Student’s Brain and Group Psychology
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Student’s Brain and Group Psychology or a teacher’s bag of psychological classroom tricks
description
Student’s Brain and Group Psychology. or a teacher’s bag of psychological classroom tricks. Our day. Module 1 – the very beginning of the year Module 2 – classroom management Module 3 – speaking …not in Polish Module 4 – error correction … and finally some games . - PowerPoint PPT Presentation
Transcript of Student’s Brain and Group Psychology
Student’s Brain and
Group Psychology
or a teacher’s bag of psychological classroom tricks
Our day
Module 1 – the very beginning of the yearModule 2 – classroom management Module 3 – speaking…not in Polish Module 4 – error correction
… and finally some games
Module 1the very beginning of the year
• planning a dynamic lesson• setting aims• establishing rules• integrating your class
Psychology rules!
Discuss with a partner
What isa dynamic lesson?
What would my student want?
Have I..?1. planned aims?2. revised?3. checked homework?4. practiced speaking? 5. practiced pronunciation 6. practiced listening 7. switched activities frequently?8. corrected errors?9. summarised?10. set homework?
Self-assessment:
TASK
no Time procedure1 00.00-00. 05 2 00. 05-00.15 3 00.15-00.25 4 00.25-00.35 5 00.35-00.45 6 00.45-00.55 7 00.55-01.00
create your own lesson plan template
learning contract vs. rules
Psychology rules!
I only teach A students!
„I only
Psychology rules!
SMART – an example A 2nd-year architecture student B2 60h a semester Strengths: fluency Weaknesses: does not use tenses, all
expressed in the present tense
S – specific: Correct utterances about the past M – measurable: 2 tenses: past simple, past continuousA – attainable:Yes (see: learning contract) R – relevant: yesT – time-bound: 1.10.2013 - 31.01.2014
A case study 01
In one of your teenage groups there are some students who express themselves with monosyllables, unable to formulate a longer utterance. They avoid active participation in lessons, do not like pairwork, groupwork, discussions. You notice they are not too talkative in Polish either.
What about you?
A new school year begins. What professional aim will you set?
How to express your aim in a SMART way?
Luiza
espressocappuccino
a dog a cat
swim
ride a bike
I PREFER
I CANNOT
I HAVE
A disadvantage might be an advantage…
Similarities
I AM…
10 answers
Stick on yourself
Learn more
How many similarities?
1 lie!
Module 2classroom management
• mixed ability students• practical activation • limiting TTT
What is a multilevel group?
Experience
Knowledge Maturity
Age
Interests
Language
skills
Abilities
A multilevel group means that…
Some
dominateSome don’t
even
try
Some try yet keep failing
Some speak Polish
Some finish early and interrupt
Finding Common Ground: what ideas do you remember from module 1?
Activate, motivate
No one pays attention to
what I say
I am ashamed
You only hear my mistakes
I will say something stupid
I have nothing important to
say
Psychology rules!
Activate, motivate • what is more important than how
• the more ss speak the better ss speak
• the issues of real interest motivate
• many choices of expression give a chance to both the weaker and the stronger
A self-access box – silent task work
An article with tasks attached
Pictures to describe
Grammar exercises
Simplyfing a text from your coursebook
Translating a passage into L1
Filling blanks in a cloze passage
Multilevel dictationLiam, aged 15, from Leicestershire is a keen record-breaking skateboarder. He tells us
all about his favourite sport.1 When you skateboard you ride along on a board with wheels. Skateboarding started
as a form of surfing; the difference being it was on land. The first types of skateboards were roller-skates nailed on to pieces of wood.
2 I love skateboarding. Although it’s a really hard sport to learn, I don’t understand why some children are scared of learning the sport. But when you can do it well, it’s very enjoyable. A lot of people may have heard about the sport, but they think it’s too hard for them to take up. It’s a shame because it’s not that difficult.
3 It was my mate Rob who got me into skateboarding. I found it really hard at first. I have only injured myself once, when I had an accident and broke my leg. At the time, I did think about topping but I enjoyed skateboarding too much. People say that if you injure yourself, you should stop but I don’t think you should. Injuries are common in skateboarding.
Version 1: for less advanced students
Liam, aged 15, from Leicestershire is a ………. record-breaking skateboarder. He tells us all about his ………… sport.
1 When you skateboard you ride ……… on a board with wheels. Skateboarding started as a form of surfing; the ………… being it was on land. The first types of skateboards were roller-skates nailed on to pieces of wood.
