TASK 5 – FINAL EXAM

CAUSES OF INDISCIPLINE OF THE FOURTH GRADE STUDENTS OF THE

EDUCATIONAL INSTITUTION LOS LIBERTADORES IN ENGLISH CLASSES

AURA CRISTINA GUTIERREZ PATIÑO

CODE: 1057594330

TUTOR: EDNER SUAREZ ALOMIA

UNIVERSIDAD ABIERTA Y A DISTANCIA- UNAD

RESEARCH PROJECT

SOGAMOSO, MAY, 2020

Link video

https://www.youtube.com/watch?v=8H833W6tNFs

INTRODUCTION:

English is an important language in a person's life, both personally and professionally,

exploring their four language skills, which are speaking, writing, listening, reading, when a
person or student experiences these skills or does not have a language. This English case to
his studies not only lacks cultural information is limited but his own formative development
can generate something negative limiting factor of teaching and learning. Students do not
respond to their academic needs so it does not arouse interest or motivation, generating
indiscipline in the classroom, this is an inappropriate action that makes both the teacher and
the students deviate from their specific topics and the silver objectives for a lesson, sea for
distractions included by the students or by the teacher.

According says José Contreras (1994), the teaching-learning process is focused on

educational practice developed in the classroom, this being the center of social practice that
involves this process, acts consistently and is involved in teaching and in their commitment
to educational and social practice through schooling.

The indiscipline can be generated by an external distraction that involves a poor academic
and work performance produced by the development of activities not relevant to the specific
English subject or simply interactivity or the frequency of speaking when not allowed. The
indiscipline in the students does not catch on, they do not acquire the necessary knowledge
transmitted by the teacher creating disinterest for learning by forming social or academic
distractions, presenting social distractions the students talk too much in class about topics
that have nothing to do with what the teachers He is teaching, currently he is presenting with
the excessive use of technology, the cell phones used in the classroom, is a quite negative
factor since it diverts all the student's attention. Teachers often lack the need to develop
language skills, making it more difficult to provide knowledge and communication of the
English language. Therefore, we must change some ways as learning develops by imparting
language skills strategies that help provide solutions to this problem.
Each classroom is a setting in which a series of didactic variables intervene that make
teaching and learning English a complex act in which teachers interact with students.
Learning depends on the activities carried out, the effort to learn where the action always
focuses on the student and the skills to work, the student is the main object that participates,
building knowledge with imagination, creativity, expression, ethics and reflection.

Teachers as mediators must highlight the need for the efficiency and effectiveness of teaching
to separate how to transmit problems in a strategic way, putting into practice learning and
teaching strategies for students to learn what they are being taught, having an environment
conducive to meaningful learning, because otherwise it will. generate a problem in the
classroom in which the student is far from educating and rejecting the course and the teacher
begins by forming an indiscipline in the classroom that goes beyond society, the family and
the media also have an important role in education, where there are political and social
problems.
CHAPTER 1. PROBLEM STATEMENT

1. Problem statement

What factors are influencing indiscipline in the 4th grade students of the educational
institution Los Libertadores in English language classes?

Significance of study This study aims to improve discipline in fourth grade students of the
educational institution Los Libertadores.

The problem arises in that the majority of the fourth grade students of the educational
institution Los Libertadores do not like the English language, Indiscipline in educational
institutions: acts of indiscipline are considered all actions, words and attitudes, gestures and
reactions that contravene the disciplinary norms in force at the center of education.

So they are generating discipline in one way or another to attract the attention of the teacher.
As a consequence, the aim is to improve the discipline in the English class by developing
language skills of the students.

1.1. RESEARCH OBJECTIVES

1.1.1. GENERAL OBJECTIVE:

• Identify the factors of indiscipline in the fourth grade students of the educational institution
Los Libertadores in English classes

1.1.2. SPECIFICS OBJECTIVES

• Publicize the causes of indiscipline in English classes.

