MINGGU 11 ISL

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    ARTIKEL 4 2012

    RELATIONSHIP

    BUILDING

    STRATEGIES

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    ARTIKEL 4 2012

    Relationship BuildingStrategies

    Collaborating and communicating

    with others Fostering anacceptance ofindividual differences

    and friendships

    Employing coperative learningEstablish a classroom environment

    that's based on mutual respect.

    Showyourstudents that you are an

    open, canng, respectful, culturallysensitive, and honest person whom

    they can trust.

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    ARTIKEL 4 2012

    Demonstrate a Personal

    Interest in Students

    Showyourinterest in students

    by attending extracurricular events,

    greeting them in the hallways, andwelcoming

    Interacting with them informally

    Observingthem

    in various situations and settings.

    Using instructional activities to

    solicit

    information from them.

    Ask students to write about their

    interests, hobbies, and

    extracurricular activities.

    Then use this information to planinstructional activities,

    interact with them, and comment on

    important achievements and events

    in their live.

    Establishing and

    maintaining rapport with them.

    - listening actively.- talking to students about topics that

    interest them.

    - showing an interest in students'personal lives.

    - sharingyourown interests andstories.

    - displaying empathy and givingemotional support.

    - letting them perform activities inwhich they excel.

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    ARTIKEL 4 2012

    Develop Students'

    Self-Esteem

    Providing students with

    opportunities to show their

    competence to others and to

    perform skills, roles, and jobs thatare valued by others (Jones, 2002).

    Listening to them and

    showing them that you value their

    ideas, opinions, interests, and skills

    by involving them in the decision-

    making process and giving them

    choices(Leachman & Victor, 2003).

    Periodically solicit students'

    preferences in selecting the order in

    which they complete a series of

    assignments; the location in the

    room where they would like to

    work; and the strategies, methods,

    materials, and breaks needed to

    complete assignments (Jolivette,Stichter, & McCormick, 2002).

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    ARTIKEL 4 2012

    Promoting Student

    Self-Esteem

    Build students' confidence by

    praising them, focusing on

    improvement, showing faith in their

    abilities,and acknowledging the

    difficultyof tasks.

    Relate mistakes to effort and

    learning and remind

    students of past successes.

    Give students learning activities

    that they can succeed and enjoy.

    Encourage students to help each

    other and give them choices.

    Recognize and show appreciation

    for students' interests, hobbies, and

    'cultural and language backgrounds.

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    ARTIKEL 4 2012

    Use Humor and

    Acknowledge and Praise

    Students

    Humor can help you and your

    students develop a good

    relationship and a positive

    classroom atmosphere (Allen, 2001;

    Richardson & Shupe, 2003).

    When using humor, make

    sure that it is not directed toward

    students as ridicule or sarcasm; isnot misinterpreted; and is free of

    racial, ethnic, religious, sexual, and

    gender bias and connotations.

    Negative responses

    to student behavior can escalate the

    misbehavior and limit interactions

    between students and teachers

    (Nelson & Roberts, 2000),

    To praise them, which can create a

    positive environment in your

    classroom and encourage prosocial

    behavior (Hester, 2002; Sutherland,

    Wehby, & Yoder, 2002).

    Increase the credibility

    of the praise by using diverse and

    spontaneous statements.

    Can acknowledge students by using

    praise notes

    (Mitchem, Young, & West,

    2000).

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    ARTIKEL 4 2012

    Conduct class Meetings and

    Use Dialoguing

    Promote discussion by presenting

    openended topics using defining

    questions (What does it mean to

    interrupt the class?),personalizing

    questions (How do you feel when

    someone interrupts the class?), and

    creative thinking questions (How can

    we stop others from interrupting the

    class?). Classroom problems and tensions

    between students can be identified

    and handled by placing a box in the

    classroom where students and

    adults submit compliments and

    descriptions of problems and

    situations that made them feel

    upset, sad, annoyed, or angry

    (Bloom et al., 1999).

    use dialoguing to build

    relationships with students and help

    them understand

    their behavior and work out

    alternatives to inappropriate

    behaviors.

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    ARTIKEL 4 2012

    Be Aware of Nonverbal

    Communication

    Teachers nonverbal messages

    should promote positive

    interactions, be consistent with

    students' behavioral expectations,and communicate attitudes.

    Nonverbal behaviors also should be

    consistent with students' cultural

    backgrounds.

    Physical gestures may also havedifferent meanings in different

    cultures.Teachers should be sensitive to thenonverbal behaviors of yourstudents and respond to

    them with congruent nonverbal and

    verbal messages.

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    ARTIKEL 4 2012

    Use Affective Education

    Techniques

    They also try to promote

    students' emotional, behavioral, and

    social development by increasing

    their self-esteem and their ability to

    express emotions effectively. Students who feel good about

    themselves

    and know how to express their

    feelings build positive relationships

    with others and tend

    not to have behavior problems.

    These strategies

    and programs involve students in

    resolving conflicts.

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    ARTIKEL 4 2012

    SOCIAL

    INSTRUCTION SKILL

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    ARTIKEL 4 2012

    Social Skill Instruction

    Help students learn how to work in

    groups, make friends, recognize and

    respond appropriately to the feelings

    of others, resolve conflicts, understand

    their strengths,challenges and

    emotions, and deal with frustration

    and anger

    (Kolb & Hanley-Maxwell, 2003;

    Morris, 2002).

    Help students develop their social

    skills by clearly explaining the

    behavior, its importance, and when

    it should be used.

    Teachers can also demonstrate,

    explain, role-play,

    and practice using the behavior, as

    well as provide students with

    numerous opportunitiesto use it in natural settings with

    peers (Lo, Loe, & Cartledge, 2002).

    Teachers can provide

    feedback and use cues to promote

    use of the behavior in various

    settings.

    Used peer modeling and role

    playing to teach students the socialskills to express anger

    appropriately.

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    ARTIKEL 4 2012

    ANTECEDENT BASEDINTERVENTION

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    ARTIKEL 4 2012

    Give Clear and Direct

    Directions

    Compliance with your requests can

    be fostered by speaking to students

    in a respectful, firm, and calm voice

    and manner

    Stated in positive terms and focus

    on what students should do ratherthan what they should not do.

    Presented to students in an

    appropriate sequence when giving

    multiple commands.

    Phrased directly rather than

    indirectly and tell students what to

    do rather than

    asking them to do something

    (Herschell, Greco, Filcheck, &McNeil, 2002).

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    ARTIKEL 4 2012

    UseTeacher Proximity

    and Movement

    (e) monitoring your movement

    patterns to ensure that all students

    receive attention

    and interact with you

    (a) standing near students who have

    behavior problems(b) placing students'

    desks near you(d) delivering praise, reprimands,and consequences while standing

    close to students

    (c) talking briefly with students

    while walking around the room

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    ARTIKEL 4 2012

    Use Cues

    Verbal and nonverbal cues such as

    physical gestures can be used to

    prompt group or individual responses

    (Marks et al., 2003; Taylor & Baker,

    2002).

    Teachers should use culturally

    appropriate cues.Color cues can indicate

    acceptable noise levels in the

    classroom.

    Teacher can establishroutines, or signal to students that

    their behavior is unacceptable and

    should be changed.

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    ARTIKEL 4 2012

    FOLLOW ROUTINE

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    Consider Scheduling

    Alternatives

    A regular schedule

    with ongoing classroom routines

    helps students understand the day's

    events.

    Students with disabilities also receive

    instruction and services from support

    personnel, you may need to

    coordinate their schedules with other