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Week 9 Teaching Young Learners Spring 2014

Week 9 Teaching Young Learners Spring 2014. The School Visit: Let’s Talk Classroom Management !. What did you think? Did you pick up any tips from the teachers? How did the teachers deal with: Misbehavior ? Praise? Getting the kids’ attention? Other signs/signals?

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Week 9 Teaching Young Learners Spring 2014

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  1. Week 9Teaching Young LearnersSpring 2014

  2. The School Visit: Let’s Talk Classroom Management! • What did you think? Did you pick up any tips from the teachers? • How did the teachers deal with: • Misbehavior? • Praise? • Getting the kids’ attention? • Other signs/signals? • How was the classroom set up? • What did you like? • What didn’t you like?

  3. Behaviors: rewards and punishments

  4. First. . . • Think intrinsic, not extrinsic! • To prevent is better than to cure!

  5. Individual praise: Classroom economies

  6. Rewarding Good Behavior • How can you give privileges rather than prizes?

  7. Warm Fuzzies

  8. Other Ideas for Economies • Teaching Channel Video

  9. Group praise

  10. Team Points • Keep track • Give privileges to winning groups • Special “trophy” on desks • Line up first • Use pillows in seats

  11. Punishment / Behavior modification

  12. When a student breaks a rule, always ask: • “Which rule did you break?” • “Why is it important to follow this rule?” • Bad Behavior Prevention: Randomly “catch” students obeying rules; praise them in front of the class and explain which rule they were following

  13. Discussion for Misbehaving Kids

  14. In conclusion . . .

  15. Think, Pair, Share: • What will be your approach to reward and punishment in your future classroom? • Did you pick up some tips that you’d like to remember for the future?

  16. What are the main reasons why students misbehave in a classroom? • not being able to do the work, • fear of failure, • boredom, • lack of clarity about what to do, • too long spent on an activity without a break, • lack of self-esteem and • poor relationships." Newell and Jeffery (2002) "Behavior Management in the Classroom"

  17. Assessment for Kids: Ideas to Remember

  18. Think-Pair-Share • What is assessment? • Why do we assess learners?

  19. Think-Pair-Share • What forms of assessment are most common for young learners in your country? • When you were in elementary school, what were your assessments like? • If you’ve taught young learners (under 12), what forms of assessment have you used?

  20. Traditional Assessment Methods (“Paper and Pencil Tests”) • Benefits (for Yls)? • Weaknesses (for YLs)?

  21. Assessment Techniques

  22. Assessment: • NOT just used for grades. • Also used to get feedback so you can • Provide extra assistance • Re-teach, or • alter your instruction

  23. Jigsaw • With your color group, discuss your assigned technique and write on the graphic organizer • Make a new group with different colors (1 pink, 1 purple, 1-2 yellows) • Teach each other about your technique. • Take notes.

  24. observation

  25. Observation • 2 approaches: • Child per Day (Anecdotal Notes): • Choose one child per day and observe him/her closely in regards to behavior, language use, motivation, etc. Take notes on a graphic organizer. • During a Task: • Walk around during the task and take notes on all students’ language use. Use a graphic organizer.

  26. Self-assessment

  27. Self-Assessment--Do NOT use for a grade • Best if it’s very explicit and linked to lessons you’ve taught in the past • Best with writing, but also good for speaking or behavior • Use simple rubrics for kids • 1,2,3 or Smiley Face • Do at the end of lessons to check in with “Can do” objectives

  28. portfolio

  29. Portfolio • Collection of work over time (drawings, writing, oral recordings, speaking transcripts) • If you use self-assessment rubrics, students will know which pieces are best (particularly with writing) • Students can reflect on how they’ve improved over time

  30. Portfolio: Writing • Watch this video • Periodically, have students . . . • Choose 2 of their best pieces of writing. • Tag the 2 pieces and explain why they think they’re best. • Do a self-reflection rubric for each story. (Teachers evaluate with a rubric, too.) • Put them in the portfolio.

  31. Portfolio • Strengths • Encourages self-reflection • Shows students how they’ve progressed over time • Performance Assessment—authentic • Can share with parents and friends • Weaknesses • They take up a lot of space

  32. Project work

  33. Project Work • Advantages • Combines all four skills • Improves motivation • Disadvantages • Grading is difficult • Hard to know who did what

  34. Other performance-based assessments

  35. My own contribution • Reading with partners • Retelling stories • Dialogue journal • Role playing • Giving descriptions or instructions using visual or written prompts • Oral reporting to the whole class • Telling a story by using a sequence of three or more pictures • Playing a game

  36. The Bottom Line . . . • Choose a form of assessment that matches your classroom activities • Be creative! • Anything can be an assessment if you create the right rubrics

  37. Think, Pair, Share: • Which assessment techniques will you be most likely to use if you teach children in the future?

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