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Student’s Brain and Group Psychology. or a  teacher’s bag of psychological classroom tricks. Our day. Module 1 – the very beginning of the year Module 2 – classroom management Module 3 – speaking …not in Polish Module 4 – error correction … and finally some games .

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student s brain and group psychology

Student’s Brain and Group Psychology

or

a teacher’s bag of psychological classroom tricks

our day
Ourday

Module 1 – the verybeginning of the year

Module 2 – classroom management

Module 3 – speaking…not in Polish

Module 4 – error correction

… and finallysomegames

module 1 the very beginning of the year
Module 1the very beginning of the year
  • planning a dynamic lesson
  • settingaims
  • establishingrules
  • integratingyour class

Psychologyrules!

discuss with a partner
Discuss with a partner

Whatis

a dynamiclesson?

Whatwould

my student want?

self assessment
Self-assessment:

Have I..?

plannedaims?

revised?

checkedhomework?

practicedspeaking?

practicedpronunciation

practicedlistening

switchedactivitiesfrequently?

correctederrors?

summarised?

set homework?

slide8
TASK

createyourown

lessonplan template

i only teach a students
I onlyteach A students!

„I only

Psychologyrules!

smart
SMART

Psychologyrules!

smart an example
SMART – anexample
  • A 2nd-year architecture student
  • B2
  • 60h a semester
  • Strengths: fluency
  • Weaknesses: does not usetenses, allexpressed in the presenttense

S – specific:

Correctutterancesabout the past

M – measurable:

2 tenses: past simple, past continuous

A – attainable:

Yes (see: learning contract)

R – relevant:

yes

T – time-bound:

1.10.2013 - 31.01.2014

a case study 01
A casestudy 01

In one of yourteenage groups therearesomestudents who express themselves with monosyllables, unable to formulate a longer utterance. They avoid active participation in lessons, do not like pairwork, groupwork, discussions. You notice they are not too talkative in Polisheither.

what about you
Whataboutyou?

A new school year begins. What professional aim will you set?

How to express youraim in a SMART way?

slide16

cappuccino

I PREFER

espresso

a dog

I HAVE

acat

Luiza

swim

I CANNOT

ride a bike

similarities
Similarities

I AM…

10 answers

Learnmore

Stick on yourself

How many

similarities?

1 lie!

module 2 classroom management
Module 2classroom management
  • mixed ability students
  • practical activation
  • limiting TTT
what is a multilevel group
Whatis a multilevelgroup?

Interests

Language

skills

Abilities

a multilevel group means that
A multilevelgroupmeansthat…

Somedon’teventry

Somedominate

Some finish early and interrupt

Some try yet keep failing

Some speak Polish

activate motivate
Activate, motivate
  • No one paysattention to what I say
  • I amashamed
  • Youonlyhear my mistakes
  • I willsaysomethingstupid
  • I havenothingimportant to say

Psychologyrules!

activate motivate1
Activate, motivate
  • whatismoreimportantthanhow
  • the moressspeakthe betterssspeak
  • the issuesof real interestmotivate
  • manychoices of expressiongive a chance to boththe weaker and the stronger
a self access box silent task work
A self-access box – silent task work

Simplyfing a text from

yourcoursebook

Anarticle with tasksattached

Translating apassageinto L1

Picturesto describe

Fillingblanks in a clozepassage

Grammarexercises

multilevel dictation
Multileveldictation

Liam, aged 15, from Leicestershire is a keen record-breaking skateboarder. He tells us all about his favourite sport.

1When you skateboard you ride along on a board withwheels. Skateboarding started as a form of surfing; the differencebeing it was on land. The first types of skateboards were roller-skates nailed on to pieces of wood.

2I love skateboarding. Although it’s a really hard sport to learn, I don’t understand why some children are scaredof learning the sport. But when you can do it well, it’s very enjoyable. A lot of people may have heard about the sport,but they think it’s too hard for them to take up. It’s a shame because it’s not that difficult.

3It was my mate Rob who got me into skateboarding. I found it really hard at first. I have only injured myself once, when I hadan accident and broke my leg. At the time, I did think about topping but I enjoyed skateboarding too much. People say thatif you injure yourself, you should stop but I don’t think you should. Injuries are common in skateboarding.

version 1 for less advanced students
Version 1: for less advancedstudents

Liam, aged 15, from Leicestershire is a ………. record-breaking skateboarder. He tells us all about his ………… sport.

1When you skateboard you ride ……… on a board withwheels. Skateboarding started as a form of surfing; the ………… being it was on land. The first types of skateboards were roller-skates nailed on to pieces of wood.

2I love skateboarding. Although it’s a really ……… sport to learn, I don’t understand why ……… children are scaredof learning the sport. But when you can do it well, it’s very ………………. A lot of people may have heard about the sport,but they think it’s too ……… for them to take up. It’s a shame because it’s not that difficult.

