6-Education-Classroom

classroom

Classrooms {classroom, education} have activities, discipline, lesson plans, methods, and environments.

materials

Classrooms can have beanbag, bedspread, bench, blanket, book, bottle, box, brush, can, carpet, chair, chalkboard, cloth, clothes, crayon, dolly, drum, foam, glue, hammock, mat, musical instrument, paper clip, paint, paper, paste, pencil, pen, pillow, pin, punching bag, ramp, rope, rug, sand, scissors, seed, sofa, spring, staple, step stool, stick, string, Styrofoam, tire pump, tire tube, tool, towel, utensil, water, wheel, wire, and wood.

army analogy

Teachers lead drafted recruits. Like army, objectives have best presentation.

hospital analogy

Students are like patients, because they have problem that someone can cure. Teachers can treat students as if they have disease to cure. Students receive sympathy and care. Students follow prescriptions. Students participate in their diagnosis and treatment. Teachers diagnose, treat, monitor, and cure their patients, to patient satisfaction. Teachers explain expected results, time needed, and options.

Teachers are like doctors, who help individuals by appointment or in emergency and have support from technicians and administrators. Like doctors, teachers are independent professionals. Like doctors, teachers have specialty or are general practitioners. Like doctors, teachers have experience levels: student, intern, resident, and doctor. Like doctors, teachers set hours, set fees, do research, and bill for services. Like doctors at teaching hospitals, teachers know their subject and know how to teach. Good doctors and teachers are kindly, helpful, understanding, sympathetic, knowledgeable, optimistic, happy, confident, funny, interested in subject, and interested in people. Students and patients participate in their treatment and good habits.

Learning standards are like health standards. Schools have accreditation, like hospitals. Schools are spotless and clean, like hospitals. Patients never want to trash hospital, because it is for them and they need it badly.

discipline in class

Teachers can control student behavior {discipline, class}.

classroom rules

Have firm and fair rules.

traits

Have organized classroom. Have sympathy and understanding.

behavior: first day

On first class day, state expected behaviors and their rewards and punishable behaviors and their punishments. State that students must make choices, teacher makes no compromises, and discipline is top priority. Send letter to parents about philosophy and goals.

behavior: lying

If student lies, say, "You wish that" followed by lie.

behavior: discipline

To respond to bad behavior, state that bad behavior is unacceptable, state correct behavior, and apply consequence based on rules. Do not relent or change this procedure. Stop bad behavior immediately. State student feelings. Do not criticize or insult, boss or preach, accuse or threaten, or bribe or promise. Do not fight, argue, threaten, or abuse. Be active and vigilant against bad behavior. Do not ignore bad behavior. Do not stop lesson, only request bad behavior to stop by naming student.

behavior: communication

When disciplining, communicate calmly, clearly, and firmly. Give reasons for discipline. Write down offense, name, time, and place. Do not converse with student. Write consequences and reasons. Allow students to talk about their feelings. Praise good behavior. Ridicule, sarcasm, and punishment can cause avoidance.

behavior: request

Never demand anything, only request. When making requests of students, make request immediately after problem, with no delay. Do not allow delay in response. Follow up request. State request as student's choice: proper behavior or punishment. After refusal, repeat request, reason, and choice, and increase punishment, if necessary.

problem causes

Unhappiness, low success, low self-confidence, low personal identity, low self-worth, little love given or received, loneliness, failure, and defensiveness can cause student problems.

punishment

Punishment levels are the following. Write name. Subtract recess or lunch. Keep after school. Listen to tape recording. Call parents. Visit principal. Send home to parents. Students sent somewhere need escort.

classroom environment

Good classroom environments {classroom, environment} have few students, high expectations, high achievement, firm discipline, strict attendance, few interruptions, humor, complete materials for all students, continual activity, many teaching methods, trained teachers, full-time teachers, and few administrative tasks for teachers.

classes

Classes have one subject.

authoritarianism

Authoritarianism can cause conformity and shyness. Authoritarianism can cause defiance and escape.

girls in high school

Girls do not work well in junior high or high school, where students move from class to class. Students do not know teacher well, because teacher has too many students. Junior high and high school are not like real world, where people work on stable small teams. Elementary schools are more like home and work.

course outline

Course descriptions {course outline}| can have course name, credit units, semester, year, teacher, class hours, classroom, office location, and office hours. It lists study topics and textbooks by title, author, date, company, and city. It has attendance policy, class participation requirements, homework rules, laboratory rules, essay rules, extra credit work, reading, projects, papers, tests, final exam schedule, and final exam policy.

