The Problem Factor in the English Class

7/29/2019 The Problem Factor in the English Class

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The Problem Factor in the

Management of the English Class

Gandhi said that in order to see a change in the world, we

must first change ourselves. If you want to see a change in

your classroom and the kids you teach, the same is true.


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The teachers attitude : a catalyst for learningThe teachers attitude : a catalyst for learningThe teachers attitude : a catalyst for learningThe teachers attitude : a catalyst for learning

How we approach and deal

with students,

How we respond to their

needs and behaviour,

How we speak

How we look,

How we arrange and organize

the room and the work we set

HOW WELL WE KNOW THEM


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The EnglishThe EnglishThe EnglishThe English

classroomclassroomclassroomclassroom

into a thick

forest


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The EnglishThe EnglishThe EnglishThe Englishteachers 2 majorteachers 2 majorteachers 2 majorteachers 2 major

challengeschallengeschallengeschallenges

StudentsEmotional

Disorders

Students

Learning

Difficulties


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a handicap that interferes with

someone's ability to store, processor produce information


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Accessing Learning DisabilitiesAccessing Learning DisabilitiesAccessing Learning DisabilitiesAccessing Learning Disabilities

obvious or latent

a neurological disorder

probably inherited

gap between a person's true capacity and performance

indicated by underachievement or academic failure

not indicative of less intelligence on the contrary

dyslexia (broad term) : language processing deficits

can't be cured or fixed

encouraging strengths, knowing weaknesses, working with

professionals and using appropriate strategies


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Deficiencies in the teaching and learningDeficiencies in the teaching and learningDeficiencies in the teaching and learningDeficiencies in the teaching and learning

environment : a principal cause of LDsenvironment : a principal cause of LDsenvironment : a principal cause of LDsenvironment : a principal cause of LDs

Limited L1 development

Lack of background knowledge / experiences

Specific inherent learning difficulties

Appropriate intervention


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Specific learning difficulties are aboutSpecific learning difficulties are aboutSpecific learning difficulties are aboutSpecific learning difficulties are about

Attention

Language: difficulty in interpreting and/or remembering

verbal messages and instructions

Poor reading skills : difficulty with processing information

visually displayed

Memory, difficulties with retrieval of stored information

Breakdown of ideas between the head and the paper

Difficulty with organizing information


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How To Identify a Dyslexic Student In A Secondary SchoolHow To Identify a Dyslexic Student In A Secondary SchoolHow To Identify a Dyslexic Student In A Secondary SchoolHow To Identify a Dyslexic Student In A Secondary School

1. reads inaccurately2. has problems spelling

3. confuses places, times and dates

4. has difficulty remembering maths tables and formulae5. needs to have instructions repeated

6. gets tied up using long words

7. has difficulty planning and writing essays8. suffers poor confidence and low self-esteem

9. forgets which books to take to class

10. has difficulty organising life around a timetable11. misunderstands complex instructions

12. has problems trying to write down notes at speed, andcompleting work on time

13. has memory difficulties


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Sink or swim : theSink or swim : theSink or swim : theSink or swim : the

nightmare ofnightmare ofnightmare ofnightmare oftextbookstextbookstextbookstextbooks

too difficult for students who

lack the necessary decoding

s s, voca u ary, an pr orknowledge

dense in new concepts

lacking specific teachingsuggestions


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LDs aim phonological awareness firstLDs aim phonological awareness firstLDs aim phonological awareness firstLDs aim phonological awareness first

problems with "phonological

awareness, that is with the

result in difficulty with the

perception and production

of language or with

basic sound units of

language, phonemes, and

inability to recognize or

manipulate these basic

units of sound efficiently

language comprehension.


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language learning can be an unbelievably

stressful and humiliating experience, theopposite of what is intended.


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Best answer : in either case, the results suggest that

the child would benefit from instruction in English


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Preventing school failure begins with the

creation of school climates that foster

academic success and empower students

Cummins, 1989 .

All students can learn.

Educators are responsible for helping

them learn


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Interventions

explicitphonemic

awarenessinstruction

explicitinstruction in

comprehensionstrategies

peer-assisted

learning

reducing the syllabus to the essential

reducing the vocabulary demandproviding constant review

incorporating multisensory

stimulation and support

Approach 1

Explicit teaching of

the phonological skills

Approach 2


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The Planning PyramidThe Planning PyramidThe Planning PyramidThe Planning Pyramid

All students should have access to all information.


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Suggested tipsSuggested tipsSuggested tipsSuggested tips Make the learning and teaching active using a multi-sensory

approach

Enable, challenge, scaffold, recycle, consolidate

Give notes on handouts rather than expecting students tocopy from the board

Use visual aids to support written text Encourage students to use all the clues on the page before

tackling the text

Make the learning objectives explicit. Use the computer

Break down the tasks into manageable steps

Involve Praise success


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Multisensory Techniques

Whole Language Strategies

Using sight, touch,hearing, motion, etc.

