Assignment – CMTRP

ASSIGNMENT: CLASSROOM
MANAGEMENT

Name and surname(s): Alexander Becerra Contreras

Group: fp_tefl_2017-06

Date: September 24th

“TECHNIQUES AND REFLECTIONS ON

PRACTICE”

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INDEX

1. READINGS AND ISSUES.......................................................... 3

1.1. MULTIPLE INTELLIGENCES ............................................... 3
1.2. DISCIPLINE ......................................................................... 3
1.3. GROUP WORK .................................................................... 4
1.4. CORRECTIVE FEEDFACK .................................................. 5
2. CONCLUSIONS......................................................................... 7
3. REFERENCES .......................................................................... 8

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1. READINGS AND ISSUES

1.1. MULTIPLE INTELLIGENCES

As stated in the Edutopia’s website, the theory of multiple intelligences challenges
the idea of a single IQ, where human beings have one central "computer" where
intelligence is housed. Howard Gardner, the Harvard professor who originally proposed
the theory, says that there are multiple types of human intelligence, each representing
different ways of processing information: Verbal-linguistic intelligence, Logical-
mathematical intelligence, Visual-spatial intelligence, Musical intelligence, Naturalistic
intelligence, Bodily-kinesthetic intelligence, Interpersonal intelligence and Intrapersonal
intelligence.

I chose this topic because I think it is important to be aware of the different intellectual
abilities our students might have because these abilities represent their strengths and
thus their diversity. Another reason why I decided on this topic is that I find it interesting
how these intelligences can define the way we make choices. For example, according to
Mary Ann Christison (1999), when we choose how to present an activity in class, we
make such choices in order to complement our own multiple intelligence profile, but also
those choices can also affect the multiple intelligence profiles of the students in our
classes, so it is important to consider that as well.

Research shows that there are many benefits of using the multiple intelligences
approach in class. For instance, many students who perform poorly on traditional tests
are turned on to learning when classroom experiences incorporate artistic, athletic, and
musical activities. Also, it provides opportunities for authentic learning based on the
students' needs, interests, and talents. And more importantly, students are able to
demonstrate and share their strengths.

I believe that in the future more multiple intelligences will be discovered. Also, as I
see it, it is likely that more teachers will see the multiple intelligences approach as an
opportunity to ensure inclusion for all students.

1.2. DISCIPLINE
According to Penny Ur (1996), classroom discipline is a state in which both the
teacher and learners accept and consistently observe a set of rules about behavior in

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the classroom whose function is to facilitate smooth and efficient teaching and learning
in a lesson.

I decided to choose this topic because when I first started working as a teacher, I
struggled to maintain discipline in my classes. With time and by consulting with more
experienced teachers, I learned how to cope with it. However, despite all the strategies
I have learned through the years, I still believe there is no secret formula to make sure
that discipline problems will not occur.

On account of that, I believe it is useful for a teacher to be acquainted with some

techniques on how to deal with such problems. For example, according to a blog entry
by Susan Verner on BusyTeacher.com, it is a good idea to let the students be involved
in making the classroom rules. By doing this, she says, they will be more likely to follow
them and to keep one another in check, freeing the teacher to do things that are more
important. Also, she claims that it is crucial to encourage our students to give their best
since students that do not feel motivated are more likely to misbehave. Finally, she states
that a common situation many teachers face is dealing with a bored quick learner. She
suggests putting that student in a leadership role because, usually, these types of
students need to feel challenged.

To conclude, I believe that in the future, technology will provide teachers with
more tools to help maintain discipline. I currently use a website that allows me to give
my students points every time they participate. They have an avatar, so they can see
how their points go up as they participate. That seems to keep them motivated and
engaged and ever since I started using this website, the overall indiscipline level in my
classes has gone down. I hope that more websites like this one will be developed soon.

1.3. GROUP WORK

According to a blog entry on the University of Waterloo website, group work can be
an effective method to motivate students, encourage active learning, and develop key
critical-thinking, communication, and decision-making skills.

Also, according to the Classroom Management module, there are many advantages
to using group work in class. For example, students have more opportunities for using
the target language than in open class interactions. Besides, group work provides a less

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threatening environment for the learner to use L2. And, in addition, teachers are able to
individualize their teaching more because they are free to monitor and observe students
using language in groups.

I chose this topic because I think it is important for students to interact with each other
as much as possible and I believe group work is a good way to do so because, as stated
in the previous paragraph, it is less threatening. Also, I believe that by using group work
in class, we provide students with the chance to help each other, especially because
sometimes students feel embarrassed to ask questions directly to their teacher.

When it comes to group work, however, it is important to keep in mind that there are
also potential disadvantages. For instance, as stated in the module, one of the
disadvantages is that students might only use their mother tongue while working in
groups. Also, discipline could be a problem if rules are not set. Furthermore, stronger
students could dominate while weaker students sit back and do nothing.

