0% found this document useful (0 votes)
17 views2 pages

ACT TESOL Mid-Term Assessment (Answer B)

A grade assessment paper

Uploaded by

Rebecca Cronin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
17 views2 pages

ACT TESOL Mid-Term Assessment (Answer B)

A grade assessment paper

Uploaded by

Rebecca Cronin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

B. Consider any 3 of the following situations and discuss how you might handle them.

(word limit for each situation should be within 200 to 300 words)

1. One or more student/s is/are not participating or engaged in the lesson.


Firstly, I would consider why the student/s is/are not participating, taking into consideration if the
students (individually/as a whole class) understand my instructions/directions, external influences,
boredom, behavior factors, etc. This would be done as a quick assessment in my head and depending on
my outcomes, I would make relevant actions. These may be as follows:-

 Use CCQs with the students, especially the ones not paying attention (always addressing them by
name) leading to more detailed or basic instruction using gestures / TPR if necessary. If I gauge that
ALL of the students have lost focus, I will predict the content of the class is too advanced for their
level. In which case, I will scale down the language taught. This, however should never happen in a
regular class, but is a possibility in new classes or demo classes.

 Are the students in question distracted by external factors? Are they sat too close to a window? Is
there a lot of noise disturbance? What is the class temperature like…too hot/cold? Did they bring
their workbooks if you are using them? Seating arrangement…can they see or hear what they need
to?

 Change it up! Get up and do something active especially if the students have been sat for a while. I
always have a quick game/activity to hand (age appropriate) for every class.

 Change students seats or classroom configuration (if possible) if there is a behaviour issue, ie.
students talking together, conflict between students, bullying, particular student with attention
problems etc. Be prepared to discuss this with your principal/student/parent if unresolved during
the class.

Of course, every action and outcome is greatly affected by the age/level/size of class but ultimately, if I
have written and implemented a suitable and interesting lesson plan for the class, I should rarely
encounter these issues.

2. A group of students come into the classroom after the lesson has begun.

3. One student has her head down on the desk and other students are looking at her.

4. The beginning of the class is delayed because two students are fighting.

5. You have assigned a task, and some of the students have already completed it, but
others are still working.

When I plan my lesson, I always ensure I have an age/level appropriate selection of extra materials for
this situation. There are several reasons why this is important both for the students that have finished
quickly and the students that are still working.

Group task work : This isn’t usually an issue during group work as I encourage all the groups to work as
a team and I will facilitate when necessary if I see a slower student is not getting a chance to participate
within the group. In more advanced classes, I can delegate this to a member of each team. Beginner/YL
classes this is usually not possible.

Pair task work : Pair work is such that neither can finish before the other. I will often pair a weaker and
stronger student together as to enable the stronger to assist the weaker if needed.

Individual task work : If quicker students have finished a task, I will not focus on checking and feedback
with them as this will take my focus and control away from the rest of the class. I will remind the
students that have finished the task ahead of the others, to try not to disrupt the working students and
most likely give them a secondary task. Alternatively, I will ask the students that have finished to assist
the working students. This is a great task in itself as everyone is engaged and the faster students are
empowered, while the slower students often prefer peer help/correction to the teacher’s.

6. You have purposely counted off students to work in random groups of 5, but some
students want to stay with their friends and don’t want to join the assigned group.

Grouping students can often cause this problem so to ensure this issue rarely arises, at the beginning of
the course/semester, I will always ensure my students understand all 3 different types of grouping
(student choice/teacher choice/random) that will be used. This may need to be explained in L1
especially with beginners/YLs. Hopefully my students will understand the value of mixing with ALL their
classmates and how it will benefit their learning experience and confidence as this is essential when
learning, and critically, using a second language.

In YL classes, where this problem does arise, I will gauge the level of distress caused by splitting the
friend group and I may choose not disrupt the flow of the class. But ensure that after class a discussion is
had with the child/parents. This needs to be followed through with future groups chosen in a fun way
(stickers/reward system etc).

Older student/adult classes can generally be settled on the spot with a gentle reminder of the 3 types of
grouping and telling them the next group task will most likely be a different method depending on the
task.

I, personally, have a saying that is “I am the teacher!” for when I need to pull rank. In my YL classroom I
have a funny hat with this written on and with my older students I will write it on the board if necessary.
I turn this uncomfortable issue into a fun, no stress issue….I have been know occasionally to supply
candy to all the ‘co-operative students’ as the ‘uncooperative ones’ will soon join in! (You must be
careful using this method, however, as some students will take advantage and refuse grouping in future
classes, just to get candy).

7. One student is causing disruption (acting out).

You might also like