Grading system includes percentages for laboratory, reading, papers, attendance, tests, and final exam.

Course schedule has daily reading assignments, reviews, tests, and problems.

Objectives can be vocabulary words, reasons how and why, problems, principles, processes, and people.

grading

Grades {grading, education} can be substitute for real understanding.

homework

Students can work at home {homework}|. Homework is doable in reasonable time. It practices something that students already know. It is not too difficult, so students do not copy. It is regular, not intermittent. It starts in class. Teacher checks it but does not grade it. If goal or activity is time or energy consuming, do one part at a time, as if it were many activities.

lesson plan

Plans {lesson plan} can have header, including subject/title, preparer, class name or level, time required, objectives, prerequisites needed, skills needed, and resources needed.

heading section

Subject: Making a Doctor Appointment and Using Health and Community Resources. Prepared By: teacher name. Level: Beginning ESL. Time: 3 hours. Objectives are to request doctor appointment, to answer secretary's questions, and to write appointment information obtained. Prerequisites are to identify and verbalize different sickness signs. Language Skills are request information, respond to questions, and describe physical problem. Resources are overhead projector, book, and attachment.

warmup

First lesson-plan part is Warm-Up and Review. Short lecture gives facts and definitions. Class discussion includes what topic is, who has done it, problems encountered, need to know it, and methods to use or alternatives. Personalized story states problem and solution. Demonstration from previous day uses objects and questions. Video shows previous day's work. Audio has previous day's work.

warmup: section

1. Tell class personal story about when call for doctor appointment was necessary. Example is "Last Monday, I got up to get ready for work, but my daughter woke up crying from headache and stomach ache. I felt her forehead. It was very hot. I had to call the doctor." 2. Start discussion using the following questions and answers: How can you find doctor name and number, in telephone book yellow or white pages? How can you use directory assistance, 411 for local calls, to help you find the number if you know the name? How did you get doctor when you needed one? How can you find the doctor you need, from friends and at work?

Review is at class beginning and end.

presentation

Second lesson-plan part is Presentation. Demonstration uses objects and questions. Video shows work example. Audio has work example. Personalized story is about work. Attention is to main words and phrases. There are questions and answers about topic.

presentation: section

1. Show Attachment 1 on overhead projector. Let students name symptoms and sickness types. 2. Draw secretary on one board side and patient on other board side. Then write conversation on blackboard. Read conversation and explain vocabulary. Read conversation and let students repeat after you. Read secretary part while students read patient part and then reverse roles. Let women be the patient and men the secretary, and then reverse roles. Let one side be patient and let other side be secretary and then reverse roles.

practice

Third lesson-plan part is Practice. Worksheets have practice work for filling the blanks, choosing correct answer, or writing summary. Games practice the work, with teams. Group activities, auch as one-act plays with pairs, three or four people, or whole class, practice the work. Practice has two parts, with break between them.

practice: section

1. Pass out handout "Do you want to make an appointment?" Divide class into pairs. Students practice dialogues in pairs. Circulate around class helping and observing. 2. Have student pairs make up dialogues and practice, using handout as model. Class breaks at 1.5 hours, for 10 minutes. Practice: 3. Have students put down handout and practice. 4. Have students write made-up dialogues. 5. Select volunteer pairs to read and act dialogues in class. 6. Select volunteers to make up dialogue in class, without using papers. Students perform step 5 or 6.

application

Fourth lesson-plan part is Application. Do new experiment. Have student-teacher dialog or student-student dialog. Make presentation to class.

application: section

1. Ask students to think about health problems that they or family members have had or about work health examinations. 2. Instruct them to find doctor name in that specialty. Tell them to make real appointment with that doctor for self, friend, or family member. 3. Ask them to be ready to relate how they felt while making that appointment.

evaluation

Fifth lesson-plan part is Evaluation. Oral quiz makes student respond to teacher. Written quiz fills in blanks, chooses correct answer, or writes summary. Class discussion can be about lesson value and improvements, including whether students learned it or not and if it was valuable or not. There can be questions and answers about lesson.

evaluation: section

1. Listen to student dialogues to check language-structure-and-usage mastery. Ask students if they feel confident enough to make real call for doctor appointment at home.

homework

Sixth lesson-plan part is Homework, such as reading, worksheets, or problems.

homework: section

1. Read in textbook. 2. Do worksheet. 3. Practice dialog with friend.

library

Seventh lesson-plan part is Library Materials, with reference list, supplementary materials, and extra reading.

library: section

1. Textbook. 2. ESL teacher handbook. 3. Video.

library

Libraries {library}| have no trouble with students, because students choose to be there, have reason to be there, and have job to do. Librarians always help them get job done. Students can find references in book or article in library. Students know reference works in library.

textbook in education

Books {textbook, education} can define words and mark them clearly, using definitions based on what typical students already know. Textbooks give reasons, examples, explanations, analogies, and context. Textbooks leave out unimportant details. Textbooks build from simple to complex.

