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[phetaroi]

gerryBScot, on 2009-11-23 05:43:05, said:

Spoke with my co-ordinator and he  told me to get the kids to clear everything from their desks..... everything means everything. I begin every lesson with this. It works really well. I am no longer interrupted by banging rulers, pencils being dropped, and everything else they have. I get them to fold their arms and sit properly, introduce what I have to deliver, usually only a few minutes and then they can get ripped into it with as much noise and mayhem as they want. But you need to have your content ready.

Yes, getting rid of useless distractions is very important.  Another thing is proximity.  Don't just stand up in front of the classroom.  Move around the classroom, if a student in being inattentive stand right next to him for a short period.  If he is tapping a pencil, keep right on teaching and take the pencil from his hand and place it down on his desk.  You want the kids to think, "He's everywhere, he's everywhere!"  

Another good thing to think about, when you have the time, is where is the focus in the class?  If a visitor came and sat in the corner and observed, where would that visitor's attention be focused?  Always on the teacher?  That's a teacher-centered classroom, and the emphasis ought to be more on the students (student-centered classroom).  Naturally, there are times when the teacher is up front and performing, but it ought not be all the time or even most of the time.

[phetaroi]

SeanMoran, on 2009-11-23 06:06:37, said:

...nd if that doesn't work, then stand at the front of the classroom, clench your fists by your sides , stare up at the ceiling and shout at  the top of your lungs, "Ngiap!"  (quiet) That is teacher failure.

You bring up an interesting point here.  Very occasionally having to raise your voice can be effective.  Doing it frequently results in it not being effective at all.

[kanderson]

I'm no expert either.

I did teach for about 1 year.  It took me 2 years to speak some Thai - maybe an exageration.
Now it's nealy 10 years later.

I really respect someone who can do Thailand as a respected teacher - even if you don't feel very respected :-)

Nearly No one is going to get the $3,000 a month teaching job - the most I made was nearly $800.00 - Wow - that was my highest month and took some shmoozzing.  I showered at 4AM and got home after 10PM - many times.  What a blast.  I had 3 jobs including full time Monday - Friday.
Now I weigh about 190 pounds.  I lost about 20 pounds that year.

Teaching English in Thailand is an adventure - short lived as it might be.  Don't count it in dollars or baht.
My down fall was all the Women - and trying to balance daytime and night.  Eventhough I had a love of my life - it all went to hel_l in a hand basket.

Now ten years later - I could do it again - accept I can't be crazy.  My Thai Wife has given me 2 Kids.

[HalfSquat]

I feel for the OP. I've just started my first teaching job and have two classes of M3s that are giving me the a**hole.

As I try and put out one fire another one springs up and I'm back to square one.

Had a Thai teacher come in and b*ll*ck them for being late and they piped down for a few minutes but were then off again.  I walk out at home time wanting to quit but after the weekend I calm down the start again the next week.

Anyone got any tips for keeping the bigger ones entertained/under control?

[Scott]

This thread has gone off-topic from the original post, but I think we'll leave it as such.  The title is roughly about behavior although the OP is talking about 7 year olds.  

HalfSquat M3 is one of the most difficult ages to deal with.  Try not to lose your cool.  Students often sit just too long--at our school they seldom leave the classroom and they become very, very restless.  Feel free to have them do some standing--such as asking/answering questions in unison.  M3 don't respond quite as well as a little younger, but have the boys stand and ask the question and girls stand and answer.  

Anything that helps them re-focus their attention is good.  I try to mix some speaking with some writing, giving 5-10 minutes to each.  

Also remember, some kids don't listen and don't care.  You can't cure that problem.  Just try to make sure they aren't interfering with the learning of other students.

[flukieireland]

I teach all 10 M1 classes at my School. I teach at a government school and I have 3 hrs a week with the english programme kids and 1 hr with the normal programme. I only started teaching a month and a half ago but i am enjoying it so far. The only time i get angry is when i leave classes and my lesson has failed, mainly down to me either over/under estimating their exisiting knowledge and my material fails.

What i have found to work with my classes (44 in each) is to make them compete against each other. I Split the class in 4 and keep the teams the same every week. I start each team with 10 points for being quiet. If anyone in their group talks to much, hits someone, trys to sleep or doesn't listen when i ask them i take points off. So far the kids love the competition and shut up immediately if i take points off a group. I am however dreading the day when they figure out that the points mean nothing.

I have classes where there are groups of kids normally guys that just dont listen or are part of the class/lesson. The first two weeks i was at complete lost what to do with them as i was spending 1/3 of my class trying to keep them quiet. I kept them after class one day and explained that if they don't want to learn thats fine, just stay quiet, i explained they were 5 and i had 45 they understood and the next class they stayed quiet and at the end of class i told them they were good and thanks. I explained then that they have english for 6 more years and at least 1 hr every week. I teach the easy stuff in year 4 and 5 it will be harder if they don't learn now. The next couple of classes anytime any of them should any interest i would get them to answer easy questions.

In my last class yesterday i decided to just play a word puzzle with colours, first they could see the spelling of the colours and find the words and then the next puzzle they just had to find 15 colours. 4 of the 5 guys  and one guy especially was up at the board getting answers, the ring leader of their group laughed at them and shouted some abuse at them for learning but the other just dismissed him and cont'd to play and be part of the class. Happy days!! i hope it cont.

Try making them compete, try points for being quiet and ignore. you have a duty to all your class and you cannot waste time with students who do not want to learn, only encourage when they do want to be part of class.

Thats probably all shite but its worked for me so far.

