01 Do’s and don’ts in the English classroom

Do’s and don’ts in the English classroom Yolanda R. Campos Matthias Werner E.O.I. de Granada

Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
People’s basic needs
  Fear, frustration, complex of inferiority
  Motivation

Physiological needs
Requirements for human survival

Safety needs
Personal security
Financial security
Health and well-being
Safety net against accidents/illness and their adverse impacts

Love and belonging
Friendship
Intimacy
Family

Esteem (being accepted and valued by others  sense of contribution)
High (  others): status, recognition, fame, prestige, and attention.
Low (  inner competence won through experience): strength, competence, mastery, self-confidence, independence and freedom.

Self-actualisation
Becoming what one can be
Achieve and master the previous needs
Adolescence: constant search of self-actualisation (trial – error)

Maslow's self-actualising characteristics
keen sense of reality - objective judgement, rather than subjective
see problems in terms of challenges and situations requiring solutions, rather than see problems as personal complaints or excuses
need for privacy and comfortable being alone
reliant on own experiences and judgement - independent
not susceptible to social pressure
comfortable with oneself - despite any unconventional tendencies
a few close intimate friends rather than many surface relationships
sense of humour directed at oneself or the human condition, rather than at the expense of others
spontaneous and natural - true to oneself, rather than being how others want
excited and interested in everything, even ordinary things
creative, inventive and original

Hierarchy of needs in adolescence:
1. Biological and Physiological - air, food, drink, shelter, warmth, sex, sleep, etc.
2. Safety - protection from elements, security, order, law, limits, stability, etc.
3. Belongingness and Love - work group, family, affection, relationships, classmates, etc.
4. Esteem - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc.
5. Self-Actualization - realising personal potential, self-fulfillment, seeking personal growth and peak experiences.

ACTIVITIES TO DEVELOP THE 8 INTELLIGENCES
LINGUISTIC
group discussions
completing worksheets
giving presentations
listening to lectures
reading
word-building games
storytelling

LOGICAL-MATHEMATICAL
logic puzzles
logical-sequential presentations
problem solving
guided discovery

SPATIAL
charts
mind maps
visualisations
diagrams
videos

BODILY-KINAESTHETIC
circle dancing
brain gym
relaxation exercises
craftwork

MUSICAL
songs
jazz chants
Karaoke contests
background music

INTERPERSONAL
group work
pair work
brainstorming
peer teaching

INTRAPERSONAL
project work
self-study
learner diaries
reflective learning activities
personal goal setting

NATURALIST
classifying and categorising activities
background music (in the form of sounds created in the natural world)

NET GENERS (Net Generations)
Digitally literate students
Very kinaesthetic
Poor language skills
Short attention span
Low social skills in the “real” world
Use e-technologies (which try to mirror social interactions)
- Respond to new teaching approaches (e.g. being filmed while doing an activity in IT class)

Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom MIND MAPS

Taking their attention off the subject
Competitions
Games
Ludic activities
Films
Role-plays
Cross-curricular activities

AVERAGES – MEAN

AGE LIMITS

Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom Visual activity to use modals of deduction / probability

READING AND SPEAKING
Running dictations  a piece of paper (e.g. dividing the different parts of a story) is on the wall and one student in a group has to run, memorise a sentence, then dictate it to sb in their group to finally get the whole text. It’s good to practise punctuation and pronunciation.
Finishing a story: First (or last!) sentences of a story, they guess the rest asking yes/no questions to their teacher or someone in the group

Skimming / scanning: in pairs, they have a piece of paper with 2-3 questions about a text. They must look for the answers in the text as quickly as possible and write them down. When they’re done, they raise their hands and the teacher checks if the answers are correct, in which case they get another card with more questions

Half crosswords: in pairs, each student has half of a crossword done and needs to complete the other half asking questions to their partner.
Coloured cards (red/orange/green). Students get 3 cards of 3 different colours and choose the one that describes how they’re feeling today. Then they talk about it in pairs (how they’re feeling and why). These cards can be used to make them speak about many things:
what makes you feel…? (red= sad/angry; orange=worried/bored; green=happy/good) Why?
How was your week/month/last holiday…?
How do you feel about …?
What are your plans for the summer?
What do you think about…?

SECRET STUDENT
Final reward for a class (an excursion, a film…)
Draw out a student’s name every day (they can’t see it). (S)he’s the secret student. Watch his/her behaviour. If (s)he behaves well, the next day, tell the students “Yesterday Paul behaved very well, the class gets 1 point”. If that’s not the case, say “Yesterday, the secret student didn’t behave well, so no points for you today”.
(Lots of peer pressure and bad students know that their names can be picked any day.)

How to make them participate without calling out their names
- Basket with words related to one topic

LISTENING
Read them a story twice while they’re taking notes of the information they consider important. Then give them a version of your text with 10 mistakes and they must correct it.
Play a “story” only with sounds and ask your students to tell you what happens and to make up possible stories

ICE-BREAKERS
Interviewing a pop group: Classroom  press conference (name tags, hair-do, journalists introduce themselves before asking questions).
Date / year group was formed Brief history of group Year/title of their first hit Towns where they’ll be playing Future plans ---- Is it true that…? (gossips) Name of the group Date/place of birth Family (any famous musicians?) Instrument / vocals Where you met the others Interests Married/single

The News: different roles, sections, music
- Zapatero – kidnapped! Our reporter talks to an eye witness. - Racing driver “X” injured while practising. Our reporter talks to his wife, miss World. - Hijacking – plane flying Madrid-Tokyo. The plane is now in Sydney, Australia. Our reporter is there. - Students on strike Our reporter finds out why. - The weather. - Last-minute news: Zapatero has been found …
Film them

DO’S
Understand and consider your students’ basic needs and fears
Motivate your students according to their learning processes (different intelligences, Net Geners, steps towards knowledge and creativity)
Take their attention off the subject whenever possible
Voice (microphone)
Attention span  activities for different skills and intelligences: As= Attention span; T= time; [BMI]= Body mass Index; H= Height; A= age; B= Brain size As= A*H*B / [BMI]*T
Colours (markers), flash cards (visual memory)
changes in the background (2 months)
Activate long-term memory processes
Change members in groups and pairs

make them participate in the teaching/learning process (  surveys, what do you prefer to do now…?, posters, contests)
give them an identity
clear aims
set time limits
reward them, give continuous positive reinforcement
use their topics of interest, at least to give an introduction to a more daunting topic
call for their attention at critical moments
Use new technologies: film them, post videos/photos on a wiki or blog or fb website (if they’re not minors, if they are, use that material only in class)
Leave less active tasks for homework
Change roles
+ real material, - activities from the book
Be their friend, listen to them, treat them as equals
Relaxation techniques

DON’TS
Overcorrect
Follow the book: add, change, be unpredictable
Focus on learning the language

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01 Do’s and don’ts in the English classroom

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01 Do’s and don’ts in the English classroom — Presentation Transcript