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 <ul><li>People’s basic needs </li></ul><ul...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>Physiological needs </li></ul><ul>...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>Safety needs </li></ul><ul><ul><li...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>Love and belonging </li></ul><ul><...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>Esteem   (being accepted and value...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>Self-actualisation </li></ul><ul><...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>Maslow's self-actualising characte...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>Hierarchy of needs in adolescence:...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>ACTIVITIES TO DEVELOP THE 8 INTELL...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>LOGICAL-MATHEMATICAL </li></ul><ul...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>SPATIAL </li></ul><ul><li>charts <...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>BODILY-KINAESTHETIC </li></ul><ul>...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>MUSICAL </li></ul><ul><li>songs </...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>INTERPERSONAL </li></ul><ul><li>gr...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>INTRAPERSONAL </li></ul><ul><li>pr...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>NATURALIST </li></ul><ul><li>class...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>NET GENERS (Net Generations) </li>...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
 
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
 
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom MIND MAPS
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>Taking their attention off the sub...
<ul><li>AVERAGES – MEAN </li></ul>
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
<ul><li>AGE LIMITS </li></ul>
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom Visual activity to use modals of deduction...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>READING AND SPEAKING </li></ul><ul...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>Skimming / scanning: in pairs, the...
<ul><li>Half crosswords:  in pairs, each student has half of a crossword done and needs to complete the other half asking ...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>SECRET STUDENT </li></ul><ul><li>F...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>How to make them participate witho...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>LISTENING </li></ul><ul><li>Read t...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>ICE-BREAKERS   </li></ul><ul><li>I...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>The News: different roles, section...
<ul><li>DO’S </li></ul><ul><li>Understand and consider your students’ basic needs and fears </li></ul><ul><li>Motivate you...
<ul><ul><li>make them participate in the teaching/learning process (   surveys, what do you prefer to do now…?, posters, ...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>DON’TS </li></ul><ul><li>Overcorre...
Yolanda R. Campos y Matthias Werner –  Do’s and don’ts in the English classroom <ul><li>[email_address] </li></ul><ul><li>...
Upcoming SlideShare
Loading in …5
×

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

2,552 views

Published on

Presentation by Matthias Werner and Yolanda Ramírez Campos for the XXV Curso Anual de GRETA, Septiembre, 2011.

Published in: Education, Health & Medicine
0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
2,552
On SlideShare
0
From Embeds
0
Number of Embeds
9
Actions
Shares
0
Downloads
0
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide

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

  1. 1. Do’s and don’ts in the English classroom Yolanda R. Campos Matthias Werner E.O.I. de Granada
  2. 2. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>People’s basic needs </li></ul><ul><li>  Fear, frustration, complex of inferiority </li></ul><ul><li>  Motivation </li></ul>
  3. 3. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  4. 4. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>Physiological needs </li></ul><ul><li>Requirements for human survival </li></ul>
  5. 5. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>Safety needs </li></ul><ul><ul><li>Personal security </li></ul></ul><ul><ul><li>Financial security </li></ul></ul><ul><ul><li>Health and well-being </li></ul></ul><ul><ul><li>Safety net against accidents/illness and their adverse impacts </li></ul></ul>
  6. 6. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>Love and belonging </li></ul><ul><ul><li>Friendship </li></ul></ul><ul><ul><li>Intimacy </li></ul></ul><ul><ul><li>Family </li></ul></ul>
  7. 7. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>Esteem (being accepted and valued by others  sense of contribution) </li></ul><ul><ul><li>High (  others): status, recognition, fame, prestige, and attention. </li></ul></ul><ul><ul><li>Low (  inner competence won through experience): strength, competence, mastery, self-confidence, independence and freedom. </li></ul></ul>
  8. 8. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>Self-actualisation </li></ul><ul><ul><li>Becoming what one can be </li></ul></ul><ul><ul><li>Achieve and master the previous needs </li></ul></ul><ul><ul><li>Adolescence: constant search of self-actualisation (trial – error) </li></ul></ul>
  9. 9. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>Maslow's self-actualising characteristics </li></ul><ul><li>keen sense of reality - objective judgement, rather than subjective </li></ul><ul><li>see problems in terms of challenges and situations requiring solutions, rather than see problems as personal complaints or excuses </li></ul><ul><li>need for privacy and comfortable being alone </li></ul><ul><li>reliant on own experiences and judgement - independent </li></ul><ul><li>not susceptible to social pressure </li></ul><ul><li>comfortable with oneself - despite any unconventional tendencies </li></ul><ul><li>a few close intimate friends rather than many surface relationships </li></ul><ul><li>sense of humour directed at oneself or the human condition, rather than at the expense of others </li></ul><ul><li>spontaneous and natural - true to oneself, rather than being how others want </li></ul><ul><li>excited and interested in everything, even ordinary things </li></ul><ul><li>creative, inventive and original </li></ul>
  10. 10. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>Hierarchy of needs in adolescence: </li></ul><ul><li>1. Biological and Physiological - air, food, drink, shelter, warmth, sex, sleep, etc. </li></ul><ul><li>2. Safety - protection from elements, security, order, law, limits, stability, etc. </li></ul><ul><li>3. Belongingness and Love - work group, family, affection, relationships, classmates, etc. </li></ul><ul><li>4. Esteem - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc. </li></ul><ul><li>5. Self-Actualization - realising personal potential, self-fulfillment, seeking personal growth and peak experiences. </li></ul>
  11. 11. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>ACTIVITIES TO DEVELOP THE 8 INTELLIGENCES </li></ul><ul><li>LINGUISTIC </li></ul><ul><li>group discussions </li></ul><ul><li>completing worksheets </li></ul><ul><li>giving presentations </li></ul><ul><li>listening to lectures </li></ul><ul><li>reading </li></ul><ul><li>word-building games </li></ul><ul><li>storytelling </li></ul>
  12. 12. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>LOGICAL-MATHEMATICAL </li></ul><ul><li>logic puzzles </li></ul><ul><li>logical-sequential presentations </li></ul><ul><li>problem solving </li></ul><ul><li>guided discovery </li></ul>
  13. 13. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>SPATIAL </li></ul><ul><li>charts </li></ul><ul><li>mind maps </li></ul><ul><li>visualisations </li></ul><ul><li>diagrams </li></ul><ul><li>videos </li></ul>
  14. 14. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>BODILY-KINAESTHETIC </li></ul><ul><li>circle dancing </li></ul><ul><li>brain gym </li></ul><ul><li>relaxation exercises </li></ul><ul><li>craftwork </li></ul>
  15. 15. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>MUSICAL </li></ul><ul><li>songs </li></ul><ul><li>jazz chants </li></ul><ul><li>Karaoke contests </li></ul><ul><li>background music </li></ul>
  16. 16. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>INTERPERSONAL </li></ul><ul><li>group work </li></ul><ul><li>pair work </li></ul><ul><li>brainstorming </li></ul><ul><li>peer teaching </li></ul>
  17. 17. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>INTRAPERSONAL </li></ul><ul><li>project work </li></ul><ul><li>self-study </li></ul><ul><li>learner diaries </li></ul><ul><li>reflective learning activities </li></ul><ul><li>personal goal setting </li></ul>
  18. 18. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>NATURALIST </li></ul><ul><li>classifying and categorising activities </li></ul><ul><li>background music (in the form of sounds created in the natural world) </li></ul>
  19. 19. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>NET GENERS (Net Generations) </li></ul><ul><li>Digitally literate students </li></ul><ul><li>Very kinaesthetic </li></ul><ul><li>Poor language skills </li></ul><ul><li>Short attention span </li></ul><ul><li>Low social skills in the “real” world </li></ul><ul><li>Use e-technologies (which try to mirror social interactions) </li></ul><ul><li>- Respond to new teaching approaches (e.g. being filmed while doing an activity in IT class) </li></ul>
