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10 Ways to Sabotage Your Classroom Management

10 Ways to Sabotage Your Classroom Management
By Jennifer Gonzalez You know the basics: Establish clear rules and consequences, be consistent, keep students engaged. But even with all that in place, the small things you do could be wreaking havoc on your whole system. Here are some habits you might have developed that are messing with your classroom management, along with more effective alternatives. 1. Smiling at the Wrong Times This was a big problem for me. Alternative: Make a conscious effort to hold a neutral, “on-task” facial expression when you need your class to be focused. 2. Addressing student misbehavior in a public way risks embarrassing the student, and if she is prone to being oppositional, she’s likely to talk back and dig herself into a deeper hole. Alternative: Whenever possible, address off-task behavior in private. Others just speak in a quiet voice by the student’s desk or call the student up to their own. 3. So many behavior problems start with students simply not understanding what they are supposed to do. 4. 5.

06-44-2-b.pdf Teaching English to Young Learners Details Hits: 8,575 TEYL or Teaching English to Young Learners refers to a more specialized area of teaching English‏‎ which deals with younger students. Aside from the usual considerations which you should give to any TEFL class, there are certain extra considerations to take into account. Note, young learners here are assumed to be about 3 - 12 years old. First Lessons with Young Learners In the first few classes with a YL group, it's often good to just sit and play with the children and not to "teach" them. Also, and this is important, it's good to speak English only. Finally, speak naturally to the children. What to Teach Young Learners A first general rule is to forget teaching grammar to young learners but instead concentrate on simple, useful phrases and conversations. By this we mean don't get them to learn and practice the present continuous‏‎, instead get them to talk about what they are doing and what their friends are doing. Tips and Tricks for Teaching English to Young Learners

Age-Related Variations Between Young and Adult Learners: A Theoretical Review of Different Perspectives | Amer Adway Student: 110014 Second Language Learning and Teaching Module code: EDU5134 A: The biological factor: Is language acquisition biologically determined? plasticity and argues that after puberty “children need more conscious and laborious efforts to acquire language and that their foreign accents can’t easily be overcome (1967.p.176) Lennenberg’s views have been criticized by other linguists and psychologists. who has built some of his views on Lennenberg’s, has reanalyzed data Lennenberg used andreviewed his hypothesis.

ICDL - International Children's Digital Library Διαδραστικά Σχολικά Βιβλία ΦΩΤΟΔΕΝΤΡΟεθνικός συσσωρευτής εκπαιδευτικού περιεχομένου e-meΨηφιακή ΕκπαιδευτικήΠΛΑΤΦΟΡΜΑ Στείλτε μας προτάσειςγια νέα e-me apps! Μεταφορά στην ιστοσελίδα Ψηφιακό Σχολείο Μεταφορά στην αρχική σελίδα επικοινωνία Κατεβάστε επικαιροποιημένο έγγραφομε τις υπηρεσίες του Ψηφιακού Σχολείου(Εγκύκλιος ΥΠΠΕΘ 90205/A6/1-6-2018) Δείτε περισσότερα για τις υπηρεσίες του Ψηφιακού Σχολείου Οι υπηρεσίες αναπτύχθηκαν από το ΙΤΥΕ «ΔΙΟΦΑΝΤΟΣ» στο πλαίσιο του έργου «Ψηφιακή Εκπαιδευτική Πλατφόρμα, Διαδραστικά Βιβλία και Αποθετήριο Μαθησιακών Αντικειμένων» (Ψηφιακό Σχολείο Ι) του ΕΠ «Εκπαίδευση και Δια Βίου Μάθηση» του ΕΣΠΑ 2007-2013 και επικαιροποιούνται / επεκτείνονται στο πλαίσιο του έργου «Επέκταση και Αξιοποίηση της Ψηφιακής Εκπαιδευτικής Πλατφόρμας, των Διαδραστικών Βιβλίων και του Αποθετηρίου Μαθησιακών Αντικειμένων» (Ψηφιακό Σχολείο ΙΙ) του ΕΠ «Ανάπτυξη Ανθρώπινου Δυναμικού, Εκπαίδευση και Δια Βίου Μάθηση» του ΕΣΠΑ 2014-2020, με συγχρηματοδότηση από την Ευρωπαϊκή Ένωση (ΕΚΤ) και το Ελληνικό Δημόσιο.

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Benefits of Gaming: What Research Shows Part 7 of MindShift’s Guide to Games and Learning. Games and learning advocates often come up against the video game stigma. Despite the fact that we’ve now seen decades of game play, and that a generation of gamers has grown up without a civilization collapsing, the bad reputation persists — and it’s mostly based around fear. News stories abound: games make kids hyper, violent, stupid, anti-social. But the introduction of video games in the classroom does not need to mean the end of books. Recently, researchers have begun to look at the positive impact of games both in a general way and for learning in particular. The recent APA (American Psychological Association) article entitled, “The Benefits of Playing Video Games” by authors Isabela Granic, Adam Lobel, and Rutger C. Gameplay has cognitive benefit because games have been shown to improve attention, focus, and reaction time. But it’s a little disingenuous to say that games are “good for kids.” Jordan Shapiro

Games and Your Brain: How to Use Gamification to Stop Procrastinating It is Thursday afternoon. Hump day. You are being humped. The one thing you wished to accomplish today remains unaccomplished, sitting there as a painful reminder of your failure, goading you to check Tumblr just one more time. And there’s your answer! Turning repetitive tasks into games is the secret sauce to getting things done. Where did gamification come from in the first place? The idea behind gamification—challenge, motivation, reward— have been present in video games from the start, and it was gaming’s growth from niche to mainstream in the 2000s that helped push game mechanics into new industries and fields. The spark for the gamification boom is often traced to technology apps like Foursquare, which popularized ubiquitous badges for highly engaged users, and social games like Zynga’s FarmVille, which achieved huge commercial success on Facebook with its infinite reward system. “People today are seeking more reward and more engagement from experiences than ever before. (image via)

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