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Understanding Teenagers

Understanding Teenagers. Jannie Schattefor. Understanding Teenagers:. - Theory: physical and cognitive development - Common problems/experiences - What can we do about negative behaviour? * Rules & structure * Environment * Teacher’s attitude * Students’ interest

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Understanding Teenagers

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  1. Understanding Teenagers Jannie Schattefor

  2. Understanding Teenagers: - Theory: physical and cognitive development - Common problems/experiences - What can we do about negative behaviour? * Rules & structure * Environment * Teacher’s attitude * Students’ interest * Disruptive students - Share problems/experiences

  3. Theory • Physical development • Cognitive development In groups: put the headings and the texts together. In the same groups: each person reads a part of the hand-out, then explain your part to your partner(s). Questions?

  4. Common problems/Experiences: Write down 1 specific example, to share later and discuss later in the session. Discuss in pairs what the most common problems are in general in Jovenes classes. List of problems on WB

  5. Common problems/experiences

  6. What can we do about negative behaviour? Rules and structures: • Have ..... (number) classroom rules posted on the wall and add c _ _ _ _ _ _ _ _ _ _ _ for following/not following them.  clear e _ _ _ _ _ _ _ _ _ _ _ • Make sure students u _ _ _ _ _ _ _ _ _ _ what behaviour is and isn’t a _ _ _ _ _ _ _ _ _ • Be c _ _ _ _ _ _ _ _ _ and q _ _ _ _ (as soon as the behaviour starts!) in following the rules. • Use consistent r _ _ _ _ _ _ _ and structure

  7. What can we do about negative behaviour? Rules and structures: • Have 4-5 classroom rules posted on the wall and add consequences for following/not following them.  clear expectations  create rules together to get students more involved and more likely to follow them) • Make sure students understand what behaviour is and isn’t acceptable • Be consistent and quick (as soon as the behaviour starts!) in following the rules. • Use consistent routines and structure

  8. What can we do about negative behaviour? Environment: • Move _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (Teacher’s proximity keeps students focussed) • Try different _ _ _ _ _ _ _ arrangements • Move _ _ _ _ _ _ _ _ _ _ students _ _ _ _ from the group

  9. What can we do about negative behaviour? Environment: • Move around the classroom (Teacher’s proximity keeps students focussed) • Try different seating arrangements • Move disruptive students away from the group

  10. What can we do about negative behaviour? Teacher’s attitude: • Use r _ _ _ _ _ _ _ _ _ l _ _ _ _ _ _ _ (e.g. please, thank you) and don’t s _ _ _ _ _  positive example for mutual respect • Be firm but fair  this will i _ _ _ _ _ _ _ t _ _ _ _ and r _ _ _ _ _ _ from students • Don’t a _ _ _ _ or get into d _ _ _ _ _ _ _ _ _; stay calm and repeat your request • Praise _ _ _ _ _ _ _ _ _ _ _ _ _ • Don’t take it personally!

  11. What can we do about negative behaviuor? Teacher’s attitude: • Use respectful language (e.g. please, thank you) and don’t scream  positive example for mutual respect • Be firm but fair  this will increase trust and respect from students • Don’t argue or get into discussions; stay calm and repeat your request • Praise good behaviour • Don’t take it personally!

  12. What can we do about negative behaviour? Students’ interest: • Discuss the question: “_ _ _ _ _ _ _ _ English?” • Try to find topics that interest and challenge the students  students become disruptive when they’re b _ _ _ _ or un_ _ _ _ _ _ _ _

  13. What can we do about negative behaviour? Students’ interest: • Discuss the question: “Why learn English?” • Try to find topics that interest and challenge the students  students become disruptive when they’re bored or unengaged What are interesting topics?

  14. What can we do about negative behaviour? Disruptive students • M _ _ _ disruptive students a _ _ _ from the g _ _ _ _ • If students are _ _ _ _ _ _ _ _ _ _ _ _ _ _: let them speak to the d _ _ _ _ _ _ _ or speak to their p _ _ _ _ _ _ • D _ _ _ _ _ _ _ all situations of misbehaviour • Talk to the disruptive student p_ _ _ _ _ _ _ _ after class

  15. What can we do about negative behaviour? Disruptive students • Move disruptive students away from the group • If students are very disruptive: let them speak to the director or speak to their parents • Document all situations of misbehaviour to use in conversations with parents or director • Talk to the disruptive student privately, after class  there might be a specific problem; a private talk can raise student’s faith in you

  16. share problems/experiences

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