GOBIERNO DE MENDOZA DIRECCIN DE ENSEANZA SUPERIOR I.E.S "DEL ATUEL" N 9-011 Profesorado de Ingls Lic.

Prof Natalia Toledo Prof Laura Sierra

Alumna: Araujo Romina

Instituto de Enseanza Superior 9-011 Del Atuel FINAL ASSIGNMENT ENGLISH TEACHING TRAINING COURSE PRCTICA, RESIDENCIA E INVESTIGACION EDUCATIVA IV Student: Araujo Romina

Professor: Toledo Natalia Sierra Mara Laura Year: 2012

GOBIERNO DE MENDOZA DIRECCIN DE ENSEANZA SUPERIOR I.E.S "DEL ATUEL" N 9-011 Profesorado de Ingls Lic. Prof Natalia Toledo Prof Laura Sierra

Alumna: Araujo Romina

How to Handle Talkative Primary School Students

If there are students in your classroom who talk when theyre supposed to be listening or working, they will interfere with the learning of those within earshot and is consequently clearly unfair and it is remarkable noticeable that academic progress will suffer. Talking without authorization wastes time, interrupts the learning process of others, and leads to more severe disturbing conduct. Every student has the right to take part and all should have the same contact with the activities planned for the lesson. If you want to improve your classroom management so as to have a successful lesson, you must ask students to raise their hands, be cautious when planning and state repeatedly your expectations by enforcing a consequence. The theoryi portrays that the most effective way to handle talking is hand-raising as a classroom rule. First, because it will give all the students a chance to be involved in the activities proposed. It is incredibly noticeable how many students feel unmotivated to participate because of a too talkative group of classmates. Apart from this, it is worthy to show the students to work in turns and not to interrupt each other while learning. In my real life experience, I found out that raising hands is one of the most valuable techniques to apply into a noisy classroom. The majority of the students enrolled in this class were eager to participate and they would raise the volume of their voices, get up, go to the board and even hold the teachers hand so as to get the her attention. Once I proposed the rule, I began avoiding looking and listening to those students who spoke without contemplating the new norm. At the very beginning, the students found this instruction too difficult to follow, but as days went by, the positive results were easy to observe. Many times it is hard for a teacher to ask a student to refrain if he actually wants to work and participate orally, this is due to the fact that every student has the right to express himself but in cases, shy students have the will to speak and they feel unmotivated by their classmates. Raising hands gives the teacher the possibility to select whose turn it is so as to involve the whole class into the activity. As a conclusion, establishing as a rule for students to raise their hands to have their moment to express themselves, will reassure that they are equal members of the classroom, free to join in the learning process. Other vital tool to effective lessons for noisy students is planning, so every teacher must be careful and clever when using it. Providing the students with instances in which it is acceptable to be talkative like class discussions, group work, and other peer-to-peer activities offers a suitable environment for scholars to express themselves. It is crucial to advise them that, as long as they keep comments focused on the topic or lesson rather than 7

GOBIERNO DE MENDOZA DIRECCIN DE ENSEANZA SUPERIOR I.E.S "DEL ATUEL" N 9-011 Profesorado de Ingls Lic. Prof Natalia Toledo Prof Laura Sierra