• Propose teaching strategies to improve discipline in English classes.

CHAPTER 2: THEORETICAL FRAMEWORK

2.1. Language skills:

According to the Common European Framework of Reference for Languages, the Teaching
objective starts from an "action-centered" approach, which considers both language users in
general and students who learn a language, mainly as "social agents", that is, members of a
society that has tasks - not just related to language - to carry out in a given set of
circumstances, in a specific environment and within a specific field of action. English
develops its classes by integrating the four linguistic skills that are speaking, reading,
listening and writing, when a student has not linked the English language to their studies not
only their cultural informational cause is limited but their own formative development this
can generate some negative factor limiting teaching and learning. Students do not respond to
their academic needs so classes do not arouse interest or motivation generating indiscipline.
Teachers often lack the need for the development of language skills, making it more difficult
to provide knowledge and communication of the English language. Therefore, some ways
must be change as learning is taking place by imparting language skills strategies that help
provide solutions to this problem.

Each classroom is a scenario in which a series of didactic variables are involved that make
teaching and learning English a complex act where teachers interact with students. Learning
depends on the activities carried out, the effort to learn where the action always focuses on
the student and the skills to work, student is the main object who participates, building
knowledge with imagination, creativity, expression, ethics and reflection. However, there are
factors that are disrupting classes in the classroom such as the indiscipline caused by some
of the students who for one reason or another are not learning what is being taught, there are
human behaviors that are influencing the indiscipline this is due to Some emotional process
that the student may be going through, often caused by the teacher when he does not know
how to handle his emotions and attitudes in class. Teachers as mediators should highlight the
need for teaching efficiency and effectiveness to know how to transmit issues in a strategic
way, putting into practice learning and teaching strategies so that students learn what is being
taught having a favorable environment for meaningful learning, because otherwise it will
generate a problem in the classroom in which the student is far from educating and rejecting
the course and the teacher starting by forming indiscipline in the classroom going beyond
society, the family and the media also play an important role in education, where there are
economic, political and social problems.

Acquisition of Second Languages, instruction and the Common European Framework

second language (L2) and foreign language (LE), based on the context in which the language
has been learned (by immersion in a foreign country or in a classroom, with little or no
exposure to the language outside it), currently the term Acquisition is used in a generic way
to refer to the internalization of a linguistic system and involves the concepts that Krashen
considered to distinguish between learning and acquisition, that is, an implicit mental
representation of language and a knowledge learned about it (VanPatten and Benati 2010).
Thus, the discipline known as Second Language Acquisition (ASL) tries to answer questions
about how learners internalize the linguistic system of a language other than the mother
tongue and how they can use this new linguistic system in understanding and production.
Learning strategies consist of any strategy that learners use to acquire a language. ASL is
interested in discovering to what extent they correlate with better learning, what type of
learner uses which strategies, and to what extent it is possible to teach them (VanPatten.
2010).

2.2the four language skills.

2.2.1 Skills listening:

Auditory theory is Auditory theory is when listeners refer to their own codes articulatory
(implicit knowledge about the effects of articulation and articulation gestures, in addition to
linguistic units). Elman and McClelland 1986) tries to explain how the words of the mental
lexicon are identified, the listening comprehension of acquiring meta-cognitive knowledge,
which would result in a better listening understanding:

a) Planning Pre-audition activities help students make decisions about what to listen to and
focus attention on meaning. First of all, those who understand need to be aware of the subject,
knowledge about how the information is organized in the different texts and about any
relevant cultural information. Second, the purpose of the text must be established so that
recipients know about the specific information they need for successful understanding. Using
all available information, subjects make predictions.

b) Monitoring comprehension by completing a task During a comprehension activity, the

receivers monitor their understanding and make decisions about the use of strategies. They
constantly need to evaluate what they are understanding and they need to check the coherence
with their understanding and internal coherence. In this phase, practice in decision-making
and in the use of strategies can sharpen inferences and help the listener to make their
monitoring more effective.

