trainee teachers' manual

ELTBECHAR – TRAINEE TEACHERS’ MANUAL 2015

KECHICH BELLAL 1


KECHICH BELLAL 2

THIS MANUAL IS FOR TRAINEE TEACHERS

WHO ARE MAKING THE FIRST STEPS IN THE

PROFESSION. THESE NEED OUR FULL SUPPORT

& ADVICE. MANY TRAINEES, ESPECIALLY

THOSE PREPARING FOR TENURE (C.A.P.E.S),

SEEK HELP BUT IN A DISORDERLY WAY. IT IS

OUR TASK TO PUT THEM ON THE RAILS & BE

WHAT THEY EXPECT US TO BE.

THE TIPS INCLUDED DERIVE FROM

VARIOUS SOURCES BUT ALL OF THEM SUIT

ALGERIAN TEACHERS.

A TAILORED VERSION OF THIS MANUAL

WILL FOLLOW AS YOUR FEEDBACK &

COMMENTS APPEAR.


KECHICH BELLAL 3

1. Teaching Practice

2. Foreign Language

Experience.

3. Language Awareness

4. Student Profile

5. Teaching Techniques.


KECHICH BELLAL 4

Teaching is not only a job but is a way of life. It is a sublime task one can ever be entrusted with. Teachers educate

generations of learners and in their hands lays the faith of any nation. A well-developed country is a country whose

citizens are well educated and this is done only by effective teaching strategies.

Teachers have also their peaks and valleys, happy moments and sad times. A small conjugal problem

can severely affect how a teacher perform in the classroom. Teaching is such a sensitive job that embodies the entire

societal, intellectual, and cultural values and being an effective teacher is a challenge that every single player in this field

recognizes as the most daunting task.

Leading a successful teaching job requires a high sense of adaptability, for what used to be a successful teacher in the

20th century is now an outdated teacher in the 21st century. Most of us, who are still practising, have started with a

certain teaching strategy only to end up with a complete different one. Teaching is a job that is extremely prone to every

bit of change in society and unless we equip ourselves and our students with the right swimming suit, we

will definitely be swept away by the power of torrents.

Good teaching practice is a key influence on student learning - a desired outcome and primary goal of

higher educational institutions. Teachers strive to meet the principles of good practice in an effort to provide

the best learning experience for their students. Key considerations in shaping good teaching practice include:

Encouraging good communication between teachers and learners

A successful teacher is one that is able to build a rapport with his /her students, one that can easily connect

with his learners and feel their needs as individuals. Open and clear communication is the key to develop a

healthy friendly learning atmosphere inside your class.


KECHICH BELLAL 5

Encouraging interaction among learners

More students learn more material when they work together, cooperatively, talking through the material

with each other and making sure that all group members understand, than when students compete with one

another or work alone, individualistically. Cooperative learning can engage students more deeply in the process

of learning and provide scaffolding that allows them to deepen their understanding of course content.

a. Design activities that promote cooperation

o Discussion

o Brainstorming

o Peer review

o Team Projects and Activities

o Create structures within the course that support and encourage cooperation

o Study groups

o Group discussion forums, blogs, and wikis

b. Encourage student networking

o List email addresses

o Establish course email lists, discussion forums, blogs, chat rooms, and/or wikis

o Share the URLs of course-related student Web sites and blogs

o Encourage the formation of study groups

Providing opportunities for active participation

Active participation is an approach that enables individuals to be included in their care and have a greater

say in how they live their life in ways that matter to them. Students should engage with course content. They

should discuss it and write about it, relating it to their experiences inside and, when possible, outside the

academy.

a. Develop assignments that allow students to apply and practice course concepts

b. Develop activities that employ simulations, case studies, scenarios

c. Conduct discussions that encourage critical thinking and problem solving

o Pose questions that encourage students to consider the implications of issues raised in the course

o Use open-ended questions to allow the expression of multiple points of view

o Encourage students to express their opinions and share their experiences in relation to the topic

d. Encourage students to share their experiences with and offer constructive feedback to their classmates

e. Develop activities that encourage student reflection on their learning

o Ask them to consider what they have learned

o Ask them to consider the importance and relevance of what they have learned


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Timely and appropriate response and feedback

If students are to benefit from feedback, it must not only be timely and frequent, but also useful for

improving performance by addressing three areas: what students did well, what students need to improve on,

and how to make this improvement. Feedback can take a variety of forms: 1) formative/summative, 2)

individual/group, 3) written/coded comments, and 4) charts and rubrics of essential characteristics of

assignments. When returning tests, reports, and projects, showing the class a good model from last term (or

current term with permission from the student) serves as specific feedback of what "hitting a bull's eye" would

look or sound like. Moreover, sharing a weak model you have developed as a non-exemplar is a feedback tool

with high potential for student learning, allowing you to discuss differences between surface errors in

punctuation and deep errors in organization and concept understanding.