Combining reading,writing, vocabulary,

phonics, spelling and

comprehension

Systematic, regularly

Reading Instruction

Additional Services

rev ewe , mu sensory

Building on prior knowledge,supplementary material and graphic

organisers and visual aids

Individual instruction,

speech therapy, etc.


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Multisensory instruction is an affectiveMultisensory instruction is an affectiveMultisensory instruction is an affectiveMultisensory instruction is an affective

teaching method in the inclusive classroom.teaching method in the inclusive classroom.teaching method in the inclusive classroom.teaching method in the inclusive classroom.

Students watch films.

.

Students sing or chant.

Groups of students perform mini plays in front of the class.

Objects are passed around for the students to touch or

taste or smell.


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Language Learning for a LD student may meanLanguage Learning for a LD student may meanLanguage Learning for a LD student may meanLanguage Learning for a LD student may mean

becoming highly conversational, but still weak

in grammar

converse

becoming fairly competent in all areas but not

attaining a good accent


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The teachersThe teachersThe teachersThe teachersqualitiesqualitiesqualitiesqualities

Inventiveness

Flexibility


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Strategies for an inviting FL classStrategies for an inviting FL classStrategies for an inviting FL classStrategies for an inviting FL class

Speak slowly, clearly, and naturally

Face your students and avoid putting your hand in front of your face

Reduce distraction

Provide plenty of pre-discussion, pre-writing, pre-reading lead time and other pre-

teaching activities

Cate orise material

Use tone of voice, facial expression and gestures together with words

Allow time for answers

Use key points and repeat them with similar phrases

Prepare a written outline of the lesson

Use multisensory techniques

Break tasks and instructions down to smaller parts

Administer tests in various formats


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Strategies for a practicallyStrategies for a practicallyStrategies for a practicallyStrategies for a practically

accommodating classroom environmentaccommodating classroom environmentaccommodating classroom environmentaccommodating classroom environment Reduce noise and other sources of distraction

Regulate temperature and lighting

Ensure the availability of resources and working space

Provide a calm structured and redictable environment

Group seating is for cooperative work (unfit for students with

behavioural or attentional problems)

Row seating is for productive individual work

The smaller the class size, the better

Use of both L1 and L2

Good rapport between teacher and students


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What to avoidWhat to avoidWhat to avoidWhat to avoid overemphasis on grammar, spelling and punctuation

too much writing

too much reading

memorising facts and formulae

not g v ng enoug t me to note t ngs own

too much copying from the board

talking too much and too fast

putting students down in front of others

shouting

being impatient


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Emotional and behavioural disorders (EBD)Emotional and behavioural disorders (EBD)Emotional and behavioural disorders (EBD)Emotional and behavioural disorders (EBD)

chronic anxiety,

phobias, personality disorders, conduct disorders,

aggress on, mood disorders,

depression,

immature behaviour patterns

externalised or internalised


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Positive interventions

Better self-management

More time on learning tasks

On-going support and

guidance


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Our students needs : the mad, the bad and the sad

Empowerment recognition, freedom, achievement,contribution, choice and competence

If not ! Powerless and frustrated

Fun curiosity, interest, growth and learning,

adventure, amusement, surprise, variety

If not! Bored and frustrated

Belonging accepted, valued, appreciated, needed, relatedto, loved

If not! Lost, uncared for, lonely, isolated,vulnerable, let down, inferior and frustrated

O


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NO variety of activity,

NO laughter and humour,

NO sense of discovery,

No choice in the seating arrangements or the activities,

NO movement,

NO challenge,

Uninteresting lessonsUninteresting lessonsUninteresting lessonsUninteresting lessons

mus c,

NO colour,

NO adventure,

NO dynamism,

NO warm-up activity,

NO break

no FUN!


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Aims of behaviour management

The purpose of behaviour management is NOT to make

students behave for us, but

to train them, and help them experience, and learn for

themselves the many benefits and

corresponding intrinsic value of

RESPONSIBLE BEHAVIOUR.


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Teacher attitudesTeacher attitudesTeacher attitudesTeacher attitudes

Negative attitude Positive attitude

generate problems for

themselves

have positive expectations

wind kids up always seek solutions

negative air in classroom communicate on every level

escalating confrontations help rather than reprimand

hostile sarcastic, dismissive

response to students

fair and considerate response

to students


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HumourHumourHumourHumour : a talen: a talen: a talen: a talen

integral to teachinintegral to teachinintegral to teachinintegral to teachin

reduces stress, builds bonds, makes them more relaxed, learnbest when they have fun

use other skills, use a comedian in the classroom, or use othersources

students who need to show off and crave attention benefit frombeing given the opportunity to do exactly that


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Interesting lessons

Students immersed in engaging and varyingactivities

Lessons tailored to students interests and styles

Lessons with real-life relevance

Ti f i t ti g lTi f i t ti g lTi f i t ti g lTi f i t ti g l


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Tips for an interesting lessonTips for an interesting lessonTips for an interesting lessonTips for an interesting lesson

! Use real life objects when presenting a task.

