Chapter 16 Brewster
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This chapter discusses classroom management strategies for primary English teachers. It emphasizes the importance of motivation and creating a positive learning environment. Some key points discussed are establishing routines, balancing discipline with flexibility, engaging students through various activities, managing group work, and differentiating instruction to meet all students' needs. The chapter also provides specific tips for gaining students' attention, scaffolding learning, and keeping records.
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Here are some suggestions for activation techniques that would be appropriate for the given teacher objectives:
For objectives a) comprehension check, d) grammar check, and g) new vocabulary, teacher-led questioning techniques like IRF would be suitable to assess understanding.
For objectives b) familiarization with text and e) writing, individual or pair work giving students time to read/write independently with teacher monitoring would allow practice and reduce mistakes.
For objectives c) oral fluency and f) grammar practice, group or pair work with communication tasks that require using the target language skill would promote active use and reinforcement of those skills.
TASK BASED LEARNING
Task-based language learning involves presenting students with meaningful tasks to complete rather than focusing on language structures. A task requires students to use language to arrive at an outcome and engages cognitive processing. Effective tasks mirror real-world activities like talking to a doctor. This approach motivates students and gives them confidence to use the language. It also exposes them to a variety of natural language through collaboration. Teachers take on roles like preparing students and raising consciousness of language used. Students work in groups and provide feedback to one another, taking risks and innovating with language. While it can encourage ambitious language use, some students may rely too heavily on others and large classes present implementation challenges.
Classroom-Management-and-Student-Motivation_ost.pptx
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Nineteenth World Conference on Gifted and Talented Children
The document summarizes components of project-based learning including that it deeply involves students in interdisciplinary experiences rooted in subject matter, focuses on students discovering questions and answers through addressing problems, and encourages independent learning with group support. Students create unique products that support their understanding. Project-based learning is learner-centered, uses authentic content and purposes, includes challenging projects, collaboration, and is facilitated by teachers with explicit educational goals rooted in constructivism.
Pgde An Intro To Teaching Strategies (2)
This document discusses different teaching strategies that teachers can use to engage students in active learning. It describes several strategies, including direct instruction, interactive discussion, peer teaching, collaborative learning, and experiential learning. For each strategy, it outlines what the teacher and student do. The document emphasizes that teachers should use a variety of strategies to match their teaching objectives and engage students in both independent and collaborative work. It also stresses that teachers should actively involve students in the learning process and make learning fun.
Double the Work
This document discusses challenges and strategies for teaching English language learners (ELLs). It notes that both teaching and learning in an ELL environment can be difficult. It provides perspectives from an ELL student and Peace Corps volunteer on struggles with learning in a new language. The document then discusses strategies for effective ELL instruction, such as providing opportunities to practice, setting clear expectations, using multiple modes of instruction, and offering extra support.
Project 3 (1)
The teacher introduced the topic by asking students about their previous knowledge of sentences to review the concept. There was some lack of student stimulation, but the teacher used eliciting questions at times. The roles were mostly teacher-centered as the teacher explained concepts and had students do exercises. The teaching style was deductive as concepts were explained before activities. Students were able to understand the material and participate in activities practicing reading, writing and speaking skills, showing they processed the basic input provided.
Problem behaviour`1
This document discusses problem behaviors in the classroom and strategies for addressing them. It begins by listing examples of problem behaviors like disruptive talking, sleeping in class, and failing to do homework. It then explores potential causes like family issues, low self-esteem, and boredom. To prevent problems, the document recommends establishing a classroom code of conduct created with student input. It also stresses the importance of teacher enthusiasm, professionalism, and rapport. When problems occur, teachers should act immediately, focus on the behavior not the student, take appropriate action, and keep their calm. The document next discusses strategies for minimizing student use of their native language in class, like setting guidelines, choosing appropriate tasks, and creating an English-speaking atmosphere
Topic 10
Let's describe the adventure sports:
Bungee jumping is a dangerous sport where you jump from high places attached to an elastic cord. It allows you to fall freely and bounce back up.
Rock climbing is an adventurous sport where you climb up rock faces or cliffs using ropes and safety gear like helmets. It requires strength, balance and problem-solving skills.
