and life-long learning as skills that teachers need to develop.

However, pre-service programs cannot teach those skills—just as they cannot instill in teachers the desire to make a difference in their students’ lives. When teaching, I remind myself that I was once where my students are now—struggling with theories and concepts and relying on teachers as learning guides.

Now, however, it is my responsibility to ensure that students understand the very concepts that I once struggled to learn. I realize that what I had learned as a student, I had to learn again as a teacher. I had to revisit this content with the intent of finding ways to make it meaningful to students. I began to see concepts in new ways and I realized that I was learning along with my students.

This realization secured my commitment to the processes of life-long learning and professional development that my pre-service instructors had talked about so long ago.

Paul Allen

Associate Professor, Faculty of Education,

University of New Brunswick

Former Secondary-School Teacher