! Use an interesting starter

! Bring in an outside speaker

! Plan your activities round their interests

! Take them out on field trips and educational visits

! Prepare work at their ability level

! Avoid work that is text heavy! Dont feed them all at once split work into bite-size chunks

! Use activities that appeal to Multiple Intelligences ...

A ti iti f lti l i t llig


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Activities for multiple intelligences

Linguistic Debates large-and small-group discussions books, worksheets,manual, brainstorming, writing activities, word games,

storytelling, speeches, reading to class, creating class newspapers

Logical-Mathematical

Logical problem-solving exercises, logic puzzles and gamesclassifications and categorizations, quantifications and

calculations, logical-sequential presentation of subject

matter

SpatialIntelligence

Charts, graphs, diagrams, photographs, videos,slides, movies, visual puzzles, picture metaphors, mind maps,

computer graphics, colour cues

KinaestheticIntelligence

Mime, field trips, competitive and cooperative games, craftskinaesthetic imagery, communicating with body language/ hand

signals

MusicalIntelligence

Singing, humming, playing recorded music, playing live musicon an instrument, group singing, songs, raps, background music


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Praise Appreciation and encouragement

Recognition of positive behaviour Descriptive, genuine, sincere and private praise

No re etition

Paul, stand back and look at what youve done this is a fantasticportrait! What really impresses me is the way youve made that eye

come to life by showing the light reflecting here. That really makes

it come alive!


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Losing our temperLosing our temperLosing our temperLosing our temper

Encourages the students to mirror our behaviour

Makes them angry, less likely to pay attention and more likely to switch off or

retaliate

Giving them an increased sense of power

Embarrasses them

Provides entertainment for some

Disrupts the work of the rest and induces an unsettled, tense atmosphere

ABOVE ALL !

It rewards them with the very thing they want the emotional reaction and

attention that they crave!


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Embarrassing student responsesEmbarrassing student responsesEmbarrassing student responsesEmbarrassing student responses

Why ?

to gain attention

to hold up the lesson

How to deal with them?

change focus of attention

use humour

to impress their peers

to find our weaknesses

to shock / embarrass us

to laugh

because they feel close

avoid getting emotional

remind targets

set individual tasks

protect general peace


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Attention seekers

Ignore any low level misbehaviour If not, it will only reinforce negative

behaviour

Avoid eye contact with them Give specific, detailed praise to those wh

are doing what you wish

Don't anic Show that ou are in control b focusin

only on those who are behaving.

Use your voice, your facial expressions and

your body language

to encourage all your students to engage

with the learning.

Get in close to students and use a quiet or

whisper voice to talk privately with them

about any behaviour issues

Keep the lesson active with hands onactivities

Wh t t d h MDWh t t d h MDWh t t d h MDWh t t d h MD


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What to do when MD occurWhat to do when MD occurWhat to do when MD occurWhat to do when MD occur

Planned ignoring

Praise students with good learning behaviour

Deliver lesson close to disruptive students

Give them limited choices

Use positive language

Allow time to understand instructions

Explain consequences and being consistent

Step punishments to fit different crimes

C i ith iC i ith iC i ith iC i ith i


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Coping with crisesCoping with crisesCoping with crisesCoping with crises

A crisis situation doesnt just happen without

build-up or warning.

There is alwa s a tri er.

Vigilance is the key!

Restlessness and fidgeting for

example are sure signs of

distress and anxiety

H t d l ith iH t d l ith iH t d l ith iH t d l ith i


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How to deal with crisesHow to deal with crisesHow to deal with crisesHow to deal with crises

vers on an us on : sen t e c on an erran n

some circumstances to give them an escape route from

what theyre finding difficult without losing face

Humour can be a terrific diffuser : Right, weapons

down books out

F i i li it d h iF i i li it d h iF i i li it d h iF i i li it d h i


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For more serious crises : limited choicesFor more serious crises : limited choicesFor more serious crises : limited choicesFor more serious crises : limited choices

Paul, I want to help you calm down so that you dont end up

in trouble. I have two choices for you to help you. You can

come and sit at the front away from everyone else until you

feel better or you can take 2 minutes outside the door if it will

help. Which do you want to do?

To rap pTTTo rap p


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To wrap up To wrap up To wrap up To wrap up Good leadership;

High expectations for student achievement;

Challenging, appropriate curricula and instruction;

Ongoing, systematic evaluation of student progress;

and

Shared decision-making among ESL teachers,

general education teachers, administrators, and

arents.


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A handbook

on LDs


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Interesting links

1. http://www.ldonline.org

. . . .

3. http://www.languageswithoutlimits.co.uk

The Problem Factor in the English Class

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