Assist students with assessing their understanding and competence.

a. Acknowledge all student questions

o Respond privately to individual questions

o Use announcements (via email lists, discussion forums, or course blogs) to answer frequently

asked questions

o Respond as quickly as possible (ideally, within 48 hours to distance students)

b. Return assignments and assessments (quizzes, tests) within a week

c. Regularly post grades

d. Provide a wrap-up announcement to the class discussing common findings and results of

week/unit/module content

e. Hold office hours (either face to face or via email, chat, or phone) for students to discuss their graded

work

f. Use activities that provide immediate feedback (e.g., self-checked or automatically graded quizzes/tests)

Emphasising time on task

Learning needs time and energy. Efficient time-management skills are critical for students. By allowing

realistic amounts of time, effective learning for students and effective teaching for faculty are able to occur.

Student learning takes place through active engagement with course content and concepts.

a. Help students understand the importance of time on task and time management

b. Convey to students the learning objectives for each lesson/unit/module

c. Suggest an appropriate amount of time students should budget for each activity


KECHICH BELLAL 7

Motivating learning by communicating expectations

In any endeavour, if you do not understand what others expect from you then you will have a much

greater likelihood of failure. However, many teachers fail to let students know exactly what they expect of

them. One key to success in getting students to succeed is being completely transparent with them about your

expectations. An instructor who holds high expectations will encourage high expectations from students.

Clearly state your expectations regarding

o quality and quantity of work

o depth of understanding of course content and concepts

o importance of critical thinking and analysis

o frequency of interaction during course discussions

o meeting deadlines

o etiquette/netiquette

o response time for course-related communication

Provide in class, post on a course Web site, or send via email

o statement of course goals

o statement of performance objectives

o grading and evaluation criteria (e.g., grading rubrics)

o examples of student work

Model high standards and quality through example

Respecting diverse talents and ways of learning

Understand the range of learning styles and approaches students typically bring to your course and help

students understand how to apply their styles/approaches to improve their learning.

a. Design more than one method of learning for students

b. Recognize, respect, and reward creativity

c. Be sensitive to cultural differences

d. Allow students to choose from different modes of project presentation

e. Understand and allow for different pacing

f. Design course materials, activities, and assessments to encourage analysis, synthesis, application and

evaluation


KECHICH BELLAL 8

The purposes and uses of foreign languages are as diverse as the students who study them. Some students study

another language in hopes of finding a rewarding career in the international marketplace or government service. Others

are interested in the intellectual challenge and cognitive benefits that accrue to those who master multiple languages. Still

others seek greater understanding of other people and other cultures. Many approach foreign language study, as they do

other courses, simply to fulfil a graduation requirement. Regardless of the reason for study, foreign languages have

something to offer everyone. It is with this philosophy in mind that the standards task force identified five goal areas that

encompass all of these reasons: Communication, Cultures, Connections, Comparisons, and Communities

of foreign language education.

All the linguistic and social knowledge required for effective human-to-human interaction is encompassed in those ten

words. Formerly, most teaching in foreign language classrooms concentrated on the how (grammar) to say what

(vocabulary). While these components of language are indeed crucial, the current organizing principle for foreign

language study is communication, which also highlights the why, the whom, and the when. Therefore, while grammar

and vocabulary are essential tools for communication, it is the acquisition of the ability to communicate in meaningful

and appropriate ways wit Your

experience as well

- There is nothing as challenging as getting students engagement and holding their attention. Today's

students are multitasked and can hardly maintain a long concentration. They can easily get bored and

therefore disconnected. There are many ways you can fight off this problem: Use interesting educational

games and activities, use technology and multimedia resources and finally make your teaching student-

centred and try your maximum to relate what you teach to students immediate environment.

