English as a Foreign Language Teaching in Argentina PDF

UNIT 1: TEACHING EFL IN ARGENTINA (English as a Foreign Language). Levels to be considered while preparing lessons: MICRO LEVEL MACRO LEVEL Students’: -​ LEGISLATION: laws that have been -​ age...

UNIT 1: TEACHING EFL IN ARGENTINA (English as a Foreign Language). Levels to be considered while preparing lessons: MICRO LEVEL MACRO LEVEL Students’: -​ LEGISLATION: laws that have been -​ age passed by the government which both -​ level ORGANIZE society and PROTECT its -​ learning styles and intelligences citizens. -​ amount of students -​ CURRICULUM: guideline provided by the -​ skills to be developed government which prescribes the subjects -​ content that need to be taught as well as general -​ available resources content and methods. It provides equality -​ needs and quality to education -​ preferences -​ SYLLABUS: a detailed summary of the -​ interests subject study designed by the teacher. It -​ knowledge if the world includes the contents to be taught for the -​ knowledge of other cultures whole T-L process as well as classroom norms and evaluation guidelines. -​ LESSON PLAN: the most specific level of instructional plans. ARGENTINIAN LEGISLATION regarding EDUCATION We need to take into account that each institution will interpret the laws and curriculum in a specific way according to their context and resources. OFFICIAL DOCUMENTS Proyecto de mejora para la formación inicial de Diseño Curricular profesores para el nivel secundario (2011) Núcleo de aprendizaje para la lengua extranjera It addresses the initial training of teachers working in (NAPLE)- 2012 the secondary level. The Naps consider the fundamental principles for This project is focused on revising and updating the teaching of foreign languages in Argentina. They teacher training curricula, incorporating updated consider how specific the elements of each language content and innovative pedagogical methodologies. are (English, Portuguese, French, Italian and PRINCIPLES: German) and take an intercultural and plurilingual perspective, this means that it highlights the -​ LEARNING: fostering a deep importance of not only giving linguistic content but understanding of learning theories, also presenting the culture behind each of the  pedagogical approaches and teaching languages. It combines the learning of languages methodologies among future teachers. with the abilities of Emphasis on active learning strategies and technology. -​ reflection -​ CITIZENSHIP : cultivate a sense of civic -​ promoting active participation in responsibility, democratic values and social democratic processes justice among teachers → CIVIC -​ education for citizens and peace. EDUCATION, HUMAN RIGHTS AND Interculturalism → being aware of other cultures HISTORY. and the ability to interact in a respectful manner, -​ INTERCULTURALITY: form culturally favoring dialogue, agreement and integration which aware teachers who place importance on results in an enriching learning experience. respect for cultural diversity both in the classroom and the world → multicultural Plurilingualism refers to pluricultural competence: education, intercultural communication and the ability to use more than one language and switch strategies for addressing cultural differences. easily in communication and interaction. -​ DISCOURSE PRACTICES: developing the ability to manage, facilitate and Axes: encourage discourse within the classroom. Promote critical thinking and reflection ​ oral comprehension among students → study of discourse ​ oral production analysis, questioning techniques or ​ reading elicitation. ​ writing ​ reflection upon the language ​ intercultural reflection. DISEÑO CURRICULAR DE ENTRE RÍOS (2011) It includes -​ guidelines -​ methodologies -​ principles -​ contenta. It is said to be an instrument that allows the educational community to discuss and contrast our vision upon the educational reality. It includes: -​ CONTENT: what students are expected to learn in a specific subject. -​ METHODOLOGIES: an organized sequence of resources to achieve those aims.  -​ PRINCIPLES: foundations in relation to obligations, rights, possibilities and changes in the educational system. EFL according to this document: A MEDIUM to RECOGNIZE the student’s own SOCIO-CULTURAL knowledge and awareness. And it’s also a tool to further raise awareness about the pluri-cultural dimension to language learning → TOLERANCE FOR DIVERSITY. LAWS → NATIONAL and PROVINCIAL no tiene traducción ingles putooo. LEY PROVINCIAL DE EDUCACIÓN 9890 → 2008 Objectives of Education in the province of Entre Rios: -​ contribute to the integral formation of the citizens -​ fostering the practice of values → truth, freedom, equality, justice, respect for diversity and plurality. LEY NACIONAL DE EDUCACIÓN 26206 Everything I know from Politica Educativa. It establishes that the teaching of a foreign language is compulsory in all primary and secondary schools. LEY ESI 2006 COMPREHENSIVE SEXUAL EDUCATION Intended to be implemented in both private and public schools, all cross the country. Principles: -​ Protect the body and health: it emphasizes the importance of promoting sexual and reproductive health → contraception, STIs, and prevention of unwanted pregnancies. It also aims to help students develop a positive view upon their body and understand the importance of consent. -​ Value Effectively: it promotes the values of respect, equality, diversity, non-discrimination. -​ Recognize diversity and Apply Rights: it recognizes the diversity of identities, orientations, and expressions related to gender and sexuality. It also emphasizes on the promotion and application of rights related to sexual and reproductive health. ORGANIZATION OF THE EDUCATIONAL SYSTEM -Nivel inicial: maternal (45 días-4 años)- infantil. -Nivel primario: first and second cycle. -Nivel secundario: ciclo básico y ciclo orientado. -Nivel superior: terciario o universitario. Integrating language and culture Diseño Curricular Esc. Sec. (E.R. – Lenguas Extranjeras) ·​ CICLO BÁSICO VOL 1: ​ PRIMERO, SEGUNDO Y TERCER AÑO Los contenidos están organizados en torno a las cuatro macro-habilidades lingüísticas (listening, speaking, reading and writing) que se lograrán teniendo en cuenta el aspecto lexical y gramatical. Los mismos son: CICLO ORIENTADO VOL 2: Cuarto, quinto y sexto año. Emphasis to reading, otherness (aware of the differences that exist)  UNIT II: THE DIFFERENT COMPONENYS OF THE CLASSROOM. TYPES OF TEACHERS The explainer traditional type who talks the whole class. the lecturer. revolves around the idea of the transmission of knowledge. is formed about the subject matter but he/she does not know about pedagogy.  The involver is educated on the subject matter and the necessary methodology in order to involve students in the class but he/she controls the class and there is no negotiation between teacher and students. The enabler same qualities as the involver but knows how to manage a class of human beings (be aware of human relations). It’s a holistic view. ADOLESCENTS AND TEENAGERS: What is adolescent → years spent morphing- transformation from child into adult. DEVELOPMENTAL STAGES of ADOLESCENCE -​ BIOLOGICAL: basically puberty. For girls it occurs earlier. It is characterized by a rapid acceleration in height and weight. Development of the primary sex organs and secondary sex organs thanks to an acceleration in the endocrine system. (testosterone, estrogen and progesterone). -​ COGNITIVE: during this stage thinking patterns change. Abstract thinking is developed as well as moral reasoning and a sense of right and wrong. THINKING OUTSIDE OF THE BOX. Brain signals fasten and new connections are made. -​ SOCIAL: rites of passage (bat mitzvahs or quinceañeras). Social status → some independence. Strong and intimate relationships characterized by loyalty, trust and openness among others. Peers and their opinion become important. STAGE AGE PHYSICAL SOCIAL SKILLS THINKING CHANGES SKILLS YOUNG TEENS Girls: 10-14 Girls grow earlier Friendship and Longer Boys: 11-14 and faster than peers become concentration span. boys. Sensitive important. Groups about body image for the building of Monitored group due to adapting to an identity and work because they their new body. confidence. still have ​ acné Friendship tends to children-like ​ more hair be of the same sex. behavior. ​ puberty Rebellion against authority may arise. They are unable to plan ahead. They live in the now. MIDDLE 14-17 Full physical Developed a sense They are more TEENS growth. of identity and tolerant. They are their place in able to plan ahead society. They are → think about not as dependent today and on groups for tomorrow. Abstract support. thinking is fully  developed. OLDER TEENS 17-19 years old. Less confused Groups are not so Future goals are about body image. important. realistic and Complete sense of clearer. adult and self. Adult-hood starts More stable to emerge. relationships. Complete separation from