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References:
1.Martinez P. (2000) ‘Raising achievement: a guide to successful strategies’,
Learning and Skills Development Agency online at www.lsda.org.uk/pubs
2.O’Connell B. (ed.) (2002) The Runshaw Way: Values Drive Behaviour,
Leyland: Runshaw College.
3.Muijs D. and Reynolds, D. (2005) Effective Teaching: Evidence and
Practice (2
nd
edition), London: Paul Chapman.
4. Petty G. (2006) Evidence Based Teaching, Cheltenham: Nelson Thornes.
5. Reece I., Walker S. (2007) A Practical Guide to Teaching, Training and
Learning (6th edition), Tyne and Wear: Business Education
SOLVING CLASSROOM MANAGEMENT CHALLENGES
Moldassanova A.A., Kaibuldaeva A.Z., Merkibaev T.
Al-Farabi Kazakh National University
В данной статье говорится о мастерстве настоящего учителя, умеющего
владеть аудиторией, которое состоит из мелочей. Как удержать внимание
класса, правильно сделать замечание, что должен делать учитель для
поддержания
дисциплины.
Как
соблюдать
основные
элементы
педагогического такта на уроке.
Бұл мақалада аудиторияны қалыпта ұстап, қажетті дәрежеде сабақ
жүргізе алатын мұғалімнің шеберлігі жөнінде айтылған. Оқытушылардың
назарын ұстап, тәртіпті сақтау, дұрыс ескерту жасау үшін мұғалім не істеу
керек. Сабақ үстінде педагогикалық әдептіліктің негізгі элементтерін сақтай
білу тұрғысында.
Experienced teachers don’t deal with problems, they prevent them occurring.
This is why student teachers whose classes are reminiscent of the Sorcerer’s
Apprentice look in vain for the ‘tricks’ used by teachers who are able to keep
‘difficult’ classes working. Good classroom organisation allows the lesson to run
smoothly, so that good relationships can grow through positive experiences.
Every teacher has rules and regimes, even if they are not overtly stated. Think
them out carefully, express them clearly and enforce them consistently. Do you want
work handed in on Mondays or Thursdays? Do you want students to put their hands
up to answer a question? During practical sessions, are students allowed to talk to
their neighbour, to students behind them or to students at the other end of the room?
Your rules and regimes will take time to establish, and should be based on
educational, safety and moral grounds, not on personal idiosyncrasies. Despite
getting my own back on two occasions, I still harbour a smouldering resentment
against a teacher who made me rewrite an essay because I had written it in green
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biro! Exactly what is allowed in your lessons will be decided by what you do, not
by what you say. If you say that there should be no talking when you are talking, but
do not enforce this, then the rule becomes inoperative; and should you then ‘jump’
on a student for talking inappropriately, your inconsistency will be resented. ‘Why
pick on me, I’m not the only one.’ If you consistently refuse to accept contributions
from students who call out, but accept them from students with raised hands, then
hand-raising becomes a rule. Whether or not you make your rules explicit, expect
them to be tested, and be consistent in their enforcement. This may seem irritating
and time-consuming at first, but it is a vital investment in future order. Rules and
behaviour are governed by case law, which will only be established by ruthless
consistency. Sometimes rules have exceptions, but not many. Be sure you are being
fair, then be very firm. A very effective and experienced teacher once gave me this
tongue-in-cheek advice: ‘Listen to excuses with concern, interest and compassion –
then ignore them!’ It is sometimes worth negotiating rules and regimes with
students: ‘Would you prefer to hand in work on Mondays or Thursdays?’ Some
teachers go further and bring problems to the group. ‘I’m getting lots of trouble with
students not handing their work in. What’s the problem? Is the work too difficult?’
Be equally consistent in enforcing rules decided by the group. Once the rules are
established you may be able to bend them a bit, but be fair and consistent even here.
As far as possible, there should be a similar approach to rules and regimes from all
the teachers whom the students experience. Here is a set of rules and regimes I use
for 17-year-old students. Many other sets would be equally valid. Absolutely no
talking if I am talking. (I try not to go on too long, though!)
• Health and safety rules obeyed, e.g. no running in the classroom.
• When working individually or in groups, students can: talk to their neighbour
about work and move out of their place to talk about work with another
student.
• Work is handed in on the same day each week. Absence for more than one
day is an acceptable excuse for a delay in handing in a week’s work.
• No personal stereos, and mobile phones switched off.
• No eating or drinking.
• Students are not allowed to pack away their folders until I say so (whatever
the clock says – however, I will accept a reminder about the time). Ask to
observe classes in your school or college, so you get a feel for the sort of behaviour
which is acceptable. If your expectations are the same as those of other teachers, this
will make your life much easier.
Arrive before your class, and make sure you have everything you need (and
that everything works). If you are a science teacher, you should already have
rehearsed any experiment procedure you or your class will be carrying out. Lay out
anything you may need for the lesson neatly, so you can find it, and prepare the
overhead projector or the blackboard for the first few minutes of the lesson. When
the students arrive, you may like to greet them at the door and watch them as they
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take their places; appear confident and relaxed, but businesslike. Start on time;
waiting for students who are late is unfair on those who have arrived on time, and
encourages late arrival in the future.