c) Evaluation of the approach and the results in the task Those who understand need to
evaluate the results of the decisions made during a comprehension task. Self-evaluation and
reflection can be developed through questions addressed to the subjects to evaluate the
effectiveness of the strategies used. A group discussion about the strategies used by different
subjects can also stimulate reflection and evaluation. Rost (2005), for his part, provides a
table that shows an approximation pedagogical to encourage and develop metacognitive
strategies in learners of an L2

2.2.2. Skill speaking

Speaking (Hymes, 1972). This model presents a proposal that defines the discursive genre of
the class to characterize the communicative events: the situation, the participants, the
purpose, the sequence of acts, the keys of interpretation of the message, the instruments, the
norms and the genre gathered in the acrostic SPEAKING (Situation, Participants, Ends, Acts
Sequence’s, Keys, Instrumentalities, Norms, Genres): - Setting: refers to the spatial, temporal
location and the psycho-social environment. according to( Bygates 1991). Oral production in
English. Talking is something that students do when they begin their years of life; but oral
production is more than that, this involves speaking and listening, which indicates that the
learners must be prepared both to speak and to listen very well; These two skills are very
common in daily activities. When the student knows the difference between listening and
hearing, he can give a speech and interact with others and this perspective will give a better
orientation to the English class, by making the teaching of the foreign language allow the
potential development of the students with the integration of cultural and significant factors
in interaction processes.
2.2.3. Skill (reading): Reading in the foreign language

It is a process that involves the assimilation and processing of a text according to the previous
experience of the reader (Vygotsky, lev 1978, Oxford). It is a reciprocal activity between the
reader and the writing, allowing also to glimpse the possibility of mediating action, the
Comprehension involves the thoughts, sensations, and interpretations of the reader who
modifies the meaning and knowledge acquired through interaction with the text. In the
foreign language, linguistic, vocabulary or grammatical structure management keys are used,
which facilitate the relationship between the author and the text (Barnett, Marva 1989). With
the Reading strategies it allows to improve the vocabulary, learning new words, reinforcing
the ones you already know, to expand the vocabulary, having better tools for communication.
It also allows us to better understand the culture, the language reflects the values, customs of
the speaking communities and about the language. Language structures through reading you
will be able to learn the grammatical structures and the syntax of the language, with better
meanings.

2.2.4. Skill writing: According to the Common European Framework of Reference for
Languages, written expression is a linguistic ability that refers to the production of written
language. In addition to verbal language, the ability of written expression includes non-verbal
elements such as maps, graphs, mathematical formulas, etc. One of its functions is to record
events that have occurred or events that are going to occur.

3. Discipline

The word discipline is frequently used by teachers, parents and principals, however there is
no agreement common about its meaning. For many he refers to the punishment: "If you don't
stop behaving badly, I will discipline you, but well." For others, means classroom
management or what the teacher does to control the behavior of the students; this implies that
students pose discipline problems when they do not act as the teacher wants or expects; the
key to driving the class is student behavior. Another conception very common discipline is
related to the attitudes of the students; those with ‘bad’ or ‘bad’ feelings, they are discipline
problems.
The undisciplined person will therefore be the one who rejects these rules, the one who breaks
or alters the order, the one who does not accept the structure and organization that governs
the school and that marks school life. As Gotzens (1986 p. 31) comments “derivatively, we
speak of indiscipline or undisciplined, disruptive, inappropriate behavior, or simply
misbehavior referring to all student activity that violates, violates or ignores established
disciplinary regulations.” The indiscipline and the conflict arise, then, when the discipline
imposed or established by the authority is broken, when the order is altered, when a conflict
occurs within the classroom or the center. It is an attitude of rebellion or an act of response
to a given or imposed situation, to a previous situation that causes such a response. This leads
us to wonder what we can do and what is done, what responses are given or can be given to
outbreaks of indiscipline, to disruptions of order, that is, to conflict. Let us study, therefore,
what we understand by authority and how the question of authority affects conflict resolution.

