The Problem Factor in the Management of the English Class

Gandhi said that in order to see a change in the world, we must first change ourselves. If you want to see a change in your classroom and the kids you teach, the same is true.

The teachers attitude : a catalyst for learning

How we approach and deal
with students, How we respond to their needs and behaviour, How we speak How we look, How we arrange and organize

the room and the work we set

HOW WELL WE KNOW THEM

The English classroo m

Groping into a thick forest

The English teachers 2 major challenges

Students Learning Difficulties

Students
Emotional Disorders

a handicap that interferes with

someone's ability to store, process or produce information

Accessing Learning Disabilities

obvious or latent
a neurological disorder probably inherited gap between a person's true capacity and performance indicated by underachievement or academic failure

not indicative of less intelligence on the contrary

dyslexia (broad term) : language processing deficits can't be cured or fixed encouraging strengths, knowing weaknesses, working with professionals and using appropriate strategies

Deficiencies in the teaching and learning environment : a principal cause of LDs

Limited L1 development

Lack of background knowledge / experiences

Linguistic or cultural differences

Specific inherent learning difficulties

Appropriate intervention

Specific learning difficulties are about

Attention Language: difficulty in interpreting and/or remembering verbal messages and instructions

Poor reading skills : difficulty with processing information visually displayed

Memory, difficulties with retrieval of stored information

Breakdown of ideas between the head and the paper

Difficulty with organizing information

How To Identify a Dyslexic Student In A Secondary School

reads inaccurately 2. has problems spelling 3. confuses places, times and dates 4. has difficulty remembering maths tables and formulae 5. needs to have instructions repeated 6. gets tied up using long words 7. has difficulty planning and writing essays 8. suffers poor confidence and low self-esteem 9. forgets which books to take to class 10. has difficulty organising life around a timetable 11. misunderstands complex instructions 12. has problems trying to write down notes at speed, and completing work on time 13. has memory difficulties
1.

Sink or swim : the nightmare of textbooks

too difficult for students who lack the necessary decoding skills, vocabulary, and prior knowledge

dense in new concepts

lacking specific teaching suggestions

LDs aim phonological awareness first

result in difficulty with the perception and production of language or with language comprehension.

problems with "phonological

awareness, that is with the

basic sound units of language, phonemes, and

inability to recognize or
manipulate these basic units of sound efficiently

For the learning disabled student foreign language learning can be an unbelievably

stressful and humiliating experience, the

opposite of what is intended.

Best answer : in either case, the results suggest that

the child would benefit from instruction in English

Preventing school failure begins with the creation of school climates that foster

academic success and empower students (Cummins, 1989).

All students can learn. Educators are responsible for helping them learn

Interventions
explicit phonemic awareness instruction explicit instruction in comprehension strategies peer-assisted learning

Approach 1

Approach 2
reducing the syllabus to the essential

Explicit teaching of

reducing the vocabulary demand providing constant review incorporating multisensory stimulation and support

the phonological skills

The Planning Pyramid

All students should have access to all information.

Suggested tips

Make the learning and teaching active using a multi-sensory approach Enable, challenge, scaffold, recycle, consolidate Give notes on handouts rather than expecting students to copy from the board Use visual aids to support written text Encourage students to use all the clues on the page before tackling the text Make the learning objectives explicit. Use the computer Break down the tasks into manageable steps Involve Praise success

Multisensory Techniques

Using sight, touch, hearing, motion, etc.

Combining reading, writing, vocabulary, phonics, spelling and comprehension

Whole Language Strategies

Phonics Instruction

Systematic, regularly reviewed, multisensory

Reading Instruction

Building on prior knowledge, supplementary material and graphic organisers and visual aids

Additional Services

Individual instruction, speech therapy, etc.

Multisensory instruction is an affective teaching method in the inclusive classroom.

Students watch films.

They read textbooks aloud. Students sing or chant. Groups of students perform mini plays in front of the class. Objects are passed around for the students to touch or taste or smell.

Language Learning for a LD student may mean

becoming highly conversational, but still weak in grammar becoming a very skilled reader but unable to converse becoming fairly competent in all areas but not attaining a good accent

The teachers qualities

Willingness Inventiveness Flexibility

Strategies for an inviting FL class

Speak slowly, clearly, and naturally Face your students and avoid putting your hand in front of your face Reduce distraction Provide plenty of pre-discussion, pre-writing, pre-reading lead time and other preteaching activities

Categorise material Use tone of voice, facial expression and gestures together with words Allow time for answers

Use key points and repeat them with similar phrases

Prepare a written outline of the lesson Use multisensory techniques

Break tasks and instructions down to smaller parts

Administer tests in various formats

Strategies for a practically accommodating classroom environment

Reduce noise and other sources of distraction

Regulate temperature and lighting Ensure the availability of resources and working space Provide a calm, structured and predictable environment Group seating is for cooperative work (unfit for students with behavioural or attentional problems)

Row seating is for productive individual work The smaller the class size, the better

Use of both L1 and L2

Good rapport between teacher and students

What to avoid

overemphasis on grammar, spelling and punctuation

too much writing too much reading memorising facts and formulae not giving enough time to note things down

too much copying from the board

talking too much and too fast

putting students down in front of others

shouting being impatient

Emotional and behavioural disorders (EBD)

chronic anxiety, phobias, personality disorders, conduct disorders, aggression, mood disorders, depression, immature behaviour patterns

externalised or internalised

Positive interventions
Better self-management

More time on learning tasks

On-going support and guidance

Our students needs : the mad, the bad and the sad
Empowerment recognition, freedom, achievement,
contribution, choice and competence If not ! Powerless and frustrated

Fun

curiosity, interest, growth and learning, adventure, amusement, surprise, variety If not! Bored and frustrated

Belonging

accepted, valued, appreciated, needed, related to, loved If not! Lost, uncared for, lonely, isolated, vulnerable, let down, inferior and frustrated

NO variety of activity,

NO laughter and humour,

NO sense of discovery,

Uninteresting lessons

No choice in the seating arrangements or the activities,

NO movement,
NO challenge, NO music, NO colour, NO adventure, NO dynamism, NO warm-up activity, NO break no FUN!