[kiwiTV]

Best thing is to take a good look at the material (students books) the kids have. Are there words for the kids to read? If yes then check if the kids have sufficient enough phonemic awareness (particularly phonics) to read such words. I doubt that the kids have this yet.
Change the material by finding something that will support the teaching of phonemic awareness, emergent literacy and then in the second year slowly get into phonics and more sound manipulation games. Always base your lessons on stories as children the world over love to hear stories. Once the children have basic phonics then find texts that are decodable. Look for simple CVCs progressing into CCVCs and CVCCs etc. Finally advance to the advanced phonics components like magic e which changes the short vowel sound to a long vowel. Two vowels go walking, the first one does the talking (long vowel sound, that is.)
It isn't easy and you need a professionally developed program suited for teaching English as a foreign language rather than what is common in Thailand which is material for teaching English as a second langauge.
If there is anything here that is new to you just copy and paste into google and you will find plenty of reading.
Dr. Yael Bejarano from Israel has done some great work in this field and makes for good reading.

[transam]

jfk, on 2009-11-04 13:30:43, said:

Scott, on 2009-11-04 12:44:25, said:

Doing some classroom observations is an excellent, excellent idea.  It is really difficult to grasp some of the concepts unless you see them in action.

hi,thanks for all your help, it is appreciated. i wont tell you where i live as i dont want critisism of the education system in the town i have lived in for 6 years.
i am trully inexperienced at teaching but this school needs help with english classes and the least i can do is try to help them and give something back.
i normally have a thai assistant and these classes are a breeze. however staff constraints and big student numbers dont always allow for me to have an assistant.
my cry for help was to get your input on how to control 40 kids when i am alone.
thank you to the moderator for removing the usual opinions that would have in no way helped me. if you dont have anything constuctive or helpful to tell me then just keep it to yourself. for the others, thank you very much for your input. it is very appreciated.
for you others, try to remember this forum is here to help not as an outlet for your many frustrations so you can take a bite out of someone else.

many thanks.

Here-Here, to your last comment, they seem to be growing in numbers, sad really, one of them sent me a nasty PM cos l told him he's out of order, on the forum, for a below the belt reply he put to a guy asking for help.

[Phatcharanan]

Scott, on 2009-12-09 01:52:58, said:

Students often sit just too long--at our school they seldom leave the classroom and they become very, very restless.  Feel free to have them do some standing--such as asking/answering questions in unison.  

Anything that helps them re-focus their attention is good.

Yup!

Although my circumstances are a bit different from TEFLERs' I can usually recognise when my kids are totally jaded from sitting in a same room all day.

I just used to tell them to grab their books and pencils and we will go sit outside under the trees.

A different environment every now and then works wonders. Ignore any Thai staff mutterings. They are your kids for that period so do what you think is best to get their attention.

[Ijustwannateach]

Some good input here, thanks to all who have so far contributed- would like to remind our regular and new viewers that our forum is intended to support well-meaning teachers at all levels of experience, so keep the criticism constructive and can the catcalling.  If you are having particular problems with any member on the thread or by PM you can always speak to a mod using REPORT or with a PM.

[Mousehound]

http://www.nipissing...umpingModel.doc

Smilanich and Bennet are really worth looking at for behaviour.  particularly the "Low Key" responses to behaviour.

I have completed L1 & 2 training with the Smilanich system and it does work.  I mentor teachers.  There are many strategies but key is "Winning Over".  This takes time to get going but it will work.  Meanwhile, ensure you have a strict routine.  eg Students must line up and be silent before entering the class.  If they don't get it right take the class out of the room and start again.  Greet each student at the door - by name!  Small chunks of learning activity are commenced with a "Signal to Begin" and "Signal to Stop" and have a signal for silence etc.  Keep them moving along.  Move about the class (DO NOT GET STUCK BEHIND A DESK).  Use "proximity".  Understand the "Planned Ignore".  Use the "stare" and the raised hand for "I want you to stop that".  Learn how to warn a child (Face child - raise hand palm outward and say "I want you to...." )  Deal with "Allies"  first.  After exclusion or "time out" have a "Wecome Back" strategy.  Have contact with parents and meetings if possible.  Explain that there are consequences for inapropriate behav.. and make sure that if you make a threat YOU FOLLOW THROUGH.  Use individual contracts and have the student use a card that you sign off with marks out of 10 or whatever you feel will work.  Roll play situations in your mind.  Don't ask "What will I do if such and such happens", ask yourself "What will I do WHEN it happens"?  Get involved with out of class activities.  

Teaching is a tough gig but if you can get on top of it you will know you have made an impact on kids lives and you can most likely handle anyone and anything.
Good luck!

[bjoe97]

I can sympathize with your dilemma.
I could write a very long opinionated reply.
In a nutshell- find something the kids like, make friends with the" troublemakers" ( they're likely to become your best ally)
Empower them,make them feel loved and that they are achieving something . Reward them. Especially the slow learners in the class.
Google for modern teaching books on this, some are spot on. You will get many very good idea's to think through. I am sure you will find the answer.
If you like I will search my old titles and inform you.

Teaching is an honorable and worthwhile profession with the ability to do so much good.Good teachers are rare- I have the feeling that you are or could be one.
Good luck.

[sutyot]

You need to find common ground. See what they are interested in and use it to captivate them. Once you can keep their attention then the really bad kids will become to sky to make anymore noise.

Try Transfomers or Ben Ten to get their attention then follow right into a lesson using these characters as presenters.

Use bonus points as a reward along with a game at the end of the class if they behave and do a good job.

Good luck!


sutyot