ENG521 Final Term Past Papers

Lecture: 23

Strategies to Maintain Discipline

Creating a seating chart Assigning roles to advanced students Showing Respect Set classroom rules Establish routines Making groups

Lecture: 24

Dictogloss - a replacement for writing notes on chalkboard

Students listen twice to a passage read at normal speed, taking notes during the second reading They then work with a partner to try to reconstruct the text. When a pair thinks they have the information, they write the passage on the board and the class works together to make it as close to the original as possible. The teacher makes the final connections and the students correct their work.

Motivating students

Set the tone Supplementary Materials Ensure the students speak loud Adaptation of the material Use higher level students as assistant teachers or monitors

Lecture: 25

Procedures for behavioral record keeping

Make checklists of the desired behavior Communicate with all stakeholders about the checklist

Setting benchmarks for behavioral expectations

Benchmarks are specific points of reference connected to levels of performance against which students are monitored.

Development of Benchmarks

Benchmarking can be done for: Communication with teacher Communication with peers Interpersonal relationships Material safety Following rules Behavioral portfolios can be maintained as a way to see a gradual and systematic development of student behaviors.

Portfolios can have:

Records of behavioral progress Observation checklists of specific behavior Benchmarks that students achieve at the end of each term

Faculty professional development

Teachers get adequate training in classroom pedagogy but few training sessions are held for the behavioral development of students

Faculty training

Training must be imparted to teachers on:

a) Behavioral development of students at different age levels b) Behavioral management c) Classroom discipline d) Positive reinforcement

Lecture: 26

Qualities that influence student success

Empathy is extending help to students and showing concern towards them Self-efficacy is facilitated by a person’s beliefs and expectations about his/her ability to achieve certain tasks successfully Caring and Efficacy - Both qualities affect students’ sense of motivation, achievement and value

Vicarious learning

Beliefs are often required through observation and interpretation. In observing the modeling behavior of others, the learner is able to reflect on past experiences with such behavior and make meaning of its relevance in a new situation.

Development of caring attitudes

Show and prove that you care It is good to say “thank you” and “please” when we talk to students Give individual attention to students Listen to their problems sincerely Avoid using red pen-use green instead

Lecture: 27

Affective rules

In order to establish caring classroom, it is important to frame rules that are socially-emotionally driven.

Examples

Be emotionally supportive Be helpful to peers Be respectful Do not shout Do not snatch or spoil the material

Cognitive-affective curriculum

Embed affective objectives in the curriculum Spread the affective objectives evenly throughout the curriculum Assess students on affective elements of the curriculum as well

Lecture: 28 · Teachers’ attributes in teaching social skills · Social attractiveness

A cheerful disposition Friendliness Emotional maturity Sincerity

Ego strength

Self-confidence that allows teachers to be claim in a crisis. Active listeners without being defensive. Avoidance of win-lose conflicts. Problem solving orientation

Realistic perception of self and students · Enjoyment of students’ presence · Pro-social activities

Role taking exercises Intergroup dialogues Group discussion Jigsaw grouping Storytelling Self-awareness and self-regulation