how to handle talkative students.doc

7/28/2019 How To Handle Talkative Students.doc

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GOBIERNODE MENDOZADIRECCINDE ENSEANZA SUPERIORI.E.S "DEL ATUEL" N 9-011Profesorado de InglsLic. Prof Natalia ToledoProf Laura SierraAlumna: Araujo Romina

Instituto de Enseanza Superior 9-011 Del Atuel

FINAL ASSIGNMENT

ENGLISH TEACHING TRAINING COURSE

PRCTICA, RESIDENCIA E INVESTIGACION EDUCATIVA IV

Student: Araujo Romina

Professor: Toledo Natalia

Sierra Mara Laura

Year: 2012


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How to Handle Talkative Primary School Students

If there are students in your classroom who talk when theyre supposed to be listening or

working, they will interfere with the learning of those within earshot and is consequently

clearly unfair and it is remarkable noticeable that academic progress will suffer. Talking

without authorization wastes time, interrupts the learning process of others, and leads to

more severe disturbing conduct. Every student has the right to take part and all should have

the same contact with the activities planned for the lesson. If you want to improve your

classroom management so as to have a successful lesson, you must ask students to raise

their hands, be cautious when planning and state repeatedly your expectations by enforcing

a consequence.

The theoryi portrays that the most effective way to handle talking is hand-raising as a

classroom rule. First, because it will give all the students a chance to be involved in the

activities proposed. It is incredibly noticeable how many students feel unmotivated to

participate because of a too talkative group of classmates. Apart from this, it is worthy to

show the students to work in turns and not to interrupt each other while learning. In my real

life experience, I found out that raising hands is one of the most valuable techniques to

apply into a noisy classroom. The majority of the students enrolled in this class were eager

to participate and they would raise the volume of their voices, get up, go to the board and

even hold the teachers hand so as to get the her attention. Once I proposed the rule, I began

avoiding looking and listening to those students who spoke without contemplating the new

norm. At the very beginning, the students found this instruction too difficult to follow, but

as days went by, the positive results were easy to observe. Many times it is hard for a

teacher to ask a student to refrain if he actually wants to work and participate orally, this is

due to the fact that every student has the right to express himself but in cases, shy students

have the will to speak and they feel unmotivated by their classmates. Raising hands gives

the teacher the possibility to select whose turn it is so as to involve the whole class into the

activity. As a conclusion, establishing as a rule for students to raise their hands to have

their moment to express themselves, will reassure that they are equal members of theclassroom, free to join in the learning process.

Other vital tool to effective lessons for noisy students is planning, so every teacher must becareful and clever when using it. Providing the students with instances in which it is

acceptable to be talkative like class discussions, group work, and other peer-to-peer

activities offers a suitable environment for scholars to express themselves. It is crucial to

advise them that, as long as they keep comments focused on the topic or lesson rather than


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extra-curricular topics, their oral contributions will be valued. As some students are keen to

give suggestions, the teacher may take some minutes of the class to talk to them and

explain the situation. Once the students are aware of their problems as a group, they can

give suggestions and plan other sort of tasks for upcoming lessons. By this, the teacher doesnot only raise the students awareness about the situation, but he also makes them work on

problem-solving skills. Another essential aspect when planning is always carrying a wide

range of tasks to develop in class. These might be of the students like or not, so the teacherexpresses that according to the group behaviour, the sort of activity that will be done in the

last minutes of the class. This will not only make the students reflect on their own

behaviour, but also on their classmates one, encouraging peer assessment among thegroup. When I brought these reflections into my planning instance, it turned out to work

fantastically. As those classes lasted two hours with a short break in the middle- I

proposed to work the first hour of the class with writing and reading assignments. Whenintroducing these tasks, I explained to the learners that if they wanted to play a game or to

have a funny activity, they must behave correctly during the first hour. By this, the students

learnt to work as a whole but not as regards academic activities, but instead as regards

group behavior and communication. If the students were able to achieve the goal and workquietly during the first stage of the class, the teacher would propose an entertaining activity

of their like in the closure instance. This proposal was carried on in a very effective way so

it was repeated many times.

According to the theory studiedii, anotherpoint to work successfully with a talkativegroup is always express which are the teachers expectations and enforce a

consequence to inspire learners. First, if the teacher does not tell the students what

they are expected to do or how to behave, it will be harder for them to understand thetutors needs as a professional. Second, the teacher might consider praising the students

when they are working quietly, send positive notes home and make sure of giving moreattention to positive behaviors than negative ones. For instance, if a student refrains from

chatting during class, he gets a point for the day. After so many points earned, he is allowed

a free homework pass or other motivation. On the other hand, if a student interrupts, theteacher should not respond because for every time this happens, the instructor creates an

avalanche of more of the same behavior. So, instead of responding to these intermissions,

the professor can make eye contact and give the student a warning. Going back to the

classroom, these fifth-graders had a persistent need to know which activities were going tobe carried on during the class. As a response to this, every day I designed a special place in

the board so as to write there the activities proposed. In many instances, -and following theproposal introduced in the previous paragraph- I wrote in that special place GA_ _ andtold the students that if they behaviour was good, they will earn an M and then an E so

as to complete the word GAME and be allowed to play. These was their key to have

access to the game and the fact that there were missing letters in the word, was a constantreminder on the board to behave correctly. What surprised me the most, was how hard they

worked to ask for their classmates silence. This peer-correction was something that I did

not expect from them but actually happened.


