UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
ENGLIH TEACHERS TRAINING PROGRAM
MODALIDAD PRESENCIAL
SIXTH SEMESTER
PROJECT PROPOSAL
TITLE: STRATEGIES TO IMPROVE THE TEACHER’S ABILITIES TO MANAGE
THE CLASS CONFLICTS
AUTHORS: Barrera Carolina
Mejía Miguel
Solís Javier
Villamarìn Margarita
Pérez Verónica
AMBATO - ECUADOR
September 2013- February 2014
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Table of Contents
PROJECT PROPOSAL................................................................................................................ 3
1. Current Conditions or situation of the class observed .......................................................... 3
2. The solution.......................................................................................................................... 4
3. Justification .......................................................................................................................... 4
4. Who will benefit ................................................................................................................... 5
5. Operational Objectives ......................................................................................................... 5
6.1 General Objective ............................................................................................................... 5
6.2 Specific Objectives ............................................................................................................. 5
6. Steps for implementing the project ....................................................................................... 6
7. Measurable Criteria to evaluate the project-ongoing monitoring and final evaluation ......... 6
9. Arguments supported by theoretical literature .......................................................................... 6
10. References ............................................................................................................................ 16
11. Anexes.................................................................................................................................. 17
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PROJECT PROPOSAL
PLACE: UNIVERSIDAD TÉCNICA DE AMBATO
TEACHER: LCDA. NATHALY VELASTEGUÍ
LEVEL: SIXTH SEMESTER
GENERAL BASIS:
1. Current Conditions or situation of the class observed
Gustavo Eguez High school which is located in Ambato city, Tungurahua province,
and it is part of the many public institutions in our country; it is directed by Dr. Edw
in Velasteguí who gave us the change to direct our investigation to his group of teac
hers and students.
Once we arrived to the institution we could notice the infrastructure is fine because i
t provides all the necessities for the students, the problem is inside the classroom.
The situation of the ten grade of this high school students was not that pleasant, sinc
e the number of students in the class which was 30 corresponding to 20 girls and 10
boys its too much in order to have a better control of the students, besides once we st
arted to observed the class we could notice that most of the teachers have trouble
controlling the discipline and creating a meaningful environment among students
The problem
The over populated classroom during the teaching moment create a conflict at the
moment of manage some problems like discipline, interpersonal problems, individu
al interests of students and the poorly trained teachers to deal with conflict in the c
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lassroom causes a low performance of students and a bad environment in the class
room.
2. The solution
As an alternative of solution, we propose to develop a Plan for Coexistence. The plan
consists to develop in a coordinated way, preventive, punitive actions and proceedings,
with greater emphasis on prevention. It is directed to the teachers in how to control
these problems during the teaching process. It should make a collection and analysis of
information from the center and its own unique conflicts. Develop coexistence rules that
respond to detected conflicts in a practical way and elaborate action protocols to face
common problems in the classroom. With this plan, it should create a Coexistence
Commission responsible for regulating the implementation of the plan, modify and
improve it as appropriate, and punish when necessary. This plan can help mainly the
teacher and the students in order to have a good rapport during the class. It can improve
the student’s development, because they will feel comfortable by creating a nice
environment to learn. This will be applied in the “Gustavo Eguez High school” as soon
it could be applied.
3. Justification
This project should help to the trainees and teachers of the whole country in order to
manage the class in a better way. This controversial problem about managing correctly
the class conflicts had been being a great incognita for a long time. Teachers in spite of
their experience cannot manage the class without having some troubles among students
and students to the teacher. This occurs because the teacher does not know about some
strategies to apply in the class in order to prevent possible problems. This project is
being presented because we are trying to improve the way that a trainee and a teacher
can control and manage correctly the conflicts that can appear in the class among
students.
We have different conflicts in the class environment such as:
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When students ask silly or ridiculous questions.
In face of swearing
In the face of challenges
Professor Assault
Violent incidents between students
Uncontrolled Class
With this project, we hope to change the point of view of the teacher and the trainees to
follow some good strategies to prevent and control the conflicts in the classroom.
4. Who will benefit
The beneficiaries of this project will be: the teachers, the students and the institution.
1) The teachers will be the first beneficiaries, because our investigation is
aimed to provide them a guideline about how manage the class conflicts. As
result, they will know how response to these conflicts and how to resolve
them in the best way.
2) Secondly, the students will be benefit also because they will have a
classroom with clear rules and if they are involved in any difficulty, they will
receive a treatment according with their necessities by the teachers.
3) Finally, the institution will increase its prestige because it will have trained
teachers who are concerned not only about imparting knowledge but also the
students' emotional wellbeing.
