Personal mind-map

Personal mind-map

1. Chapter 6

   • concept of support
     • Support is a kind of help you provide students so they can be able to develp language activities by themselves
   • How to assist the amount of support
     • Language skills
     • Diffficulty of the task
     • Language competence/knowledege
     • Contextual support
     • Type of activity and personalization
   • The need to adjust support
     • Bascally the student will be able to do more complex activites by himself and in that way, teacher's assistant is less required
   • Types of support
     • Techniques and resources
     • Children themselves
     • Moving from concrete to abstract

2. Classroom managment

   • Causes of misbehavior
     • Teacher's actions
     • Student attributes
     • Home environments
     • Community events
   • Classroom management approaches
     • The instructional approach: Highly-interesting lessons which activily engange students using their interests,abilities and needs.Consequently, students are motivated to assist to the class and be aware of their own behaviour.
       • The desist approach: The teacher is in control of the class, she manages it thought established rules and teacher's control of children behavior during class. This approach can be see as a power system methodology.
         • The self-discipline approach: Both teacher and students are encharged of behavior during class.This approach proposes that as students are exposed to values like empathy, acceptance, realness, and trust. Therefore, they will develop an established working teacher-student relationship.
   • Managing a class
     • Teachers must create credibility at the beginning of the year and maintain it. They must be fair, firm, and consistent. They must monitor the classroom and apply consequences for misbehavior.
     • Punishment is the last resource and a positive classroom environment is the main goal.
   • Organizing for effective management
     • Organize the classroom space
     • Plan well
     • Set limits
     • Establish routines
   • The role
     • Classroom management is defined as the methods and strategies an educator uses to maintain a classroom environment that is conducive to student success and learning.
   • Control techniques
     • Punishment
     • Limits
     • Monitoring
     • Routines

3. Scaffolding

   • It is a series of activities that break down the learning into steps to help pupils achieve the learning outcomes that we have set. It can also be resources to support students to do activities in a higher standard.
     • Scaffolding techniques
       • Using visuals
         • Labelling
           • Modelling
             • Buddy Up
               • Dictionary activity
                 • Visual vocabulary
       • Usings videos
         • Using visual process
           • Role play
             • Collaborate
               • Vocabulary starters
                 • Colaborative talk activities

4. Chapter 5

   • The kind and frequency of talk used in the classroom
     • Your talk is also the main source of exposure to English so the amount and type of English you use will affect the quantity and quality of input they receive
   • The advantages and disadvantages of using english with L2
     • You considered strategies for using English in very simple ways so you could built up children´s confidence with English,which is the ultimate aim of your teaching, but in ways which valued children's L1
   • Teacher's concern about using English
     • Teachers may be worried about their personality and how it would affect their classroom talking.The solution to this issue is being aware of your own talki and it effect in the pupils
   • Strategies for effective interaction
     • Showing interest in student's responses
     • Using accurate undertandable input
     • Help them to say what they want to say not focusing on mistakes
     • Familiar and meaningful contexts
     • Working together with students to achive goals

5. Asking Questions

   • Types of questions
     • Display questions
       • These are designed to elicit learners’ prior knowledge and to check comprehension. They often focus on the form or meaning of language structures and items, and the teacher already knows the answer.
         • What does ..... mean? When do we use .....?
     • Referential questions
       • These require the learner to provide information, give an opinion, explain or clarify. They often focus on content rather than language, require ‘follow-up’ or ‘probe’ questions, and the answer is not necessarily known by the teacher.
         • What do you think about .....? Have you ever....when/where .....?
   • Purposes of questions
     • Questions focusing on form, function, meaning, concept and strategies may all be termed ’guidance questions’, and differ from comprehension questions in that learners are not necessarily required to provide correct answers. The overall aim of these questions is to gradually raise awareness of language and skills and to help learners develop strategies for learning in a focused way.
   • Effective questioning
     • Decide on the purpose of questions
       • Ask a balance of referential and display questions
         • Personalise questions where possible
           • Make sure that students clearly understand questions
             • Balance questions to the whole class with individual student nomination
               • Anticipate students' responses
     • Minimise the use of "yes / no" questions except when checking meaning and understanding or encouraging weaker students
       • Use open-ended (divergent) questions to encourage opinions, elaboration and discussion
         • Ask questions about important rather than trivial content
           • Avoid questions that contain the answer
             • Spread questions randomly around the class
               • Give enough time for students to answer
                 • Give appropriate responses to questions, particularly where correction is required. and in order to extend the dialogue

6. The tacher's action zone

   • Besides the teacher's best intentions, it is possible to interact more often with specific students rather than most of the class.
   • Teacher's action zone: The students who receive more attention from the teacher while doing activities in class or answering questions,they are usually in the front row inside the classroom