3.1. Types of indiscipline

External discipline: is the one that appeals to coercion to violence and threats.

3.2. Inner discipline: is one that stands out from behavior modification, checking
understanding and awareness of what each one should do.

3.3. Passive discipline: as a consequence, is the silence in the classes almost always
achieving through coercion

3.4. Active discipline: it is a way of learning the discipline for the work done by the
application and for the interest, for the integration in which it is done.

3.5.Causes of indiscipline: when determining what behavior can become undisciplined, yes
or no, if it is true that at a general level it tends to accept as indiscipline all behavior that
affects the development of normal life at school that hinders coexistence and learning from
another language, despite the wide variety of ways of conceptualizing classroom discipline
in English classes, it is possible to analyze the causes that determine these behaviors so that
they can establish activation guidelines aimed especially at preventing possible
classifications regarding to the determining factors of this behavior.
Student behavior: Each student has an individual behavior that must always be kept in mind
when analyzing the possible causes that disorder disruptive behaviors that we can classify as
affective causes, insecurity, lack of motivation, teacher rejection.

Causes of adaptation: difficulty in integrating into the class group, isolation, aggressiveness,
not accepting educational values, marginalization and academic causes. Difficulties in this
case learning another language, poor performance, continuous school failure.

Teacher behavior: it is important to remember the interactive nature of the situation in the
classroom as well as the need for the teacher to perform leadership appropriately the teacher
must establish a relationship of trust with his students that allows them to have learning and
teaching meaningful new language, and encourage them to self-direct, selflearn, and reduce
conflict between students and teachers rather than improperly teaching a class and controlling
the classroom.

Sporadic or casual discipline: it is mostly presented by the temporary indispositions that

affect students due to learning difficulties, mistreatment and irritation, impatience,
aggressiveness, lack of control, nervousness, improper jocularity and antisocial attitudes.

Chronic discipline: frequently in the manifestation of organic abnormalities of psychological

maladjustments of the student who presents us with bad behavior, these manifestations can
be in some cases biological, psychological, family or social.

The causes of indiscipline are varied and complex, the most obvious can be originated in
society, at school, in the teacher or in the student.

The family owes that parents do not pay more attention to the child and especially to their
academics.

Negative stimuli: society offers negative stimuli that induce indiscipline through the display
of the appeal of the senses that is presented through magazines, novels, television scenes or
technological media.

Discipline factors: socio-economic factors: the socioeconomic strata greatly influence

learning and teaching, the strata of a good economic solvency relative to the lower social
strata, in these Psychological factors: to know the mental processes and the information
process, one must know the development of perspectives, sensorial memory, imaginative,
intellectual, their affective mental activities, and the behavior of children. problems of
discipline often arise regularly so they are rejected by themselves peers doing everything
possible to attract attention manifesting inappropriate behaviors.

Cultural and family factors: from the moment of birth the child receives attention and warmth
from the people around him, especially from his parents, little by little in the way he lives at
home and in the community, discovering his own roots, his origin, their traditions, their
traditions, their values, their way of living with others. UPN, Mexico 1994 page 84.

Special factors: knowing the limitations that children have in order to highlight those who
have an educational need for special learning in any area, when the child relates to others in
school, the family and social to detect a specific problem

4.The motivation

4.1. Motivation in the process of teaching / learning foreign languages

During the process of learning second or foreign languages, motivation has become a vital
element for its correct development. This work aims to analyze the motivating profile of
primary school students in acquiring these second languages. To do this, a study will be
carried out by conducting a questionnaire in two classrooms of primary school. Two types of
motivation are distinguished, motivation in learning the language and motivation in the
classroom, through this battery of tests we will detect which are the most influential in these
ages and how they do it.

