L1 or English Lesson planning Discipline

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L1 or English?Lesson planningDiscipline

• Izabela Jaros

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REASONS FOR USING THE MOTHER TONGUE

• To soothe the child and demonstrate sympathy.
• To develop rapport/closeness with teacher/pupils.
• To show knowledge of the answer to communicate
  the answer to the teacher.
• To save time.
• To assist communication of a message.
• To check if children have really understood.
• To set the scene when using storybooks and to
  encourage pupils to predict what happens next in
  a story.
• To explain a cultural reference.
• To assist language learning.

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REASONS FOR USING ENGLISH

• It increases the amount of exposure pupils get to
  English.
• It develops pupils confidence in the language.
• It provides real reasons for using English to
  communicate (e.g. giving instrucions).
• English can be picked up by pupils.
• it can motivate pupils to want to learn.
• It develops greater fluency.

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USING ENGLISH DISADVANTAGES

• It can take a long time to explain things.
• Weaker pupils may be frightened.
• It may involve too much effort to try to
  understand.
• Teachers may have limited English or insufficient
  fluency in the lg.
• It may be difficult to do any reflection on
  learning.

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L1 or ENGLISH - SANDWICHING

• English- L1- English

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TEACHERS CONCERNS ABOUT COMMUNICATING WITH
PUPILS THROUGH ENGLISH

• If children dont understand clearly what I want
  to say they lose interest immediately
• (try to make using English into a game
  guessing what the teacher is saying in English).
• Pupils want me to teach in L1
• (talk to them about the reasons for using
  English).
• Its difficult to make children understand me
• ( keep things simple).

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STATEMENTS - T/F

• A teacher should translate all new vocabulary
  into L1.
• A teacher should give instructions first in
  English and then in L1.
• A teacher should only use L1 when it is obvious
  that there is absolutely no other way for
  learners to understand him/her.
• Its more effective to use English to discipline
  learners.
• A teacher needs to use L1 to be able to maintain
  a good relationship with a class.
• Its not possible, even with the use of gestures,
  body lg, facial expressions, examples, etc. to
  communicate clearly in English with beginners.
• A teacher should always speak to learners in
  English in class.

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L1or English?

• The more English the children hear, the more they
  will learn.
• They will learn gradually they wont say
  everything perfectly to start with. Encourage
  them by responding positively.
•  
• (English for Primary Teachers M. Slattery,
  J. Willis OUP)

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LESSON PLANNING

•    
• Types of planning
• long-term planning
• short-term planning
• lesson planning
•   

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Teachers reasons for planning

• Lesson planning
• helps the teacher to be more confident in
  teaching
• provides a useful systematic guide for smooth
  efficient teaching
• helps the teacher to prepare for the lesson
• helps to provide a useful basis for future
  planning
• helps the teacher to be more organized
• helps the teacher to plan lessons to cater for
  different pupils
• helps the teacher to know whether he/she achieved
  his/her teaching objectives
• enables the teacher to judge his/her performance
• is proof that the teacher has taken a
  considerable amount of effort in his/her teaching
• gives a sense of direction in relation to the
  syllabus
• helps the teacher to identify which areas/parts
  didnt go well in his/her teaching
• is an administrative requirement.

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Decisions involved in planning lessons

• Which functions, lg structures,vocabulary,
  skills, etc have pupils already learned?
• Which content to include as the new items for the
  lesson?
• What are my objectives for the lesson?
• Do I want to use the activities as they are or
  adapt or leave out some?
• What resources do I need for the lesson?
• How do I check pupils understanding?
• How do I check if I have achieved my objectives?

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The PPP model of a lesson

• Procedures
• warm-up
• revision of relevant language presentation
• practice
• production
• reviewing

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The PPP model of a lesson

• Sample lesson (video)

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Warmers vs. fillers

• A warmer is a short activity (5min) that is used
  at the beginning of a lesson. It can have several
  purposes
• to break the ice and relax the students
• to get the pupils talking and thinking in English
• to allow students to settle down and prepare for
  the lesson
• to revise a particular language area.

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Warmers vs. fillers

• Fillers are short activities used at any time
  during a lesson.They may be used in the following
  situations
• when the activity the teacher planned takes less
  time than he/she expected.
• when the teacher wants to change the pace of a
  lesson (to inject more energy or to calm the
  pupils down).
• Sample fillers finding all the things in the
  room beginning with a certain letter of the
  alphabet, solving a puzzle/riddle, playing a lg
  game, singing a song.

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Lesson self-assessment

• Did I achieve the aims stated on my lesson plan?
  If not, why not?
• Was my lesson different from my plan in any way?
  How and why?
• How did I move from one stage of the lesson to
  the next?
• Did I keep to my timing? If not, why not?
• Did my pupils enjoy the lesson? Why and how do I
  know?
• Where there any problems? If yes, why?
• What would I do differently next time? Why?
• What did I do better this time than ever before?

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Discipline

• Classroom discipline is a state in which both
•  
• teacher and learners accept and consistently
•  
• observe a set of rules about behaviour in the
•  
• classroom whose function is to facilitate smooth
•  
• efficient teaching and learning in a lesson.
•  
•  
• (A Course in Language Teaching P. Ur)
•  

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Classroom rules

• Do
• Remember to bring your materials to class.
• Help your partner.
• Keep your books neat and tidy.
• Wait for your turn in games and activities.
• Tidy up after messy activities.
• Ask if you want to borrow sth.
• Come to class on time.
• Speak English in class when you can.

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Classroom rules

• Dont
• Shout or talk when somebody else is talking.
• Copy your neighbours work. It might be wrong.
• Eat or drink in the classroom.
• Tease other students if they dont know the
  answer.
• Take things from other people without asking
  first.
• Leave the classroom without asking first.

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PRACTICAL HINTS FOR TEACHERS ON CLASSROOM
DISCIPLINE

• 1.  Get silence before you start speaking to the
  class.
• 2.   Know and use the students names.
• 3.   Prepare lessons thoroughly and structure
  them firmly.
• 4.    Be mobile walk around the class.
• 5.    Start the lesson with a bang and sustain
  interest and curiosity.
• 6.    Speak clearly.
• 7.    Make sure your instructions are clear.
• 8.    Have extra material prepared (e.g. to cope
  with slower/faster working students).
• 9.     Look at the class when speaking.

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PRACTICAL HINTS FOR TEACHERS ON CLASSROOM
DISCIPLINE

• 10.Make work appropriate (to pupils age,
  ability).
• 11.Develop the art of timing your lesson to fit
  the available period.
• 12.Vary your teaching techniques.
• 13. Anticipate discipline problems and act
  quickly.
• 14. Clarify fixed rules and standards, and be
  consistent in applying them.
• 15. Show yourself as supporter and helper to the
  students.
• 16. Dont patronize students, treat them with
  respect.
• 17. Use humour constructively.
• 18. Choose topics and tasks that will activate
  students.
• 19. Be warm and friendly to the students.
• A Course in Language Teaching P.Ur
• (Adapted from E.C. Wragg Class Management and
  Control)

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DISCIPLINE - questions

• Why is my whole class difficult?
• What can I do when my class is difficult?
•  
• What can I do with quiet children?
•  
• What can I do with active children?
•   
• How do I discipline individual children?
•  
• How do I speak to a young child about his
  misbehaviour?
•  

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Preventive discipline  

• Prevention is better than cure!
•