Students of any age may misbehave and may not always follow your directions as you desire. This is something that many teachers find to be universal. No matter what subject, age group, or location, problems in the classroom may occasionally arise and even if you've had experience teaching, they are not necessarily easy to deal with. This entry is dedicated to helping you cope with and manage these problems.
In the beginning...
As difficult as it may be, it is always a good idea to start off each semester (especially if you have a new group of students) somewhat strictly and sternly. It may not be fun or easy for you to be the "bad guy" in the classroom, but you'll almost certainly be able to lighten up as the session continues. Establishing yourself as an instructor that has rules, expectations, but empathy is important in order to have a successful semester with your students. To begin with, it might be a good idea to come up with 3-5 rules and have the students write them in their notebooks. Discuss with them the consequences should they break these rules. Many teachers like to introduce the "3 strikes and you're out" rule. (i.e. Respect others by listening to what they say and if you have something to add, raise your hand and wait your turn to speak.)
Enforcement...
It may seem easy to simply threaten students with punishments that seem very harsh, but it is essential to present them with real consequences should they misbehave in class. The punishment must be real and pose a real burden to them. It might be a good idea to make the punishment connect to the material being taught. (i.e. extra homework). Punishments such as writing a phrase 100 times tends to be somewhat ineffective. If you do not enforce the rules, students will quickly learn that they can get away with pretty much anything. It's OK to have fun, but remember that you are there for a purpose : to immerse students in the English language and help them improve their language abilities.
Serious problems...
Sometimes, you will have a student act out in various (and potentially dangerous) ways. In this situation, it is advisable not to try to handle a situation such as classroom violence all alone. You have co-workers and although they might not be your friends, you are a team. Don't hesitate to send a student not involved in the situation to fetch another teacher to help you manage the problem. Avoid any aggressive physical contact with students at all costs.
Bad language...
Foreign language learners often find it enjoyable and humorous to learn offensive words and expressions in the target language. Especially with younger ages, it's hard to know how to react when something offensive is said. Instead of overreacting and severely punishing the student, it might be a good idea to explain to the entire class the potential consequences of using this kind of language with a native speaker of the target language. It's not a bad idea to make the consequences a bit scary and serious as to get the point across that offensive language is hurtful and disrespectful. If the problem persists, then more severe punishment may be required.
* The most important factor in classroom management is consistency. Empathy is of course needed in some situations, but try your best to maintain your rules and the consequences should these rules be broken!
Any stories of effective classroom management techniques that you know of or have experienced? Feel free to send us a comment!
Showing posts with label classroom ideas. Show all posts
Showing posts with label classroom ideas. Show all posts
Sunday, February 28, 2010
Wednesday, January 20, 2010
Classroom Ideas -- Supplement/Review : Baseball
This is a new series of entries within the HandS Korea blog that is designed to help you come up with ideas for the classroom ranging from effective grading, homework assignments, supplementary activities and discipline. If you have any suggestions and/or questions, please leave a comment!
Supplementary activities can be vital, especially if you're ahead in the curriculum or have a particularly bright group of students who tend to move quickly through material. Coming up with those supplementary activities often requires some work and often materials to which you may not have access. Within this entry there a supplement that is educational and requires very few materials as well as very little prep time! Enjoy!
Baseball
Baseball is a review activity, but it can also be used as a way to test your students' retention of things like vocabulary, grammar, and comprehension of texts read. It follows the same format and rules of an actual baseball game.
Materials : A white- or blackboard and dry erase markers or chalk.
Preparation : Choose vocabulary from a past unit, potential test questions, grammar rules and examples, anything related to the topics at hand that have been studied in class.
Before the game : Draw a baseball diamond on the floor and label the bases. Also draw a scoreboard and include the 9 innings (or less depending on how much time you have) as well as a space for strikes and outs. Divide students into 2 teams and allow them 1-2 minutes to select a team name. Otherwise, you can choose silly team names for them, especially for younger ages. The instructor should choose the "batting" line up. Write the line up for each team on the board, so students can remember the order and when it's their turn.
Directions : The students remain in their seats on their respective team's side. The instructor should ask the first student "up to bat" a question. (It might be wise to keep the questions relatively simple the first time through each team's line up and to progressively make the questions more challenging.) It's up to you, the instructor whether or not each student can consult his/her teammates for help. If the student gets the correct answer, then his/her team advances to the next base. (I mark each team's place on the bases with a different color marker or a particular shape.) If the student answers incorrectly, then it is a strike. Either way, after one student has answered, it's the other team's turn. Continue like this as time allows. Every so often I like to throw in a "bonus" question that tends to be a little more difficult and I like to allow the teams to consult each other first for the answer and the first team to raise their hand and respond correctly gets the "bonus". It can be a double, a triple, a home run, a grand slam, depending on the difficulty of the question.
Notes : You might want to consider the dynamic of your class before deciding whether or not to allow students to consult their teammates. Some classes get along well together and don't give each other a hard time. Others...do not. To avoid classroom drams, think about this before you decide to implement this activity. Also, as a reward to the winning team, as opposed to a treat or something of that effect, I like to take away a small portion of the homework (maybe a couple of questions less) for the winning team. Finally, to make this baseball game more authentic and exciting, try to be the umpire as you would see one in a real baseball game. For example when a student gets a home run, in a loud announcer-like voice, call out "Hoooommmme runnnn!" Try not to focus on the negatives like "Strike" and "You're out."
* Did you try this activity and it turned out to be a success? Please tell us! Also, if you have any pointers or tips to make it better, let us know this as well!
