– BACK TALKING-

BACK TALKING is a experience of a lifetime, no matter who says another thing everybody loves speaking with their classmates in the perfect time to bother the teacher because that makes the talk more interesting.

However there is always something that makes the teacher turn their face to kill the talking that was so amazing. Or maybe we can remember that moment where everybody was talking very low that the talk sounds like a pray, yeah!! that sounds kind of funny but as teachers we have to AVOID that matter in an intelligent way.

I can remember many years ago when I was a student of secondary school in my first day of class my geography teacher asked me to go out of the classroom because I was talking. In that moment I felt that going out the classroom was the most amazing thing ever, I didn’t have to listen the boring teacher. But I don’t think that taking that attitude can help the students to learn, in many cases would be to promote (REWARDED) the talking because nobody in that age wants to be in class. In any case he wasn’t my only teacher, I used to have some others more intelligent that instead of asking me going out the class they used to tell me, Hey!! Alecxei what do you think about the topic we are cheking. or Hey Alecxei can you explain to yours classmates what you have understood about the lesson, I mean they instead of promote my talking they tried to stifle my talking, making me to put attention to their class. For me that can be a really nice way of stop back talking.

Sometimes the teachers can think (if a take my student into another place he/she can be quite) WRONG !!! why, in mexico we call it «cockroach effect» if someone wants to talk for sure is going to talk in any place he or she is. maybe that action can solve the problem for a while because maybe he doesn’t know his new talker partner so good but in the moment they know each other they are going to talk in the same way that they used to do, the better action is to take an action cognitive behavioral that involve all the students in more activities that can solve the problem, don’t forget that the teacher can be the problem. thats a real problem that we have to solve by fixing our behaviour and making it more interesting and attractive for students to listen the class, our beautiful voice can be kind of boring for our students, I used to have a teacher of Human rights that have a nice soft and low voice at 7 am that makes the students focus on their dreams that is not back talking, is worse, is a total lack of motivation that makes the students no to focus on what they are doing and keep talking and dreaming, remember if somebody start a back talking everybody in the class is going to do it for sure.

Remember that solving the problem in a nice way can be more effective that yelling at the students or been impolite, all of us have been students that understand what is back talking and what’s the better way to stimulate students to pay attention.

Bloom’s taxonomy is a categorization of learning objectives when teaching, it was proposed by Benjainm Bloom, bloom’s taxonomy divided educational learning objectives into three principal areas:

COGNITIVE

AFFECTIVE

PSYCHOMOTOR

This principal areas can breaking down into six diferent areas:

CREATING

GENERATING NEW IDEAS, PRODUCTS, OR WAYS OF VIEWING THINGS, DESIGNING, CONSTRUCTING, PLANNING, PRODUCTING, INVENTIG.

Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

EVALUATING

JUSTIFYING A DECISION OR COURSE OF ACTION.

Checking, hypothesising, critiquing, experimenting, judging.

Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

ANALYSING

BREAKING INFORMATION INTO PARTS TO EXPLORE UNDERTANDINGS AND RELATIONSHIPS.

Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

APPLYING

USE A CONCEPT IN A NEW  SITUATION OR UNPROMPTED USE OF AN ABSTRACTION.

Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

UNDERSTANDING

EXPLAINING IDEAS OR CONCEPTS.

Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems.

Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

REMEMBERING

EXPLAINING IDEAS OR CONCEPTS

Recall or retrieve previous learned information.

Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.

That taxonomy provides a useful structure in which to categorize test questions, since professors will characteristically ask questions within particular level. English learners should be asked critical thinking questions from all levels of Bloom’s taxonomy.

A thinking skill is a mental process. This process can be divided into higher and lower order thinking skills. According to Bloom the acquisition and comprehension of knowledge are lower order thinking skills. Evaluation, synthesis, application and analysis are higher order thinking skills.

Why are thinking skills important?

According to Wilson (2000) lower order skills, such as reading and writing are taught very well at schools. These skills are used to build higher order thinking skills. Today the labour market demands people with higher order thinking skills. These skills are of vital importance because it is impossible to remember all the information we need for future use. Today information grows exponentially and therefore individuals need to learn to navigate all this information. Many educators believe that detailed knowledge will not be as significant to tomorrow’s workers and citizens as the ability to learn and make sense of new information. According to Resnick (1987) all individuals, not just the elite, have the ability to become adept at thinking.