parents. Self-care/sufficienc y. Adult-hood: EARLY ADULTHOOD The transitional period from adolescense to adult-hood that involves experimentation and exploration. MIDDLE From 40 to 60. As students they want to know the translation to ALDULTHOOD everything. LATE ADULTHOOD Spans from 60 till death. What is RAPPORT? → it is defined as the relationship between the student and the teacher. It should be characterized by mutual agreement, empathy and respect above all others. It is needed because it facilitates communication and it lowers the affective filter which are essential for the creation for a positive learning experience. In order to build a RAPPORT the teacher should focus on: -​ Showing respect -​ Being fair -​ Having a sense of humor  -​ Listening to the students. -​ Being fair -​ Give clear and positive feedback → inspires confidence -​ Not being judgemental -​ Be as enthusiastic as he/she expects his-her students to be -​ Practicing empathy and patience. DIFFERENT TYPES OF LEARNING CONTEXTS SCHOOLS: in both primary and secondary schools ESL is part of the curriculum. It’s not optative for students. LANGUAGE SCHOOLS: they are usually private. They tend to be better equipped. Smaller class sizes. IN-COMPANY: Some companies offer L2 classes for their employees. VIRTUAL AND REAL LEARNING ENVIRONMENTS. CLASS SIZE according to HARMER ESL lessons vary greatly in size and learning context. -​ Private lessons in which there are only two participants or private institutes where the groups tend to be smaller. -​ Primary schools where ESL is a part of the curriculum. Teaching techniques implemented by the teacher will depend on the class size. COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES:  -​ BEGINNER- PRE- INTERMENDIATE (A1-A2): Use of familiar everyday expressions. Introduce themes, presentation, routines and interaction. -​ INDEPENDENT USERS (B1-B2) Expressing opinions and give information about abstract topics, experiences, write texts (essays) and interact with native speakers. -​ PROFICIENT USER (C1-C2) Recognize implicit meaning, use language for academic purposes, produce and understand well-structured and clear texts about complex subjects. Spontaneous expression very fluently and precisely. ALTE (Association of language teachers in Europe) aims to promote the development of effective, fair, and transparent language assessments that are aligned with CEFR. MIXED ABILITY CLASSES What is a mixed ability class? It is defined as a class where there are tangible and clear differences within students as regards: -​ learning style -​ learning speed -​ aptitude -​ receptive and productive skills  -​ fluency -​ accuracy work -​ vocabulary size -​ grammatical knowledge Some of these differences may be linked to factors such as: -​ sex -​ age -​ level of maturity -​ skills or talents in other areas -​ level of motivation How does one approach a mixed ability class? STRATEGIES MY HARMER: 1- Work with different material-content: tailoring and tuning of the material to their specific needs. A good strategy is opening the possibility of choice among students. It involves more preparation from the side of the teacher and giving feedback may become a tad bit complex. 2- Switch up the roles and tasks among students using the same materials: They work with the same materials but we expect them to respond to it in different ways. 3- Challenge fast-finishers: give them extra-tasks. 4- Motivate them: through their interests. 5- Use flexible grouping. 6- Be inclusive What is HETEROGENEOUS CLASS? → Class members are particularly or unusually heterogenous which presents social problems for both learners and teachers. According to Penny Ur, the term mixed ability is misleading while “mixed-ability” focuses primarily on language-learning abilities, while “heterogeneous” includes the diversity of students’ backgrounds, experiences, and characteristics, making it a more comprehensive and inclusive term to describe diversity in the classroom. Challenges Advantages -​ behaviour -​ variety -​ correction -​ rich in culture  -​ difference in interests -​ tolerance to differences among students -​ individual awareness -​ collaboration -​ participation -​ challenging for both the teacher and the -​ effectivity of teaching sts -​ material -​ tps into creativity Some SOLUTIONS by Penny Ur -​ VARIATION: in material and methods in order to deal with behavior and motivation → boredom and lack of engagement are associated with BAD BEHAVIOR -​ CREATIVITY: interesting