SUMMARY OF COURSE INFORMATION

1. Name of Course Behaviour and Classroom Management

2. Course Code EDUP3043

3. Name of academic
Dr. Mohd Nordin Abu Bakar
staff

4. Rationale for the This course is offered so that students can acquire behaviour and classroom management skills
inclusion of the and are able to apply various discipline management models and intervention to handle
course in the behaviour problems in the classroom.
programme .
5. Semester and yeair
Semester 1 Year 2
offeref

6. Total Learning Time Total Guided and Independent

Face to Face Non Face to Face
Learning

L = Lecture
T = Tutorial L T P A L T P A
P =Practical
125
A= n
30 15 - 2.5 30 30 - 17.5

7. Credit Value 3

8. Prerequisite (if any) None

9. Course Learning At the end of the course, students will be able to :

Outcomes, CLO
1. Explain in detail the concept of effective classroom and behaviour management.(C2,
LO1)
2. Discuss critically teachers roles in managing a conducive learning environment and
developing a positive relationship in the mainstream and inclusive classroom (C4, LO3,
CTPS3)
3. Analyse current issues related to classroom disciplinary problems by refering to various
relevant sources. (C4, LO3, LO6, CTPS3, LL1,)
4. Select the most suitable discipline management models and intervention to deal with
behavioural problems in the classroom (C5, A1, LO3, CTPS3)
5. Design a creative, innovative and effective classroom management plan.(C6,
LO3, CTPS3)

LEARNING TAXONOMIES LEVELS

COGNITIVE DOMAINF PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN
Respons ketara kompleks
Respons berpandu

Embracing value
Giving response
Comprehension

CLO
Lakuan tulen
Application

Mekanisme

Evaluatingi
Knowledge

Perception
Evaluation

Accepting

Analysing
Adaptasi
Analysis

Design

Set

C C C C C C P P P P P P P A A A A A
1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5
x
1
x
2
x
3
x x
4
5 x

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10. Transferable Skills,
Critical thinking and scientific approach (CTPS3), Lifelong Learning and Information
TS:
Management (LL1)

11. Teaching-learning
and assessment Teaching-learning strategy:
strategy
Lecture, tutorial and discussion

Assessment strategy:

Assessment is divided into two sections that are; Course Work (50%) and Final Examination
(50%). Course work is adminstered throughout the course while Examination is adminstered
at the end of the semester.

Course work covers graphic organiser and academic writing. Course work is set based on the
Buku Panduan Pentaksiran.
Examination is a written test set based on the Buku Panduan Pentaksiran.

Learning Outcome (LO) Teaching-learning strategy Type of Assessment

Lecture Written test

LO1 - Knowledge Tutorial Graphic organiser

LO3 Scientific skill , thinking Lecture Written test

skills and problem Tutorial Graphic organiser
solving Discussion Academic writing

Lecture
Tutorial Graphic organiser
LO6 Life long Learning
Discussion Academic writing

12. Sinopsis This course focuses on the behaviour and classroom management in primary schools, the
roles of teachers in mainstream and inclusive classroom management; building positive
relationship in the classroom; models of discipline management; managing behavioural
problems in the classroom through interventions and designing an effective classroom plan.

Kursus ini merangkumi pengurusan bilik darjah dan tingkah laku murid sekolah rendah;
peranan guru dalam mengurus bilik darjah aliran perdana dan inklusif; membina hubungan
yang positif di dalam bilik darjah; model-model pengurusan disiplin; pengurusan tingkah laku
bermasalah di dalam bilik darjah; intervensi menangani tingkah laku bermasalah dan
membina pelan pengurusan bilik darjah yang efektif.

13. Mode of Delivery Lecture and Tutorial.

14. Assessment Course work : 50%

Methods and Types Final examination : 50%

Type of assessment Method of assessment Percentage

Written test Final exam 50%

Graphic organiser 10%

Assignment
Academic writing 40%

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15. Mapping of Course
Learning
Outcomes, CLO to PEO 1 PEO 2 PEO 3 PEO 4 PEO 5 PEO 6
the Programme
Educational CLO 1 X
Objectives, PEO
CLO 2 X

CLO 3 X X

CLO 4 X

CLO 5 X

PEO1 Kowledgeable (LO1) and possess practical skills (LO2) in the teaching
profession in line with the needs of the organisation and clients
PEO2 Generate solutions to problems (LO3) in the teaching profession through
scientific approach (LO3) innovatively, creatively and ethically (LO8).
PEO3 Communicate(LO4) effectively to uphold Bahasa Melayu as a language of
knowledge and strengthen the use of the English language
PEO4 Able to seek and manage relevant information from various sources (LO6)
PEO5 Demonstrate entrepreneurial and managerial skills (LO7) and realise the
needs of life-long learning (LO6) for career development.
PEO6 Possess values and professionalism (LO8), leadership qualities(LO9),
social skills, responsible and able to work as a team (LO5)

