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TSL3109: Managing The Primary ESL ClasMotivating, encouraging and criticizing effectively.

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Teachers Roles (Henry,!, " Ri##och, $00%& Se'ers, $003& amon " Phels

Plan lessons that highlight roductive time!, that is, time sent on lessons adated to

and interests, rather than just engaged time, which involves tasks designed to kee u

#uiet.

Modify or adat instructional strategies when necessary to meet individual needs of u

%ow can & better cature uils" interest and e'citement( $re my uils bored(!

)se ositive classroom rules. $s rules create clear behaviour e'ectations, make sure

behaviours are e'licitly described and reinforced on a regular basis. &nclude uils in c

rules.

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*ive rewards, raise and encouragement when uils demonstrate roductive beh

use of contingent raise will reinforce and increase a variety of roductive uil be

academic skills,

Resolve minor inattention and disrutions before they become major roblems.

$ teacher can monitor the rest of the class, acknowledge other re#uests for assista

disrutions romtly by scanning the classroom for misbehaviours regularly, makin

contact with uils and demonstrating teacher -hititness".

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Monitoring students" understanding by offering regular and aroriate feedback to h

realize that the teacher knows their actions and rogress/ this reduces the likelihood

will engage in inaroriate behaviors

*etting to know students" strengths, weaknesses, and learning needs in order to bett

needs of each student.

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Minimise delaysin teachinglearning activities and rovide work that reduces frustration

uils will have less time to talk, walk around the classroom, and otherwise use time un

0reate ositive interdeendence by designing a grou task where articiation of ever

necessary to its comletion. Puils must clearly understand their interdeendence in ac

the task.

+ncourage e'change of ideas by roviding grous a considerable facetoface interact

consolidating and building new understanding, faceto face interaction allows everyone

be reared, has a chance to contribute and resonsible for the task assigned.

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0reate and rovide accountability system which rovides feedback to the individual u

the grou. members of the grou should be aware that each individual will receive a gr

is a articiant in the evaluation rocess.

2each social cometency skills in order to develo ability to maintain eer relationshi

social behaviour in classroom and school.

2each and ractice interersonal and small grou skills to develo ability to resolve co

constructive manner and communicate effectively.

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0reate meaningful tasks which suort cooerative learning. $ challenging roblem solv

accomanied by scaffoldings will encourage uils to rely on one another.

2each metacognitive strategies to hel each member become selfregulated uils, dev

and roblem solving skills.

0onsistently and clearly inform uils of intended learning objectives, teach them e'ect

strategies, and monitor learning rogress.

2eachers should also take time to reflect about instructional and management ractices

how these ractices might actually contribute to student misbehavior.

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Si* Prac+ices (Carlson, Serry, " inmeyer, 199$)!

Make relationshis a riority/

0onduct resectful dialogue/

Practice encouragement daily/

Make decisions through shared involvement 3classroom meetings4/

Resolve conflicts/ %ave fun on a regular basis.

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2he statements below contrast encouraging statements that imly

resect with discouraging statements that convey doubt and disres

2%+ 5$6*)$*+ 78 +607)R$*+M+623+vans, 9::;, ?4

Enco-ragemen+& think you can do it.!@ou have what it takes.!@ou"re a hard worker.!-hat do you think(!& could use your hel.!

&t looks like a roblem occurred.-hat can we do to solve the roblem(!

isco-ragemen+%ere, let me do that for you.1e careful/ it"s dangerous.!

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ealing .i+h Mis/eha'iors

Mis/eha'ioris any action that can dis

learning or activities.

Minor talking out of turn, writin

friend, turning in assignments la

Maor interferes with others" lescreaming, hitting, refusing to

threatening the wellbeing of oth

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isc-ssing a ro/lem ri'a+ely .i+h a s+-#en

&t should be rivateB

&n order to call little attention to roblem by others

2o reduce embarrassment

2o take as little time away from entire class as ossible.

2o discern reasons for misbehavior = generate solutions if they are legitimate.

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Minimi2e +he o+en+ial or a o.er s+r-ggle

5isten emathically to the student = accet her feelings = oinions.

Summarize what you believe the student has told you = get clarification.