Problem behaviour and what to do about it
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This document discusses problem behaviors that can occur in the classroom and strategies for addressing them. It first explores why problems may arise, such as family issues, boredom, or a student's self-esteem. It then recommends preventing problems by creating a code of conduct with student input and building positive teacher-student relationships. When problems do occur, the document advises teachers to address issues immediately while focusing on the behavior, not the student, and taking appropriate next steps privately. It also suggests using colleagues and school administrators for support when needed.
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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
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With the pandemic putting a halt to the educational system, pupils were confined to their homes with their parents/guardians as their providers because teachers were limited to providing the SLMs because of health protocols. In addition, online classes were not possible because most of the learners lack the needed equipment.
With the implementation of the 5-day in-person classes, teachers are faced with the dilemma of having to go back to basics like classroom discipline and bridging the gaps.
With this classroom management presentation, it is hoped that educators will learn something to help their learners to back on the right track.
1-Pretend that you are a new teacher. You see that one of your st.docx
A student is bullying their peers by teasing, joking, and targeting students who appear less socially adept. The bullying goes beyond friendly banter and often leaves victims feeling hurt and ashamed. As a new teacher, steps should be taken to stop the bullying and build the self-esteem of targeted students. The causes of the bullying behavior need to be addressed, and a tiered behavior management program could help encourage student success.
Relationships by mihaela alexandrina cenusa
The document discusses interpersonal relationships and provides information on several related topics:
- Interpersonal relationships involve disciplines like sociology, psychology, and social work and change continuously over their lifespan.
- Relationships can be in social groups like family, friends, organizations, communities, and professionally. They involve common goals, roles, norms, and sanctions.
- Developing positive teacher-student relationships is important as it influences student success in school through good behavior, competence, and interactions. Teachers can build these relationships through one-on-one interaction, communication, trust, and respect.
- The document then provides 12 steps for teachers to effectively manage student behavior in the classroom, such as anticipating compliance,
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More from Mara Barbieri
Vanesa's feedback
Mara led an English lesson introducing an exchange student, Jasmine, to her fifth grade class in Argentina. She effectively managed student behavior and engaged all students in interactive activities to promote cultural exchange. The lesson went well, with students showing interest in Jasmine and enthusiasm in learning about her culture. Mara demonstrated good teaching skills like maintaining control of the group, engaging quiet students, and congratulating positive behaviors. Her co-teachers observed she was an active partner who helped meet student and teacher needs during the lesson.
Estela's feedback
Mara led an English lesson for a fifth year class focusing on bugs. She used a variety of engaging activities including listening to a poem, playing a matching game with bug body parts, completing a word search, and starting a descriptive writing activity. Mara provided clear instructions and monitoring to ensure students understood the activities. She displayed the students' work and incorporated feedback on pronunciation and vocabulary. Overall, the lesson effectively integrated different skills and kept students actively engaged and learning through child-friendly methods over the single period.
John's feedback
1. This document summarizes a classroom observation of a trainee, Mara, teaching a 5th grade class.
2. The observer notes that Mara had good eye contact and classroom management skills, though classroom management was also handled by the lead teacher who knows the students.
3. Mara directed the structure of the class, presented questions, answered student questions, and followed the lesson plan, though the timing of activities varied. Materials were prepared and macroskills like speaking and listening were practiced.
Reflection on my practicum experience
The student completed their teaching practicum at a primary school and had a very positive experience. They were extremely nervous at first but found their partner teacher to be a great model who helped them feel more comfortable. While there were some challenges like having a soft voice, they learned to manage issues in the classroom well. Working with their partner teacher was the best part, as they planned lessons and supported each other. They felt the mentor teacher was mostly helpful but not as warm as expected, while the vice principal welcomed them kindly each week. Overall, the practicum experience fulfilled the student and helped build their confidence in teaching small children.
Jasmine's life
PowerPoint Presentation used by Jasmine to show the students just a bit of her wonderful life in England.
'The silent way'
The Silent Way is a language teaching method developed by Caleb Gattegno in 1963 that aims to minimize teacher talking time and maximize student talking time. It is based on the premise that learning is facilitated when students discover or create rather than repeat, when physical objects are used, and through problem solving. The teacher introduces words and phrases using color-coded rods and charts and then steps back, allowing students to create their own utterances and learn through self-correction with minimal teacher intervention. Silence is considered an important teaching technique as it encourages student concentration and independent learning.
Practical nº 11
Este documento describe los principales conceptos y objetivos de los NAP (Núcleos de Aprendizajes Prioritarios) para la enseñanza de lenguas extranjeras en Argentina. Los NAP buscan promover un enfoque plurilingüe e intercultural, reconociendo la diversidad lingüística y cultural del país. Se organizan en cuatro niveles de acuerdo al ciclo escolar. Los conceptos clave incluyen el plurilingüismo, la interculturalidad, y la adquisición de lenguas según la edad. Los objet
Didactic sequence
Este documento presenta la secuencia didáctica para una unidad sobre insectos (bichos) en inglés para el 5to grado. La unidad consta de 9 sesiones que introducen y practican vocabulario sobre insectos, sus partes del cuerpo y números hasta 100, así como estructuras gramaticales como have/has got, there is/are y can/can't a través de descripciones, imágenes y actividades lúdicas. El objetivo es que los estudiantes puedan reconocer y describir insectos en inglés. La evaluación consiste en identificar im
Practical 12 Barbieri - Matta
This document provides a lesson plan for teaching English to 5th grade students in Argentina about the story "The Very Hungry Caterpillar" by Eric Carle. Over two 40-minute classes, students will listen to a native English speaker read the story, learn vocabulary about days of the week and foods, and compare the diets of an English caterpillar and an Argentinian caterpillar by drawing pictures of typical foods from each country. The lesson aims to develop students' English listening, speaking, and reading skills while learning about different cultures.