and eye-catching activities → PERSONALISED. -​ ENCOURAGE: collaboration and active participation as well as choice. TEACHING → ONE ON ONE ADVANTAGES DISADVANTAGES -​ Teacher’s undivided attention at all times. -​ Rapport is CRUCIAL and the lack of it is -​ Heavier focus on speaking. noticeable. -​ Personalized lessons catered for the st’s -​ Different dynamic from larger classes needs. -​ Some students are very demanding without -​ Flexible putting in much work themselves. TIPS FOR ONE-ON-ONE LESSONS: -​ Make a good impression: don’t let the absence of a group stop you from creating an atmosphere. The way the sts perceive the T in the 1st encounter is CRUCIAL. -​ Be well prepared: dedicate time to prepare well-structured lessons with dynamic activities so it doesn’t get monotone. -​ Be flexible: be open to breaks or to change the topic if your student isn’t interested in the content. Be open to suggestions. -​ Adapt to your student: take into account their: interests, needs, preferences and learning styles. -​ Listen and watch: in order to adapt to your students and check if they’re responding to the material you need to be aware and observant of their response → to activities, topics, styles. -​ Give explanations and guidelines: be vocal about what is going to happen. -​ Don’t be afraid to say “No: if you can’t tell that the personality match isn’t successful you can refuse to continue offering lessons. LARGE CLASSES CHALLENGES ADVANTAGES  -​ not much room for personal attention -​ more students → more opportunity for -​ organization interaction -​ getting sts to interact might be tricky -​ richness -​ large lessons tend to hve sts with different -​ multiple teachers language levels (writing, speaking, reading, listening). TIPS FOR LARGE CLASSES: -​ Be organized: that way you can tackle changes in class -​ Establish routines -​ Pace your activities differently -​ Maximize individual work -​ Use students → assign different roles. -​ Use worksheets → better to give feedback -​ Chorus repetition -​ Be mindful of vision and acoustic. -​ Use the size of the group to your advantage. special needs students Students with certain condition or disability that have a negative impact on their ability to succeed in school. What is a disability? ANY restriction or lack of ability to perform an activity in the manner or range considered normal for a human being. LEARNING DISABILITY: an impairment tht interferes directly with a student’s academic performance.  Argentina’s Law, Art 11: Garantizar la inclusión educativa a través de políticas universales y de estrategias pedagógicas y de asignación de recursos que otorguen prioridad a los sectores más desfavorecidos de la sociedad (art. 11, inc. e). Brindar a las personas con discapacidades, temporales o permanentes, una propuesta pedagógica que les permita el máximo desarrollo de sus posibilidades, la integración y el pleno ejercicio de sus derechos. (art. 11, inc. n). Fines y objetivos: Ley de Educación Nacional. KEY TERMS ❖​ EXCLUSION: sts are denied access to education ❖​ SEGREGATION: sts are provided education in a separate environment ❖​ INTEGRATION: SNS share spaces with the rest of the sts → have their own content and methods. ❖​ INCLUSION: SNS are mixed with the rest of the students participating in the same activities. How does the educational system dpt to SNS? → They attend regular schools with the assistance of a special teacher. They have a SUPPORT SYSTEM- SAIE (Servicios de Apoyo Interdisciplinario Educativo). MOI (Maestro-a Orientador-a Integrador-a) or a therapeutic companion. What can teachers do for SNS? -​ not to ignore their right to learn. -​ get educated on their disability -​ try new methods and strategies -​ take action -​ be open and welcoming -​ talk to peers and parents but DO NOT provide diagnosis, it’s not your place. WAYS TO FACILITATE LEARNING: -​ ACCOMODATIONS: alteration of the learning environment or way of instruction. Variations in: time, format, setting, presentation. Tasks should be clear and simple, provide step by step instruction, and reduce the number of activities. -​ MODIFICATIONS: a change in WHAT the sns is taught or EXPECTED to learn. Setting of new objectives and performance criteria. -​ INTERVENTION: they help sts develop academic, social and behavioral skills, so activities that go beyond linguistic content. So, rules that help sns to increase their ability to remain and complete a task. Self-calming or relaxing strategies. TYPES OF CONDITIONS AND