TAILIEUCHUNG - Teaching Today A Practical Guide Fourth Edition - part 3

Một tin nhắn ngụ ý 'chat' không-chỉ thị adultto-người lớn phong cách giáo viên của:. '. Sẵn sàng và có thể giải quyết vấn đề của riêng của bạn "" Tôi tôn trọng bạn như là một cá nhân và có một số thông cảm cho những khó khăn của bạn' Kỹ thuật: Yêu cầu thăm dò câu hỏi và lắng nghe: "Những gì bạn thấy khó khăn nhất | The learner s practical and emotional needs A telling-off Directive parent-to-child style A word Parent-to-adult style A chat Non-directive adult-to-adult style Teacher s implied message I think you are willing and able to solve your own problems. I respect you as an individual and have some sympathy for your difficulties. Teacher s implied message I think you need some pressure to solve your own problems. Teacher s implied message You are a perishing nuisance and I don t like you. You can t solve your own problems. Technique Ask probing questions and LISTEN What do you find most difficult . Technique Set clear targets. Tell the student the consequences if the targets are not met. Evaluate the achievement of the targets. A persistent series of meetings may be necessary. Technique PEP - proximity eye contact pose questions and or use broken record Why haven t you . Do you realise the consequences of this behaviour Style and body language supportive encouraging non-judgemental accepting listening dictatorial judgemental directing telling Likely student reaction Likely student reaction Likely student reaction cooperative compliant resentful but compliant Escalating your response to repeated inappropriate behaviour If you have a persistent problem with a class or individual your response to that problem may be ineffective. You must change the response if it doesn t work This idea is simple but critical and often overlooked. If you find yourself saying For heaven s sake how many times have I told you not to . then stop and think why are you using a response you have proved does not work A response to misbehaviour should not be tried more than two or three times consecutively with the same student. After this change or escalate your response or threaten to do so. 118 Discipline and problem-solving If you re in a hole stop digging If you habitually respond in the same way the students will begin to feel secure about repeating the inappropriate behaviour He only tells you

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