- Relevant doses of humour to spice up your teaching are highly recommended. Forget about the

authoritative and coercive style of teaching, for experience proved that it only disheartens learners and

kills their motivation. Use humour at appropriate times; this can lead to students engagement and build up

their confidence. You need, however, to maintain the right balance between instruction and joking and do

not let your whole class become an hour-long comedy routine. Avoid the off-colour jokes and be sensitive

to the cultural backgrounds of your students.

- Students are very smart and it is part of their juvenile nature to try to get you. You are, for them, like a

computer screen, they keep trying out all the keyboard buttons to find your weak point. Learn their game and

play it with them carefully. Sometimes ignoring a disruptive behaviour is way better than reacting to it and in

case it becomes repetitive or serious then make sure to talk it out with the student involved alone and not in

front of the whole class.


KECHICH BELLAL 9

- Remember you are teaching digitally focused students with short attention span. Several of the problems

some teachers face are due to ambiguous and unclear instructions. Cut off on the clutter and be to the point.

Show them the red lines and explain to them classroom ethics and what you can tolerate.

- Not all students are equal in their comprehensive powers. Students learn in different ways, like seeing,

hearing, and experiencing things at first hand. Research has even proved that students can perform better on

test if they change study habits to fit their own personal learning styles.Therefore, some students are slow

learners and others are quick, some kinesthetic ( learn by experience or doing ) others are auditory or visual.

Keep these considerations in your mind and do your best to tend to every kind of learner you might have in

your class.

- " good job, excellent,..ect" are simple words that might not mean anything to you but they mean the

whole world to students. Think back to the days when you were a student and how a positive feedback from

your teacher would make both your and your parents whole day. Publicly praise positive behaviour and show

your students that you are celebrating their achievements as well.

- The best way to get students interested in your subject, from sciences to language to arts, is to love it so

much that your passion for the field shows in your attitude. Students positively respond to authenticity. And as

Abraham Lincoln once said " Love the job you do and you will never have to work a day ".


KECHICH BELLAL 10

In language teaching, we now recognise that language is not simply grammar, but also a system of

'communication'. For this reason, we often involve students in sharing information, using language for

special purposes, expressing opinions and so on. One result of a view of language as 'communicating',

however, is that it ignores the fact that people do not use language neutrally. Language is used not only as a

means of sharing ideas, but also as a way of controlling people and influencing what they think and do.

Language use involves making choices about lexis, grammar, register, discourse structure, etc., and these

choices are often made for particular reasons. For instance, Grammar covers word classes, simple sentence

elements, complex sentences and clauses, verb time and tense, aspect and conditionals and modals, phrasal

verbs and voices. In addition, Phonology covers phonemics, word stress, intonation, sentence stress, intonation,

rhythm, intonation, and connected speech.

As opposed to university modules, lessons in schools can cover multiple areas and disciplines at once.

Varying rubrics exist but boundaries are unseen. The following examples show some of the rubrics a trainee is

supposed to deal wi


KECHICH BELLAL 11

The aim of the Student Profile interests and

involvement as well as their academic goals and aspirations.

The successful lifelong learner is one with a hunger for literacy, a desire for skill advancement, a working

knowledge of good problem solving abilities and basic critical thinking skills. The lifelong learner has personal

qualities that contrib -efficacy, strong intellectual interests, and good communication and

-Williams, & MurryHarvey, 2006).

the learning of all students (regardless of their background). Teachers are expected to provide a rigorous and

relevant core program while also providing supplemental and intensive levels of support for students whose

needs are not being met by core. This includes students who are struggling to meet minimum competencies as

well as students who have instructional needs that extend beyond grade level expectations. To ensure that all

students are receiving the instruction they need to be successful, it is important to consider the research and

best practice regarding teaching for learner differences. Many factors that influence learning. Most authors state

that age, motivation and aptitude, learning style/strategy and attitude/intelligence are of determinate

importance. According to some sources, personality and cognitive style play an important role, too.


KECHICH BELLAL 12

Each person prefers different learning styles and techniques. Learning styles group common ways that

people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of

learning, with far less use of the other styles. Others may find that they use different styles in different

circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles,

as well as further develop styles that you already use well.

Every single learner prefers different learning styles and techniques. Learning styles group common ways

that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style

of learning, with far less use of the other styles. Others may find that they use different styles in different

circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles,

as well as further develop styles that you already use well.