Emotions hinder or favor our ability to think, to plan, to undertake the training necessary to
achieve a long-term objective, to solve problems, etc., and, in this same sense, they establish
the limits of our innate mental capacities and thus determine the achievements that we can
achieve in our lives. And to the extent that we are motivated by enthusiasm and delight in
what we do - or even by an optimal degree of anxiety - they become excellent stimuli for
achievement. (Goleman 1996: 97)

Motivation is the process that initiates, guides, and maintains a behavior oriented to An
objective. It is that force that makes us act. They can be biological, emotional, social and
cognitive which can force this behavior. Abraham H. Maslow (1991) defines motivation as
the impulse that all being has human to meet their needs.

4.2. Types of motivation

Within the concept of motivation, we find different categories.

According to Lambert and Gardner (1972) a distinction must be made between two types of
motivation:

• Integrative motivation: this type of motivation occurs when the subject wants to learn that
language out of interest towards that culture of the language itself, promoting a positive
attitude, with the possible objective, also, of integrating within that group of speakers.

• Instrumental motivation: when this learning occurs for purposes utilities, for example, to
have more possibilities to find a job.

The term in the educational field; Teachers, parents, teachers and students comment on the
importance of being "motivated" or that there is "good motivation" in the classes to achieve
good performance.

He manages to build a good attitude towards his learning process and finds the benefits of
achieving the proposed goals along with the ability to persevere until they are achieved. From
a psycho-physical point of view, motivation is the ability to send energy in a specific
direction for a specific purpose. That energy is physical, emotional and intellectual and in the
context of Emotional Intelligence, it means using our emotional system.

Enhance emotions that promote learning such as: joy, enthusiasm, perseverance. Neutralize
moods that hinder learning such as: depression, sadness, anguish, fear, insecurity, anger. We
must also take into account three factors that intervene in the motivation process: desire,
power and duty.

Fear and Anxiety in Foreign Language Learning Gardner and Smythe (1977) point, after
careful research, to beginning students who are more anxious than intermediate or advanced
levels, which means that anxiety is reduced as the language is mastered and more tools are
acquired to communicate in the foreign language.
The current topics of the Ministry of Education in Colombia aim to develop communication
skills as a priority, which implies that students face oral practices such as conversations, role-
playing games, support on different topics, or talk about their daily lives, among others. ,
using the foreign language, situations that vary various levels of anxiety and stress, especially
when the grammatical structures, vocabulary and idiomatic expressions of English are not
mastered, as desired; however, according to the theories of Gardner and Smythe, anxiety
should decrease as the level progresses. English teaching in Colombia has been standardized
with the Common European Framework, which classifies levels of language proficiency
taking into account linguistic, sociolinguistic and pragmatic competence. As students’
progress in the knowledge and mastery of the language, they level up, ranging from A1
(beginner) to C2 (expert). For Horwitz et al., (1986) school anxiety regarding learning a
foreign language, access to three main sources: fear of communicating in another language,
fear of negative evaluation by others and anxiety before exams According to this study,
anxiety and fear decrease as communication skills in the foreign language decrease, but this
is not always the case.

Fear: fear is a painful emotion stimulated by the feeling of being in danger, real or imagined,
it is accompanied by the desire to avoid it and to escape from the threat. It is an instinct
common to all men, from which no one is completely free.

Fear: it can be said that fear modifies the behavior of individuals and the sea for internal or
external causes, real or fictitious. The Oxford Dictionary of Mind, arguing that the main
causes of fear identified exposure to traumatic stimulation, repeated exposure to sub
traumatic exposure (sensitization), direct or indirect observation of people who were afraid,
and receiving information that caused provocative.

5. Research hypothesis

5.1. Independent variables: the indiscipline that students in the classroom cause in learning
English as a foreign language

5.2. dependent variable: discipline, motivation, fear, fear

 References

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enseñanza de las habilidades linguisticas recuered:

http://repobib.ubiobio.cl/jspui/bitstream/123456789/1154/1/Chand%C3%ADa_Cabas_Jime
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propuesta de enseñanza basada en el modelo speaking:

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