DISABILITIES → they can be lifelong or temporary. PHYSICAL DISABILITIES → they are limitations on a person's physical functioning which limits their ability to perform certain tasks -​ VISUAL IMPAIRMENT: related to the degree of vision. it can be total or partial. The sources can be congenital, from an injury or a disease. It cannot be corrected through medication. It can be relieved through certain surgeries or lenses in mild cases. ADAPTATIONS FOR THE VISUALLY IMPAIRED: tour of the school, always notify the student about any changes in the display of the classroom, large print, material in braille, describe visual info and use realia. -​ HEARING DISORDER: a loss in the ability to perceive sounds. same sources as visual impairment. Also, APD (Auditory Processing Disorder) → a difficulty to process and understand speech. ADAPTATIONS FOR THE DEAF: written summaries and content as a whole. speech recognition devices. Labeled- word cards-posters-charts. Videos with subtitles. Audio transcripts, write instructions on the blackboard. -​ SPEECH AND LANGUAGE IMPEDIMENT: a difficulty to produce language to communicate. Difficulties can range from: Articulation → Producing certain sounds. Fluency→ stuttering. Voice → Unusual pitch or volume. Impediments in using language. ADAPTATIONS: identify the difficulty. no laughing or embarassment. make students practice the sounds. WHOLE class articulation exercises. exaggerate pronunciation and encourage repetition. Syllable breakdown. -​ MOBILITY IMPAIRMENT: difficulty moving. can be assisted by canes, braces or wheelchairs. ADAPTATIONS: focus on what the student CAN do. Take into account all of the physical aspects of the classroom such as entrance, space and exit. Neuro- Cognitive Disabilities → they affect the way in which sensory information is processed. -​ DISLEXIA: difficulty to interpret visual information related to symbols. (words and letters) Consequences  -​ letters and numbers read the wrong way -​ difficutly to read -​ confusion of similar symbols -​ difficulty following steps and sequences -​ left and right are confused. -​ impacts on self esteem -​ DISGRAPHIA: poor coordination between hand & brain. -​ illegible handwriting -​ affects spelling -​ organization within the page -​ writing on lines within margins -​ mispelling -​ space between words and letters -​ it also affects the ability to express ideas through written communication DYSCALCULIA: use of numbers. -​ counting -​ telling the time -​ understanding charts · DYSCALCULIA: affects the way students understand and uses numbers. It does not directly affect learning English but it may interfere with classroom activities such as counting, telling the time, and understanding charts. ADAPTATIONS FOR STS WITH DYSLEXIA, DYSGRAPHIA AND DYSCALCULIA. Verbal and written instructions. Simple instructions. Short steps. A peer helps by reading. Use visual aids. Read texts, summarize ideas verbally. Let students record lessons. Work on the computer Spell-check function. Extra time for tests. Oral tests. Handouts. ADHD → dopamine- based disorder. It affects the attention span and regulations of dopamine, which can lead to disruptive behavior and impacts on learning. Hyperactivity and Impulsivity. INATTENTIVE Difficulty paying attention. Inability to stay focused. Lack of attention to detail. No response when spoken to. Difficulty following instructions. Easily distracted. Forgets belongings.Dislike of mental effort.  HYPERACTIVE Overly active and tend to act impulsively. Constant physical activity. Excessive talking COMBINED Manifests traits of combined and hyperactive. ADAPTATIONS: -​ create a sense of teamwork -​ be positive -​ seat them next to your desk -​ simple instructions, one at a time, repeating -​ monitor at all times -​ vary the pace of the lesson -​ divide tasks into smaller chunks -​ physical game -​ short and frequent tests ASD → Autism Spectrum Disorder → severe social and developmental disability. -​ LOW-FUNCTIONING: non-verbal e.g. -​ HIGH-FUNCTIONING: average or above average intelligence SIGNS -​ avoidance of eye-contact -​ isolation -​ sensibility to sounds and light, smells or textures -​ stimming and self- injury due to stress -​ rejection to unpredictable changes -​ misinterpretation and misuse of social cues -​ hyperfixations -​ monotone speech -​ impulsive behavior ADAPTATIONS -​ be in contact with the parents -​ observe recurring patterns -​ create a support system → stress break, pairwork with compatible students -​ reinforce