Using multiple learning styles and multiple intelligences for learning is a relatively new approach. This

approach is one that educators have only recently started to recognize. It stands for the future of EFL in

Algeria.


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This component of the manual covers areas such as:

Lesson planning

effectively during the class time. Before you plan your lesson, you will first need to identify the learning

objectives for the class meeting. Then, you can design appropriate learning activities and develop strategies to

obtain feedback on student learning. A successful lesson plan addresses and integrates these three key

components:

Objectives for student learning

Teaching/learning activities

Strategies to check student understanding

There is some confusion about what a lesson plan is and is not. A worksheet is not a lesson plan. A

handout is not a lesson plan. A classroom game or activity is not a lesson plan. In fact, there is no need

for a lesson plan to ever be seen, touched, considered or dreamed of by students, and nor does it even

need to exist on paper or disk, though it usually does.

A lesson plan is a teacher's plan for teaching a lesson. It can exist in the teacher's mind, on the back

of an envelope, or on one or more beautifully formatted sheets of A4 paper. Its purpose is to outline the

"programme" for a single lesson. That's why it's called a lesson plan. It helps the teacher in both

planning and executing the lesson. And it helps the students, unbeknownst to them, by ensuring that

they receive an actual lesson with a beginning, a middle and an end, that aims to help them learn some

specific thing that they didn't know at the beginning of the lesson (or practise and make progress in

that specific thing).

To summarize, and in very basic terms: a lesson plan is the teacher's guide for running a particular

lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached

(the method, procedure) and a way of measuring how well the goal was reached (test, worksheet,

homework etc).


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Classroom management

Classroom management and management of student conduct are skills that teachers acquire and

hone over time. These skills almost never "jell" until after a minimum of few years of teaching experience.

To be sure, effective teaching requires considerable skill in managing the myriad of tasks and situations

that occur in the classroom each day. Skills such as effective classroom management are central to teaching

and require "common sense," consistency, a sense of fairness, and courage. These skills also require that

teachers understand in more than one way the psychological and developmental levels of their students.

The skills associated with effective classroom management are only acquired with practice, feedback, and a

willingness to learn from mistakes. Sadly, this is often easier said than done. Certainly, a part of this

problem is that there is no practical way for education students to "practice" their nascent skills outside of

actually going into a classroom setting. The learning curve is steep, indeed.

An Effective Classroom Management Context

(these four things are fundamental)

1. Know what you want and what you don't want.

2. Show and tell your students what you want.

3. When you get what you want, acknowledge (not praise) it.

4. When you get something else, act quickly and appropriately

While good classroom arrangement is not a guarantee of good behavior, poor planning in

this area can create conditions that lead to problems.

-The teacher must be able to observe all students at all times and to monitor work and behavior. --

-The teacher should also be able to see the door from his or her desk.

-Frequently used areas of the room and traffic lanes should be unobstructed and easily accessible.

-Students should be able to see the teacher and presentation area without undue turning or

movement.

-Commonly used classroom materials, e.g., books, attendance pads, absence permits, and student

reference materials should be readily available.

-Some degree of decoration will help add to the attractiveness of the room.

Classroom management has the largest effect on student achievement. This makes intuitive sense-

students cannot learn in a chaotic, poorly managed classroom. It is very important that there is a balance

between teacher actions that provide clear consequences for unacceptable behavior and teacher actions that

recognize and reward acceptable behavior. For example, beginning the school year with a positive emphasis on

management; arranging the room in a way conducive to effective management; and identifying and

implementing rules and operating procedures.


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Research has shown that the quality of teacher-student relationships is the keystone for all other aspects of

classroom management. Further, research has shown that teachers who had high-quality relationships with

their students had fewer discipline problems and rule violations than those who did not have high-quality

relationships.

What are the characteristics of effective teacher-

Effective teacher-

the students view the teacher as a friend. Rather, the most effective teacher-student relationships are

characterized by three specific teacher behaviors:

Exhibiting appropriate levels of dominance

Exhibiting appropriate levels of cooperation

Being aware of high-needs students.

1. Appropriate Levels of Dominance

Teachers can exhibit appropriate dominance by establishing these three principles:

Clear behaviour expectations

Clear learning goals

Exhibiting assertive behaviour

A. Establish Clear Expectations and Consequences

Teachers can establish clear expectations for behaviour in two ways: by establishing clear rules and procedures,

and by providing consequences for student behaviour. Past research has stressed the importance of establishing

rules and procedures for general classroom behaviour, group work, seatwork, transitions and interruptions, use

of materials and equipment, and beginning and ending the period or the day. Ideally, the class should establish

these rules and procedures through discussion and mutual consent by teacher and students.

