1. KUMPULAN 3

2.  Mohd Salleh (1991) : ketidaksamaan yg
terdpt pd diri seseorg dr segi
mental, pencapaian akademik, penguasaan
bahasa, saiz
fizikal, perwatakan, sosial, emosi atau moral
dan kreativiti. Perbezaan tsbt adalah yg dpt
dilihat dan ada yg tdk.
 EMOSI - murid-murid boleh jadi
beremosi, sensitif, riang, murung, dll.

3.  Tdk menyiapkan latihan P&P
 Memerlukan lebih banyak bimbingan
berbanding dgn murid yg lain
 Masalah dalam memori jangka panjang dan
jangka pendek
 Tidak bekerjasama dengan ahli kumpulan
 Anti-sosial
 Ketawa dan menangis dalam situasi yang tdk
dijangka

4.  “I would review the student’s IEP to find out her
history and work with the Resource teacher to learn
the needed accommodations to make her as
comfortable as possible in the classroom. Her
assigned seating area would be within close
proximity to me and next to a nurturing and
supportive student. It would be best if she were not
near distracting areas such as the door or talkative
students. I would be sure to provide her with plenty
of one-on-one time and allow for a break away from
the setting as needed. I would also create a behavior
chart to monitor daily progress and use it as an
opportunity for incentives. I would provide the
student with consistent praise on good days and
discuss areas of improvement on the more difficult
days. It would be highly imperative to maintain an
open dialogue with the parents to discuss the high
and low points that occur throughout each week.”

5.  Persekitaranyg selesa
 Tempat duduk yg berdekatan dgn guru serta
murid yg dpt memberi galakkan
 Memberi masa one-to-one bersama guru kpd
murid tsebut & rehat
 Menyediakan carta tingkah laku utk
memantau perkembangan harian
 Memberi pujian
 Perbincangan bersama ibu bapa

6.  “My primary objective would be reviewing the
IEP to see the needs of the student. I would then
schedule a meeting with an administrator and
the student’s parents to discuss the behavior
and formulate a plan for the student’s success. I
would offer daily one-on-one attention (lunch
activity and/or discussion) and create a behavior
chart to monitor the daily activities. I would
also allow for breaks away from the setting to
better assist the student with regaining her
composure and settling down for the remainder
of the class. The student would definitely need
consistent support and praise throughout the
duration of the course. It would also be key to
involve and maintain consistent contact with the
school Psychologist.”

7.  Berjumpa dgn ibu bapa murid bersama dgn
pentadbir utk perbincangan
 One-to-one antara guru & murid
 Menyediakan carta tingkah laku utk
memantau perkembangan aktiviti harian
murid
 Galakkan berterusan dan peneguhan positif
 Merujuk kepada guru b&k

8.  Develop a plan
 Be accessible
 Set the guidelines for the classroom
 Be prepared

9.  Berbincang dgn ibu bapa, murid, pentadbir
utk mcari jalan penyelesaian menangani
masalah gangguan emosi murid

10.  Murid yg mpy gangguan emosi biasanya suka
minta perhatian guru
 Masa one-to-one
 Meningkatkan self-esteem murid

11.  Menjelaskan peraturan bilik darjah kepada
murid
 Murid dikehendaki memahami dan mematuhi
peraturan bilik darjah yg ditetapkan
 Peneguhan positif diberi sekiranya murid dpt
menunjukkan tingkah laku positif

12.  Guru harus sentiasa bersedia dlm bilik darjah
 “Always be prepared for the worst, but
never expect the worst from his or her
students.”