DISCIPLINE STRATEGIES AND THEIR EFFECT IN THE SEVENTH GRADE STUDENTS´

DISTRACTING BEHAVIORS.

Proposal presented by
Angela P. Montaña Avella

presented to the professor

ADRIANA AVELLA

UNIVERSIDAD PEDAGOGICA Y TECNOLOGICA DE COLOMBIA

FACULTY OF SCIENCES OF EDUCATION
MODERN LANGUAGES WORKSHOP 1
TUNJA
2017
 INTRODUCTION

Corzo et al (2011),it is crucial to

provide pre-service teachers
with strategies that offer them
through knowledge about
methodological instruments
and become them in
researchers to solve immediate
problems concerning their
pedagogical practice in the
classroom.
 CHAPTERS

CHAPTER 1 CHAPTER 2 CHAPTER 3

Introduction. Theoretical
Methodology
framework
Rationale.
Problem
statement.
Objectives
 Rationale
To identify the most usual and disruptive
problems in the English class .

It is important that the English teacher get

to design strategies
concerned
The students involved in their
that allow having an
work, understand what is expected
effective classroom of them, maximize time on task,
discipline, and open the path to obtain prevent confusion or disruption,
many benefits where teacher and and run a work simulated but
students can feel confident relaxed and pleasant classroom, the
smoothness of the class.
and comfortable in the
teaching and the learning
process. The smoothness
of the class
 PROBLEM STATEMENT
A positive physical emotional and
respectful environment in the
classroom is a factor that affect
the teaching and learning
process,

to have clear learning goals and make feedback, occasions to construct

social skills, and strategies to help students succeed (Weimar 2009).

In Colombia, the novice and experienced

teachers face challenging situations
about disruptive student behaviors that
disturb this atmosphere, especially at
public schools.
Field notes observation.
General aspects :there are 36 students in seventh grade. the students study five
days a week from 6:20a.m to 1:20 a.m. They have English classes on
Wednesdays and Fridays from 11:20 to 1:30 and have two breaks. The classroom
is undecorated. In the break time, this is locked.

My first day.March 17th

General description.
The in-service teacher and I waited for the students. Some of them were late. I
introduce myself and asked them to make groups of seven people. The students
spent a lot of time to be ready. Some of them, talked among them about things
unrelated to the topic and two students, and two students were focus on their
cellphone. after twenty minutes or so I could explain the game with colorful
pictures, and most of the students participated actively.
Then, the teacher handed over an individual activity.and the teacher went out for
twenty minutes. Few students asked me how to develop the activity, others only
awaited how to copy their classmates´ answers. Time to go out.
The teacher come back to collect the activity.

My thinkings: I felt happy because I was able to develop the game and some
students enjoyed the activity. However, I consider the students are not able to
work in large groups, they tend to talk a lot and it take them a lot of time to be
organized. I wanted to learn the students ‘name but the teacher was in a rush.
This report demonstrated the necessity
to design strategies that promotes a
positive environment and to know to
what extent those strategies can
contribute in the teaching and
learning process of English.
Aims

General Objective.
To determine to what extent the strategies design by the
pre-service teacher promote a appropriated environment
to learn English language in the seven grade students in a
Tunja public School.

Specific Objective.
To identify to what students’ behaviors could be
considered unappropriated in the English class.

To design some strategies that allow creating a positive

environment for teaching and learning English.

To measure in a quantitative way the level of promotion of

a positive environment To learn English language.
Justification
This project helps teachers to identify the most usual and disruptive problems in the English class in a
public school.
Colombia context. Teachers spend several hours every day in a place where they could felt like a
nobody and their students do not feel a sense of belonging within the classroom or where Teachers
struggle to teach, and students most likely learn much less than they should.

Hence , it is important that the teacher designs strategies that allow having and effective classroom
management, and open the path to obtain many benefits where teacher and students can feel confident
and comfortable in the teaching and the learning process.

How the teacher manages the classroom is the primary determinant of how well
the students learn.

This study contributes to

analyze some characteristics in
a public school in the Tunja´s
context and guide teachers to
adapt these strategies to their
own context.