White water rafting involves navigating a rubber raft through moving water and rapids. It's an exciting way to experience nature while getting your heart pumping.
Skydiving is an adrenaline-fueled sport where you jump out of an airplane thousands of feet in the air attached to an instructor. With your parachute,
Practical 7 - Second Language Acquisition: Balari Oriana - Martínez Rocío
1. Principles of second language acquisition help teachers understand how children learn languages at different ages and cognitive stages. This informs how teachers can best support diverse classrooms.
2. The critical period hypothesis suggests that after age 9, the brain undergoes lateralization making it more difficult to acquire a new language since the brain compares it more to the first language.
3. Telegraphic speech is when young children leave out function words like articles and prepositions, but word order still shows syntactic understanding, such as "Kiss baby" meaning "Go kiss the baby."
What if students are all at
This document discusses potential challenges that may arise in an English classroom and provides suggestions for how to address each one in 3 sentences or less:
1) If students are at different levels, teachers can divide them and apply different activities based on their abilities, use the same material with varying difficulty, and have advanced students help others.
2) For a large class, teachers should be accessible, use active learning techniques like group work, and leverage technology to communicate and assign work.
3) When students use their native language, teachers should explain benefits of English practice, establish norms for English use, and respond only in English to encourage its use.
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Projects with yle
Project work is ideal for teaching primary school children for several reasons. It integrates different activities into a coherent end product, giving children a sense of achievement. Project work educates the whole child by developing their intellectual, physical, social, and emotional skills. It also allows children to learn through experience and integrates language skills naturally as children use language to complete the project. Project work has other advantages like catering to different abilities, needs, and interests in a mixed ability class.
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The document discusses the structure of effective language lessons. It notes that lessons have recognizable participants and activities, and reach conclusions. It then outlines key components of lesson structure: beginning with a review, stating goals, presenting new material in steps with practice, providing instructions and questions to check understanding, and giving feedback. The document further explores opening, sequencing, pacing, and closing lessons effectively based on methodology like situational or communicative language teaching.
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The document discusses the structure of an effective English language lesson, known as the "ARC":
1) Lessons should have a clear beginning, middle, and end, similar to a story. The beginning activates prior knowledge and sets the scene, the middle is the main body of the lesson where new content is presented, and the end wraps things up and reflects on learning.
2) Effective beginnings include warm-up activities to switch to English and set the context. The middle, or "body" of the lesson, takes the most time and includes presenting new content, modeling activities, and using transitions between parts.
3) The end is important for assigning homework, reviewing key points, and having students reflect
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The document poses hypothetical challenges that may arise in a classroom such as students being at different levels, the class being large in size, students refusing to stop speaking their native language or being uncooperative. It also considers what may occur if students do not want to talk, do not understand listening exercises or finish activities at different paces than other groups. The document is asking the reader to consider these potential issues and have any questions addressed.
How to be a good learner
This document discusses characteristics of good language learners and how teachers can support learners at different levels. It notes that good learners are motivated, participate actively, and take responsibility for their own learning. Teachers must consider learners' backgrounds and individual differences. While beginners benefit from simple language and activities, advanced learners need challenging tasks and subtle language use. The key is providing engagement and clear goals appropriate for each learner's level of proficiency.
How to Manage Teaching and Learning
This document discusses classroom management strategies for teachers. It covers physical presence in the classroom, using one's voice effectively, marking lesson stages, seating arrangements, student groupings, and evaluating lessons. Some key points are: teachers should be proximate to students and make eye contact; vary voice volume but don't shout; start and end lessons with clear routines; consider orderly rows, circles or separate tables for seating; and use whole class, group, pair and individual work, getting feedback to evaluate lessons.
Describing Teachers
Teachers see themselves in various roles such as actors, conductors, and gardeners. A teacher's role may change depending on the activity, with the overall aim of facilitating student progress. Common teacher roles include controller, organizer, assessor, prompter, participant, resource, tutor, and observer. Effective teachers are able to switch flexibly between these roles as appropriate for the learning situation.
