Practice Activities – CMTRP
SUBJECT PRACTICE ACTIVITIES: CLASSROOM MANAGEMENT TECHNIQUES AND REFLECTIONS ON PRACTICE
Name and surname(s): Rosmery Ribera Ferrier Group: FP_TEFL_2016-06 FP_TEFL_2016-06 a!e: "ep!ember 2016
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Practice Activities – CMTRP
GENER#L $NF%R&#T$%N: The subject practice activities consist of doing individually five short exercises. The document must fulfil the following conditions:
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Length: between 4 pages (without including cover, index or appendices –if there are any!. Type of font: Arial or Times New Roman. "i#e: 11. Line height: 1.5. $lignment: Justifie.
%esides, the activities have to be done in this &ord document: leave the activities' statements where they are and just answer below them. n order to ma)e the correction process easier, please, do not write the answers in bold, and it will then be easier to distinguish between them and the activities' statements. *n the other hand, the document must still fulfil the rules of presentation and edition, and follow the rubric for +uoting and ma)ing bibliographical references as detailed in the "tudy uide. $lso, it has to be submitted following the procedure specified in the !"u#$ect %valuation& ocument. "ending it to the teacher's email is not permitted. n addition to this, it is very important to read the assessment criteria, which can be found in the !"u#$ect %valuation& document.
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Practice Activities – CMTRP
Name and surname(s): Rosmery Ribera Ferrier Group: FP_TEFL_2016-06 a!e: "ep!ember 2016
'ntrouction am a proud -%$ "anta -ru# teacher. (-%$, -entro %oliviano $mericano, a bi national center! teach adult students who are at an advanced level. -lasses run for three hours -lasses run for three hours every evening, so will have enough time to perform the complete lesson plan am presenting here. There are / to 0 students per class. 1y job is to prepare them for the T*23L T4 test. (T4, nstitutional Test of 4roficiency!. strongly believe that if students trust you, they are motivated to learn. -reating rapport in my classroom is something value. feel flattered when the bell rings and 5my )ids6 say: 5$lready7 did not feel the time passing.6 guess they were entertained, focused, and ac+uiring 2nglish as a second language without noticing it.
-lassroom management techni+ues are crucial to any educator's successful practice. That is why we need to consider carefully: the way we communicate with students, the collaborative activities we plan, how we manage discipline, giving timely and appropriate corrective feedbac), and understand that every learner is uni+ue.
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Practice Activities – CMTRP
Practice Activities (o t)e following e*ercises an $ustif+ or e*plain +our answers w)ere appropriate.
Tas, 1 Categorise eac) of t)e following errors uner one of t)ese )eaings- grammar pronunciation meaning appropriac+. Justif+ +our answers. - How you come to school? /rammar t is an information +uestion sentence structure mista)e. There is a missing auxiliary. - I go always to France for my holidays. /rammar t is a mista)e related to the positioning of fre+uency adverbs. - I don’t like travelling by sheep. Pronunciation t is a common case of a mista)e made due to the existence of minimal pairs in spo)en 2nglish. - (ike speaking to his boss! "hat’s a load of rubbish# mate. Appropriac+ This is a pragmatic mista)e. 1i)e should be aware of the formal context of this conversation. - $he suggested us to go home. /rammar This mista)e derives from the misuse of the subjunctive mode. 58s6 must be replaced by 5we6. %"he sub&unctive mode' grammar structure that mandates we use the base form of a verb when we find noun clauses that are preceded by verbs or ad&ectives that denote' )rgency# *bligation or dvisability .+ (9osmery 9ibera: /0, p. ;
- (student in pub! ive me a beer. Appropriac+ 2ven though he is at a bar, a student should )now how to as) +uestions politely. - $he went to the library to buy a book. Meaning
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Practice Activities – CMTRP
This is a common mista)e involving false cognates. %False cognates are words that are spelled or pronounced similarly in two languages# but do not have the same meaning. /mbara0ada1/mbarrassed in $panish and /nglish are e2amples of false cognates.+ (Lory &olfe: /=!