Alumna: Araujo Romina

extra-curricular topics, their oral contributions will be valued. As some students are keen to give suggestions, the teacher may take some minutes of the class to talk to them and explain the situation. Once the students are aware of their problems as a group, they can give suggestions and plan other sort of tasks for upcoming lessons. By this, the teacher does not only raise the students awareness about the situation, but he also makes them work on problem-solving skills. Another essential aspect when planning is always carrying a wide range of tasks to develop in class. These might be of the students like or not, so the teacher expresses that according to the group behaviour, the sort of activity that will be done in the last minutes of the class. This will not only make the students reflect on their own behaviour, but also on their classmates one, encouraging peer assessment among the group. When I brought these reflections into my planning instance, it turned out to work fantastically. As those classes lasted two hours with a short break in the middle- I proposed to work the first hour of the class with writing and reading assignments. When introducing these tasks, I explained to the learners that if they wanted to play a game or to have a funny activity, they must behave correctly during the first hour. By this, the students learnt to work as a whole but not as regards academic activities, but instead as regards group behavior and communication. If the students were able to achieve the goal and work quietly during the first stage of the class, the teacher would propose an entertaining activity of their like in the closure instance. This proposal was carried on in a very effective way so it was repeated many times. According to the theory studiedii, another point to work successfully with a talkative group is always express which are the teachers expectations and enforce a consequence to inspire learners. First, if the teacher does not tell the students what they are expected to do or how to behave, it will be harder for them to understand the tutors needs as a professional. Second, the teacher might consider praising the students when they are working quietly, send positive notes home and make sure of giving more attention to positive behaviors than negative ones. For instance, if a student refrains from chatting during class, he gets a point for the day. After so many points earned, he is allowed a free homework pass or other motivation. On the other hand, if a student interrupts, the teacher should not respond because for every time this happens, the instructor creates an avalanche of more of the same behavior. So, instead of responding to these intermissions, the professor can make eye contact and give the student a warning. Going back to the classroom, these fifth-graders had a persistent need to know which activities were going to be carried on during the class. As a response to this, every day I designed a special place in the board so as to write there the activities proposed. In many instances, -and following the proposal introduced in the previous paragraph- I wrote in that special place GA_ _ and told the students that if they behaviour was good, they will earn an M and then an E so as to complete the word GAME and be allowed to play. These was their key to have access to the game and the fact that there were missing letters in the word, was a constant reminder on the board to behave correctly. What surprised me the most, was how hard they worked to ask for their classmates silence. This peer-correction was something that I did not expect from them but actually happened.

GOBIERNO DE MENDOZA DIRECCIN DE ENSEANZA SUPERIOR I.E.S "DEL ATUEL" N 9-011 Profesorado de Ingls Lic. Prof Natalia Toledo Prof Laura Sierra

Alumna: Araujo Romina

As a conclusion, I can sustain that the theoretical background selected to treat with talkative students at primary school coincides totally with the real life experience that I had during my teaching practices at San Rafael School. For my personal reflection and learning, I count with a wider management of classrooms at this level and with an excellent individual experience. Once I was capable to observe in a class that having studied and analysed so many sources of theoretical premises really had a purpose and a positive result, my upcoming educational situations will no longer be the same.

GOBIERNO DE MENDOZA DIRECCIN DE ENSEANZA SUPERIOR I.E.S "DEL ATUEL" N 9-011 Profesorado de Ingls Lic. Prof Natalia Toledo Prof Laura Sierra

Alumna: Araujo Romina

How to Handle Talkative Kindergarten Students

Kindergarten is the stage of childrens life when they learn to behave socially, asking for permission, expressing themselves in the correct way according to the situation and create a vital part of their identity as human beings. At this stage many characteristics arise in them, some students become more self confident and strengthen their abilities to participate in society but others go through a slower and more complex process to develop themselves in this way. It is the teachers work to go with the students and share their experiences when passing from kindergarten to primary school. The sort of activities that the teacher chooses, the way in which he speaks, moves and treat these five-year-olds will be a key factor during their lives. There are several characteristics to bear in mind when teaching at this level, due to the students physical, emotional and cognitive level of maturation. As a future teacher, I went to Madre Teresa kindergarten to complete my practices as a trainee in the English Teaching Training Course. Once I got into the classroom I found twenty four really noisy five-year-old students. In this paper, theory to handle talkative students at this level will be contrasted with a real classroom experience. The theoretical background is wide and filled with different approaches, the selected one What Every Kindergarten Teacher Needs to Know About Setting and Running a Classroom iii -reminds us about the three main aspects to analyse before planning a class. The first aspect is the cognitive one and it describes how children are encouraged to speak in full, grammatically correct sentences as much as possible through repetition. Activities such as Show and Tell give children the opportunity to express themselves and practice speaking in full sentences. This helps the students to master more complex grammar patterns. At this level, they like to repeat and copy previous products and to learn through direct experiences or hands-on activities. The second aspect describes their physical development, due to the fact that these kids are good at gross motor tasks (such as jumping and running) than at earlier ages. It is imperative to remember that they focus best visually on objects that are close to them. A third aspect mentions the social emotional characteristics of them, like crying when upset, embarrassed, angry or confused. Teachers are their connection to adult life so they need a great deal of approval from them, like to know exactly what is expected from them and that theyre meeting those expectations. As a teacher, I carefully examined the theory so as to plan activities according to the childrens needs. I must say that learning about these aspects made my experience rich and enjoyable. When I first arrived to the classroom, they were already working to learn -in their mother tongue- the members of the family. This is why; my lessons were developed 7