Supplementary activities can be vital, especially if you're ahead in the curriculum or have a particularly bright group of students who tend to move quickly through material. Coming up with those supplementary activities often requires some work and often materials to which you may not have access. Within this entry there a supplement that is educational and requires very few materials as well as very little prep time! Enjoy!
Baseball
Baseball is a review activity, but it can also be used as a way to test your students' retention of things like vocabulary, grammar, and comprehension of texts read. It follows the same format and rules of an actual baseball game.
Materials : A white- or blackboard and dry erase markers or chalk.
Preparation : Choose vocabulary from a past unit, potential test questions, grammar rules and examples, anything related to the topics at hand that have been studied in class.
Before the game : Draw a baseball diamond on the floor and label the bases. Also draw a scoreboard and include the 9 innings (or less depending on how much time you have) as well as a space for strikes and outs. Divide students into 2 teams and allow them 1-2 minutes to select a team name. Otherwise, you can choose silly team names for them, especially for younger ages. The instructor should choose the "batting" line up. Write the line up for each team on the board, so students can remember the order and when it's their turn.
Directions : The students remain in their seats on their respective team's side. The instructor should ask the first student "up to bat" a question. (It might be wise to keep the questions relatively simple the first time through each team's line up and to progressively make the questions more challenging.) It's up to you, the instructor whether or not each student can consult his/her teammates for help. If the student gets the correct answer, then his/her team advances to the next base. (I mark each team's place on the bases with a different color marker or a particular shape.) If the student answers incorrectly, then it is a strike. Either way, after one student has answered, it's the other team's turn. Continue like this as time allows. Every so often I like to throw in a "bonus" question that tends to be a little more difficult and I like to allow the teams to consult each other first for the answer and the first team to raise their hand and respond correctly gets the "bonus". It can be a double, a triple, a home run, a grand slam, depending on the difficulty of the question.
Notes : You might want to consider the dynamic of your class before deciding whether or not to allow students to consult their teammates. Some classes get along well together and don't give each other a hard time. Others...do not. To avoid classroom drams, think about this before you decide to implement this activity. Also, as a reward to the winning team, as opposed to a treat or something of that effect, I like to take away a small portion of the homework (maybe a couple of questions less) for the winning team. Finally, to make this baseball game more authentic and exciting, try to be the umpire as you would see one in a real baseball game. For example when a student gets a home run, in a loud announcer-like voice, call out "Hoooommmme runnnn!" Try not to focus on the negatives like "Strike" and "You're out."
* Did you try this activity and it turned out to be a success? Please tell us! Also, if you have any pointers or tips to make it better, let us know this as well!
Sunday, December 27, 2009
Classroom Ideas--Lesson Plan Template (elementary)
Below is a lesson plan template that is aimed at elementary age groups, 3rd graders more precisely. It includes goals and activities for the prepositions of location. Have fun with this lesson plan and of course, feel free to add some of your own personal flair to make it your own! It also may need to be adjusted according to the level of your students or size of your class.
------------------------------
It's Under the Table
Objective : Students will be able to ask and answer questions regarding the location of objects using common prepositions of location.
~ Students will be able to hear phrases containing prepositions and understand the referenced
location of objects. (Listening)
~ Ask and answer questions regarding the location of items. (Speaking)
~ Recognize, read and understand the words : box, in, on, pencil case, table, and under.
(Reading)
~ Write the letters : Kk, Ll, Mm, Nn, Oo in English and be able to distinguish the difference
between lower case and capital letters. (Writing)
Show the students pictures of a box, pencil case and table. Even better, have those items physically present to show the students when a pencil case is under a table or in a box. Using your props, ask the students questions of location, so that they may have initial experience using the prepositions of location in relation to the items you have in the classroom.
Communicative structures and language functions used :
Communicative structures
~ Location Question : Where is my pencil case?
~ Location Confirmation : It is under the table.
Language functions
~ Where is _____________________ ? It's ____________ _____ ___________.
Practice this question and answer set with the students aloud. You can ask them the question and they can give you the answer. Next, pair them into partners and give them the chance to ask each other using vocabulary that they already know to change the question and answer set, but to continue practicing the objective structures.
-----------------------------------
Have fun with this one! It shouldn't take up too much time, but you may be able to think of things that you can add to it in order to spice it up and give the students more exposure to these grammar ideas! Good luck! If you have any other unique ideas to add to this lesson, please let us know!
------------------------------
It's Under the Table
Objective : Students will be able to ask and answer questions regarding the location of objects using common prepositions of location.
~ Students will be able to hear phrases containing prepositions and understand the referenced
location of objects. (Listening)
~ Ask and answer questions regarding the location of items. (Speaking)
~ Recognize, read and understand the words : box, in, on, pencil case, table, and under.
(Reading)
~ Write the letters : Kk, Ll, Mm, Nn, Oo in English and be able to distinguish the difference
between lower case and capital letters. (Writing)
Show the students pictures of a box, pencil case and table. Even better, have those items physically present to show the students when a pencil case is under a table or in a box. Using your props, ask the students questions of location, so that they may have initial experience using the prepositions of location in relation to the items you have in the classroom.
Communicative structures and language functions used :
Communicative structures
~ Location Question : Where is my pencil case?
~ Location Confirmation : It is under the table.
Language functions
~ Where is _____________________ ? It's ____________ _____ ___________.
Practice this question and answer set with the students aloud. You can ask them the question and they can give you the answer. Next, pair them into partners and give them the chance to ask each other using vocabulary that they already know to change the question and answer set, but to continue practicing the objective structures.
-----------------------------------
Have fun with this one! It shouldn't take up too much time, but you may be able to think of things that you can add to it in order to spice it up and give the students more exposure to these grammar ideas! Good luck! If you have any other unique ideas to add to this lesson, please let us know!
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