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Problems with behaviour and discipline

Problems with behaviour and discipline. Managing for success. Forms of disruptive behaviour: disruptive talking inaudible responses sleeping in class insolence failure to do homework cheating in tests unwillingness to speak in the target language. 1 . WHY problems occur

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Problems with behaviour and discipline

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  1. Problems with behaviour and discipline

  2. Managing for success • Forms of disruptive behaviour: • disruptive talking • inaudible responses • sleeping in class • insolence • failure to do homework • cheating in tests • unwillingness to speak in the target language

  3. 1. WHY problems occur • 2. WHAT to do if it happens • 3.HOW to prevent it

  4. YOUR PRACTICAL KNOWLEDGE Have you ever solved problem behavior? • How did you personally solve it (in case the practical teaching is already behind you), or just imagine that – how would you solve that? Write down 3 ideas (methods)

  5. 1. Why problems occur • Personalities of the children - self-esteem • People around them, current circumstances - friends, difficult home situation, attitudes to authority…

  6. Learning expectations - previous learning experiences, unpleasant memories HAVE YOU EVER BEEN DISRUPTIVE? WHY? • Approval - from their peers, teacher… • Teacher‘s behaviour in class - interesting lessons, careful preparation, our reaction to inappropriate behaviour

  7. Success and failure - success is important for the student‘s motivation - failure is a powerful engine for problem behaviour • External factors(tiredness, too hot or cold air in the classroom, noise from outside…)

  8. QUESTIONNAIRE • Who do you think is responsible for the general running of a successful lesson? • a) The teacher, because • b) The student, because • c) Both of them, because

  9. 2. What to do if it happens • Act immediately • Keep calm • Focus on the behaviour, not the student • Take things forward • Talk in private • Use clearly agreed sanctions

  10. Concrete things we can do (note, that everything you do mustn‘t be aggressive, you must keep calm) • Just look at the student without interrupting your explanation (keep the eye-contact for a while just for them to know you want them to stop disturbing) • Get closer to the student • Stop talking and look at them significantly (you can shake your head or give them a „dirty look“)

  11. Like this:

  12. Call the student‘s name during your explanation • Ask a question concerning the information you were talking about (…) • Ask them to explain something (…) • Interrupt your explanation and ask the student to behave themselves (but your voice should be absolutely calm, no shouting. And it‘s better to do it in private) (…) • Ask a question concerning their behaviour – so, that they will be bound to answer. (…) • An extra exercise

  13. Warn them, that you can inform their parents or class teacher about their inappropriate behaviour • If things don‘t get better, always do what you have said you would do!! • Warn them that you can change their place, if this doesn‘t help, do it. (it‘s not their right to sit where they want, it‘s just their bonus)

  14. REMEMBER THESE METHODS AND MAKE SURE YOUR RULES ARE RESPECTED. INSIST ON THEM

  15. CONVERT THESE THEORIES INTO PRACTICE • Play a scene – work in groups (3 people in each group – one of you is the teacher and two of you the disturbing elements. Use as many methods as you remember.

  16. 3. How to prevent it • Teachers and their personalities

  17. Creating successfull classrooms: • behaviour norms - stated by a school - stated by the teacher - some norms stated by students - no reading, just discussing and explaining - to be firm about what we demand

  18. Our effort: • Start as we mean to go on - insist on the things we require (and we really have to make effort to be fair) • Plan for engagement - how to engage them, arouse interest • Prioritise success - our most important task is to try to make our students successful

  19. Equality rules - the group has to see that we treat everyone in exactly the same way - students know what is likely to happen in certain circumstances • Praise is better than blame - even „difficult“ students respond positively when they are praised - praise in the right way and for good reasons

  20. What do you remember? • Just in a nutshell: • 1. Why problems occure? • 2. What to do if it happens? • 3. How to prevent it?

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