  20. 20. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  21. 21. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  22. 22. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  23. 23. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  24. 24. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  25. 25. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  26. 26. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  27. 27. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  28. 29. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  29. 31. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom MIND MAPS
  30. 32. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>Taking their attention off the subject </li></ul><ul><li>Competitions </li></ul><ul><li>Games </li></ul><ul><li>Ludic activities </li></ul><ul><li>Films </li></ul><ul><li>Role-plays </li></ul><ul><li>Cross-curricular activities </li></ul>
  31. 33. <ul><li>AVERAGES – MEAN </li></ul>
  32. 34. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  33. 35. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  34. 36. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  35. 37. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  36. 38. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  37. 39. <ul><li>AGE LIMITS </li></ul>
  38. 40. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  39. 41. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  40. 42. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom
  41. 43. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom Visual activity to use modals of deduction / probability
  42. 44. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>READING AND SPEAKING </li></ul><ul><li>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. </li></ul><ul><li>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 </li></ul>
  43. 45. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>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 </li></ul>
  44. 46. <ul><li>Half crosswords: in pairs, each student has half of a crossword done and needs to complete the other half asking questions to their partner. </li></ul><ul><li>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: </li></ul><ul><ul><li>what makes you feel…? (red= sad/angry; orange=worried/bored; green=happy/good) Why? </li></ul></ul><ul><ul><li>How was your week/month/last holiday…? </li></ul></ul><ul><ul><li>How do you feel about …? </li></ul></ul><ul><ul><li>What are your plans for the summer? </li></ul></ul><ul><ul><li>What do you think about…? </li></ul></ul>
  45. 47. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>SECRET STUDENT </li></ul><ul><li>Final reward for a class (an excursion, a film…) </li></ul><ul><li>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”. </li></ul><ul><li>(Lots of peer pressure and bad students know that their names can be picked any day.) </li></ul>
  46. 48. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>How to make them participate without calling out their names </li></ul><ul><li>- Basket with words related to one topic </li></ul>
  47. 49. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>LISTENING </li></ul><ul><li>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. </li></ul><ul><li>Play a “story” only with sounds and ask your students to tell you what happens and to make up possible stories </li></ul>
  48. 50. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>ICE-BREAKERS </li></ul><ul><li>Interviewing a pop group: Classroom  press conference (name tags, hair-do, journalists introduce themselves before asking questions). </li></ul>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
  49. 51. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>The News: different roles, sections, music </li></ul>- 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 … <ul><li>Film them </li></ul>
  50. 52. <ul><li>DO’S </li></ul><ul><li>Understand and consider your students’ basic needs and fears </li></ul><ul><li>Motivate your students according to their learning processes (different intelligences, Net Geners, steps towards knowledge and creativity) </li></ul><ul><li>Take their attention off the subject whenever possible </li></ul><ul><li>Voice (microphone) </li></ul><ul><li>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 </li></ul><ul><li>Colours (markers), flash cards (visual memory) </li></ul><ul><li>changes in the background (2 months) </li></ul><ul><li>Activate long-term memory processes </li></ul><ul><li>Change members in groups and pairs </li></ul>
  51. 53. <ul><ul><li>make them participate in the teaching/learning process (  surveys, what do you prefer to do now…?, posters, contests) </li></ul></ul><ul><ul><li>give them an identity </li></ul></ul><ul><ul><li>clear aims </li></ul></ul><ul><ul><li>set time limits </li></ul></ul><ul><ul><li>reward them, give continuous positive reinforcement </li></ul></ul><ul><ul><li>use their topics of interest, at least to give an introduction to a more daunting topic </li></ul></ul><ul><ul><li>call for their attention at critical moments </li></ul></ul><ul><ul><li>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) </li></ul></ul><ul><ul><li>Leave less active tasks for homework </li></ul></ul><ul><ul><li>Change roles </li></ul></ul><ul><ul><li>+ real material, - activities from the book </li></ul></ul><ul><ul><li>Be their friend, listen to them, treat them as equals </li></ul></ul><ul><ul><li>Relaxation techniques </li></ul></ul>
  52. 54. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>DON’TS </li></ul><ul><li>Overcorrect </li></ul><ul><li>Follow the book: add, change, be unpredictable </li></ul><ul><li>Focus on learning the language </li></ul>
  53. 55. Yolanda R. Campos y Matthias Werner – Do’s and don’ts in the English classroom <ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul>

×