Tas, 0 'eo is a is! o* +assroom ,pro+edures (a+!i.i!y !ypes) /i+/ i in !/eory ao *or indi.iduaisa!ion in !/e anuae +assroom To /a! e3!en! does ea+/ +a!er *or indi.iduaised earnin4 5/a! ad.an!aes and /a! draba+s +an you iden!i*y i!/ ea+/ ,pro+edure i* you ere !o use !/em i!/ your on +asses4 (7r 1886:296) E3pain your ansers 3. Readers $tudents choose individual simplified readers# of varied level and topic# from a school library# and read 4uietly in class. Allows for iniviualisation. raded readings are a great way to reach students of different levels. 4enny 8r mentions that the use of 5more difficult or easier versions of the same tas) could be provided to deal with this factor6 (8r >><: p. =0! Avantages- 9eaders give learner the freedom to choose a topic they li)e. This will enhance engagement in the tas) and the activity's output. (isavantages- "ome students might settle for a reading level they find easy, therefore, the tas) will be not be challenging enough. This could hinder their interlanguage development. 5. Response !o is!enin "he teacher plays a recorded te2t on a topical issue# and asks the class to note down points they understood. Allows for iniviualisation. 2ven though the teacher is using the same topic for all students, students will note down what they individually understood. Avantages- These notes will contain different language levels, and they will be done at a different speed by each learner. These results could become an assessment tool. (isavantages- "ome lower level students might feel that they did not understand as much as their peer did. $s a result, the affective filter might get high.
6. 5or+ards pile of workcards prepared by the teacher is put in the centre of the class# all practising the material the class has recently learned# but each different. /ach student chooses one# completes it and then takes another. Allows for some iniviualisation. These wor)cards only get students to wor) on their writing s)ills. Therefore, auditory and visual learners are left behind. Avantages- $ll learners are familiar with the material covered.
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Practice Activities – CMTRP
(isavantages- *ne of 8r's factors is that of ?Language s)ill or teaching point6. "tudents do not have the opportunity of choosing %7to work on a 4uite different aspect of language7+ ndividuali#ation will be achieved only if the educator carefully designed wor)cards containing different language levels. 8. Te3!boo ues!ions in +ass "he class has been given a set of 4uestions from the te2tbook to answer in writing9 each student does them on his or her own. (oes not allow for iniviualisation. $ll students have the same set of +uestions. Avantages- Textboo) +uestions are designed by 2nglish teaching experts. (isavantages- Let's agree on something: most of the textboo)s we use were not designed ta)ing into account our local cultures. This results in content topics that are either not interesting or not familiar for our students.
:. 5ors/ee!s "he teacher distributes worksheets which all practise the same grammar point# but containing various sections with different kinds of practice tasks and topics. "he students choose which sections they want to do# and do as much as they can in the time allotted. Allows for iniviualisation. "tudents are free to choose among various wor)sheets and are able to wor) at their own pace. Avantages- &or)sheets are +uite easy to find and download. The teacher could modify them to suit the material covered in a few minutes. (isavantages- The teacher will need to invest a lot of time to give effective individual feedbac). ;. Te3!boo e3er+ises *or /omeor "he teacher gives three sets of comprehension 4uestions from the te2tbook# of varying difficulty# on a passage that has been read in class9 each student is asked to select and do one set. Allows for iniviualisation. The teacher ac)nowledged the fact that his or her students are at different levels. Avantages- $ll learners will have an appropriate level of challenge when completing this tas). (isavantages- find no disadvantages. <. ;aried !ass "he teacher has prepared a number of work-cards based on different language skills and content. "here is a cassette recorder in one corner with headsets for listening tasks# and another corner available for 4uiet talk. $tudents select# work on and e2change cards freely. Allows for iniviualisation. This activity is a clear example of what our material mentions: 5ndividuali#ation in the language classroom is concerned with giving learners a certain degree of freedom to choose how and what they learn6 (p. @@! Avantages- t caters to all the learning styles. 6
Practice Activities – CMTRP
(isavantages- find no disadvantages. =. Resear+/ "he teacher asks the students to form groups of four in order to carry out a web-4uest# based on an environmental issue. /ach student is given a specific role and asked to find out particular aspects of the topic from internet sources# to later share with the other group members. "he group will then arrive at a consensus# formulate a collective report# and present their findings to the class. Allows for iniviualisation. $llowing students to have different roles according to their most developed s)ill is a strong way to individuali#e learning. $lso, this activity develops their A*T" (Aigher *rder Thin)ing ")ills!. Avantages- 2nvironmental issues are considered by students as interesting and trending topics. 4enny 8r mentions that the topic must be interesting and relevant. (8r >><: p. =0! (isavantages- Bot all pupils are good at wor)ing in groups.
Tas, a) To /a! e3!en! do you aree i!/ ea+/ o* 7rs s!a!emen!s in your ma!erias4 5/a! are your on .ies on !/e issue o* mi3ed-abii!y4 o you !/in !/a! mi3ed- abii!y roups aays resu! in more su++ess*u "L# *or earners4 %r +an !/e opposi!e seem !o be !rue4 5/y4 ra on your on e3perien+e as a !ea+/er or earner in order !o pro.e or dispro.e ea+/ o* /er s!a!emen!s pro.idin +on+re!e e3ampes o* +assroom e3perien+es
Therefore, agree with each of 8r's four statements cited in our course material. (p. 0! 2ducators could apply several techni+ues to ma)e sure that his or her instruction suits his or her students' way of learning. 2ven though it is challenging to include activities for all the types of intelligences in my lesson plan, am rewarded when see that almost all my students are able to use new vocabulary or grammar structures confidently at the end of a successful session.
