PL EN


Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
2015 | 7 | 53-72
Tytuł artykułu

Effective ways of dealing with discipline problems when teaching adolescent learners

Autorzy
Treść / Zawartość
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
“As in other social settings, every classroom will have a few students who will choose not to involve themselves in classroom activities and, instead, be disruptive forces”. Managing disruptive behavior calls for a special set of techniques and ways to change it, at least during the time that the student is in school (Arends1991:170-172). The aim of this paper is to discover whether teachers employ multifarious techniques and strategies while dealing with discipline problems and how these techniques work in the classroom context.
Słowa kluczowe
Rocznik
Tom
7
Strony
53-72
Opis fizyczny
Twórcy
  • The State School of Higher Professional Education in Konin, 1 Przyjaźni Street, 62-510 Konin, Poland, ankaogro@o2.pl
Bibliografia
  • [1] Arends, R.,I. 1991. Learning to teach. New York: McGraw-Hill.
  • [2] Brown, D. 1994. Teaching by principles. Prentice Hall Regents.
  • [3] Child, D. 1997. Psychology and the teacher. Washington: Continuum.
  • [4] Fontana, D. 1988. Psychology for teachers. British Psychological Society in association with Macmillan Publishers Ltd.
  • [5] Gower, R., Philips, D., Walters, S. 1995. Teaching Practise Handbook. Heinemann.
  • [6] Gearheart, B., R., Weishahn, M., W., Gearheart, C., J. 1988. The exceptional student in the regular classroom. Ohio: Merrill Publishing Company A Bell & Howell Information Company.
  • [7] Harmer, J. 1990. The practise of English language teaching. London and New York: Longman.
  • [8] Harmer, J. 1991. The practise of English language teaching. New editon. London and New York: Longman.
  • [9] Harmer, J. 2001. The practise of English language teaching. Harlow: Person Education.
  • [10] Kaplan, P.S. 1990. Educational Psychology for Tommorow’s Teachers. West Publishing Company.
  • [11] Kenneth, Ch. 1988. Developing second – language skills. Harcourt Brace Jovanovich Publishers.
  • [12] Linsle, C. 2004 “On their best behavior” English Teaching Professional issue 32
  • [13] Mattheoudaki, M. 2001. “Discipline – a flexible approach” Modern English Teacher 10/2.
  • [14] McManus, M. 1995. Troublesome behavior in the classroom. Meeting individual needs. London and New York: Routledge.
  • [15] Mieszalski, S. 1997. O przymusie i dyscyplinie w klasie szkolnej. Warszawa; Wydawnictwa Szkolne i pedagogiczne
  • [16] Mongon, D., Hart, S., Ace, Ch., Rawlings, A. 1989. Improving Classroom Behavior: New Directions for Teachers and Pupils. New York: Teachers College, Columbia University.
  • [17] Morse, W.C. and Wingo, G.M. 1969. Psychology and Teaching. Scott Foresman and Company.
  • [18] Nunan, D. and Lumb, C. 1996. The self directed teacher. Managing the learning process. Cambridge; CUP.
  • [19] Prodromou, L. 1992. Mixed ability classes. Macmillan Publishers.
  • [20] Robertson, J. 1998. Jak zapewnić dyscyplinę, ład i uwagę w klasie. Warszawa, Wydawnictwa Szkolne i Pedagogiczne.
  • [21] Rudiger-Harper, J. 1998. „Teaching teenagers: motivation and discipline“ Modern English Teacher 7/2.
  • [22] Sulich, M. 2004. “Keeping discipline in the classroom” English Teaching Forum 42/3
  • [23] Ur, P. 1999. “Classroom management and discipline in adolescent classes” Network 2/2
  • [24] Walker, C. and Newman, I. 1991 “Whole school discipline” Practical English Teaching 12/1
  • [25] Walker, C. and Newman, I. 1991 “Classroom discipline” Practical English Teaching 12/2
Typ dokumentu
article
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.psjd-e1d90bee-4116-4dbf-ab42-9523b8f868fe
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.