The summary of Problem Behaviour and What to Do about it Harmer, 2007, Ch. 9

 The summary of Problem Behaviour and What to Do about it

Harmer, 2007, Ch. 9

A.    Why problems occur

a.       The family: home attitude to learning or to teacher can predispose students to have problem in behaviour.

b.      Education: what they went before and their expectation of learning experience can be unpleasant memories.

c.       Self-esteem: it can be by a lack of respect from teacher or peers, failed in doing something, frustated and upset.

d.      Boredom: when teacher chooses inappropriate topic or activity then they are not interested.

e.       External factors: tired, too hot or too cold, discomfort class, noise from outside.

f.       What the teacher does: when the teacher is unfair to some students.

B.     Preventing problem behaviour

a.       Creating a code of conduct: students must know where they stand and it includes students opinions in the code.

b.      Teachers and students : Interest and enthusiasm (students interest can be by the teacher’s performance, flexibility and variety, appropriate topic, and meaningful learning), professionalism (students will respect teacher who show that they know what they are doing), rapport between teachers and students (listen what students say with interest, look them, and respond them)

C.     Reacting to problem Behaviour

a.       Act immediately: no more than stopping talking, pausing, and looking at the students question.

b.      Focus on behaviour not the pupil: do not tempt, deprecatory remarks, or compare the students. Treat all students the same, fairly, not overreacting, not making disruption.

c.       Take things forward: move on to the the next objective or activity to get a new response.

d.      Reprimand in private: discuss the student’s behaviours in private and find a solution or how to improve it.

e.       Keep calm: speak more quietly or be silent.

f.       Use colleagues and the institutions: consult to colleagues and ask them for guidance.

 

D.    Please speak English

a.       Why students use the mother tongue in class

The choice of the task made it almost inevitable, it is natural and without thinking, or the teacher use first language then the students comfortable.

b.      Attitudes to mother tongue use in the classroom

Atkinson belief that suggesting activities as grammar explanation, checking comprehension, giving instructiond, discussing classroom method and checking for sense.

c.       What to do about it

                                                  i.      set clear guidelines: students must know when mother tongue use is permissible and when it is not.

                                                ii.      choose appropriate tasks: choose task which students at their level and capale to do it.

                                              iii.      create an English atmosphere: create English environment use persuasion and other inducements: going round to students, checking their work, finding their problem.

 

A.    Why problems occur

a.       The family: home attitude to learning or to teacher can predispose students to have problem in behaviour.

b.      Education: what they went before and their expectation of learning experience can be unpleasant memories.

c.       Self-esteem: it can be by a lack of respect from teacher or peers, failed in doing something, frustated and upset.

d.      Boredom: when teacher chooses inappropriate topic or activity then they are not interested.

e.       External factors: tired, too hot or too cold, discomfort class, noise from outside.

f.       What the teacher does: when the teacher is unfair to some students.

B.     Preventing problem behaviour

a.       Creating a code of conduct: students must know where they stand and it includes students opinions in the code.

b.      Teachers and students : Interest and enthusiasm (students interest can be by the teacher’s performance, flexibility and variety, appropriate topic, and meaningful learning), professionalism (students will respect teacher who show that they know what they are doing), rapport between teachers and students (listen what students say with interest, look them, and respond them)

C.     Reacting to problem Behaviour

a.       Act immediately: no more than stopping talking, pausing, and looking at the students question.

b.      Focus on behaviour not the pupil: do not tempt, deprecatory remarks, or compare the students. Treat all students the same, fairly, not overreacting, not making disruption.

c.       Take things forward: move on to the the next objective or activity to get a new response.

d.      Reprimand in private: discuss the student’s behaviours in private and find a solution or how to improve it.

e.       Keep calm: speak more quietly or be silent.

f.       Use colleagues and the institutions: consult to colleagues and ask them for guidance.

 

D.    Please speak English

a.       Why students use the mother tongue in class

The choice of the task made it almost inevitable, it is natural and without thinking, or the teacher use first language then the students comfortable.

b.      Attitudes to mother tongue use in the classroom

Atkinson belief that suggesting activities as grammar explanation, checking comprehension, giving instructiond, discussing classroom method and checking for sense.

c.       What to do about it

                                                  i.      set clear guidelines: students must know when mother tongue use is permissible and when it is not.

                                                ii.      choose appropriate tasks: choose task which students at their level and capale to do it.

                                              iii.      create an English atmosphere: create English environment

                                              iv.      use persuasion and other inducements: going round to students, checking their work, finding their problem.