Clarifying personal attitudes

Students require opportunities to develop attitudes and values that support their own mental health and that of other people.

Suggested learning outcomes. Students will:

 

– demonstrate an understanding of how their attitudes and values influence their interactions with other people;

– demonstrate an understanding of the factors that can affect their relationships with other people and identify positive ways of enhancing relationships.

Assessment opportunity: Students report on the connections between their own behavior and their attitudes and values and go on to share ideas about how to improve their working relationships or the school's social environment.

 

6.    The task-based learning style of language teaching : the notion that learning and teaching should be organized around a set of classroom tasks.

The pre-task: the teacher sets up the task.

The task cycle

A. task. The students carry out the task in pairs with the teacher monitoring.

B. planning. The students decide how to report back to the whole group.

C. report. The students make their reports.

Language focus

A. analysis. Students discuss how others carried out the task on a recording.

B. practice. The teacher practices new language that has cropped up.

Typical teaching techniques:meaning-based tasks with definite outcomes

Goals: fluency, accuracy, complexity.

Type of student: possibly less academic.

Learning assumptions: language acquisition takes place through meaning-based tasks with a specific short-term goal.

Classroom assumptions: teaching depends on organizing tasks based on meaning with specific outcomes.

Weaknesses from an SLA research perspective:

Ø lack of wider engagement with goals, learner groups, etc.

Ø lack of a role for first language;

Ø reliance on a processing model as opposed to a learning model.

Suggestions for teaching:

Ø use in conjunction with other styles, not as a style on its own;

Ø useful as a way of planning and preparing lessons.

The mainstream EFL style:

Typical teaching techniques: presentation, substitution, role play.

Goals: getting students to know and use language.

Type of student: any.

Learning assumptions: understanding, practice and use.

Classroom assumptions: both teacher-controlled full classes and internal small groups. Weaknesses from an SLA research perspective:

Ø combination of other styles;

Ø lack of role for the L1;

Ø drawbacks of mixture of styles.

Suggestions for teaching:

Ø do not worry about the mixture of different sources;

Ø remember that even this rich mixture still does not cover all aspects relevant to L2 teaching.

Card 6

What is discipline?

Discipline is a key component to effective classroom management. Classroom discipline refers to the strategies a teacher uses to manage student behaviors and attitudes during instructional time. A teacher who uses consistent discipline strategies exhibits more effective classroom management than an inconsistent teacher. Though teachers usually develop their own styles of discipline for their classrooms, most discipline strategies can be categorized into three main styles or approaches.

What does a disciplined classroom look like?

Possible characteristics of the disciplined classroom

1. Learning is taking place.

2. It is quiet.

3. The teacher is in control.

4. Teacher and students are cooperating smoothly.

5. Students are motivated.

6. The lesson is proceeding according to plan.

7. Teacher and students are aiming for the same objective.

8. The teacher has natural charismatic ‘authority’.

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