Course Learning Outcome (CLO)

CLO 1 Explain in detail the concept of effective classroom and behaviour
management (C2, LO1)
CLO 2 Discuss critically teachers roles in managing a conducive learning
environment and developing a positive relationship in the mainstream and
inclusive classroom (C4, LO3, CTPS3)
CLO 3 Analyse current issues related to classroom disciplinary problems by
refering to various relevant sources (C4, LO3, LO6, CTPS3, LL1)
CLO 4 Select the most suitable discipline management models and intervention
to deal with behavioural problems in the classroom (C5, A1, LO3,
CTPS3)
CLO 5 Design a creative, innovative and effective classroom management
plan(C6, LO3, CTPS3)

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16. Mapping of the
Course Learning LO 1 LO 2 LO 3 LO 4 LO 5 LO 6 LO 7 LO 8 LO 9
Outcomes, CLO to
the Learning CLO 1 X
Outcomes, LO
CLO 2 X

CLO 3 X X

CLO 4 X

CLO 5 X

Learning Objectives Domain (LO)

LO 1 Knowledge
LO 2 Psychomotor / Practical/Technical Skills
LO 3 Critical Thinking and Scientific Approach
LO 4 Communication Skills
LO 5 Social / Team Work/ Responsibility Skills
LO 6 Life Long Learning and Information Management
LO 7 Management and Entrepreneurship Skills
LO 8 Professionalism, Value, Attitude and Etiquette
LO 9 Leadership Skills

Course Learning Outcomes (CLO)

CLO 1 Explain in detail the concept of effective classroom and behaviour
management (C2, LO1)
CLO 2 Discuss critically teachers roles in managing a conducive learning
environment and developing a positive relationship in the mainstream and
inclusive classroom (C4, LO3, CTPS3)
CLO 3 Analyse current issues related to classroom disciplinary problems by
refering to various relevant sources (C4, LO3, LO6, CTPS3, LL1,)
CLO 4 Select the most suitable discipline management models and intervention to
deal with behavioural problems in the classroom (C5, A1, LO3, CTPS3)
CLO 5 Design a creative, innovative and effective classroom management plan
(C6, LO3, CTPS3)
Non Face to
face to face

Total SLT
Interaction

Interaction
Face

Course Contect Outline and Student Learning Time per

17. topic
Assessment

Assessment
Practical

Practical
Lecture

Tutorial

Lecture

Tutorial

1. Classroom Management
Concept of classroom management
Characteristics of an effective teacher in managing a
classroom
- Personal qualities 2 1 2 2 7
- Teaching and learning competencies
- Internalising caring culture (budaya penyayang)

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2. Role of Teacher in Classroom Management
Conducive learning environment for students
- Physical environment
- Pschosocial enviornment 4 1 4 2 11
- Classroom rules and routines
Management of students information resource

3. Developing a Positive Relationship in the Classroom

The importance of developing positive relationship
Factors influencing teacher-student positive
relationship
3 1 3 2 9
Strategies to develop positive relatonship between
teacher and students
Classroom dynamics

4. Models of Classroom Discipline Management

Concept of classroom discipline
Models of Managing Discipline
- Canter Assertive Discipline Model
- Dreikurs Logical Consequences Model
6 2 6 4 18
- Kounin Group Management Model
- Thomas Gordon Classroom Management
Model
- Alfie Kohn Beyond Discipline Model

5. Management of Inclusive Classroom involving

Students with Special Needs
Physical Disablity Problems
Vision Problems
Hearing Problems
3 1 3 2 9
Learning Disabilities
Autistic
Late Development
Hiperactive
Gifted

6. Management of Disciplinary Problems in The

Classroom

Types of problematic behaviour 2 1 2 2 7

Causes of problematic behaviour
Teachers role in managing problematic behaviour
Hindrance in managing problematic behaviour
7. Interventions to Deal with Problematic Behaviour in
the Classroom
Behaviour Modification Techniques
Basic Primary School Guidance and Counselling
Skills 8 7 8 14 37
Play Therapy
Story-telling Therapy
Art Therapy
Music Therapy
8. Planning of Classroom Management
Designing an effective, creative and innovative
classroom management plan
Constraints to Classroom Management 2 1 2 2 7

Course work 10 10

Practical
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 Revision for examinaion 7.5 7.5

Examination 2.5 2.5

Total 30 15 2.5 30 30 17.5 125

Face to Face Non Face to Face

TOTAL FACE TO FACE AND NON FACE
TO FACE Lecture 30 30

Tutorial 15 30

Graphic Organiser
- 2
(300 words)

Academic Writing
- 8
(1300 words)

Final Examination 2.5 7.5

Total 47.5 77.5

Total of Students
125
Learning Time

Credit Hours 3

18. Main References Charles, C.M. (2010). Building Classroom Discipline. (10thed.). NewYork: Allyn and Bacon.

Jones, R. N. (2013). Introduction to Counselling Skills (4th ed.) London: Sage

Publication Ltd.

