Universidad Nacional Abierta y a Distancia

Teaching English to adolescents and adults

Task 3
Classroom management

Presented by:
Carlos Alberto Sanchez Valencia
Andres Mauricio Rorres
Group 551004_4

Presented to:

Diana Constanza Cruz

October 31
Pereira-Risaralda
By andres Mauricio Torres:

a) What is the impact of poverty on student’s achievement?

To consider the impact of poverty on student’s achievement, we need to
understand and consider the impact that the students get from the
society when they don’t have the same economic possibilities and how
the society starts modelling their behaviour. This situation is caused by
“the lack of social capital” which affects poor students on the way they
perceive the world. For instance, in the city I live, there are some
neighborhoods where the society and government has forgotten them
and I could expose how they have done it but talking about education,
these people or students are not getting the same investment as a
private school for example.

First of all, the amount of students in a classroom is making tougher

teach, especially languages, the overcrowding in a classroom, with
issues at discipline,and student’s aptitude towards studying which it is
the mainest problem because poor students are feeling that they don’t
have the same opportunities to thrive as the students from a private
school so they start focusing in other activities that can give them
money instead of studying.

Now, a clear example of this can be seen around Colombia, where the
public schools don’t have labs, materials and other things that private
schools do. Besides of that, the sense of connectedness that a lot of
teenagers, young people and children from the lowest economic and
social stratum show everyday, just thinking of the way they act towards
the reality and their likes, this society and culture has shown them that
corrupted activities are well seen and done. “la ley del mas vivo” for
instance or the easy money have increased so dramatically that young
people feel they are the authority and they can do whatever they want
without respecting simple rules from the society
Finally, we must see that the “lack of social capital” is a big concern that
people should care about, no the governments because they don’t care,
they know that poor people should not study as much as rich people
because the breach between the two classes would get really tight.

By Carlos Alberto Sanchez Valencia

C) What does the author mention about the number of rules in the
classroom? What do you think about that?

From what the author mentioned, the students themselves must help establish
these norms of conduct, as this will make it easier for them to take ownership of
compliance with them, however, when they are in charge of establishing them,
they usually make extensive lists of them, therefore the teacher must simplify
them, trying to extract from these rules the most relevant, in addition to
ensuring the establishment of them, but always at the end of each rule, it must
be stated indicating the consequences of misbehavior in these rules, rather than
punishment.
From the experience I have had as a teacher, students by establishing the rules
of behavior indeed become supervisors of their compliance, however, it is not
healthy to maintain a very numerous list of rules, it is necessary to try to extract

the rules more relevant and try to encourage students to take into account the
causes of bad acts, instead of having a long list of rules and difficult compliance.

D) What does the author say about the consequences and punishment?
Give 5 examples of consequences to an inappropriate act from a student.
The author mentions that every bad act must be logically linked to a
consequence, that is, an appropriate result to inappropriate behavior, therefore
when talking about the punishment of an inappropriate act, it does not fulfill
the purpose of teaching, which is to learn And in this case, both social and
behavioral errors are part of the learning process, according to the author,
students must learn from both social and behavioral errors, taking into account
that these are part of the learning process when A punishment is imposed for

misbehavior, this does not fulfill the function of learning, where mistakes are
part of this same process.

Give 5 examples of consequences to an inappropriate act from a student.

cheat on an exam

the student will lose the exam, but as a consequence, if he wishes to pass, he
will have to make a presentation for the classroom about plagiarism and the

subject evaluated

chat with the cell phone in class:

Present the teacher with a written task of the appropriate and inappropriate
impact of the cell phone in the classroom.

Disrespecting physically or verbally one of their classmates or the teacher:

The student should go with the guardian to review the problem and give them
training on the rules of behavior in class and interpersonal relationships.

Talk or indiscipline in class:

The student must go with the guardian to face the situation and verify the
cause of this behavior.

Absence to class:
The father of the family is summoned to verify the situation of absenteeism and
reach agreements on the matter.

e) How can teachers prevent disruptions in class? Mention

10 strategies teachers can apply in their classrooms.

Teachers can avoid classroom interruptions with a low number of

students with poor behavior, and focus on learning, without giving
space to interruptions and this is only done with a well-ordered
class, for this purpose, 10 strategies are proposed to avoid
classroom interruptions:

-Random asking a student who is doing an activity and confirming

it.

-be aware of what is taking place in class in various activities at

the same time.

-The teacher walks around the classroom while the students do

desk work.

-In case the teacher is explaining and some student is not paying
attention, the teacher will pause so that the students find out
about someone's interruption
-when a student is speaking in the middle of an exhibition of
another classmate, he is asked to tell the story to the classroom

-Every time a task is given at least three of the students will read
the instructions out loud.

- the teacher asks two other students to describe the required

steps of the task

-the teacher takes active breaks every hour such as physical

movements with the students.

-the teacher during the development of the activities checks who

requires help and explanation.

f) What could be the factors for the inappropriate behavior

of a student? What can you do to avoid that kind of
behavior?

