Jannie Schattefor

- 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

- 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?

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

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

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

Environment: - Move _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (Teacher’s proximity keeps students focussed) - Try different _ _ _ _ _ _ _ arrangements - Move _ _ _ _ _ _ _ _ _ _ students _ _ _ _ from the group

Environment: - Move around the classroom (Teacher’s proximity keeps students focussed) - Try different seating arrangements - Move disruptive students away from the group

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!

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!

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_ _ _ _ _ _ _ _

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?

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

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