Along with well-designed and clearly communicated rules and procedures, the teacher must acknowledge

behaviour, reinforcing acceptable behaviour and providing negative consequences for unacceptable

behaviour.

Teachers can build effective relationships through these strategies:

misbehaviour, such as moving closer

to offending students and using a physical cue, such as a finger to the lips, to point out inappropriate

behaviour.

Cuing the class about expected behaviours through prearranged signals, such as raising a hand to

indicate that all students should take their seats.

Providing tangible recognition of appropriate behaviour-with tokens or rewards, for example.

Employing group contingency policies that hold the entire group responsible for behavioural

expectations.

Employing home contingency techniques that involve rewards and sanctions at home.


KECHICH BELLAL 16

B. Establish Clear Learning Goals

Teachers can also exhibit appropriate levels of dominance by providing clarity about the content and

expectations of an upcoming instructional unit. Important teacher actions to achieve this end include :

Establishing and communicating learning goals at the beginning of a unit of instruction.

Providing feedback on those goals.

Continually and systematically re-visiting the goals.

Providing summative feedback regarding the goals.

C. Exhibit Assertive Behaviour

Teachers can also communicate appropriate levels of dominance by exhibiting assertive behaviour. Assertive

behaviour differs significantly from both passive behaviour and aggressive behaviour.

Tips to using assertive body language :

Maintain an erect posture, facing the offending student but keeping enough distance so as not to

appear threatening and matching the facial expression with the content of the message being presented

to students.

Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is slightly but not

greatly elevated from normal classroom speech, avoiding any display of emotions in the voice.

Persist until students respond with the appropriate behaviour. Do not ignore inappropriate behaviour;

do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations.

2. Appropriate Levels of Cooperation

Cooperation is characterized by a concern for the needs and opinions of others. Although not the antithesis

of dominance, cooperation certainly occupies a different realm. Whereas dominance focuses on the teacher as

the driving force in the classroom, cooperation focuses on the students and teacher functioning as a team. The

interaction of these two dynamics-dominance and cooperation-is a central force in effective teacher-student

relationships. Several strategies can foster appropriate levels of cooperation :

Provide flexible learning goals

Take a personal interest in students

Use Equitable and Positive Classroom Behaviours

A. Provide Flexible Learning Goals

Just as teachers can communicate appropriate levels of dominance by providing clear learning goals, they

can also convey appropriate levels of cooperation by providing flexible learning goals. Giving students the

opportunity to set their own objectives at the beginning of a unit or asking students what they would like to

learn conveys a sense of cooperation. Giving students this kind of choice, in addition to increasing their

understanding of the topic, conveys the message that the teacher cares about and tries to accommodate

B. Take a Personal Interest in Students

Probably the most obvious way to communicate appropriate levels of cooperation is to take a personal

interest in each student in the class. All students appreciate personal attention from the teacher. Although busy

teachers-particularly those at the secondary level-do not have the time for extensive interaction with all

students, some teacher actions can communicate personal interest and concern without taking up much time.


KECHICH BELLAL 17

Teachers can practices these steps to show interest:

Talk informally with students before, during, and after class about their interests.

Greet students outside of school-for instance, at extracurricular events or at the store.

Single out a few students each day in the lunchroom and talk with them.

Be aware of and comment on important events

or other extracurricular activities.

Compliment students on important achievements in and outside of school.

Meet students at the door as they come into class; greet each one by name.

C. Use Equitable and Positive Classroom Behaviours

Programs like Teacher Expectations and Student Achievement emphasize the importance of the subtle ways

in which teachers can communicate their interest in students. This program recommends many practical

strategies that emphasize equitable and positive classroom interactions with all students. Teachers should, for

example,

Make eye contact with each student. Teachers can make eye contact by scanning the entire room as

they speak and by freely moving about all sections of the room.

Deliberately move toward and stand close to each student during the class period. Make sure that the

seating arrangement allows the teacher and students clear and easy ways to move around the room.

Attribute the ownership of ideas to the students who initiated them. For instance, in a discussion a

Allow and encourage all students to participate in class discussions and interactions. Make sure to call

on students who do not commonly participate, not just those who respond most frequently.