Gaining and maintaining silence is very important. It is worth being pedantic
about this when you first meet a new group; time spent at this stage will be an
excellent investment. If you don’t get silence in your first lesson you probably never
will, and even if students can hear you in subsequent lessons, they will not be
listening. Ask for silence and then wait for it, however long it takes. If necessary,
repeat your call for silence, and use the techniques below to obtain and enforce it.
Don’t start until there is a conspicuous silence and all students are looking in your
direction. Never start your lesson over the class’s noise. If you do, students will be
given the impression that it is permissible to talk whenever they like; as a result even
students who were initially quiet will start talking, and before long virtually the
whole group will be talking over you. If waiting makes you feel panicky, don’t show
it; never be cross or abusive, as this is counterproductive. It gives the impression you
are not in control. Instead, make it seem that they are missing something when they
make a noise: ‘Everyone’s waiting to hear what Sandra has to say.’ ‘No, I’m sorry;
we can’t start yet because we’re not quiet enough.’ Having achieved silence, let it
sink in for a second, and then begin saying what you want to say. If someone talks
when you are talking, stop in mid-sentence and look at them until they stop. They
are likely to find this an embarrassment and will probably soon stop; but, if
necessary, use their name or ask for silence again. Only when you have re-
established silence should you continue talking, going back to the beginning of the
sentence which was interrupted. Should talking start again, do exactly the same.
Soon most students will realise that they cannot talk without immediately drawing
attention to themselves, and they will stop trying.
If there is a persistent offender, explain that it is impossible to talk and listen
at the same time, stand close to them and, if necessary, threaten to move them. Other
techniques are dealt with below, but whatever you do, do not give up. However,
don’t expect too much; some groups can literally only concentrate on teacher talk
for about two minutes, or even less. If you have a group like this, don’t rely on using
teacher talk with the class as a whole. Talk to them in small groups, and
communicate with the board or overhead projector, also using worksheets.
Gaining silence is a common problem for inexperienced teachers, but the
approach above will work if you are persistent.
At the start of the lessen the first five minutes are crucial in setting the
atmosphere for the rest of the lesson. If you want to enliven a sleepy class, then start
with a bang; if you want to quieten a noisy group down, start quietly. If a class is
particularly noisy, try making the first activity one where the students are working
alone, without needing input from you. They could be copying a diagram off the
overhead transparency or board, doing an exercise from a textbook, or finishing off
something from the last lesson. You can then concentrate entirely on getting quiet;
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settling the class into a quiet working atmosphere; and dealing with Lucy who has
arrived late, having lost her folder. Once the class has been really quiet for five
minutes, you have set the atmosphere for the rest of the session.
Before giving instructions get silence first, and make sure the class are all
looking at you. Some teachers, especially those who must compete with noise from
machines, have a routine way of attracting attention, such as clapping three times.
Be brief, clear and positive. The tone should be firm, confident and pleasant. If you
are asking the class to change positions, ask them to remain still until you have
finished the instruction. When you have finished, give a summary. Here’s an
example:
(The teacher claps hands a few times.) ‘OK, can I have everybody’s attention,
please. Julie … Robin, look this way, please.’ (The teacher waits for silence.)
‘Now, when I tell you, I want one person from each group to collect your
apparatus from the front bench, and another to pick up a power-pack from the
back of the lab. Whoever’s left in your group will be preparing a table for the results.
OK? One set of apparatus, one power-pack and one prepared table. Off you go.’ If
you often require movement to the front of a class for a demonstration, it is worth
considering having fixed positions for students to move to. Tell them what you are
going to tell them – tell them – tell them what you have told them! Don’t make
repeated generalised complaints, such as ‘Come on, everybody, start work.’ Give
the generalised instruction once, then pick on individuals who are not obeying, by
name or by eye contact: ‘Come on, Paul, get started!’ Those who give instructions
should set a good example. If you want students to be neat and methodical in the
way they lay out their work, then take your own advice when writing on the
blackboard. If you want them to use certain safety procedures, then use them
yourself. Don’t allow your students to leave before the end of a class; it sets a
difficult precedent. If they have completed your activities, try a revision quiz.
‘He has eyes in the back of his head.’ A 60-year-old deputy headteacher
finished off some excellent advice on how I should treat a new class by saying, half
seriously, that I should keep my eyes on the reflections of pupils in the glass doors
of the cupboards that lined the laboratory. If I saw in the reflection a student
misbehaving, I should then turn my back on the student before beginning to tell him
off. ‘It really unsettles the little blighters when they think you know what they’re up
to with your back turned!’ Inappropriate behaviour soon spreads, unless it is dealt
with promptly; this is called the ‘ripple effect’. Students are quick to think, ‘Why
should I behave if no one else is?’ Whatever you or your students are doing, you
must make your presence fill the room – every corner of it. Students some distance
from you will not feel so strongly under your influence; walk close to them
occasionally, and scan all the faces in the room with eye contact from time to time.