Aims of behaviour management

The purpose of behaviour management is NOT to make students behave for us, but to train them, and help them experience, and learn for themselves the many benefits and

corresponding intrinsic value of

RESPONSIBLE BEHAVIOUR.

Teacher attitudes
Negative attitude
generate problems for themselves wind kids up negative air in classroom always seek solutions communicate on every level

Positive attitude
have positive expectations

escalating confrontations
hostile sarcastic, dismissive response to students

help rather than reprimand

fair and considerate response to students

Humour : a talent integral to teaching

reduces stress, builds bonds, makes them more relaxed, learn best when they have fun
use other skills, use a comedian in the classroom, or use other sources students who need to show off and crave attention benefit from being given the opportunity to do exactly that

Interesting lessons

Students immersed in engaging and varying activities Lessons tailored to students interests and styles
Lessons with real-life relevance

Tips for an interesting lesson

! Use real life objects when presenting a task.
! Use an interesting starter ! Bring in an outside speaker ! Plan your activities round their interests ! Take them out on field trips and educational visits ! Prepare work at their ability level ! Avoid work that is text heavy

! Dont feed them all at once split work into bite-size chunks
! Use activities that appeal to Multiple Intelligences ...

Activities for multiple intelligences

Linguistic
Debates large-and small-group discussions books, worksheets, manual, brainstorming, writing activities, word games, storytelling, speeches, reading to class, creating class newspapers
Logical problem-solving exercises, logic puzzles and games classifications and categorizations, quantifications and calculations, logical-sequential presentation of subject matter Charts, graphs, diagrams, photographs, videos, slides, movies, visual puzzles, picture metaphors, mind maps, computer graphics, colour cues Mime, field trips, competitive and cooperative games, crafts kinaesthetic imagery, communicating with body language/ hand signals Singing, humming, playing recorded music, playing live music on an instrument, group singing, songs, raps, background music

LogicalMathematical
Spatial Intelligence Kinaesthetic Intelligence Musical Intelligence

Praise
Appreciation and encouragement Recognition of positive behaviour Descriptive, genuine, sincere and private praise No repetition

Paul, stand back and look at what youve done this is a fantastic portrait! What really impresses me is the way youve made that eye come to life by showing the light reflecting here. That really makes it come alive!

Losing our temper

Encourages the students to mirror our behaviour

Makes them angry, less likely to pay attention and more likely to switch off or retaliate

Giving them an increased sense of power Embarrasses them Provides entertainment for some

Disrupts the work of the rest and induces an unsettled, tense atmosphere

ABOVE ALL !

It rewards them with the very thing they want the emotional reaction and
attention that they crave!

Embarrassing student responses

Why ?

How to deal with them?

to gain attention
to hold up the lesson

change focus of attention use humour avoid getting emotional remind targets set individual tasks protect general peace

to impress their peers

to find our weaknesses

to shock / embarrass us
to laugh

because they feel close

Attention seekers
Ignore any low level misbehaviour Avoid eye contact with them Don't panic If not, it will only reinforce negative behaviour

Give specific, detailed praise to those who are doing what you wish Show that you are in control by focusing only on those who are behaving.

Use your voice, your facial expressions and your body language Get in close to students and use a quiet or whisper voice to talk privately with them about any behaviour issues Keep the lesson active with hands on activities

to encourage all your students to engage with the learning.

What to do when MD occur

Planned ignoring

Praise students with good learning behaviour

Deliver lesson close to disruptive students Use verbal signs to support them Give them limited choices Use positive language

Allow time to understand instructions

Explain consequences and being consistent

Step punishments to fit different crimes

Coping with crises

A crisis situation doesnt just happen without build-up or warning.

There is always a trigger.

Vigilance is the key! Restlessness and fidgeting for example are sure signs of

distress and anxiety

How to deal with crises

Diversion and diffusion : send the child on an errand in some circumstances to give them an escape route from

what theyre finding difficult without losing face Humour can be a terrific diffuser : Right, weapons
down, books out

For more serious crises : limited choices

Paul, I want to help you calm down so that you dont end up in trouble. I have two choices for you to help you. You can come and sit at the front away from everyone else until you feel better or you can take 2 minutes outside the door if it will help. Which do you want to do?

To wrap up

Good leadership;

High expectations for student achievement;

Challenging, appropriate curricula and instruction;

A safe and orderly environment;

Ongoing, systematic evaluation of student progress;

and

Shared decision-making among ESL teachers,

general education teachers, administrators, and

parents.

A handbook

on LDs

Interesting links
1. http://www.ldonline.org 2. http://www.bdadyslexia.org.uk
3. http://www.languageswithoutlimits.co.uk