routines → simple instruction, step by step and schedules INTELLECTUAL DISABILITIES → significant limitations in intellectual functioning and in adaptive behaviour. Intellectual refers to problems in learning and adaptive refers to activities of daily life such as communication and independent living Adaptations: allow + time to acquire new L and skills, audio visual resources, model language, concrete input, tasks into small steps, positive feedbacks. -​ DOWN SYNDROME: a genetic condition caused by an abnormality in chromosomes. It can be mild or severe. It affects both motor and cognitive performance. Distinct physical characteristics. Slower growth rate and may have congenital conditions such as heart problems. ACCOMODATIONS: use of visual support, props and realia to demonstrate concepts, get AS MUCH INFORMATION AS POSSIBLE from their parents. Divide tasks into chunks, be patient when eliciting answers, offer positive feedback and set REALISTIC objectives w/o underestimating them. NINE TYPES OF ADAPTATIONS QUANTITY- SIZE a change in the number of items a SNS is expected to learn or an amount of tasks to be completed in a class DIFFICULTY skill level or task-type → allow the use of a list of verbs to accomplish an activity; simplify task directions; change rules to accommodate learner needs. TIME the time allotted to the explanation and completion of a task or testing LEVEL OF SUPPORT personal support or assistance in order for a taks to be completed or to reinforce a specific skill ALTERNATE GOALS reshape the goals or outcome expectations using the same material SUBSTITUTE a change in material and content CURRICULUM INPUT the way instruction is delivered → enlarge text or use visual aids OUTPUT the way in which a sns has to respond to instruction PARTICIPATION the extent of participation is expected from the learner Classroom Management →. Classroom management areas include: (Harmer) -​ Activities: setting up activities, giving instruction, monitoring, timing, ending activities. -​ Grouping and seating: type of grouping, seating arrangement. -​ Authority: holding attention, deciding, establishing authority. -​ Critical moments: dealing with unexpected problems, maintaining discipline. Starting and ending the lesson on the right foot. -​ Tools and techniques: using the board and other classroom equipment, grading complexity and quantity of language, use of silence. -​ Working with people: understanding that we work as a team with students → spreading attention, intuit what students are feeling, providing honest feedback, and listening to students. BASIC SKILLS OF CLASSROOM MANAGEMENT (Scrivener): -​ Look at classroom events at every minute → be as aware as possible. -​ Make decisions between one option and another -​ Carry out those decisions in an effective manner. TTT AND STT RELATED TO STS INTERACTION AND SITTING ARRANGEMENT Teacher talk is the teacher’s need to speak in a modified or simplified way to meet the current level of students. Excessive ttt reduces stt. The over explainer: uses a high level of language to explain an activity. It leads to trouble. Don't answer unasked questions. Answer what was asked in a short way. It’s not necessary that you are the one that gives the information; students can look for it, act it out or use pictures. The self-answeller: the teacher that is worried about wasting time and does not allow students some time to think what they were asked. It lowers the students’ confidence; students won’t answer because they know T will answer. Silence can be a great technique; it creates interest and elicits students’ participation. The pause eater: the teacher who moves with too much pace. Pauses allow students time to process what the teacher is saying and allow the teacher to assess learner’s comprehension. ​ These habits rob students’ time and confidence to speak English. To increase TEACHER TALKING QUALITY teachers need to: -​ model the language -​ simplify the language -​ use silence as a tool To increase STUDENT- TALKING TIME: -​ ask questions rather than providing explanations -​ allow space for silence and time for processing -​ allow sts to finish their own sentences -​ use pairwork or group work to encourage confidence and promote ST-ST communication -​ arrange seating face to face. CLASSROOM INTERACTION → how individuals interact in the classroom Types of classroom interaction: -​ whole class - t  -​ whole class moving around and interacting with eachother -​ small groups -​ pairs -​ individual work. TIPS TO INCREASE ST-ST INTERACTION 1.