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Practice Activities – CMTRP
could add one advantage to 8r's list: teachers learn a lot f rom what she calls 5a richer pool of human resources6 by observing their learning process. b) 5/a! o!/er +onsidera!ions /a.e no +ome in!o pay reardin !/is issue espe+iay !/ose /i+/ /a.e made !/e p/rase ,mi3ed-abii!y seem amos! od-*as/ioned or unne+essary4 The term 5mixed ability6 could be considered old fashioned in 2"L classroom environments that: involve young or very young learners, as our material mentions on page @>. use Tas)based learning follow the 5Cey -ompetencies for Lifelong Learning6 framewor) proposed and implemented by the 2uropean -ommission in //<.
Tas, 4 "ay /e!/er you aree or disaree i!/ ea+/ o* !/e *ooin s!a!emen!s >us!i*y your ansers 3. $* you i.e ins!ru+!ions *or a+!i.i!ies in !/e mo!/er !onue you depri.e s!uden!s o* an impor!an! oppor!uni!y !o be e3posed !o na!ura L2 use partially agree. The use of the L could apply to the first time you give instructions for a new activity or classroom procedure. &hy7 %ecause otherwise low ability students would feel that they can't fully participate since they do not understand the rules of a game, for example. 5. "!uden!s s/oud be aoed !o as !/e !ea+/er (in Enis/) i* !/ey may say some!/in or as some!/in in !/eir on anuae and a o!/er use o* !/eir mo!/er !onue s/oud be pro/ibi!ed will have to agree on this one. There is a strict administrative rule in my wor)place: avoid using "panish as much as possible. Therefore, learners are made aware of the rule since day one. f they want to communicate with the teacher, they should try their best to do it in 2nglish. 6. Tea+/ers +oud some!imes use mo!/er !onue !e3!s i!/ s!uden!s bu! +ompre/ension !ass s/oud aays reuire s!uden!s !o produ+e Enis/ disagree on the use of L texts. That would be li)e going bac) to the basic aspects of the rammar Translation method. 8. $* s!uden!s !ransa!e !/e meanin o* ne .o+abuary !/ey i de.eop !/e mis!aen idea !/a! !/ere is a one-!o-one +orresponden+e be!een ords in Enis/ and in !/eir on anuae. partially agree. 1ost of the time, translation helps learners lower the affective filter. Bonetheless, when it comes to phrasal verbs, idioms, and proverbs, understanding meaning from context is the best way to go.
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Practice Activities – CMTRP
:. $ns!ru+!ions s/oud aays be i.en in bo!/ anuaes - bu! in Enis/ *irs! 4lease refer to my answer on number one. Than)s. 6 Transa!ion s/oud ne.er be used i!/ youn earners partially agree. "ometimes, translation helps young learners to understand rules, and this results in a better discipline climate.
Tas, 5 #re !/e *ooin s!a!emen!s !rue or *ase4 >us!i*y ea+/ o* your ansers 3. ,Tea+/er !/inin re*ers no! ?us! !o !/e ay e !/in as !ea+/ers bu! aso !o /a! e**e+! !/e ay e !/in /as on our !ea+/in True. $n educator will most li)ely act according to his or her beliefs, )nowledge, and past experiences. 5. %ur beie*s as !ea+/ers a**e+!s our +assroom manaemen! more !/an any o!/er *a+!or in !/e +assroom. True. *ur subject material mentions this point as 5central to the way in which teachers behave in the language classroom6 (p. D@! 6. E3aminin our pre- in!er- and pos!-a+!i.e de+isions as !ea+/ers is !/e bes! ay !o in.es!ia!e our !/inin as !ea+/ers True. 9eflective teaching is the best way to improve our practice. 8. #s !ea+/ers e are doomed !o repea! !ea+/in be/a.iour !/a! e ,earn! !/rou/ our ,appren!i+es/ip o* obser.a!ion 3alse. 2ven though this is mentioned as being true in our material, believe that some teachers change what they learned from their teachers because they notice that we live in a different era. 3or instance, most of our students are digital natives, so we need to become digital immigrants. :. T/ere is aays a misma!+/ be!een a !ea+/ers ,espoused !/eories and /is
Practice Activities – CMTRP
A Tain in!o a++oun! !/e a**e+!i.e +ima!e in a +assroom is iey !o a**e+! a !ea+/ers +assroom manaemen! de+isions True. Trying to build a safe and positive learning environment is )ey to help students learn.
Than)s for reading, 9osmery 9ibera 3errier
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