Because of that, according to Gonzalez-Mulé (2014), in order for group work to be

successful, the teacher needs to establish classroom ground-rules or expectations that
can promote respectful, inclusive interactions in the classroom. Also, as stated by
Hirshfield and Chachra (2015), groups often function most effectively when members
have designated roles (such as recorder, manager, or reporter) which can promote
positive interdependence among group members, as well as maintain individual
accountability. I would like to add that it is also important that the teacher monitor and
take notes of common mistakes so that he or she can give appropriate feedback to the
students on completion of the activity.

In the future, given all the aforementioned advantages, perhaps most classrooms will
always be arranged to allow students to work in groups at all times. Maybe there will also
be posters on the walls with specific instructions or guidelines on how to proceed when
working in groups.

1.4. CORRECTIVE FEEDBACK

According to Penny Ur (1996), feedback is information that is given to the learner
about his or her performance of a learning task, usually with the objective of improving

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his or her performance. With regard to corrective feedback, it is important to note that
not only can teachers correct students but also students can self-correct.

I chose this topic because, as stated in the module, like most teachers, I sometimes
forget to foster self-correction and end up correcting my students myself even when they
are making “mistakes” and not “errors”. I think it is important to be aware of the range of
options available.

However, apart from deciding how to correct, it is important to know when to correct.
Many methodologists argue that it depends on the objective of the activity. Scrivener
(2013), for example, suggests that “if the objective is accuracy, then immediate
correction is likely to be useful; if the aim is fluency, then lengthy, immediate correction
that diverts from the flow of speaking is less appropriate.” Also, he suggests that teachers
should make a list of the errors their students make in a fluency activity and address
them when the activity is over. And furthermore, Chaudron stated that if during a fluency
activity the students make a global error, an error which impedes communication, the
teacher is expected to correct.

In the future, I think most schools will have a correction policy to standardize the
correction procedures within the classrooms. Also, I bet that new methodologists will
define new ways to correct students and perhaps, they will also redefine the existing
contexts with regard to when it is appropriate to correct and when it is more advisable to
wait.

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2. CONCLUSIONS
I. When planning a class, it is useful to consider the multiple intelligence profiles
of our students because incorporating activities related to such intelligences
into our lessons will enable them to demonstrate what they are capable to do
with the language.
II. I believe that in order for a teacher to be able to maintain discipline in the
classroom, he or she needs to be knowledgeable about techniques for
dealing with indiscipline. Furthermore, he or she needs to find ways to keep
their students focused and engaged as, from my own experience, it seems
that doing so helps reduce discipline problems.
III. Group work is a great way to foster cooperative learning. However, students
need to be informed about the rules of this interaction and the teacher needs
to monitor to prevent discipline problems, excessive use of L1 and other
problems that might arise.
IV. It is important to correct students when they make an error, but it is even more
important to help students become independent learners. On account of that,
it is imperative for a teacher to promote self and peer correction and correct
mostly when the focus of the activity is on accuracy.

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3. REFERENCES
I. Borek, J. (2003). Inclusion and the Multiple Intelligences: Creating a Student-
Centered Curriculum. The Quarterly, 25(4).
II. Chaudron, C. (1988). Second Language Classrooms. Cambridge: Cambridge
University Press.
III. Christison, M.A (1999). Multiple intelligences. ESL Magazine, 2(5), 10-13.
IV. Gardner, H (1993). Multiple Intelligences: The theory and practice. London: Basic
Books
V. Gonzalez-Mulé, E., DeGeest, D. S., McCormick, B. W., Seong, J. Y., & Brown,
K. G. (2014). Can we get some cooperation around here? The mediating role of
group norms on the relationship between team personality and individual helping
behaviors. Journal of Applied Psychology, 99(5), 988.
VI. Hirshfield, L., & Chachra, D. (2015, October). Task choice, group dynamics and
learning goals: Understanding student activities in teams. In Frontiers in
Education Conference (FIE), 2015. 32614 2015. IEEE (pp. 1-5). IEEE.
VII. Implementing Group Work in the Classroom. (2017, June 27). Retrieved from
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-
resources/teaching-tips/alternatives-lecturing/group-work/implementing-
group-work-classroom
VIII. Multiple Intelligences: What Does the Research Say? (2013, March 08).
Retrieved from https://www.edutopia.org/multiple-intelligences-research
IX. Scrivener, Jim (2013). Chapter 3: Classroom Management. In: Learning
Teaching: The Essential Guide to English Language Teaching (pp. 54-64).
London: Macmillan ELT.
X. Ur, P. (1996). A Course in Language Teaching. Cambridge: Cambridge
University Press.
XI. Verner, S. (n.d.). Top 10 Tips to Deal With Indiscipline in the Classroom.
Retrieved from http://busyteacher.org/8995-top-10-tips-deal-with-
indiscipline-in-classroom.html