​ Friendly learning atmosphere. 2.​ Increase opportunities for students. 3.​ Use gestures. 4.​ Arrange seatings so that all students can see each other. 5.​ Not necessary for the teacher to be in front of the class, move around. 6.​ Encourage interaction between students, not just teacher-students. Students ask questions and give explanations to other students. SEATING FACTORS: for each activity consider what seating, grouping, standing arrangement are more appropriate. Modifying those aspects can help students interact with other students. GROUPING FACTORS: ➔ ​ Task: it depends on the aims of the lesson. ➔ ​ Mood: change the grouping according to the mood and what is working or not. ➔ ​ Variety: having different students group works help to provide variety and keep motivation. TYPES OF GROUPING- CLASSROOM LAYOUT Whole class grouping: Traditional idea of teaching. -​ ADVANTAGES: Reinforces a sense of belonging, is great for activities where the teacher needs to control the sts and give explanations. -​ DISADVANTAGES: does not favor the individual participation, not good for shy students, not good for autonomous learning, SEATING ARRANGEMENTS: -​ Orderly rows: clear view of all students. Good for presenting ppts. Serves to the whole class dynamic. Differentiation between t and students. T is the authority; they know that possesses the knowledge. -​ Circle: There is no differentiation among t and students, feeling of equality.  -​ Horseshoe: teacher is in a commanding position. -​ Separate tables in small groups but working as a whole class. Useful in mixed ability class. In whole group activities they are more difficult to teach to. STUDENTS ON THEIR OWN: -​ ADVANTAGES: better for individual needs and styles, less stressful for students to perform learner autonomy, peace and tranquility. -​ DISADVANTAGES: more prep from the teacher’s side, no co-operation, no st-st interaction, does not help to develop a sense of belonging. PAIRWORK -​ ADVANTAGES: more st-st interaction and independence, relaxed and friendly space, shared responsibility and easy to organize. -​ DISADVANTAGES: very noisy, chances for misbehavior, if there is a mismatch with the partner it can be problematic GROUPWORK: -​ ADVANTAGES: diversity and variety of interpersonal interaction, personal relationships are less problematic, better skills, of cooperation and negotiation, sts choose their level of participation. -​ DISADVANTAGES: noisy, less control of the class, group roles tend to be fossilised, take longer to organise. INSTRUCTION → Tips to improve instruction: -​ Be aware of your own instruction giving. -​ Pre-plan essential instruction. -​ Create silence when you have to give instructions -​ Demonstrate. -​ Make sure students understand. -​ Delete unnecessary language. -​ Use essential info. -​ Use simple language. -​ Use a sequence to give instructions. USING THE BOARD -​ Keep the board organized. -​ Use the same type of letter. -​ Clear handwriting don’t mix fonts -​ Divide the board for different things. -​ Try to write on the board when students are focused on a task. ELICITING → It means drawing out information, language, ideas, etc. from the students. Using elicitation rather than explanation increases STT by letting infer and discover the language. It is based on the principles that: Students know more than we think. Starting with what they know is a productive way to begin with new work. Involving people in a question-answer movement toward discovery is more effective than giving lectures. ELICITING: Steps for eliciting. -​ Convey a clear idea to the students by using pictures, gestures and questions. -​ Then they provide the appropriate language, info, ideas. Give them feedback. -​ Give enough info. Elicit something sts are likely to know. -​ Use body language and gestures. -​ Give clear feedback. -​ Make sure that a correct answer is established as a “good” answer. -​ If they can’t answer, provide the input. DEMONSTRATION: USING L1 IN THE CLASSROOM. -​ ADVANTAGES: l1 can provide sts with safety, support and confidence to the sts. Explanations or giving instructions in l1 often saves time. Facilitates ST-T communication. -​ DISADVANTAGES: overuse of L1 during a lesson underestimates the ability of the learner to be able to decode a linguistic message in l2. Students miss the chance for exposure to the L2. CONSEQUENCES OF EXCESSIVE USE OF L2: -​ dependent on translation to understand language items. -​ students speak too much in the mother tongue → laziness QUANTITY VS QUALITY: learners acquire L2 when they are exposed to a level of complexity beyond their current ability (I+1) → input +1 BEHAVIOUR: factors for problems to arise 1.