Practical 12 Barbieri - Matta
This document provides a lesson plan for teaching English to 5th grade students in Argentina about the story "The Very Hungry Caterpillar" by Eric Carle. Over two 40-minute classes, students will listen to a native English speaker read the story, learn vocabulary about days of the week and foods, and compare the diets of an English caterpillar and an Argentinian caterpillar by drawing pictures of typical foods from each country. The lesson aims to develop students' English listening, speaking, and reading skills while increasing their cultural awareness and respect for other cultures.
Lesson plan n° 9 Barbieri - Matta
The lesson plan introduces Jasmine, a Fulbright ETA from England who will share aspects of her culture and life with the students. She will present a PowerPoint showing photos from England to familiarize students with English culture. Students can ask Jasmine questions in English or Spanish during the presentation. Next, students will take turns sharing something about a cultural topic related to Argentina or themselves, such as sports they like, after drawing that topic from a piece of paper inside a ball made of newspaper. Finally, the teacher will return corrected tests and answer any questions before Jasmine says goodbye.
Lesson plan n°8 Barbieri - Matta
The document is a lesson plan for a 5th grade English class about bugs and numbers. The lesson plan includes learning objectives to revise vocabulary about bugs, their body parts, verbs of action, and recognize numbers up to 100. Students will complete a test with matching, writing, circling, and drawing activities. They will match bugs to characteristics, write bug names, connect numbers to form bugs, circle numbers, and draw a monster bug with given body parts. The teacher will check notebooks and collect badges and tests at the end of the lesson.
Lesson plan n° 7 Barbieri - Matta
One of the activities consisted of playing 'the hangman' with the vocabulary learned the previous classes. Children were motivated as they did not work with the student's' book.
Lesson plan n° 6 Barbieri - Matta
This lesson plan is for 5th grade English classes and focuses on teaching vocabulary about bugs, numbers, and the verbs "is" and "are". The plan includes 4 activities: 1) Reviewing homework vocabulary words, 2) Reading passages and completing a true/false activity about bugs, 3) Working in pairs to complete an exercise from the textbook, 4) Continuing to work in pairs on exercises practicing "have/has got". Throughout the lesson the teachers will check student work, announce an upcoming test, and assign homework.
Lesson plan n° 5 Barbieri - Matta
In spite of the nerves and pressure I felt because of being observed by Estela, this was one of my favourite classes. All the children were involved in the activities and I think they enjoyed the lesson very much.
Lesson plan n° 4 Barbieri - Matta
This lesson plan is for 5th grade students and focuses on teaching vocabulary about bugs, their body parts, and numbers up to 100. The plan includes three activities: 1) Students identify bug body parts and complete a worksheet. 2) Students do a listening activity from their textbook about numbers related to bugs. 3) Students read paragraphs about snails and wasps, then complete a true/false activity. The lesson closes with assigning homework to complete information on 3 bugs in their notebooks.
Lesson plan n° 3 Barbieri - Matta
1) The lesson plan reviews vocabulary about bugs, numbers up to 100, and the grammatical structure "there is/are" and "how many x are there?".
2) The warm up activity involves completing a crossword with bug vocabulary. Then, students read numbers aloud from their textbook and ask each other "how many x are there?" questions about bugs.
3) New numbers are introduced through bingo, where students listen to numbers called out and check them off on their bingo cards. Homework is assigned from the textbook.
Lesson plan n° 2 Barbieri - Matta
The lesson plan summarizes a 5th grade English lesson about bugs and numbers. The lesson includes activities to review vocabulary about common bugs, count to 100, and practice the grammatical structures "there is/are" and "how many x are there?" using examples of bugs. The plan outlines 5 activities including a warm up game identifying flashcards of bugs, completing exercises in the textbook about bugs and numbers, explaining grammatical structures, reading numbers aloud, and practicing question forms. The class will end by assigning homework using "there is/are" to describe bugs.
Lesson plan n° 1 Barbieri - Matta
First class. I felt really nervous and insecure, but it was not so hard. I can say I enjoyed my first day teaching.
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Problem behaviour and what to do about it
- 1. Problem behaviour and what to do about it J. Harmer By Ailén Bailo, Mara Barbieri, Mariel Matta & Agustina Ondano
- 2. Problem behaviour There are different types of disrupting bahaviour that can occur in our classes. What counts as “disrupting behaviour” is not universal, and varies according to the context. Besides, each teacher has a different idea about order and discipline in class. In any case, teacher needs to know why it occurs, how we can prevent it and what to do if it arises.
- 3. Why problems occur The family Education Self-esteem Boredom External factors What the teacher does
- 4. Preventing problem behaviour It’s a useful to use strategies to avoid problems occuring in the first place Creating a code of conduct Include the students’ own opinions in the code so as to have a democratic agreement Teachers and students The way we teach and the relationship we have with students can help to prevent problema behaviour Interest and enthusiasm professionalism
- 5. Reacting to problem behaviour It should not be ignored Act immediately Focus on the behaviour not the pupil Take things forward Reprimand in private Keep calm Use colleagues and the institution
- 6. “Please speak English” Why students use the mother tongue in class Choice of task It comer naturally Pedagogical tasks Teacher use of mother tongue Attitudes to mother tongue use in the classroom Students will undoubtely use the L1 Teachers should promote the use of English in language study and oral production Teacher-talking time in English as a source of input
- 7. What to do to promote the use of English in the classroom Set clear guidelines Choose appropriate tasks Create an English atmosphere Use persuasion and other inducements