Be vigilant and be mobile; don’t sit behind the desk. Which way are the students
facing? Are they listening? Have they got pens in their hands? If particular students
are not being productive, give them sustained eye contact; if necessary, walk over
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and stand close to them. This can be done with no disruption to your teaching, and
will usually be enough to stop the inappropriate behaviour. If you are writing on the
board, half-face the room and scan the class every now and then, every five words
if necessary. If you are talking to an individual student don’t relax your vigilance;
always position yourself so that you can see most if not all of the room. Whilst
talking, scan the room frequently – all of it. Vigilance has a way of preventing
misbehaviour before it starts: students gain little by behaving inappropriately if they
are picked up for it straight away. Who bothers to steal helmets off the heads of
policemen? There are circumstances where it is best to pretend not to notice
misbehavior – harmless silliness that is already settling down. With experience you
will know what is best ignored, but you will find yourself ignoring very little. It is
difficult to remain vigilant while teaching; it takes practice. If it seems impossible at
first, don’t worry; it’s like changing gear whilst steering a car – you will soon be
doing it automatically. You must also notice appropriate behaviour, for students
who are working should be reinforced.
If inappropriate behaviour begins, it must be stopped as soon as possible, for
three reasons:
• to stop the behaviour spreading to other students
• because it is easier to stop behaviour that has hardly started
• to prevent the student gaining from the misbehaviour.
Students talk when they shouldn’t because they enjoy a chat. If they usually
manage to get half a dozen sentences in before you deal with them, then they might
begin to feel their chats are worth your displeasure. On the other hand, if they never
manage to finish the first three words of the first sentence, they have gained nothing
of value from their inappropriate behaviour, and they will soon decide that it is not
worth trying. Knowing the students’ names is crucial to effective firefighting. You
probably remember this technique from your schooldays:
‘In those days Genoa was a thriving commercial port – wasn’t it, Samuel?
It wasn’t a very big city …’ Even if the name is not said with a disapproving
tone, Samuel knows why he was ‘picked on’, and it is nearly always enough to stop
the inappropriate behaviour. Give the work of offending students some attention. If
your vigilance and firefighting succeeds in getting them back to work, find
something to praise in their work if you can: ‘This is better, now you are getting
down to it!’ Research shows that praise of appropriate behaviour is more effective
than criticism of inappropriate behaviour.
References:
1. Gray, J. and Richer, J. (2005) Classroom Responses to Disruptive
Behaviour (in the series Special Needs in Mainstream Schools), London: Routledge.
2. Kyriacou, C. (2008) Essential Teaching Skills (2nd edition), Cheltenham:
Nelson Thornes.
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3. Marland, M. (2002) The Craft of the Classroom (3rd edition), London:
Croom Helm.
4. Marzano, R. J. with Marzano, S. and Pickering, D. J. (2003) Classroom
Management that Works, Alexandria, VA: ASCD.
5. Smith, C. J. and Laslett, R. (2006) Effective Classroom Management: A
Teacher’s Guide, London: Routledge.
СОЦИОКУЛЬТУРНЫЙ КОМПОНЕНТ МЕТОДИКИ
ПРЕПОДАВАНИЯ ИНОСТРАННЫХ ЯЗЫКОВ
Мукашева Ж.У., Туреханова Б.Н., Бекишева Р.М.
КазНУ им. аль-Фараби Алматы, Казахстан
Данная статья посвящена социокультурному компоненту методики
преподавания иностранных языков и развитию социолингвистической
компетенции, использованию компьютерных технологий в обучении
иностранным языкам.
The article is about sociocultural skill of linguistic skill in the process of
studying the foreign languages and application of computer technology
Ключевые слова: коммуникативная компетенция, межкультурная
коммуникация, социокультурный компонент, компьютерные технологии
Key words: sociocultural skill, intercultural communication, computer
technology
Язык как общественное явление содержит в себе все собранные
носителями данного языка сведения о мире. Выполняя свою кумулятивную
функцию, язык отражает всю национальную культуру, которая состоит из
физического и социального окружения человека, из технологий, искусства и
языка, а также из нравов, обычаев, религиозных и житейских представлений
определенного сообщества.
В большом словаре Duden дается следующая дефиниция понятия
«культура»: «Gesamtheit der geistigen, künstlerischen, gestaltenden Leistungen
einer Gemeinschaft als Ausdruck menschlicher Höherentwicklung“- Совокупность
духовных, художественных, созидательных достижений сообщества как
выражение более высокого развития человечества. Язык – богатство всего
этнолингвистического сообщества, в котором собраны и сохранены
социальный, политический, экономический опыт данного сообщества, его
национально - культурные ценности, своеобразие его восприятия мира.
Человек, усваивая язык, приобретает знания, которые хранятся в языке, он
усваивает опыт, веками собранный в языке. Таким образом, человек
приобретает свой индивидуальный опыт, у него формируется свое
|