​ The family: students’ family experiences influence their attitude towards learning and authority. 2.​ Learning expectations: Previous learning experiences affect the student’s behaviour. 3.​ Approval: students who enjoy good rapport with the teacher will seek their approval. When the approval is lacking the incentive to behave appropriately is compromised. Also students seek their peers’ approval; they want to be the funny ones, or the ones that go against the norms so misbehaviour is likely to happen. 4.​ What the teacher does: if the lesson is interesting the students are less likely to be disruptive. If they see the teacher is unprepared they will lose interest. Thus their level of concentration will lessen and that may lead to behaviour problems. The way the teacher reacts to problems will influence subsequent behaviour. 5.​ Success and failure: if students achieve a goal they are likely to remain engaged with what is going on.  6.​ External factors: being tired, hungry, hot and cold. Students won’t concentrate. BEHAVIOUR → overt: shouting, asking to leave the room, muttering rude remarks/ covert: not paying attention, arriving late, talking instead of writing. NORMS: schools and classrooms need behaviour rules that govern the classroom to work efficiently. Students have to be part of the process of setting norms. -​ Norms need to be explicitly discussed: explain why the norms are the way they are, give reasons for those norms to be respected. -​ Norms can be negotiated: negotiate with them what should be included and they will be more likely to stick to the norms. Both parts should agree on the code of conduct. -​ Norms need to be reviewed and revisited: When students misbehave we have to remind them of the rules. -​ Norms should be reviewed and revisited periodically to address new situations or challenges -​ Norms should promote tolerance and respect. Keep your rules short and simple, positive rules, use a poster. CLASSROOM NORMS -​ Short and simple. -​ Focus on positive things. -​ These should be displayed in the classroom (posters) àexamples: be on time, come prepared to learn, and respect yourself and others. You can use: -​ word clouds with keywords -​ emojis -​ rules -​ handouts (for example with must and mustn't) -​ class poster -​ memes -​ class contract -​ pautas de trabajo MODIFYING CLASSROOM BEHAVIOR: critical moments - authority -​ Act immediately: Unchecked behaviour will be difficult to deal with in the future and get worse. -​ Keep calm: do not shout because it raises the level of noise in the classroom. Do not appear to be frustrated. -​ Focus on the behaviour not the student: do not shame the students, it is the behaviour that matters not their personality. Otherwise it will create hostility in the student.  -​ Take things forward: move into the next activity, taking things forward is better than stopping them. -​ Talk in private: Approaching the student in a non-threatening manner and discussing the behaviour privately can be more effective in resolving the issue without causing embarrassment. -​ Use sanction: they have to know that there is a punishment for their poor behaviour. -​ Use colleagues and the institution. What about Argentina and Entre Rìos? Acuerdo de convivencia → To coexist peacefully in a educational community. Diversity is the norm and each one appropriates where each one of its members takes a part of that whole and makes it their own. Who is part of the educational community: -​ Headteachers -​ Teachers -​ Coordination (administration) -​ Students -​ Parents -​ Preceptores As regards rights and responsibilities, who are mentioned? -​ teachers -​ students -​ headteachers 4.​ Are sanctions implemented at school? Yes, they are implemented when students cross the borders of coexistence and respect, not hearing or not understanding on purpose their obligations, or somehow affecting their peers, school staff or the school itself. 5.​ Provide examples of sanctions: Llamados de atención orales o escritas, advertencias, acciones reparadoras. 6.​ How are offenses (faltas) classified? The offenses are classified into: LEVES, GRAVES and MUY GRAVES. After 10 sanctions you are asked to leave the institution. MATERIALS AND RESOURCES The resources pyramid (proposed by Jill and Charles Hadfield)