Provide appropriate wait time for all students to respond to questions, regardless of their past

performance or your perception of their abilities.

3. Awareness of High-Needs Students

Classroom teachers meet daily with a broad cross-section of students. In general, 12-22% of all students in

school suffer from mental, emotional, or behavioural disorders, and relatively few receive mental health services.

The Association of School Counsellors notes that 18 percent of students have special needs and require

extraordinary interventions and treatments that go beyond the typical resources available to the classroom.

Although the classroom teacher is certainly not in a position to directly address such severe problems, teachers

with effective classroom management skills are aware of high-needs students and have a repertoire of specific

techniques for meeting some of their needs. Marzano summarizes the five categories of high-needs students and

suggests classroom strategies for each category and subcategory.

Passive students fall into two subcategories: those who fear relationships and those who fear failure.

Teachers can build strong relationships with these students by refraining from criticism, rewarding

small successes, and creating a classroom climate in which students feel safe from aggressive people.

The category of aggressive students comprises three subcategories: hostile, oppositional, and covert.

Hostile students often have poor anger control, low capacity for empathy, and an inability to see the

consequences of their actions. Oppositional students exhibit milder forms of behaviour problems, but

they consistently resist following rules, argue with adults, use harsh language, and tend to annoy others.

Students in the covert subcategory may be quite pleasant at times, but they are often nearby when

trouble starts and they never quite do what authority figures ask of them.


KECHICH BELLAL 18

Strategies for helping aggressive students include creating behaviour contracts and providing immediate

rewards and consequences. Most of all, teachers must keep in mind that aggressive students, although

they may appear highly resistant to behaviour change, are still children who are experiencing a

significant amount of fear and pain.

Students with attention problems fall into two categories: hyperactive and inattentive. These students

may respond well when teachers contract with them to manage behaviours; teach them basic

concentration, study, and thinking skills; help them divide tasks into manageable parts; reward their

successes; and assign them a peer tutor.

Students in the perfectionist category are driven to succeed at unattainable levels. They are self-critical,

have low self-esteem, and feel inferior. Teachers can often help these students by encouraging them to

develop more realistic standards, helping them to accept mistakes, and giving them opportunities to

tutor other students.

Socially inept students have difficulty making and keeping friends. They may stand too close and touch

students by counselling them about social behaviours.

School may be the only place where many students who face extreme challenges can get their needs

though this task is not always considered a part of their regular job.

Studies have found that the most effective classroom managers did not treat all students the same; they

tended to employ different strategies with different types of students. An awareness of the five general categories

of high-needs students and appropriate actions for each can help teachers build strong relationships with diverse

students.

Teacher-student relationships provide an essential foundation for effective classroom management-and

classroom management is a key to high student achievement. Teacher-student relationships should not be left

to chance or dictated by the personalities of those involved. Instead, by using strategies supported by research,

teachers can influence the dynamics of their classrooms and build strong teacher-student relationships that will

support student learning.


KECHICH BELLAL 19

Establishing rapport

Building rapport with students can be a remarkably effective way to improve classroom management.

However, there is some confusion over what rapport is and how one goes about building it.

Rapport is nothing more than a connection you make with your students based on their positive

feelings for you. When they like you and trust you, and when you in turn like and believe in them, you

will form a bond that makes classroom management a lot easier.

It is as simple as that.

However, rapport is not something you can force upon your students. Teachers who try to engage

individual students direc favourite

and awkward and the results less than influential.

To build genuine rapport, you have to draw students to you. You have to use your personality, your

humour, and your charisma to get students to want to be around you and take an interest in who you

are.

It is this natural appeal that allows you to effortlessly make personal connections with students and

influence their behaviour choices often without ever having to say a word.

teachers, but many struggle with how to put it into practice. What exactly does it look like ?

I have gotten this question a lot over the years, and the truth is we all have different personalities. We

all have our own unique talents, traits, sense of humour, and joie de vivre.

The simple answer is to just be likeable and rapport building will take care of itself. However, I know

how helpful it can be to hear specific examples. Therefore, in that spirit, here are two easy-peasy ways

you can build rapport today and see results almost immediately.

http://www.smartclassroommanagement.com/2010/10/16/5-simple-ways-to-be-more-likeable-to-your-students/

http://www.smartclassroommanagement.com/2010/10/16/5-simple-ways-to-be-more-likeable-to-your-students/


KECHICH BELLAL 20

Smile until they smile.