2 I love skateboarding. Although it’s a really ……… sport to learn, I don’t understand why ……… children are scared of learning the sport. But when you can do it well, it’s very ………………. A lot of people may have heard about the sport, but they think it’s too ……… for them to take up. It’s a shame because it’s not that difficult.
3 It was my mate Rob who got me ………… skateboarding. I found it really hard at first. I have only injured myself once, when I had an …………… and broke my leg. At the time, I did think about topping but I enjoyed skateboarding too much. …………… say that if you injure yourself, you should stop but I ………… think you should. Injuries are common in skateboarding.
Version 2: for more advanced students
Liam, aged 15, from Leicestershire is a ………………………………… skateboarder. He tells us all about his favourite sport.
1 When you skateboard you ………………….. with wheels. Skateboarding started as a form of surfing; the difference being it was on land. The first types of skateboards were roller-skates ……………………….. of wood.
2 I love skateboarding. Although it’s ……………………….. to learn, I don’t understand why some children are scared of learning the sport. But when you can do it well, it’s very enjoyable. A lot of people …………………… about the sport, but they think it’s too hard for them to take up.
3.................. It was my mate Rob who got me into skateboarding. I found it really hard at first. I ……………………… myself once, when I had an accident and broke my leg. At the time, I did think about topping but I enjoyed skateboarding too much. People say that if you injure yourself, you should stop but I don’t think you should. ……………………………. in skateboarding.
having a large family not having kids
Multilevel activation
Multilevel Speaking
Multilevel Speaking
Multilevel Speaking
Find someone who…
•is at the moment reading an interesting book;•usually goes on holidays three times a year ;•never works out;
Find someone who…
• wants to do the same job as their father• wants to work with children• thinks earning money is important
Managing your multilevel class
Managing your class: True or False?
1. Ask the student whose hand is first up. 2. First name the student and then ask the
question. 3. First distribute handouts, then instruct
students. 4. Name students in a predictable order.5. If noone answers – you answer.
Psychology rules!
Discuss
Is limiting the TTT really that important?
Let’s talk...How often do you talk with your students about your private issues?
Why do you?Why don’t you?
Try to imagine a lesson in which you say nothing.
Easy?Difficult?
Let’s talk...
Let’s talk...
What would be the percentage of your talking time per one class?
Let’s talk...
Do you control your talking time in the classroom? How?
S. D. Krashen
1. A student needs time to internalise information in order to apply it and correct it (Monitor Hypothesis)
2. Fluency is not to be learnt, ‘it appears’ automatically with time (Input Hypothesis)
(Krashen S.D. (1989): Language Acquisition and Language Education. Prentice Hall International.)
TTT for and against You speak = they don’t SS are bored, they
switch off Spoon-feeding T - centre Minimal SS autonomy
The teacher = a model utterance
T explains = time-saving TTT = we practice
listening comprehension
Builds T-SS relations Discipline through voice
control
When must a T speak?
Hellos / goodbyes Presenting new language Explaining Giving instructions Error correction / feedback Discussion (one-2-one classes, playing roles) Assigning homework
Hellos
• Hello, n____ to see you again.
Hellos
•Today, we are g_____ to talk about inventors and inventions.
Hellos
•Let’s get s______, shall we?
- who?- what?- where?- when?- why?
The Open’er Festival
What is better and why? Virus or bacteria?A cough or a runny nose?
To vaccinate or not to vaccinate?
So what’s the topic?
• Guess the topic.
So what’s the topic?
• Teach me your word.
A transfer A debit card A bank
statement
A cheque A balance An overdraft
What are we going to talk about?
Homework check
Distribute the key / classroom or home Write down the answers on the board The key stuck on the wall One ss acting as a teacher
Introduce new language
Rules
Structure
Examples
Good-byesTell your partner three words
you learnt today.
What has been the easiest?You’ve got two minutes to write as many words from today as you can
remember. .
What else would you like to revise?
What did you like? / didn’t you like?
When must a T speak?
Module 3speaking…not in Polish
• limiting the amount of Polish • making your students talk
No Polish, pls….or?
Speaking
Music, music, music!
Let’s take a walk!
Hot Air Balloon Debate
• a hot air balloon over shark-infested waters• not enough gas to reach land• one or two people should be thrown overboard • each one: argue
For the laconic by nature
• 30-second utterances• „what do you think?”: better: give 1-10 cards• Speaking vouchers
Psychology rules!