Roth, J. (2015). Classroom Management for Successful Instruction .Huntington Beach.

Shell Education.

Additional Evertson, C.M. & Emmer, E.T. (2012). Classroom Management for Elementary Teachers .
References (9th ed). New Jersey. Pearson.

Haliza Hamzah, Joy N. Samuel. (2014). Pengurusan Bilik Darjah dan Tingkahlaku: Shah
Alam : Oxford Fajar Sdn. Bhd.

Hardin,C.J.(2011). Effective classroom management: Models and Strategies for Todays

classrooms.(3rd ed.).New Jersey: Pearson Educational Ltd.

McDonald,T. (2013).Classroom Management. Oxford University Press Australia

Malchiodi, C.A. (2013). Creative Arts and Play Therapy for Attachment Problems. New York:
Guilford.

Additional
19. None
Information

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 MAPPING OF COURSE LEARNING OUTCOMES TO LEARNING OUTCOMES

EDUP3043 BEHAVIOUR AND CLASSROOM MANAGEMENT (3 Credits)

LEARNING OUTCOMES Methods of

COURSE LEARNING OUTCOMES Teaching- Assessment
LO 1 LO 2 LO 3 LO 4 LO 5 LO 6 LO 7 LO 8 LO 9 Learning

1. Explain in detail the concept of Lecture Written Test

effective classroom and X Graphic Organiser
Tutorial
behaviour management,(C2,LO1)

2. Discuss critically teachers roles in

managing a conducive learning Lecture Written Test
environment and developing a X Tutorial Graphic Organiser
positive relationship in the
Discussion Academic Writing
mainstream and inclusive
classroom.(C4,LO3, CTPS3)

3. Analyse current issues related to Written Test

classroom disciplinary problems Lecture
Graphic Organizer
by refering to various relevant X X Tutorial Academic Writing
sources.(C4,LO3,LO6, CTPS3, Discussion
LL1,)

4. Select the most suitable discipline Written Test

management models and Lecture Graphic Organizer
intervention to deal with X Tutorial Academic Writing
behavioural problems in the Discussion
classroom.(C5,A1,LO3,CTPS3)
5. Design a creative, innovative and Lecture
effective classroom management X Tutorial Written Test
plan.(C6,LO3, CTPS3) Discussion
Lecture Graphic Organizer
Academic Writing
TOTAL X X X Tutorial
Written Test
Discussion

Names of Panelists:

No. Name Academic Qualification

1 Dr. Mohd Nordin bin Abu Bakar Bc.Ed (Sains Pertanian) (UPM),
M.sc (Educ. Admin) (UPM),
IPGM, Cyberjaya PhD ( Tec & Voc. Educ.(UKM)

2 Haliza bt. Hamzah B. Sc. Ed (Hons)Biologi Universiti Malaya

IPG Kampus Pendidikan Teknik Master of Education (Educational & Child Psychology) University
Of Birmingham, UK

3 Hajah Zaidah Binti Abu Bakar
IPG Kampus Raja Melewar
Diploma Pentadbiran Awam Institut Teknologi Mara
Sarjana Muda Sains Pembangunan dengan kepujian Universiti
Kebangsaan Malaysia
Diploma Pendidikan KPLI (Pengajian Inggeris) - MPTI
Sarjana Pendidikan Bimbingan dan Kaunseling - Universiti
Kebangsaan Malaysia

External Consultant:

No. Name Vocation University/Division

Senior Lecturer
1 Associate Prof Dr. Loh Sau Educational Psychology and Faculty of Education, University
Cheong Counseling Department of Malaya

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Panel for Translation :
No. Name
Hajah Zaidah Binti Abu Bakar
1 IPG Kampus Raja Melewar
Berkuat kuasa Mulai Jun 2015
(Kemas kini Jun 2017)
Qualification and Teaching Experience
Diploma in Public Administration Mara Institute of Technology
B. Sc (Hons) Developmental Science National University of
Malaysia
Diploma in Education KPLI (Pengajian Inggeris) - MPTI
M.Education(Guidance and Counseling) National University of
Malaysia
Teaching Experience: 12 years in Secondary Schools
13 years in Teacher Training Institute