Student management:
Teachers without formal teacher training tend to imitate management techniques used when they were in school. But writing out endless pages, or shouting, or humiliating the student are just not effective nor acceptable. Respect for the child is uppermost. Ask yourself the following questions concerning your classroom situation:
1. Are you asking the students to concentrate for long periods of time? If so, remember that young children-and the not so young-can concentrate only for short periods. Change activities every 20-25 minutes.
2. Are the children passive receivers of information or active participants? Call on many children to answer or to ask questions. Involved children have less time to “fool around” and bother others.
3. Is the subject matter relevant to the age level? Use visual aids in your teaching. Flash cards for practice with irregular verbs are appreciated by students of all ages.
4. Are you always behind your desk or in front of the board? If so, walk around when children are doing seat work. Encourage them; spot check some assignments that you have not been able to check.
If your answers to the above questions are positive, you are already on the right track. Remember to keep your voice at a normal level. Do not shout to be heard. Most classes respond well when they realize they will have to stop talking in order to hear the teacher. If there is noise in one corner of the room during the lesson, stop and wait. The guilty parties will usually stop.
Realize, too, that a classroom does not always have to be silent. There is “good” noise when children are working together, solving problems, and of course, talking in discussion groups.
Allow children to express themselves. If a child wants to share an event with the class and work is moving along smoothly, take the time to listen. When words from the native tongue slip in during these exchanges, as they will, have another child tell the class what the word means in English.
A good classroom
In conclusion, then, a classroom where learning takes place is a pleasant environment; the teacher is enthusiastic and active and encourages student participation. The teacher is firm but not unbending. Finally, one can see a smile on the faces of both teacher and students and even, at times, an outburst of laughter.
BIBLIOGRAPHY
Benedict, Ruth. 1980. Bringing up children. In Writing prose techniques and purposes, 5th ed., ed. Thomas Kane and Leonard J. Peters. New York: Oxford University Press.
Galloway, Charles. 1976. Psychology for learning and teaching. New York: McGraw Hill.
Tarpy, Roger M. and Richard E. Mayer. 1978. Foundations of learning and memory. Glenview: Scott Foresman.
Teachers without formal teacher training tend to imitate management techniques used when they were in school. But writing out endless pages, or shouting, or humiliating the student are just not effective nor acceptable. Respect for the child is uppermost. Ask yourself the following questions concerning your classroom situation:
1. Are you asking the students to concentrate for long periods of time? If so, remember that young children-and the not so young-can concentrate only for short periods. Change activities every 20-25 minutes.
2. Are the children passive receivers of information or active participants? Call on many children to answer or to ask questions. Involved children have less time to “fool around” and bother others.
3. Is the subject matter relevant to the age level? Use visual aids in your teaching. Flash cards for practice with irregular verbs are appreciated by students of all ages.
4. Are you always behind your desk or in front of the board? If so, walk around when children are doing seat work. Encourage them; spot check some assignments that you have not been able to check.
If your answers to the above questions are positive, you are already on the right track. Remember to keep your voice at a normal level. Do not shout to be heard. Most classes respond well when they realize they will have to stop talking in order to hear the teacher. If there is noise in one corner of the room during the lesson, stop and wait. The guilty parties will usually stop.
Realize, too, that a classroom does not always have to be silent. There is “good” noise when children are working together, solving problems, and of course, talking in discussion groups.
Allow children to express themselves. If a child wants to share an event with the class and work is moving along smoothly, take the time to listen. When words from the native tongue slip in during these exchanges, as they will, have another child tell the class what the word means in English.
A good classroom
In conclusion, then, a classroom where learning takes place is a pleasant environment; the teacher is enthusiastic and active and encourages student participation. The teacher is firm but not unbending. Finally, one can see a smile on the faces of both teacher and students and even, at times, an outburst of laughter.
BIBLIOGRAPHY
Benedict, Ruth. 1980. Bringing up children. In Writing prose techniques and purposes, 5th ed., ed. Thomas Kane and Leonard J. Peters. New York: Oxford University Press.
Galloway, Charles. 1976. Psychology for learning and teaching. New York: McGraw Hill.
Tarpy, Roger M. and Richard E. Mayer. 1978. Foundations of learning and memory. Glenview: Scott Foresman.
Adapted from Internet.
3 comentarios:
This is a good starting for you teacher and a special motivation for all of your students who must keep on working enthusiastically in order to respect ourselves and our labour. I`m sure that this page will be a great support for all the teachers to be.
Congratulations
This is a good starting for you teacher and a special motivation for all of your students who must keep on working enthusiastically in order to respect ourselves and our labour. I`m sure that this page will be a great support for all the teachers to be.
Congratulations
These strategies are really good to keep in mind because you will have to face real problems in a classroom.Also, another activity you can do is to use a lot of videos in the class in order to make your children develop the listening and visual skills. Do not forget that Timing is really importat in your classes with the porpuse to have a class order and to be organized in the development of the children learning.
Marcela Parra
Publicar un comentario