Aktualne 2030+

https://zpravy.aktualne.cz/domaci/strategie-2030-ucit-jen-to-uzitecne-neodrikavat-chapat/r~c2f35300014f11ea9b40ac1f6b220ee8/

https://www.facebook.com/Edu2030plus

Discipline

J. A. Komenský - Analytická didaktika (1648)
XXIX
Nezačínej vyučovati toho, kdo není připraven k tomu, aby byl vyučován.

Poněvadž není záhodno mluvit k člověku, který nehodlá slyšeti, ukazovati něco tomu, kdo se nehodlá dívati, jíti před tím, kdo nehodlá následovati. Proto se nedoporučuje vyučovati toho, kdo se nehodlá učit . Jestliže to přece podnikáš, znamená to mařit práci a čas.


Task 1
How do you define a DISCIPLINED CLASS?


Task 2
Read the following texts describing various class situations. In pairs/groups discuss possible reactions of the teacher. Enter your suggestions into the comments to this blog entry.

ONE
The teacher of a mixed class of thirteen-year-olds is working through a class reader in an English lesson. He asks Terry to read out a passage. 'Do we have to do this book?' says Terry. 'It's boring.' Some members of the class smile, one says 'I like it', others are silent awaiting the teacher's reaction.
(from E. C. Wragg, Class Management and Control, Macmillan, 1981, p. 12)

TWO
The teacher is explaining a story. Many of the students are inattentive, and there is a murmur of quiet talk between them. The teacher disregards the noise and speaks to those who are listening. Finally she reproaches, in a gentle and sympathetic way, one student who is talking particularly noticeably. The student stops talking for a minute or two, then carries on.
This happens once or twice more, with different students. The teacher does not get angry, and continues to explain, trying (with only partial success) to draw students' attention through occasional questions, (adapted from Sarah Reinhorn-Lurie, Unpublished research project on classroom discipline, Oranim School of Education, Haifa, 1992)

THREE
The teacher has prepared a worksheet and is explaining how to do it. He has extended his explanation to the point where John, having lost interest in the teacher's words, begins to tap a ruler on his desk. At first the tapping is occasional and not too noticeable, but John begins to tap more frecuently and more noisily, building up to a final climax when he hits the table with a very loud bang. The class, startled by the noise, falls silent, and looks at both John and the teacher to see what will happen.
(adapted from E. C. Wragg, Class Management and Control, Macmillan, 1981, p. 18)

FOUR
The teacher begins by giving out classroom books and collecting homework books.
Teacher (to one of the boys): This book's very thin.
Boy1: Yeah, 'tis, isn't it.
Teacher: Why?
Boy 1: I've been drawing in it.
Boy 2: He's been using it for toilet paper, sir.
(Uproar)
(adapted from E. C. Wragg, (ed.) Classroom Teaching Skills, Crcom Helm, 1984, p. 32)

FIVE
The students have been asked to interview each other for homework and write reports. In this lesson they are asked to read aloud their reports. A few students refuse to do so. The teacher tells these students to stand up before the class and be interviewed by them. They stand up, but do not relate to the questions seriously: answer facetiously, or in their mother tongue, or not at all. The teacher eventually sends them back to their places, and goes on to the next planned activity, a textbook exercise.
(adapted from Sarah Reinhorn-Lurie, Unpublished research project on classroom discipline, Oranim School of Education, Haifa, 1992)

Examples from Penny Ur, A Course in Language Teaching: 
Practice of Theory, CUP 1996



https://www.thoughtco.com/classroom-management-reduce-student-discipline-7803

What goes around, comes around.

Carpe diem

Divide et conquere
The needs of the many outweigh the needs of the few.

Tiger cage rule
Alpha wolf

Better safe than sorry

Learning Styles in the Class

1 Review the taxonomies of learning styles. Do you know what these types mean? 

• V-A-R-K
• Field dependent - Field independent
• Global - Sequential
• Active - Reflective
• Sensing - Intuitive
• Visual -Verbal

Inspiration:

http://portal.mycampus.ca/mycampusfiles/dc/SOL_OntarioLearn/M3_Felder_Solomon_Model.html

2 Make sure you can explain the typology and the differences of each type to anyone. Try to create  examples. Recalling specific people might help.

3 Choose one pair of types. Using the printed material available, design several tasks on the same topic, with the same teaching objectives, but emphasising and respecting different learning style preferences.

Help: pdf in moodle

EXAMPLE:

• Target group: 8th grade, Elementary
• Material: Holidays
• Objectives = What do you want the kids to learn/acquire?
• Task 1 - Global learner: view... discuss... decide.. write... 
• Task 1 - Sequential learner: First, consider... Second, check... learn... memorize... read...
• Timing task 1 - 10min; organisation - pairwork

UPLOAD YOUR PLANS TO THE COMMENT TO THIS BLOG ENTRY. DO NOT FORGET TO SIGN IT :)

4 Study more typologies - follow the links at the bottom of this page:

http://thepeakperformancecenter.com/educational-learning/learning/preferences/learning-styles/felder-silverman/index-of-learning-styles/

Can you identify similarities and differences?

Do you believe in learning styles? 

http://d-edreckoning.blogspot.com/2008/08/learning-styles-are-bunk.html