In order to identify the reason for the misbehavior, it is necessary

for the teacher to ask himself the following questions, which will
undoubtedly lead him to identify the factors of inappropriate
behavior of the students:
-Is the child or adolescent hungry, bored, or tired?
-What does the child intend to achieve with her bad behavior?
- Does the child have any kind of disability?

We could also affirm that the interruption could be an attempt by

the student to express a lack of understanding of the activity
carried out or the class taught, therefore the teacher must ensure
that all students have understood enough and have practiced
enough.

Therefore, to avoid these possible factors, the teacher should keep

some snacks with him, in case he meets a hungry child, in
addition, it is necessary for the teacher to identify the reason for
this bad behavior, it can be affective, family or Social.

g) What can teachers do to change students’ inappropriate

behavior to the appropriate one? Explain by giving an
example.

As Anderson and Prawat (1983) said, an improvement in the

behavior of students is evidenced in contexts where students are
taught that the success or failure of learning depends solely on the
personal effort of each student, therefore they can teach students
to:

-check your own behavior and judge whether it is appropriate or

not.

-Talk about the development of the task following the step-by-

step instructions.

-learn and apply problem-solving when problems arise in the

classroom or in classroom activities.
-Collaborative work that encourages communication between
students and teamwork is promoted.

-the teacher uses the sense of smoke on occasions to reduce

tension in the classroom and awaken students' interest in the
language.

-Finally, students with bad behaviors must make contracts with

the teacher in order to be measuring the results and monitor their
progress.

An example is that when a student develops metacognitive skills

and appropriates their learning, monitors their behavior and
progress, this can greatly improve inappropriate behavior.
 Classroom management

Group: 551004_4
Student’s names: Carlos Alberto Sànchez Valencia

Level: Adolescents Subject: English class

CLASS RULES AND EXPECTATIONS

Classroom rules, positively stated and posted prominently and linked to

your Guidelines for Success. Rules are observable and refer to specific
behaviors. Rules are observable behaviors teacher expects all students
to exhibit (or not exhibit) in the classroom.

1.pay attention to the class

2.work as a team
3. Ask for an explanation when necessary
4. Listen to your classmates and teachers
5. Respect to others
6. be kind and help those who need it

HIERARCHY OF REWARDS
Hierarchy of rewards for rule accomplishments are identified and directly
taught to students.

1. a happy face is pasted in the notebook for paying attention

2. the student is given 5 points in the activities where they work as a
team
3. the student is encouraged to develop the task, due to their
understanding of the topic
4. 5 additional points will be given on the discipline grade
5. 5 additional points will be given on the discipline grade
6. The kindest and helpful students will be instructors in class
 HIERARCHY OF CONSEQUENCES
Hierarchy of consequences for rule violations are identified and directly
taught to students. Rule violations and other misbehaviors are
corrected calmly, consistently, briefly, and immediately. Consequences
will be given at the lowest level considered necessary to change the
student’s behavior.

1. student will be called to speak with the teacher and his / her
caretaker
2. 10 points will be take off from the collaborative work
3. If you do not ask for help, it will be provided, but also exercises
will be given on the subject not understood
4. If you do not listen to the others, 5 points will be deducted from
the discipline grade.
5. the student who does not respect the others will lose discipline
and must go with their caretaker
6. He must present a work on kindness and collaboration to others in
teamwork.

DESKS/ROOM ARRANGEMENT
Desks/ room arranged so that all students are easily accessible by the
teacher and necessary materials and supplies are accessible to
students in an orderly fashion.
To have an orderly classroom, first of all, the mobility areas of the room
are kept free, as far as possible all seats are arranged in such a way that
those students who require more attention are more seated next to the
teacher to the board, as far as possible, objects that may attract the
attention of the students should be removed from the classroom, such as
sports, gymnastic elements, in addition, the proximity of the chairs to
the windows facing the outside are forbidden, in the part where the
teacher is located, the shelves with books and didactic material for the
classes will be located, the organization of the room may be subject to
the activity carried out inside the classroom if it is speaking and For
debate, a round table will be organized in such a way that the students
can see each other and the activity can be carried out in a better way.

POLICY AND PROCEDURE FOR TARDIES /ABSENCES:

State the policies and procedures for students arriving late or not
attending classes.
Initially, when a student arrives late to class, the teacher calls their
attention verbally, if this same behavior is maintained, the student is
summoned to the disciplinary rectory, to verify the reason for the bad
behavior, some questions will be asked of a family and personal nature
to identify possible causes of this situation, if so required, the psycho-
orientation service will be available to deal with possible family and
personal problems, therefore your caretaker will also be called to meet
with the directives of the institution
 POLICY AND PROCEDURE FOR TURNING IN ASSIGNMENTS:

State the policies and procedures for students handing in assignments

and the penalties for handing in assignments after the deadline.
At the beginning of each period, the teacher must pass a published
schedule to their students about the activities to be developed and the
closing dates of each activity, it is also emphasized the need to hand in
a contribution at least 3 days before the closing of each activity.
Students are told in each activity that they do not participate on time or
with less than 3 days before the closing of the activity some points will
be deducted from the final score.