6-Education-Classroom-Activities

classroom activities

Class activities {classroom, activities} are specific learning tasks, for both lower and higher skills.

properties

Activities can be pleasant, vivid, and important, with noise, touch, action, and personal interaction.

discussion

Teachers can group similar students together, require answers from groups, require evidence and reasons, and require no dominance in groups. Students discuss only among themselves. Teachers receive discussion results. Student ideas depend on limited knowledge and uncritical thinking. Teachers have probably heard all possible ideas from students after one year. Teachers comment on group ideas. Teachers allow feedback from students.

drama

Teachers can simulate real-life situation, as play. Teachers can let students defend and attack hypothesis. Teachers can read story and have students predict ending. Teachers can present case history of student from another culture.

play

Teachers can allow play for intuition, self-motivation, and action opportunities.

practical activity

Activities can demonstrate understanding and ability to use knowledge in real life. Students can do independent study projects, with library and other research. Students can perform volunteer work and community service. Students can have part-time job or internship. Students can visit community institutions.

puzzles

Teachers can present two different authorities that contradict each other. Teachers can present two passages with two different perspectives, for students to compare and contrast. Teachers can present paradox. Teachers can present data that is against common sense. Teachers can present data that contains problem.

6-Education-Classroom-Methods

dialogue method

In a class style {dialogue method}|, students present opinions and try different roles. Big round tables are best. Students have different seats each day. Students prepare for discussion by preparing answers to question sets. Students can lead discussions. Teachers summarize discussion and add questions.

discovery method

In a class style {experience method} {discovery method}| {induction method}, teachers pose situation or problem and ask students to find solution.

method

After exposure through field trip, project, or audio-visual, student can explore subject. Students express their feelings and beliefs, explain their ideas, find manipulation consequences, and reflect on their work when finished.

effects

Discovery teaches cooperation and material selection and organization. Discovery is good for curiosity and motivation. Discovery method is useful if much time is available.

expository lesson

Teachers can move around, demonstrate, use audio-visuals, use humor, pause, and gesture {expository lesson}| {lecture method}.

purposes

Lectures are for summarizing, explaining difficult topics, introducing, relating several things, and explaining logically or chronologically.

properties

Lectures state objective at beginning. Lectures emphasize main points. Lectures relate new ideas to old. To provide visual images, lectures use stories, personal feelings, case histories, contradictions, and demonstrations.

reasoning

Lectures use inductive reasoning by examples, leading to definition, solution, or principle. Lectures use deductive reasoning to define concept, compare to other ideas, analyze idea, give examples, and use in new situations. For logical structure, lectures use cause and effect, process, chronological order, classification, or comparison and contrast.

group learning

Groups can share and discuss ideas {group learning}. Students have roles.

size

Groups can have two students, three students, six to twenty students, or whole class.

topics

Problem can come from reading, contradiction, society, emotions, game, or case history.

result

Group reaches consensus after discussing ideas and experiences. Teacher and other groups review results.

effects

Students learn to express their ideas openly in real world, find friend, listen, and express personal things in way accepted by others. Groups practice group communication, improve group organization, study social or emotional problems, or work on large projects. Groups can have more and better ideas than individuals. Groups can set values for individuals.

inquiry method

In a class style {inquiry method}| {investigation method}, teachers solve problem by searching and thinking. Inquiries can teach cooperation, exploration, motor skills, research techniques, hypothesis building and testing, scientific method, and independence. Inquiries can increase motivation. Inquiries are useful only if much time is available. Inquiries can be in laboratory or in the field.

programmed learning

Class styles {programmed learning}| can use software program containing short steps, each about observable or measurable data, to build induction. Program knows all possible errors. Teacher supplements computer.

recitation method

In a class style {questioning method} {recitation method}|, teachers ask few questions, at all levels, to particular students by name. Recitation method is for after students are familiar with subject. Recitations are like formative information-recall tests.

simulation method

Class styles {simulation method}| {game method} can be for poor learners.

tutorial

Mentors can assist and judge student progress on independent projects or improvement programs {tutorial}|. Students are usually motivated already. Mentors set example for students. Because mentors judge work personally, high quality typically results. Tutorials are for independent study.