3It was my mate Rob who got me ………… skateboarding. I found it really hard at first. I have only injured myself once, when I hadan …………… and broke my leg. At the time, I did think about topping but I enjoyed skateboarding too much. …………… say thatif you injure yourself, you should stop but I ………… think you should. Injuries are common in skateboarding.

version 2 for more advanced students
Version 2: for moreadvancedstudents

Liam, aged 15, from Leicestershire is a ………………………………… skateboarder. He tells us all about his favourite sport.

1When you skateboard you ………………….. withwheels. Skateboarding started as a form of surfing; the differencebeing it was on land. The first types of skateboards were roller-skates ……………………….. of wood.

2I love skateboarding. Although it’s ……………………….. to learn, I don’t understand why some children are scaredof learning the sport. But when you can do it well, it’s very enjoyable. A lot of people …………………… about the sport,but they think it’s too hard for them to take up.

3.................. It was my mate Rob who got me into skateboarding. I found it really hard at first. I ……………………… myself once, when I hadan accident and broke my leg. At the time, I did think about topping but I enjoyed skateboarding too much. People say thatif you injure yourself, you should stop but I don’t think you should. ……………………………. in skateboarding.

multilevel activation
Multilevelactivation

having a large family not havingkids

multilevel speaking2
MultilevelSpeaking
  • Find someone who…
  • is at the moment
  • reading an interesting
  • book;
  • usually goes on
  • holidays three times a year ;
  • never works out;
  • Find someone who…
  • wants to do the same job
  • as their father
  • wants to work with
  • children
  • thinks earning money
  • is important
managing your class true or false
Managingyourclass: True orFalse?
  • Ask the student whose hand is first up.
  • First name the student and then ask the question.
  • First distribute handouts, then instruct students.
  • Name students in a predictable order.
  • Ifnooneanswers – youanswer.

Psychologyrules!

how often do you talk with your students about your private issues why do you why don t you
How often do you talk with yourstudents

aboutyourprivate

issues?

Whydo you?

Whydon’tyou?

Let’s talk...
try to imagine a lesson in which you say nothing easy difficult
Try to imaginea lesson

in whichyousay

nothing.

Easy?

Difficult?

Let’s talk...
what would be the percentage of your talking time per one class
Whatwould be

the percentage

of yourtalkingtime

per one class?

Let’s talk...
s d krashen

A student needstimeto internaliseinformation in order to applyit and correctit(Monitor Hypothesis)

Fluencyis not to be learnt, ‘itappears’automaticallywith time(Input Hypothesis)

(Krashen S.D. (1989): Language Acquisition and Language Education. Prentice Hall International.)

S. D. Krashen
ttt for and against
The teacher = a model utterance

T explains = time-saving

TTT = we practicelisteningcomprehension

Builds T-SS relations

Disciplinethroughvoicecontrol

TTT for and against
  • Youspeak = theydon’t
  • SS arebored, theyswitch off
  • Spoon-feeding
  • T - centre
  • Minimal SS autonomy
when must a t speak
Whenmust a T speak?
  • Hellos / goodbyes
  • Presenting new language
  • Explaining
  • Giving instructions
  • Error correction / feedback
  • Discussion (one-2-one classes, playing roles)
  • Assigning homework
hellos
Hellos
  • Hello, n____ to seeyouagain.
slide48

- who?

- what?

- where?

- when?

- why?

The Open’erFestival

slide49

Whatisbetter and why?

To vaccinateor not to vaccinate?

Virusorbacteria?

A coughor a runnynose?

so what s the topic
So what’s the topic?
  • Guess the topic.
so what s the topic1
So what’s the topic?
  • Teach me your word.
slide53

A transfer

A bank

statement

A debit card

A cheque

A balance

An overdraft

What are we going to talk about?

homework check
Homework check
  • Distribute the key / classroomorhome
  • Write down the answerson the board
  • The keystuck on the wall
  • One ssacting as a teacher
introduce new language
Introducenewlanguage

Rules

Structure

Examples

good byes
Good-byes

Tell your partner threewords

youlearnttoday.

Whathasbeen the easiest?

You’vegottwominutes to write as manywords from today as youcanremember. .

Whatdidyoulike? / didn’tyoulike?

Whatelsewouldyoulike to revise?

module 3 speaking not in polish
Module 3speaking…not in Polish
  • limiting the amount of Polish
  • making your students talk
music music music let s take a walk
Music, music, music!

Let’stake a walk!

Speaking
hot air balloon debate
Hot AirBalloonDebate
  • a hot airballoonovershark-infestedwaters
  • not enoughgas to reach land
  • one ortwopeopleshould be thrownoverboard
  • eachone: argue
for the laconic by nature
For the laconic by nature
  • 30-second utterances
  • „what do youthink?”:better: give 1-10 cards
  • Speakingvouchers

Psychologyrules!

the pyramid
The Pyramid
  • aset of discussionstatements
  • eachpaircompromise/ makeanagreement
  • twopairsform a group of four – mustagree on allpoints
  • groupsof fourbuildgroups of eight…
memory games elementary
I had a Greek salad for dinner last night.

