Discipline in the classroom


For me, discipline is ways of behaving, whether good way or bad way, are different forms of attitudes. Have discipline, means to behave in a certain way, follow the rules or order.


Definitely, in every classroom must have discipline, which is set by the teacher and is the one who must try to enforce it.

There are breaches of discipline when rules established by the teacher are not met and is said to be an undisciplined student for not behaving well so you have to draw attention to him or her.

Unfortunately, I haven’t had the opportunity to teach, but I definitely would love that in my classroom has discipline and a positive environment.

I remember one case where a teacher had an incident with a classmate, in fact, several teachers had problems with him because he was too restless and always was talking, looking at the phone, drawing things in his book, and he never paid attention to classes.

Teacher: Please silent Carlos

Student: I’m not doing anything!

Teacher: I’m seeing you talking, if you do not feel like being here; leave the room please, because you are distracting your classmates.

Student: I am working!

Teacher: Show me your notebook…

Student: Here it is!

Teacher: Where is all that we have worked today?

Student: Ah! I have hurt my hand. I cannot write. It hurts me.

Teacher: Ok, tomorrow, I want you to bring me everything we did today; otherwise, you will not enter to the class and sit here in front of me for now.

Obviously is a student who needs lots of attention for his behavior. I think that what the teacher did was the right thing, because if the teacher had kept saying things, they were not going to get anywhere.

To teach, I’m seriously thinking I need to take courses that cover these topics, so I know what to do in these cases.


Bloom’s Taxonomy

For me, the Bloom´s Taxonomy is like the way I can assess the degree that have my students.  (It start with a level of knowledge and end up with a level of assessment), in this way I can know if my student has reached a level of assessment of understanding in any topic or if he is still in a lower level of comprehension. It can be very useful for creating more specific lesson plans, make goals, that your learning be successful and helps me that my students use thinking skills. Particularly, makes me realize that I cannot teach everything at once, but that learning should be gradual, both in quantity and complexity.bloom

To the planning, I think we must consider what is it that I want my students to learn? What activities do I have to do to achieve their objective? What resources I will use for this? How do I measure the learning of my students? and time.

According to what I read, Bloom’s Taxonomy, is always used as a tool to establish learning objectives, and even today, is still valid, however, it have made updates to it, is now adapted the digital age, that is, you will incorporate the ICT (Information Technologies and Communications) to the learning process.

Check out this link DiagramaWilson

 Flecha rosa


Despite being a subject that is not in the book of TKT, I think it’s very important to know it, because it is very useful, interesting, appropriate, practical and effective, moreover, is as a teaching method to help me a lot in my classes.

This is my activity to categorize the thinking skills involved at the 6 levels of the cognitive taxonomy.

In my coursebook, the unit 6 is about countable and uncountable food; after having reviewed food and drinks and countable and uncountable nouns, beginner level young learners will:

  1. Recalling: Describe the food groups and identify at least two foods from each group, noting whether they are accountants or uncountable.
  2. Understanding: Write a simple menu for breakfast, lunch, and dinner using the food guide.
  3. Applying: What would you ask the customers of a supermarket if you were doing a survey of what food they eat? (10 questions).
  4. Analyzing: Prepare a report on what people in your class breakfast.
  5. Evaluating: Make a booklet about the 10 most important food habits for the whole school eat healthy.
  6. Creating: Compose a song or poem for selling apples.

Remember you cannot ask in evaluating what you have not caused…

My Personal Learning Philosophy


I created a project about my personal learning philosophy. I created a PPT in Office and I uploaded with http://www.knovio.com/ I call my theory, theory of interest and awareness. I hope you agree with me, even a little. It is the first time you used this online program, so my project is not a big deal, but I promise you that the second time I use it, it will be better.

 Check it out 



styleI also included information such as my personal learning style and my multiple intelligences. It is very important to know your own learning style. It will be much easier to learn, if you know your style. The human brain is unique, each head is a world, and it is for this reason that although humans have the same brain structure, each person receives information in different ways. By the way, I agree with the results I got. I am an auditory learner, I have to work on my concentration when I read and in my multiple intelligences, I’m surprised, because I got a very similar percentage in each intelligence, the difference is very little, except linguistic.

You can also take the tests, if your want to know your personal learning style.    RV-AI819_NEUROM_DV_20121116190605

I leave the links below.



Motivational strategies in an EFL class


I found this fabulous video of an English class. I am personally fascinated. I had never seen a teacher, received with music, to their students. It’s an amazing idea; it is like to encourage them to listen to music and sing in English.  The classroom is very well decorated, creating a pleasant and orderly atmosphere. This is very important because students feel relaxed in a calm and fun space. The teacher treats them as friends and not as students, he gives them security and confidence. Students come to the classroom and take their place, after, they preparing themselves the activity in the white board to start the game. Apparently, the methods of the teacher are good, because the guys seem to speaking in English.



