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1.

Problem behavior three classroom situations and how would you act

disruptive talking
tardiness
sleeping in class
cheating
not doing homework

2. Problem behavior how to solve it and prevent it

1. why it occurs
- family background;
- previous education ('my teacher let me do this');
- external factors ('classroom is cold');
- boredom;
- self-esteem (low self-esteem)
2. how to prevent it
- code of conduct (rules you arrange with students on how to, for instance, act in classroom)
- interest and enthusiasm (come up with classes before the class, your attitude also counts)
- professionalism (don't tell students to be late and then you come late)
- rapport between students and teachers (mutual respect)
3. reacting to problem behavior
- act immediately (don't ignore it)
- stay calm
- reprimand students in private (tell the students in private)
- focus on the behavior not the pupil
- don't take things personally

3. Problem behavior discipline problems and solutions

In large classes - discipline (boredom causes it so switch tasks and materials)


disruptive talking
tardiness
sleeping in class
cheating
not doing homework

4. Teaching speaking discussions


discussion (professors tend to forget that student need time to assemble their thoughts, this is
important to memorize; all students need to be engaged in topics). When it comes to large classes:
Discussion group; common (all students equally participate)
- encourage all students to participate, even the shy ones
- can easily turn into a debate
and debate two sides with different opinions; choice of topic is important, should be neutral topic
Topic and cues: say a sentence or bring some newspapers that would spark the conversation
prevent ss from getting bored by including them
avoid talk talk loop you ask sth and if there is no answer you ask another question. Give them time
open question, they require longer answer
playing devils advocate take on the opposite side of the discussion in the spur of the conversatio
5. Teaching speaking fluency, communication simulation, scaffolding
without experience, they tend to be nervous. Put them in safe situation, where they are safe. Create
activities where they would feel comfortable. Such actions are when you ask them to repeat sentences
etc.
In education, scaffolding refers to a variety of instructional techniques used to move students
progressively toward stronger understanding and, ultimately, greater independence in the learning
process.

6. Differences between teaching speaking and writing

7. Teaching writing evaluating essays and written work


Overcorrecting can be demotivating. How can we avoid overcorrecting (e.g. in this particular essay we
will be correcting particular mistakes / or come up with symbols for each error, for instance VP - verb
phrase)

8. Teaching writing writing exercises and their aim


postcards (words out or words in; fill the spaces with words, and then write your own postcard; this is for
elementary level)
email interview - show them an example first, then discuss how its put together; write questions on board
from the email; students should work in groups, they sort questions and give them to another group to
answer, the other group then sends the replies back
instant writing - give them a sentence, and they should continue writing a story based on that sentence
music and pictures - e.g. listen to music, and then let them write what the music reminds them of
newspapers and magazines - write articles
collaborative writing -writing in groups
writing to each other

9. Teaching writing genre, writing process


Give students tasks based on their age and level of knowledge. There are 3 separate issues in order to help
students write successfully: genre - show students different texts of different genres to help them
construct their own text
the writing process - planning - drafting - reviewing - editing

10. Large classes organizing discussions and debates


discussion (professors tend to forget that student need time to assemble their thoughts, this is important to
memorize; all students need to be engaged in topics). When it comes to large classes: Discussion group;
common (all students equally participate)
- encourage all students to participate, even the shy ones
- can easily turn into a debate and debate two sides with different opinions; choice of topic is important,
should be neutral topic

Topic and cues: say a sentence or bring some newspapers that would spark the conversation
prevent ss from getting bored by including them
avoid talk talk loop you ask sth and if there is no answer you ask another question. Give them time
open question, they require longer answer
playing devils advocate take on the opposite side of the discussion in the spur of the conversation
11. Large classes problems/solutions
Cons
not enough time for each student
hard for teaches to manage a large class
pairs and groups can't be controlled all the time

12. Large heterogeneous classes how students differ


age, maturity, confidence, motivation, cultural background

13. Teaching grammar from rules/examples


There are two approaches

1. deductive
you first set the rule and then give examples
common thing is grammar translation technique (not helpful), meaning they don't speak target
language as much as they should as the translation of words is dominating in mother tongue

disadvantages advantages

it can be off putting to start a lecture time saving, straight to the point
with grammar good for learners who have analytic
teacher is the lead role because he learning style
knows the rules, and this is off putting
as well
people might think that learning a
language is simply learning the rules

2. inductive (natural learning path)


give examples and they should conclude the rule from that
criteria for good rules
truth
limitations (e.g. we use will to refer to the future)
clarity
simplicity
familiarity (connect with something already acquired)
relevance
Pros:

people are more likely to remember the rules


students are more actively involved
this approach favors pattern recognition and problem solving abilities

14. Lesson plan formal planning and writing a plan


formal plans are divided into three distinctive sections:
1. Background info about the class, teacher, materials, overall aims of the lesson
2.language analysis of items that will be worked on in a class
3. A detailed chronological stage by stage description of the intended procedure
formal lesson require:
1.clear statement of appropriate aims for the lesson
2.clear list of stages in the lesson, with description of activities, their aims and estimated timing
3.list of specific target language items
Writing lesson procedure
List of separate stages with indication of what you will do, what students will do etc.
A good plan should include:
essential steps of each stage
classroom management info who will talk, what materials should be used
things that may be particular problems

15. Lesson plan sequencing and choosing material


sequencing: restricted exposure clarification restricted outputs
See hear examples, then teacher clarifies, then they themselves come up with sentences illustrating

16. Role play real play


in a different situations and should act accordingly. T hands out the instructions and students have to
follow them, they can add their own things, but they should not stray too far from the information they
have been given. Teacher makes notes

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