I had a Greek salad and juice for dinner last night.

I had a Greek salad, juice and bread for dinner last night.

… … …

memorygames / elementary
speaking memory games upper int
Speaking: memorygames / upper-int

I decided to move out because of…

Deprived areas

Disputes with

neighbours

Parking restrictions

Litter in the streets

Vandalism

Lack of

public transport

a 20 questions speaking game
a 20 questionsspeakinggame

1. Is it a vegetable?

2. Can you fry it?

3. Is it green?

a 20 questions speaking game1
Elementary: I am thinking of a thing I have to do at home.

Pre-Intermediate: I am thinking of an environmental problem.

Intermediate: I am thinking of a crime.

Upper-Intermediate: I am thinking of a phrasal verb.

a 20 questionsspeakinggame
module 4
Module 4
  • effective error correction
  • and finally… meaningful language games
slide69

Error correction may be perceived by a student as humiliating.

  • A teacher should only give positive feedback in order to motivate, reinforce self-esteem and the feeling of success. Negative feedback is demoralizing.
  • Much positive feedback helps to build good relations between a teacher and a student.
  • Much positive feedback makes its impact weaker and weaker.
  • Students should not correct one another’s errors – their relations could be at risk.
  • Feedback means that there is a set hierarchy: the teacher has power, the student is subordinate.
student s perspective
Student’sperspective

What do youthink

I want from you?

slide71

1. Be objective.

2. Be honest.

3. Before you assess me – set criteria with me.

4. Tell me, what will be assessed before I start work.

6. Don’t expect before you teach me.

7. Don’t generalize, be specific.

8. Balance the positive with the negative.

9. Don’t humiliate me.

10. Let me tell you what I think about your assessment.

controlled speaking
Controlledspeaking
  • Self-correction
  • Peer-correction
  • Gesture and mimics
  • Anchoring
  • An assistant
  • Self-control
  • Recordings
slide74

Prepareyour student

  • Disappear and note down
deep roots
Deeproots
  • a conversation
  • beingsystematic
  • anchoring
  • a poster
  • patience
writing
Writing
  • Prepareyourstudents(the subject, the form)
  • Set assessmentcriteria
  • First read, latercorrect
  • Usecolours
slide80

You have written about two members of your family. What about the rest?

Your text is logically divided into paragraphs.

Read yourtext aloud. If some sentences seem unclear, correct them.

How can you rewrite sentence 3, 4 and 8 in a simpler way?

Check the spelling of the underlined words.

slide81

Hints:

  • Prapare a plan and a generalorganisation of the text;
  • Expand on your plan;
  • Write yourtext;
  • Check:
  • Tenses
  • Prepositions
  • spelling
  • Style
  • Vocabulary
  • 5. Ask a classmate to checkyourtext(lookat point 4).
  • 6. Correctyourtext.

Yourtask:

Youhavebought a jumper in an online shop. Unfortunately, you’vediscovereditis in a differentcolourandsizethan the one in your order. Write a complaint, 120-150 words.

feedback
Feedback

Positives

Room for improvement

Positives

feedback1
Feedback

It’s interaction

Only some skills

It engages the SS

It shows progress

it allows ss to speak

feedback2
Feedback
  • Yellow post-it notes
finally some games
Finallysomegames… 

What would you like to change

most about your personality?

What do you think is your best quality?

What’s your earliest memory?

What makes you happy?

What are you most proud of?

What’s your ambition?

What’s the most interesting

thing about your family?

vocabulary guess what it is1
Vocabulary: guess what it is

Sympathetic

listen

understand

Witty

quickly

funny

Pretentious

appear

important

Cheeky

respect

funny

Careless

Pushy

Shallow

Hypocritical

vocabulary the internet
Vocabulary: the Internet
  • http://www.teach-nology.com/web_tools/word_search/
  • http://www.puzzle-maker.com/CW/
slide96

dressed

wake

go

to

get

up

sleep

be

asleep

up

be

get

dream

day

awake

slide98

volcanic

enormously

disasters

natural

terrible

eruptions

wave

huge

grow

damage

reading writing running1
Reading, writing, running

Seven years ago, three scientists at a university in Italy were studying monkeys

– more specifically, they were examining at what happens in a monkey’s brain

when it does certain actions. They attached electrodes to a monkey’s

forehead, and watched what happened when picked up a raisin and

ate it. But what the scientists discovered was quite different from what they

had expected. The same day, during a break, a scientist himself picked up

a raisin and ate it, and as the monkey watched him do so, the neurons in its

brain ran in exactly the same way as they has done when the monkey itself

ate a raisin.

summary
Summary

What do youremember?

Module 1 – the verybeginning of the year

Module 2 – classroom management

Module 3 – speaking…not in Polish

Module 4 – error correction and games

thank you
Thankyou

Luiza Wójtowicz-Waga

luiza.wojtowicz-waga@naukabezgranic.pl

www.luizaww.blox.pl