I made a comparison on a Venn diagram, where I write on one side what motivational strategies the teacher used and on the other side what strategies I would use as the teacher of that same class.

Is a bit hard to say, other motivational strategies because the teacher in this video applies several, not all strategies appear in the video, but it makes me imagine that he applies all. He puts challenges and encourages students through a fun class. For me he does a very good job.

Click on the Venn diagram for a better view venn 22

Finally, it seems important to me to mention which are the motivational strategies.

  • The teacher
  • The classroom atmosphere
  • The task
  • Rapport
  • Self-confidence
  • Interest
  • Autonomy
  • Personal relevance
  • Goal/Target
  • Culture

Behaviour theorists

Theorist Name of theory How does it relate to what we do?
Skinner Behaviorism skinnerThis theory states that it should reward or reprimand according to the behavior done. So, if in a classroom, a student answers correctly or behaving in an appropriate manner should be rewarded with a compliment, or something material, such as candy or a small star on the forehead. It depends on the age. On the other hand, if the student behaves in a wrong way, he must know that what he’s doing is wrong.



Bandura Social learning theory banduraAs I understand, this theory says that people especially children act the way others act. They behave in the same way. Children learn and behave according to what they see and hear. For example, if the teacher mocks a student for any errors that he did, the other classmates also mock him. If the teacher slams the door, your students will do too. However, not everything is negative, if the teacher has a good behavior and transmits them, students will feel influenced to do the same.



Erikson Stages of development eriksonThis theory suggests that human development occurs in eight stages, in each one it learns something different, also face different challenges and have different goals at each stage. The question is, if a person does not progress successfully from one stage to the next, they might have problems relating with people in the future. What do you think does this affect classroom behavior? I think it’s a problem not progress from one stage to another, it’s like getting stuck and this causes problems in emotions of people.  Not learn, leads to no further development. In this case, definitely affect the behavior and mood of one of my students, because he might feel in disadvantaged, frustrated or with anxiety. For instance, that he can not do some things that his classmates already do or they already behave maturely, and he not.


Vygotsky Social cognitive development VygotskyThis theory is based in that human development occurs naturally through interacting socially and with the environment. All learn, either through their own curiosity and risk or with someone’s help, but in a classroom, all need the teacher support to develop skills and learn new things. As a teacher you should know that some students learn faster than others or that not everyone has the same abilities so you should put more attention to those students.  It is important for the teacher motivate students through a classroom with a pleasant, calm and safe atmosphere and, through simple activities that are not complicate for them.


Krashen Theory of second language acquisition krashenStephen Krashen theorized six hypotheses of language acquisition:

  • the Acquisition-Learning hypothesis
  • the Monitor hypothesis
  • the Natural Order hypothesis
  • the Input hypothesis
  • the Affective Filter hypothesis
  • the Reading Hypothesis

Acquisition involves the subconscious acceptance of knowledge when information is stored in the brain through the use of communication. Learning, on the other hand, is the conscious acceptance of knowledge ‘about’ a language. Krashen states that the monitor is controlled by the learning system and is used to correct errors in the utterance. The Natural Order hypothesis suggests that parts of language are learned in a certain sequence that cannot be altered through deliberate teaching. The theory that language acquisition occurs when learners receive messages they understand, known as comprehensible input, is referred to as the Input hypothesis. Different variables such as anxiety, self-confidence, motivation, and stress can all impact the affective filter. The concept that reading in the SL will help build vocabulary and grammar knowledge is known as the Reading hypothesis.






Bruner Constructivism Discovery learning BrunerI think constructivism is that you understand the aim of learning and teaching. The teach forms must change, because with so much technology there are now, the forms of teach of teachers are boring for students.  Teachers have an obligation to teach well and try to help students learn.  Get your students excited about learning, invite them to strive and fulfill their goals, and encourage them. Meanwhile, students must learn the importance of studying, understand what it means to be a good student, enjoy studying, take the challenge and, strive to be better every day. We should try to make a meaningful learning.





Four Skills (comments and opinions)

In my book TKT are some comments from teachers in relation to the four language skills and I would like to comment about them.

In the case of reading…reading-listthey said that reading for details is the most important reading skill and I agree with them because you show if you really understood the reading. With questions about the reading you did, you can verify if you really have captured the main idea.

They like to read them stories, even if they don’t understand anything. I think it’s good to do this, because little by little, they will understand more and more because of the frequency of the readings and they are to be identifying much more with vocabulary.

Some of their learners try to understand each new word in a text; they often don’t understand what the whole text is about. It is a mistake that most students make, when they want to translate each word not known in the read text. It is important that teachers make them know that it’s wrong to translate every word and remind them that they should try to imagine what the story is about with the little they understand when they read.

writingIn writing, when they teach writing they usually focus more on accuracy than on communicating ideas. I think this is a bad idea. I say that you must first teach students to understand main ideas and then accuracy. It is very difficult; especially for beginners write accurately and I think it is more important to convey thoughts and ideas in a text than just write something without errors.