GOBIERNO DE MENDOZA DIRECCIN DE ENSEANZA SUPERIOR I.E.S "DEL ATUEL" N 9-011 Profesorado de Ingls Lic. Prof Natalia Toledo Prof Laura Sierra

Alumna: Araujo Romina

around this topic. As the English teacher, I provided interactive activities in which recognition of the members of the family and their repetition was a clear element. It is essential to take into account to present beforehand a few instructions for how to do a certain task and allow the students for frequent sharing of their experience. Being able to tell their personal experiences made these students eager to participate and develop their new words in a foreign language. At this stage, sometimes it is not easy to explain an activity when all the students are talking and moving around the classroom, but if the explanation is not clear enough, none of the students will be able to reach the intended goals. It is portrayed in the theory that these children are very active and energetic, that is why I decided to include frequent movement tasks in every class. At this level, it is difficult for the students to remain silent for more than five or ten minutes, so I asked them to move around the classroom quite often. At times, even going to the board and stick a picture is significant for them, since they walk and all the eyes are put into them. This creates a kind of inner excitement in them that allowed me to get their attention but at the same time to observe and work on their motor skills. The emotional aspect is a key factor at this phase, which is why I always tried to give frequent and positive reinforcement to the students. This was accomplished by asking the whole group to clap after listening to a classmates English productions. As a teacher, I worked with my body gestures so as to congratulate individuals when working or behaving correctly. I also included activities in which the students were asked to draw and colour certain members of the family but as they did not show much interest on it, I decided to tell them stories and ask them to act while they heard my voice. The stories were adapted so as to repeat many times the family members learnt and were told a first time with the students only listening. Once they were familiar with the tale I asked aloud; Who would like to be an actor? Most of them were keen at the proposal and raised their hands to perform a role play. These sorts of activities were extremely successful since I was able to make the students listen and work understanding the vocabulary many times. Apart from that, the students developed their own repertoire of social skills; they learnt how to put themselves in someone elses shoes, explore alternative ways of doing certain things, etc. As a conclusion, I can affirm that the theoretical background selected to treat with talkative students at kindergarten coincides totally with the real life experience that I had during my teaching practices at Madre Teresa. For mi personal reflection and learning, I count with a wider management of classrooms at this level and with an excellent individual experience. Once I was capable to observe in a class that having studied and analysed so many sources of theoretical premises really had a purpose and a positive result, my upcoming educational situations will no longer be the same.

Applying Differentiation Strategies 2nd edition Wendy Conklin- Christi Sorrel. 2010 Shell Education Publishing, Inc. Pages 29-31 Classroom-Management Strategies

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School Group Based Counseling Christopher A. Sink- Cher N. Edwards- Christie Eppler 2009 Brooks/Cole, Cengage Learning. USA

What Every Kindergarten Teacher Needs to Know About Setting and Running a Classroom. Margaret Berry Wilson. Northeast Foundation for Children. 2011. Chapters 2, 3 and 4.
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