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As a conclusion, I can sustain that the theoretical background selected to treat with talkative

students at primary school coincides totally with the real life experience that I had during

my teaching practices at San Rafael School. For my personal reflection and learning, Icount with a wider management of classrooms at this level and with an excellent individual

experience. Once I was capable to observe in a class that having studied and analysed so

many sources of theoretical premises really had a purpose and a positive result, my

upcoming educational situations will no longer be the same.


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How to Handle Talkative Kindergarten StudentsKindergarten is the stage of childrens life when they learn to behave socially, asking for

permission, expressing themselves in the correct way according to the situation and create a

vital part of their identity as human beings. At this stage many characteristics arise in them,

some students become more self confident and strengthen their abilities to participate in

society but others go through a slower and more complex process to develop themselves in

this way. It is the teachers work to go with the students and share their experiences when

passing from kindergarten to primary school. The sort of activities that the teacher chooses,

the way in which he speaks, moves and treat these five-year-olds will be a key factor during

their lives. There are several characteristics to bear in mind when teaching at this level, dueto the students physical, emotional and cognitive level of maturation. As a future teacher, I

went to Madre Teresa kindergarten to complete my practices as a trainee in the English

Teaching Training Course. Once I got into the classroom I found twenty four really noisy

five-year-old students. In this paper, theory to handle talkative students at this level will be

contrasted with a real classroom experience.

The theoretical background is wide and filled with different approaches, the selected one -

What Every Kindergarten Teacher Needs to Know About Setting and Running a Classroomiii-reminds us about the three main aspects to analyse before planning a class. The first

aspect is the cognitive one and it describes how children are encouraged to speak in full,grammatically correct sentences as much as possible through repetition. Activities such as

Show and Tell give children the opportunity to express themselves and practice speaking in

full sentences. This helps the students to master more complex grammar patterns. At this

level, they like to repeat and copy previous products and to learn through direct experiences

or hands-on activities. The second aspect describes their physical development, due to the

fact that these kids are good at gross motor tasks (such as jumping and running) than at

earlier ages. It is imperative to remember that they focus best visually on objects that are

close to them. A third aspect mentions the social emotional characteristics of them, like

crying when upset, embarrassed, angry or confused. Teachers are their connection to adult

life so they need a great deal of approval from them, like to know exactly what is expected

from them and that theyre meeting those expectations.

As a teacher, I carefully examined the theory so as to plan activities according to the

childrens needs. I must say that learning about these aspects made my experience rich and

enjoyable. When I first arrived to the classroom, they were already working to learn -in

their mother tongue- the members of the family. This is why; my lessons were developed


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around this topic. As the English teacher, I provided interactive activities in which

recognition of the members of the family and their repetition was a clear element. It is

essential to take into account to present beforehand a few instructions for how to do acertain task and allow the students for frequent sharing of their experience. Being able to

tell their personal experiences made these students eager to participate and develop their

new words in a foreign language. At this stage, sometimes it is not easy to explain an

activity when all the students are talking and moving around the classroom, but if the

explanation is not clear enough, none of the students will be able to reach the intended

goals. It is portrayed in the theory that these children are very active and energetic, that is

why I decided to include frequent movement tasks in every class. At this level, it is difficult

for the students to remain silent for more than five or ten minutes, so I asked them to move

around the classroom quite often. At times, even going to the board and stick a picture is

significant for them, since they walk and all the eyes are put into them. This creates a kindof inner excitement in them that allowed me to get their attention but at the same time to

observe and work on their motor skills. The emotional aspect is a key factor at this phase,

which is why I always tried to give frequent and positive reinforcement to the students.

This was accomplished by asking the whole group to clap after listening to a classmates

English productions. As a teacher, I worked with my body gestures so as to congratulate

individuals when working or behaving correctly. I also included activities in which the

students were asked to draw and colour certain members of the family but as they did not

show much interest on it, I decided to tell them stories and ask them to act while they heard

my voice. The stories were adapted so as to repeat many times the family members learnt

and were told a first time with the students only listening. Once they were familiar with the

tale I asked aloud; Who would like to be an actor? Most of them were keen at the proposal

and raised their hands to perform a role play. These sorts of activities were extremely

successful since I was able to make the students listen and work understanding the

vocabulary many times. Apart from that, the students developed their own repertoire of

social skills; they learnt how to put themselves in someone elses shoes, explore alternative

ways of doing certain things, etc.

As a conclusion, I can affirm that the theoretical background selected to treat with talkative

students at kindergarten coincides totally with the real life experience that I had during my

teaching practices at Madre Teresa. For mi personal reflection and learning, I count with

a wider management of classrooms at this level and with an excellent individual

experience. Once I was capable to observe in a class that having studied and analysed so

many sources of theoretical premises really had a purpose and a positive result, my

upcoming educational situations will no longer be the same.


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i Applying Differentiation Strategies 2nd edition Wendy Conklin- Christi Sorrel. 2010 ShellEducation Publishing, Inc. Pages 29-31 Classroom-Management Strategies

ii School Group Based Counseling Christopher A. Sink- Cher N. Edwards- Christie Eppler 2009Brooks/Cole, Cengage Learning. USA

iiiWhat Every Kindergarten Teacher Needs to Know About Setting and Running a Classroom.

Margaret Berry Wilson. Northeast Foundation for Children. 2011. Chapters 2, 3 and 4.

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