I love this strategy and find it works even when I have never met the students before. You can use it

anytime you are passing out materials, checking student work, taking attendance, or anytime you have

occasion to make eye contact with individual students.

Let us say for example you are

moment to look up and smile at the student. You would then continue making eye contact and smiling

until the student smiles back at you.

What it does is allow you to make an instant positive and personal connection with each student. It

communicates a thousand wonderful things in just a couple of seconds. In addition, when you are

finished, each student will see you in a different light.

You may notice other students begin t

Moreover, lest you think your students are too old or too cool, I have used this strategy with sixth-

graders to great effect and would not hesitate to use it with older students.

2. Tell a story about your childhood.

unfamiliar picturing you in, but one in which they can closely identify with. You become, then, not so

different than them making connections easier.

a twist or a surprise wor

fun with it; stories about your dog Snowflake dying are verboten.

Why storytelling works so well is in some ways still a mystery to me. There is no doubt that your

students will love it and love you because of it. If you become a good storyteller, it will completely

change your teaching and will dramatically affect the influence you have with your students.


KECHICH BELLAL 21

Tearing Down Walls

. Many teachers

have a hard time building rapport because they respond emotionally to misbehaviour. They show

frustration, they scold, they lecture, and in so doing they erect a giant wall between themselves and

their students.

Building rapport is about tearing down walls, some of which are put up by your students before you

even meet them.

There is a lot to t

Building rapport has the potential to impact every important area of your teaching classroom

management, difficult students, motivation, independence, academic progress and then some

Discipline in the classroom

Effective teachers spend most of the first two weeks of school teaching students to follow classroom procedures.

Students must learn what to do when they are:

∗ Entering the classroom

∗ Tardy

∗ Dismissed

∗ Absent

∗ Listening to and responding to questions

∗ Indicating whether they understand instructions

(Thumbs up thumbs down, etc.)

∗ Coming to attention

∗ Working cooperatively

∗ Changing groups

∗ Keeping notebooks / writing in journals

∗ Turning in or storing work

∗ Receiving returned work

∗ Getting out materials

∗ Using art room equipment

∗ Moving about the art room

∗ Washing their hands

∗ Going to the library

∗ Going to the restroom

∗ Signing work / heading papers

∗ Finishing early

∗ Returning materials / cleaning-up

http://www.smartclassroommanagement.com/2011/07/02/teacher-personality-traits/

http://www.smartclassroommanagement.com/2011/06/11/7-reasons-not-t-lecture-your-students/


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There are many reasons why discipline can be a problem in your classroom. One of the reasons could be

your teaching style. If you aren't reaching every one of your students, they can become bored, disinterested and

restless. As mentioned in the section on instruction, every student has their own learning style and an area

where they excel. If you are reaching these students by using a variety of methods, they are motivated and less

likely to cause trouble.

Another reason for discipline issues is that you may be dealing with students with many personal problems.

I have personally dealt with students who witnessed their fathers being gunned down, their mother throwing

them out of a moving car on the expressway, their fathers beating them so much they were hospitalized, a

family member (usually a step-father) molesting them, being forced into the drug trade by their parents, and

rape. How can a student learn when all they can think about is what they are going home to later that

afternoon? Will their rage transfer to the classroom?

Your principal will expect you to take care of discipline problems and only send students who either have

severe misbehaviour or habitual offenses. Gum chewing and talking out are not reasons to send a student to the

office. I have heard many principals say, "I knew that this student must have been a big problem because Mrs.

___ rarely sends students to the office and when she does it's for a good reason." You will get much more

support from your principal if you take care of the vast majority of your discipline problems.

If your principal doesn't ask you for a copy of your discipline plan, give him/her a copy of your plan so he or

she knows exactly what a student has to do in your classroom to be sent to the office. Sending a student to the

office should be a last resort.

http://www.incredibleart.org/links/toolbox/instruction.html


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Managing equipment and teaching aids


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5


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Video can be a powerful tool for meaningful learning. The key to using video effectively is preparation. Maximize

learning opportunities by encouraging students to become active viewers.

Before Viewing

Preview the video. Determine whether you will use the entire video or only relevant segments to

illustrate objectives in your curriculum. Remember: There is no rule that requires you to use an entire

program even a few seconds of video can spark discussion.

