UNDERSTANDING TEENAGERS

Jannie Schattefor

UNDERSTANDING TEENAGERS:- Theory: physical and cognitive

development- Common problems/experiences- What can we do about negative

behaviour?* Rules & structure* Environment* Teacher’s attitude* Students’ interest* Disruptive students

- Share problems/experiences

THEORY- Physical development- Cognitive development

In groups: put the headings and the texts together.

In the same groups: each person reads a part of the hand-out, then explain your part to your partner(s).

Questions?

COMMON PROBLEMS/EXPERIENCES:Write down 1 specific example, to share

later and discuss later in the session.

Discuss in pairs what the most common problems are in general in Jovenes classes.List of problems on WB

COMMON PROBLEMS/EXPERIENCES

WHAT CAN WE DO ABOUT NEGATIVE BEHAVIOUR?Rules and structures:- Have ..... (number) classroom rules

posted on the wall and add c _ _ _ _ _ _ _ _ _ _ _ for following/not following them. clear e _ _ _ _ _ _ _ _ _ _ _

- Make sure students u _ _ _ _ _ _ _ _ _ _ what behaviour is and isn’t a _ _ _ _ _ _ _ _ _

- Be c _ _ _ _ _ _ _ _ _ and q _ _ _ _ (as soon as the behaviour starts!) in following the rules.

- Use consistent r _ _ _ _ _ _ _ and structure

WHAT CAN WE DO ABOUT NEGATIVE BEHAVIOUR?Rules and structures:- Have 4-5 classroom rules posted on the

wall and add consequences for following/not following them. clear expectations create rules together to get students more involved and more likely to follow them)

- Make sure students understand what behaviour is and isn’t acceptable

- Be consistent and quick (as soon as the behaviour starts!) in following the rules.

- Use consistent routines and structure

WHAT CAN WE DO ABOUT NEGATIVE BEHAVIOUR?Environment:- Move _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

(Teacher’s proximity keeps students focussed)

- Try different _ _ _ _ _ _ _ arrangements- Move _ _ _ _ _ _ _ _ _ _ students _ _ _ _

from the group

WHAT CAN WE DO ABOUT NEGATIVE BEHAVIOUR?Environment:- Move around the classroom (Teacher’s

proximity keeps students focussed)- Try different seating arrangements- Move disruptive students away from the

group

WHAT CAN WE DO ABOUT NEGATIVE BEHAVIOUR?Teacher’s attitude:- Use r _ _ _ _ _ _ _ _ _ l _ _ _ _ _ _ _ (e.g.

please, thank you) and don’t s _ _ _ _ _ positive example for mutual respect

- Be firm but fair this will i _ _ _ _ _ _ _ t _ _ _ _ and r _ _ _ _ _ _ from students

- Don’t a _ _ _ _ or get into d _ _ _ _ _ _ _ _ _; stay calm and repeat your request

- Praise _ _ _ _ _ _ _ _ _ _ _ _ _ - Don’t take it personally!

WHAT CAN WE DO ABOUT NEGATIVE BEHAVIUOR?Teacher’s attitude:- Use respectful language (e.g. please,

thank you) and don’t scream positive example for mutual respect

- Be firm but fair this will increase trust and respect from students

- Don’t argue or get into discussions; stay calm and repeat your request

- Praise good behaviour- Don’t take it personally!

WHAT CAN WE DO ABOUT NEGATIVE BEHAVIOUR?Students’ interest:- Discuss the question: “_ _ _ _ _ _ _ _

English?”- Try to find topics that interest and

challenge the students students become disruptive when they’re b _ _ _ _ or un_ _ _ _ _ _ _ _

WHAT CAN WE DO ABOUT NEGATIVE BEHAVIOUR?Students’ interest:- Discuss the question: “Why learn

English?”- Try to find topics that interest and

challenge the students students become disruptive when they’re bored or unengaged

What are interesting topics?

WHAT CAN WE DO ABOUT NEGATIVE BEHAVIOUR?Disruptive students- M _ _ _ disruptive students a _ _ _ from

the g _ _ _ _- If students are _ _ _ _ _ _ _ _ _ _ _ _ _ _:

let them speak to the d _ _ _ _ _ _ _ or speak to their p _ _ _ _ _ _

- D _ _ _ _ _ _ _ all situations of misbehaviour

- Talk to the disruptive student p_ _ _ _ _ _ _ _ after class

WHAT CAN WE DO ABOUT NEGATIVE BEHAVIOUR?Disruptive students- Move disruptive students away from the

group- If students are very disruptive: let them

speak to the director or speak to their parents

- Document all situations of misbehaviour to use in conversations with parents or director

- Talk to the disruptive student privately, after class there might be a specific problem; a private talk can raise student’s faith in you

SHARE PROBLEMS/EXPERIENCES