The Pyramid • a set of discussion statements• each pair compromise / make an agreement • two pairs form a group of four – must agree
on all points• groups of four build groups of eight…
memory games / elementary
I had a Greek salad for dinner last night.
I had a Greek salad and juice for dinner last night.
I had a Greek salad, juice and bread for dinner last night.
… … …
Speaking: memory games / upper-int
I decided to move out because of…
Deprived areas Disputes with neighbours
Litter in the streets Vandalism
Parking restrictions
Lack of public transport
a 20 questions speaking game
1. Is it a vegetable?
2. Can you fry it?
3. Is it green?
a 20 questions speaking game
• Elementary: I am thinking of a thing I have to do at home.
• Pre-Intermediate: I am thinking of an environmental problem.
• Intermediate: I am thinking of a crime.
• Upper-Intermediate: I am thinking of a phrasal verb.
Module 4
• effective error correction • and finally… meaningful language games
1. Error correction may be perceived by a student as humiliating.
2. A teacher should only give positive feedback in order to motivate, reinforce self-esteem and the feeling of success. Negative feedback is demoralizing.
3. Much positive feedback helps to build good relations between a teacher and a student.
4. Much positive feedback makes its impact weaker and weaker.
5. Students should not correct one another’s errors – their relations could be at risk.
6. Feedback means that there is a set hierarchy: the teacher has power, the student is subordinate.
What do you thinkI want from you?
Student’s perspective
1. Be objective.
2. Be honest.
3. Before you assess me – set criteria with me.
4. Tell me, what will be assessed before I start work.
6. Don’t expect before you teach me.
7. Don’t generalize, be specific.
8. Balance the positive with the negative.
9. Don’t humiliate me.
10. Let me tell you what I think about your assessment.
Self-correction Peer-correction Gesture and mimics Anchoring An assistant Self-control Recordings
Controlled speaking
Prepare your student Disappear and note down
Correct Pronunciation Vocabulary
Note down and correct later Record
Name:You said:
You should have said:
You said:
You should have said:
You said:
You should have said:
Correcting mistakes
Body
a conversation being systematic anchoring a poster patience
Deep roots
Prepare your students (the subject, the form) Set assessment criteria First read, later correct Use colours
Writing
You have written about two members of your family. What about the rest?
Your text is logically divided into paragraphs.
Read your text aloud. If some sentences seem unclear, correct them.
How can you rewrite sentence 3, 4 and 8 in a simpler way?
Check the spelling of the underlined words.
Your task:You have bought a jumper in an online shop. Unfortunately, you’ve discovered it is in a different colourand size than the one in your order. Write a complaint, 120-150 words.
Hints:1. Prapare a plan and a general
organisation of the text; 2. Expand on your plan; 3. Write your text; 4. Check: - Tenses- Prepositions- spelling - Style - Vocabulary 5. Ask a classmate to check your text (look at point 4). 6. Correct your text.
Positives
Room for improvement
Positives
Feedback
It’s interactionOnly some skills
It shows progressit allows ss to speak
It engages the SS
Feedback
Feedback
• Yellow post-it notes
What do you think is your best quality? What would you like to change most about your personality?
What makes you happy?
What’s your earliest memory?
What are you most proud of?
What’s your ambition?
What’s the most interesting thing about your family?
Finally some games…
Vocabulary: guess what it is
Vocabulary: guess what it is
Sympathetic
listenunderstand
Witty
quicklyfunny
Pretentious
appearimportant
Cheeky
respectfunny
Careless
……
Pushy
……
Shallow
……
Hypocritical
……
Vocabulary: Find the odd one out
Vocabulary: the Internet• http://www.teach-nology.com/web_tools/word_search/
• http://www.puzzle-maker.com/CW/
Vocabulary
wake up goto
sleep be asleep get
upbeawakedaydreamget
dressed
natural disasters volcanic
eruptions huge wave terrible
damage grow
enormously
Reading, writing, running
Reading, writing, running
Seven years ago, three scientists at a university in Italy were studying monkeys – more specifically, they were examining at what happens in a monkey’s brain when it does certain actions. They attached electrodes to a monkey’s forehead, and watched what happened when picked up a raisin and ate it. But what the scientists discovered was quite different from what they had expected. The same day, during a break, a scientist himself picked up a raisin and ate it, and as the monkey watched him do so, the neurons in itsbrain ran in exactly the same way as they has done when the monkey itself ate a raisin.
Summary
What do you remember?
Module 1 – the very beginning of the yearModule 2 – classroom management Module 3 – speaking…not in Polish Module 4 – error correction and games