Prepare the classroom environment and video equipment. Choose lighting to enhance the learning

experience. Low light increases the dramatic effect while brighter light may be helpful in eliminating

distractions.

-existing knowledge. Have students write down what they are sure they know

about the subject and what they think they know. After viewing the video, have students revise their

lists based on what they have learned. Divide students into small groups. Have each group summarize

what they know about the subject and identify questions they may have. After viewing the video have

the groups answer questions, discuss new information, and formulate new questions.

During Viewing

Give students a focused viewing assignment. Focused viewing questions can make viewing more

meaningful by encouraging active viewing and evaluation of content. Give students a task, something

they are responsible for remembering or writing down, such as interesting facts or personal responses.

Show one short segment or story at a time and direct the learning experience. Focus clearly on a defined

theme or topic. A short segment can be shown at the beginning, middle, or end of an activity. Analyze

and discuss each segment thoroughly.

Encourage student awareness of production values and techniques. Have students watch for elements of

the production, such as camera angles, shot choices, and music. What effects do these techniques have

on the viewing experience?

onsider

answers whenever a question is asked. Clarify new vocabulary as it is used.

After Viewing

Draw on the following activities to extend and deepen the viewing experience.

Brainstorm

groups to generate related concepts, such as foodshed, seasonality, and farmers markets. Select one student in

each group to record the ideas and present a summary of the responses to the entire class.


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Categorize/Clarify

Divide students into groups to develop a conceptual word map. Begin by having students write a key word or

h group build the map by

adding words related to the key word and arranging them in categories. Discuss each diagram and supply

Compare and Contrast

To encourage students to compare and contrast ideas, divide them into groups to make Similarities/Differences

Charts. After presenting two ideas, have each group discuss similarities and record them on chart paper. Then

have students discuss and record differences. Have students present their charts. Discuss each diagram and

supply additional information to extend their understanding of the topic.

Four Corners

Choose four main concepts or topics in the video and label each corner of the room with one of the concepts.

Ask the students to choose a corner of the room that matches the concept they wish to explore. Plan an activity

for the students in each corner and have them share their findings with the class.

Jigsaw

Divide students into groups of four, assigning each student a number (from 1 to 4). While watching the video,

assign each group member a different concept to understand or a question to answer. After viewing the

program, have each group member teach what he or she has learned to the other members of the group. Have

each student

Think-Pair-Share

After asking a follow-up question to the video, have students pair with a neighbor to discuss their responses.

Invite students to share their responses with the whole group.

Quick Write

In a personal journal or on paper, have students write quickly for two minutes to record any thought that

comes to mind after viewing a segment or program.


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6

Computers have changed the way society functions. Future generations will need to compete with the

growing trends of a technologically-driven society that relies on computers to perform daily tasks. The classroom

is a good starting point for people to learn how to use these complex machines. If students learn word processing

skills and how to navigate computers and the Internet early on, they will be prepared later in life to utilize

computers for more complex assignments. Computers grant access to the Internet, which hosts academic research

and offers educational support.

Teachers may encounter students who have already acquired computer skills. In fact, some students may have

developed computer proficiency beyond their teachers. This can make it easier for the teacher to incorporate

computers into the school curriculum. The majority of public and private schools have already begun the transition

to using computers in the classroom. Computers offer teachers the unique ability to collaborate with other educators

and professionals opening up worlds of understanding to them and their students. There are many networking sites

available to instructors that offer teaching plans and project ideas. Sites like Youtube.com can also prove to be useful

when demonstrations or examples are needed to further explain concepts being taught.

Research has shown that computers can assist in improving students’ achievement. This includes achievement in several different areas. For example, students’ motivation is increase when we use technology to assist a teacher in facilitating a particular lesson. In addition, if we use technology in the classroom it helps to prepare students for the outside world. Finally, technology can offer resources and experiences that books are not able to offer.

Using technology in the classroom, specifically computer-assisted instruction, can help students

achieve success in the classroom provided the teacher knows how to use the computers effectively. Often

times teachers express their concerns that they do not have the time to devote to students who need

individualized instruction. Whether it is gifted students or students who may need extra assistance.

Computers allow for individualized extra attention, attention that the teacher may not be able to provide

during regular classroom hours. Computers can also help improve students performance overall in the

(students) to continue.


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