Their learners find writing really boring. Teachers do it as little as possible. That’s horrible; they should not stop teaching this important skill just because students are bored. When this happens it is necessary that the teacher finds a way to make it more fun, such an activity, teamwork or a game. He/She has to motivate them. If they do not, they are failing as teachers.

ListenAbout listening, to improve their listening, what their students need most is to learn more vocabulary. Learning listening skills won’t help them. I agree because if they know more vocabulary, listening they will understand more words, so they understand the idea or message. Teach listening skills is just to explain the purpose or objective of skill and some tips, so not much help to get the main idea of the text.

Teachers do not think their learners should listen to them for listening practice. There is no point in them listening to English spoken with their accent. Students must listen to their teachers speak English, thus they can notice the pronunciation, tone of voice, accents, and also recorded some expressions. It is an obligation of the teachers speaks in English in front of students.

Their learners always try to understand every word when they listen, so they give them transcripts to read as they listen. Like writing, it is important not to want to understand every word we hear because we will not understand the main idea. You should try to guess, with the words that you understand, what the person says. When students hear recordings, it is good to give them an idea about what comes through questions or describing a picture. Then, let them hear the recording without the aid of a transcript and the second time, enable them to see the transcript. This helps students to see the spelling, sentence structures and finally understand the whole recording.

hablarIn speaking, their students get really embarrassed talking and making mistakes in front of their classmates, so they do not often ask them to speak in class. A teacher should promote respect within the classroom; it is part of their job. If students do not practice in class where are they going to do? Classes are to learn and practice.

Teachers like asking their class to tell one another stories. Students get so interested that they do not worry about the mistakes they make. It is a good activity, teachers should encourage students to practice speaking English but the teacher must correct their mistakes, so they do not continue making the same mistakes.

Please, let me know your comments and tell me if you agree with me or not.

Developing skills

Learning a new language means developing skills that allow you to process what other people say in another language and to communicate what you want to say.

When we learn a language, there are four skills that we need for complete communication; reading (receptive skill), writing (productive skill), listening (receptive skill), and speaking (productive skill).


As a teacher, you will need to address each of these skills. And, whenever possibleyou should utilize activities that integrate all four skills since each reinforces the other.

I tried to do an activity to apply in a future, in which my students will use the four language skills. For this, I use this application http://vocaroo.com/  that I found in this blog http://tefltecher.wordpress.com/2011/02/18/tesol-spain-thingy/.

My students are beginners and in my course book unit 5 is about animals. What I want to apply, as homework, is the following: they have to choose their favorite animal and answer the following questions, where does it live? What color is it? How big is it? What does it eat? What can it do? What’s and special about it? For this, they have to investigate the characteristics of the animal that they chose to answer the questions above; this implies that they have to read and write.

Then, with the responses, they should make a recording here http://vocaroo.com/  saying, as a text, the characteristics of the animal but something important, they must not tell what animal it is. This implies that they have to speak.

This is an example Flecha-34 http://vocaroo.com/i/s0fwl3PvYOSI#.VB-oNrhD-JQ.hotmail

Finally, they have to send the recording to all your classmates and to me also. This in order to listen to all the recordings and try to guess what animal is. The next day, they have to bring in writing, the name of your classmate and the name of the animal that he/she assumes that his/her classmate described.

The application of Vocaroo is very easy to use, so they will not have any difficulty performing their activities.

The way I’m going to evaluate this activity is using a rubric, considering only the activity of speaking.

CATEGORY 1 2 3 4 Score
  • Most utterances contain errors.
  • Many utterances are incomprehensible.
  • Frequent errors that confuse listener and require guessing at meaning.
  • Comprehensible, generally correct.
  • Occasional error.
  • Phonetically correct.
  • Almost error-free.
  • Awareness of accent.
  • Genuine effort to sound like native speaker.
  • Constant searching for vocabulary, verb tense.
  • Does not complete utterances.
  • Frequent hesitations.
  • Halting, searches for words.
  • Occasional hesitation.  Searching for words.
  • Speaker can self-correct.
  • Smooth flow.
  • Quick, continuous flow.
  • Natural pauses.
  • Inadequate vocabulary or incorrect use of
  • lexical items.
  • Communication difficult.
  • Vocabulary is just adequate to respond.
  • No attempt to vary expressions.
  • Basic.
  • Good, appropriate vocabulary.
  • Generally good response.
  • Very good; wide range.
  • Uses appropriate and new words and
  • Expressions.
  • Interesting response.
  • Most structures incorrect.
  • Constant use of infinitive; no conjugation.
  • Errors impede communication.
  • Many errors (agreement, verb forms).
  • Errors in basic structures.
  • Two or fewer syntax errors.
  • Minor errors that do not impede communication.
  • Self-corrects on some.
  • No grammatical errors.
  • Speaker self-corrects without hesitation.