GRADING POLICIES AND PROCEDURES ARE ESTABLISHED AND

COMMUNICATED:

State the policies, procedures and/or percentages of tasks grades.

It is established for each academic period equivalent to 4 units
belonging to level A2, in addition, the activities, steps, evaluation
rubric, and the closing date will be established, tasks are listed below:

1. Reconnaissance activity
In this first individual activity, the learning objectives of the academic
period are indicated, as well as a brief account of the previous period.
Percentage 25%

2. Collaborative Intermediate Activity

Students begin in the initial content of the period as grammar, and
collaborative work is carried out. Percentage 30%
3. Individual Intermediate Activity
The students carry out a communicative production activity speaking of
the topics learned. percentage 30%

4. Individual/collaborative Final Activity

students must make both individual contributions and collaborative
work. Production speaking. percentage 15%
 ENCOURAGING ALL STUDENTS
How would the teacher motivate students?
Plans for class-wide motivation systems are:

First of all, it is necessary to know the likes and dislikes of the

students, how they learn best, and also make them aware that the
results of their results depend exclusively on the effort of each one
and the attitude assumed by the learning process, in addition, they
are makes aware that they should ask themselves about the
effectiveness of their behavior, establish a study schedule, evaluate
their results and plan their schedule, according to the text this
produces good results, on the other hand, based on the needs of
the students and the characteristics of them begins to design
tasks, which encourage teamwork through projects based on tasks.

MATERIALS/ RESOURCES

Include any materials/ resources you might use for your

classroom management plan. (for presenting rules, rewards, etc)

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Case of study:

The talkative (the case of know-it-all

Nancy)
SCENARIO: You plan to facilitate a discussion
in your class about readings that you assigned.
As students enter the room and settle into their
seats, you can feel the buzz in the air. They are
excited. They want to discuss the subject. You
begin class by asking a very open-ended
question, a question designed to allow the
students to take the subject in an area that
interests them. The first student who responds
to your question, a question that is barely out of
your mouth, is Nancy, or as her classmates call
her, “Know-it-all-Nancy.” Nancy is a smart
young woman who often has very smart things
to say about the subject at hand. She answers
your question with great precision, citing
arguments from sources you did not require her
to read. You know from experience that if you
stand by quietly and let her finish, class would
be over and no one else would have had a
chance to speak. So, you cut her off—politely—
to get other students involved in the discussion.
You ask another question, directed at another
student. Nancy answers.

Resolution:

To solve this problem it is necessary for the

teacher to establish a time of participation by
answering the questions asked by the teacher,
in this way the talkative student will be
informed of the time limit, therefore it is always
better to establish the indications before each
activity, and The time management is
important, it is indicated that after the end of
the time the question is answered by another
student, it is necessary to talk to Nancy to
congratulate her on her proactivity, but it is also
necessary for her to help other classmates to
forward the activity.
The student is explained that everyone should
participate in the same way, but as explained
above, before making the observation, her
strengths as a student should be highlighted, in
such a way that she does not feel bad about the
call for attention that the teacher makes her in
private.

Bibliographic references

Ciccone, M. (2019). Teaching Adolescents to Communicate (Better)

Online: Best Practices from a Middle School Classroom. Journal of Media
Literacy Education, 11(2), 167–
178. http://eds.b.ebscohost.com.bibliotecavirtual.unad.edu.co/eds/pdfvi
ewer/pdfviewer?vid=2&sid=8d282ee5-3371-48f8-9b60-
c194ee65f2fa%40pdc-v-sessmgr04

Clarena Larrotta. (2019). Narratives of Adult English Learners and

Teachers : Practical Applications. Multilingual Matters. Adult ESL
Learners’ Motivations (45-
61). http://eds.a.ebscohost.com.bibliotecavirtual.unad.edu.co/eds/eboo
kviewer/ebook/bmxlYmtfXzIwODkxMTRfX0FO0?sid=8fcb490e-ecf8-
468a-937f-5f52d3c91263@sdc-v-sessmgr01&vid=1&format=EB&rid=1

Dunbar, C. (2004). Best Practices in Classroom Management. Retrieved

from http://www.innovativeeducatorsforum.org/Best_practices/Best%20
Practices%20in%20Class%20room.pdf

Hara, B. (2012). Case Studies: Disruptive Student Behavior.

Core.ac.uk. https://pdf4pro.com/view/case-studies-disruptive-student-
behavior-4acbf4.html
Rogers, J. (2007). Adults Learning: Vol. 5th ed. McGraw-Hill Education.
1 Adult learners: what you need to know (6-
43) http://eds.b.ebscohost.com.bibliotecavirtual.unad.edu.co/eds/ebook
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