Higher order applications are developmentally appropriate and challenging tools. These applications offer opportunities to analyse, evaluate and solve problems and therefore offer more opportunities to practice analytical and critical thinking skills. Spreadsheets and databases are two examples of such applications. Database design can help learners methodically organise, assemble and order data according to recognised criteria (Adams & Burns, 1999). Another example is Geographic Information Systems (GIS). GIS was brought into the new grade 10 Geography Curriculum with the purpose of developing higher order thinking skills. Learners can study change over time using a free GIS tool like Google Earth (Burns, 2006).

finally here is my lesson (TBL) according to the taxonomy said.

in my course book lesson 1 from unit 2 is about the use of will and going to, phrasal verbs with out hopes and plans.

knowledge: students are going to say the differences between going to and will.

Comprehension: students are going to write simple facts that they are going to do next class.

Application: students are going to read one text where they can identify the difference between going to and will and then they are going to solve a shore quiz to let them know how much to they have learnt.

Analysis: with the previous knowledge learners have acquired they are going to develop a text where they can put in practice which is the most suitable form (will or going to)

Synthesis: students are going to predict the whether, and make promises to develop their knowledge about will in this level students are going to be able to use going to or will in context.

Evaluating: students are going to write a text about what are they going to do in the next month and where do they are going to decide to go on vacation and predict whether or where do they choose to stay.

the motivational strategies.

 

As a teacher it is important to use motivational strategies to help students to learn easier and a funny and  interesting  way, however it is important to know what exactly the motivational strategies are; in this case is important to  mention  some   of this are:

    1.- SET A PERSONAL EXAMPLE WITH YOUR OWN BEHAVIOUR

    2.- CREATE A PLEASANT, RELAXED ATMOSPHERE

          IN THE CLASSROOM.

    3.- PRESENT THE TASK PROPERLY.

    4.- DEVELOP A GOOD RELATIONSHIP WITH THE LEARNERS.

    5.- INCREASE THE LEARNERS LINGUISTIC SELF-CONFIDENCE.

    6.- MAKE THE CLASS INTERESTING.

    7.- PROMOTE LEARNERS AUTONOMY.

    8.- PERSONALIZE THE LEARNING PROCESS.

    9.-  INCREASE THE LEARNERS GOAL ORIENTEDNESS.

   10.- FAMILIARIZE LEARNERS WITH TARGET LANGUAGE CULTURE.

Here is a video where you can easyly see all those motivation strategies:

 

 

 

To add more information that it can be useful, I made a venn diagram that explain the motivational strategies the video teacher used and the motivational strategies I would use as a teacher.

 

please read the clues down the criss-cross.

LEXIS AND PHONOLOGY

Across
2. are words with the same pronuntiation.
3. is the way a speaker changes the level of their voice to show meaning.
6. the basic words or parts of a word from which other words can be made.
9. are expressions which cant be changed.
12. is a figurative meaning.
13. are words with the same spelling and pronunciation as another words.
Down
1. words that often occur togheter.
4. situation.
5. are kind of fixed expression as they cant be changed but their meaning is usually different from the combination of the meaning of the individual words.
7. is the smallest unit of a sound that can be make a difference to meaning in language.
8. is the process of adding affixes is called affixation.
10. special force to a word.
11. are symbols which show in writing how words or sounds are pronounced.

Sometimes people can find very boring to learn a new language, because we’re always trying to learn by heart all the words. However this kind of practice is very boring and the worst thing is that you can forget all what you have studied, but nowadays there are more ways to learn more vocabulary, some recomendation that I give you is to watch some movies with subtitles in english, or maybe you can find some good websites to learn english at any level you are in the process of learning a language. Some good websites to learn english are http://www.busuu.com/subscribe_reg, and as Jenny said into her interesting blog http://quizlet.com/ is a great tool for students or teachers. Remember that the asocciation can be the perfect choice to learn every single thing you want.

Hello everybody. Let me tell you that I feel very excited of starting this course because never have I thought that I could be making this kind of course, so this is great for me, I know that this course is going to help me to improve my knowledge on english and also it is going to give me some important tools to help people to learn english. I hope to meet interesting people who enjoy sharing  experiences as a teacher.