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CLASSROOM MANAGEMENT WITH DISRUPTIVE BEHAVIOUR
Umarova G.A.
Umarova Gulmira Abduganiyevna - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the current article is based on the contributed book of the Lee Canter entitled Assertive Discipline. Only discipline provides dedicated teachers with the tools necessary to create a positive and productive classroom environment. Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly teaching altogether. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing problems in this area causes some to leave major reason was "negative student attitudes and discipline.
Keywords: disruptive behavior, instruction, monitoring, control, discipline.
Once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control. Also, the time that teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom. From the student's perspective, effective classroom management involves clear communication of behavioral and academic expectations as well as a cooperative learning environment. Classroom management is closely linked to issues of motivation, discipline and respect. Methodologies remain a matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher holds regarding educational psychology. A large part of traditional classroom management involves behavior modification, although many teachers see using behavioral approaches alone as overly simplistic. Many teachers establish rules and procedures at the beginning of the school year. On the word of M.Gootman [1], rules give students concrete direction to ensure that our expectation becomes a reality. They also try to be consistent in enforcing these rules and procedures. Many would also argue for positive consequences when rules are followed, and for negative consequences when rules are broken. There are newer perspectives on classroom management that attempt to be holistic. One example is affirmation teaching, which attempts to guide students toward success by helping them see how their effort pays off in the classroom. It relies upon creating an environment where students are successful as a result of their own efforts. By creating this type of environment, students are much more likely to want to do well. This transforms a classroom into a community of well-behaved and self-directed learners. Bear made a good number of errors her first year teaching that still makes her cringe. She learned though. For the teachers who are struggling with discipline, here are five tips that can start using right away [2]:
1) To use a normal, natural voice. Are you teaching in your normal voice? Every teacher can remember this from the first year in the classroom: spending those first months talking at an above-normal range until one day, you lose your voice. Raising our voice to get students' attention is not the best approach, and the stress it causes and the vibe it puts in the room just isn't worth it. The students will mirror your voice level, so avoid using that semi-shouting voice. If we want kids to talk at a normal, pleasant volume, we must do the same. You want to also differentiate your tone. If you are asking students to put away their notebooks and get into their groups, be sure to use a declarative, matter-of-fact tone.
2) To speak only when students are quiet and ready.
3) To use hand signals and other non-verbal communication. Holding one hand in the air and making eye contact with students is a great way to quiet the class and get their attention on you. It takes a while for students to get used to this as a routine, but it works wonderfully. Have them raise their hand along with you until all are up. Then lower yours and talk.
Flicking the lights off and on once to get the attention is an oldie but goodie. It could also be something you do routinely to let them know they have 3 minutes to finish an assignment or clean up, etc. With younger students, try clapping your hands three times and teaching the children to quickly clap back twice. This is a fun and active way to get their attention and all eyes on you.
4) To address behavior issues quickly and wisely. Be sure to address an issue between you and a student or between two students as quickly as possible. Bad feelings -- on your part or the students -- can so quickly grow from molehills into mountains. Now, for handling those conflicts wisely, you and the student should step away from the other students, just in the doorway of the classroom perhaps. Wait until after instruction if possible, avoiding interruption of the lesson. The student will usually become disarmed because she might be expecting you to be angry and confrontational. And, if you must address bad behavior during your instruction, always take a positive approach. When students have conflicts with each other, arrange for the students to meet with you at lunch, after or before school. Use neutral language as you act as a mediator, helping them resolve the problem peacefully or at least reach an agreeable truce.
5) Always to have a well-designed, engaging lesson. This tip is most important of all. Perhaps you've heard the saying, if you don't have a plan for them, they'll have one for you. If the lesson is poorly planned, there is often way too much talking and telling from the teacher and not enough hands-on learning and discovery by the students.
References
1. Gootman M.E. The caring teacher's guide to discipline: helping students learn self-control, responsibility, and respect. Oxford, 2008. P. 36.
2. Thomas A. & Grimes J. Best Practices in School Psychology. New York: Bethesda, 1995. P. 221.
THE ROLE OF TEACHING PROVERBS IN ELT CLASSES
Khojikulov Sh.K.
Khojikulov Shukrulla Kodirovitch - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH LANGUAGES FACULTY 3, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: english teachers and students will immediately recognize these traditional sayings or proverbs. They convey a way of looking at the world in a few short, vivid words. Language learners often struggling with a limited vocabulary find these memorable proverbs easy to learn and fun to use.
Keywords: proverbs, communicative abilities, cultural difference, material development, ELT.
Proverbs add familiarity and comfort to an often strange and stressful situation for older English learners. Proverbs can capture a point of view in vivid words. We learn proverbs our entire lives - from our relatives, our teachers, our friends, the media, and our literature. These classic sayings contain folk wisdom gathered through time and experience. They often capture a common human experience across culture and languages.
When introducing proverbs to students, the teacher should start with a general discussion asking them to think about a major crisis, decision they had to make, or problem they had to deal with [1].