Grouping students (Chapter 8 by Harmer)
The document discusses different ways teachers can group students in the classroom, including whole-class teaching, individual work, pairwork, and groupwork. It outlines the advantages and disadvantages of each approach, and provides guidance on organizing effective pair and groupwork through considerations like task type, creating diverse groups, and establishing procedures. The goal is to encourage cooperation while maximizing student participation and independence.
Chapter 3 brewster
The document discusses theories of how children learn English as a foreign language. It covers several topics: (1) how children think and learn physically, emotionally, and conceptually according to Piaget's stages of development; (2) the differences in teaching young learners compared to older students due to their energy levels, emotions, literacy skills and ability to focus; (3) scaffolding learning and using multiple modes of representation; and (4) methods that are effective for young learners such as Total Physical Response, project work and recognizing different learning styles. The key theories discussed include Piaget's constructivism, Vygotsky's zone of proximal development, and Gardner's theory of multiple intelligences.
Classroom management
This document discusses key aspects of classroom management including the teacher's roles, student groupings, and disruptive behavior. It describes the teacher as a controller, assessor, organizer, and having other roles like prompter, participant, and tutor. It discusses different student groupings like lockstep, pair work, and individual work and their benefits and drawbacks. The teacher must take on different roles and utilize various student groupings to effectively manage the classroom.
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Chapter 16 Brewster
- 1. Brewster, J., Ellis, G. & griard D. (2007). The Primary English Teacher’s Guide. CHAPTER 16: CLASSROOM MANAGEMENT
- 2. MOTIVATION Dornyei (1998): One of the key factors that influence the rate of success in EFL. “If children learn English from age 6, they will be learning it at school for 9-12 years. If children are not enjoying the lessons, the teacher’s job is much harder”. Cajkler &Addelman (2000): to keep motivation levels high, teachers should adopt a “critical attitude” towards activities and tasks being used. Need to provide a classroom atmosphere which promotes pupils’confidence and self-esteem so that they can learn more effectively and enjoyably”. If children have negative experiences with language learning, they may underachieve even if they like the L2.
- 3. CLASSROOM CONTROL AND DISCIPLINE Establishing routines. Children develop scripts/mental maps. Gradually introduce pupils to use English for a short period of time through songs or rhymes.
- 4. FINDING A BALANCE Being inconsistent. Being authoritarian. Little discipline: chaos, nothing is learned. Know the pupils’names. Identify troublemakers. Keep a seating plan of the class. Classroom rules: determination to keep them calmly and fairly.
- 5. GETTING THE PUPILS’ATTENTION 1. Firmly name the children still talking. 2. Start a well-known activity or routine OR 3. Give instructions for a new activity with intonation that will ensure the students’attention. 4. Wait for quiet before beginning a new activity. 5. Little by little, cut down on the amount of tiem spent disciplining students.
- 6. FLEXIBILITY Finding an acceptable noise level. Giving praise.Using stickers or badges. Organize learning activities around motivating topics.
- 7. MANAGING PAIR AND GROUP WORK Berman (1998) YLE prefer working alone and may be reluctant to share. (under 7) Pin important info on walls. How to form pairs. Group work for projects.Birthday groups. Pupils need trainign so that later on they can move to more-independent learning.
- 8. DIFFERENT KINDS OF CLASSROOM ACTIVITIES STIRRING vs. SETTLING activities. Avoid activities which are emotionally or cognitively empty: too much copying or repeating.
- 9. THE MIXED ABILITY CLASS Assess your design of activities for a mixed class: Was the task given to students too difficult/too easy? Was the task rather boring or mechanical with little contextualization or focus on meaning? Was there too much “dead time”?
- 10. EXTENSION/SUPPORT ACTIVITIES The text used. The task used. The support provided. The outcome demanded. The ability group used. The choice/range of activities used.
- 11. HOW TO PROVIDE SUPPORT OR SCAFFOLDING Breaking down the learning sequence into smaller steps. Simplifying the alnguage. Using lots of spoken language before written activities. Translating abstract concepts into more concrete ones. Using physical movement.
- 12. Using more audio-visual support. Providing a greater variety of activities. Managing time effectively: A. Plan. B. Feedback. C. Homework.
- 13. KEEPING TEACHING RECORDS For homework. Portfolios. Story books read. Attendance to classes.