Post by eline on Nov 3, 2016 21:31:04 GMT 8
It was interesting to read about the problems of teachers in task 4 and to read the corresponding solutions in task 5. In task 4 the question is asked ‘Why don’t they like to learn?’. One of the problems is ‘Some of my pupils start with positive attitude to English but soon lose interest when they begin to fail.’ I have had problems with students in one class that are on different levels. With the small children I don’t find it such a big issue. They easily join in as long as we do a lot of games. The small ones don’t have to read and write yet, because that’s where the issue seems to start. In one of my classes I have four boys. I have done a placement test with all of them and three of them are 100% Brainwave 1 level. The other boy got a really low score for the test and is more of a Happy Campers 2 level. Because of logistical issues, he cannot be placed in a different group that’s on his level, for now. The one boy is always slower with reading and writing exercises. The other boys know this and they sometimes make fun of him. He doesn’t seem to mind a lot, but he dislikes doing exercises. In general the boys do get along well and they have fun together, but the one boy loses interest with the difficult exercises.
I find the solution that Jayne Moon describes quite interesting ‘Adapt activities to suit the level of your pupils so that you give each pupil a chance of being successful at his or her level.’ The example with the fish is nice. It might not always be possible to change the exercises of the book, especially because time is limited to plan lessons at i2. Besides, there are only four children in one class, so they will immediately notice if only one student gets a different exercise, which could make him feel left out. However, it’s possible to let the one boy only do the most important exercises of the task and leave the rest as homework for example. He will need extra guidance as well to finish the exercises as well. Jayne Moon also suggest to let children on different levels work in pairs. So instead of the teacher helping out, it’s even better if the students can help each other. It is definitely possible to make the boys work in pairs. One of the boys always understands exercises really quickly. He could work together with the boy that has more trouble.
I’ve done this before though, and they often want to give each other the answer, instead of helping. I think this is where the example of chapter 3 comes in handy. She talks about peer tutoring, and in an example demonstrates ‘ways of finding the answer rather than telling your partner the answer’.
I find the solution that Jayne Moon describes quite interesting ‘Adapt activities to suit the level of your pupils so that you give each pupil a chance of being successful at his or her level.’ The example with the fish is nice. It might not always be possible to change the exercises of the book, especially because time is limited to plan lessons at i2. Besides, there are only four children in one class, so they will immediately notice if only one student gets a different exercise, which could make him feel left out. However, it’s possible to let the one boy only do the most important exercises of the task and leave the rest as homework for example. He will need extra guidance as well to finish the exercises as well. Jayne Moon also suggest to let children on different levels work in pairs. So instead of the teacher helping out, it’s even better if the students can help each other. It is definitely possible to make the boys work in pairs. One of the boys always understands exercises really quickly. He could work together with the boy that has more trouble.
I’ve done this before though, and they often want to give each other the answer, instead of helping. I think this is where the example of chapter 3 comes in handy. She talks about peer tutoring, and in an example demonstrates ‘ways of finding the answer rather than telling your partner the answer’.