5. Operational Objectives
6.1 General Objective
Provide teachers a useful training about how to treat class conflicts in order to improve
the classroom environment.
6.2 Specific Objectives
* To look for techniques in social and communication skills for students.
* To elaborate a guide of actions that should be applied to solve conflicts in the class.
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* To develop a coexistence plan inside the classroom.
6. Steps for implementing the project
a. To observe the class and analyze it.
b. To identify through a survey to the students and teachers what causes the conflicts.
c. To interview the teacher how he/she might face, handle and manage conflicts in the
classroom
d. Finally, use a Plan for Coexistence through a train for teachers about the techniques
in order to handle and detect any kind of conflicts in the classroom.
7. Measurable Criteria to evaluate the project-ongoing monitoring and final
evaluation
For evaluating and measurement of the project-ongoing the following instrument s will
be used
A previously interview with the teacher who has given classes in the last years (1 or
2previous years) in order to know if there were conflicts
A survey order to evaluate the knowledge of the teacher about how to face, handle
and manage conflicts in the classroom
A survey to know if the teacher has received training about how to manage and
handle conflicts in the classroom.
Finally make an observation to watch the improvement of the teacher when he faces
a conflict in the classroom after having received the Plan for Coexistence.
9. Arguments supported by theoretical literature
As teachers, we have enormous power in the classroom, but we must strive to use it to
create a climate in which students are neither so intimidated that they never challenge
us, nor become so infuriated that they revolt. The way we design our courses and
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interact with students regulates this power relationship and determines the outcome,
here are some theorical arguments that support our investigation.
Teaching Strategies
Angelo, T. A. & Cross, K. P. (1993).Classroom assessment techniques: A handbook for
faculty . 2nd ed.,
There are a variety of teaching strategies that instructors can use to improve student
learning. The links below will show you some ways to make your classes more
engaging.
Active Learning- Active Learning is anything that students do in a classroom
other than merely passively listening to an instructor's lecture. Research shows
that active learning improves students' understanding and retention of
information and can be very effective in developing higher order cognitive skills
such as problem solving and critical thinking.
Clicker Use in Class- Clickers enable instructors to rapidly collect and
summarize student responses to multiple-choice questions they ask of students in
class.
Collaborative/Cooperative Learning - Cooperative and collaborative learning
are instructional approaches in which students work together in small groups to
accomplish a common learning goal.They need to be carefully planned and
executed, but they don't require permanently formed groups.
Critical Thinking - Critical thinking is a collection of mental activities that
include the ability to intuit, clarify, reflect, connect, infer, and judge. It brings
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these activities together and enables the student to question what knowledge
exists.
Discussion Strategies - Engaging students in discussion deepens their learning
and motivation by propelling them to develop their own views and hear their
own voices. A good environment for interaction is the first step in encouraging
students to talk.
Experiential Learning - Experiential learning is an approach to education that
focuses on "learning by doing," on the participant's subjective experience. The
role of the educator is to design "direct experiences" that include preparatory
and reflective exercises.
Games/Experiments/Simulations- Games, experiments and simulations can be
rich learning environments for students. Students today have grown up playing
games and using interactive tools such as the Internet, phones, and other
appliances. Games and simulations enable students to solve real-world
problems in a safe environment and enjoy themselves while doing so.
Humor in the Classroom- Using humor in the classroom can enhance student
learning by improving understanding and retention.
Inquiry-Guided Learning - With the inquiry method of instruction, students
arrive at an understanding of concepts by themselves and the responsibility for
learning rests with them. This method encourages students to build research
skills that can be used throughout their educational experiences.
Interdisciplinary Teaching- Interdisciplinary teaching involves combining two
different topics into one class. Instructors who participate in interdisciplinary
teaching find that students approach the material differently, while faculty
members also have a better appreciation of their own discipline content.
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Learner-Centered Teaching - Learner-Centered teaching means the student is
at the center of learning. The student assumes the responsibility for learning
while the instructor is responsible for facilitating the learning. Thus, the power
in the classroom shifts to the student.
Learning Communities - Communities bring people together for shared
learning, discovery, and the generation of knowledge. Within a learning
community, all participants take responsibility for achieving the learning
goals. Most important, learning communities are the process by which
individuals come together to achieve learning goals.
Lecture Strategies- Lectures are the way most instructors today learned in
classes. However, with today’s students, lecturing does not hold their attention
for very long, even though they are a means of conveying information to
students.
Mobile Learning- Mobile Learning is any type of learning that happens when
the learner is not at a fixed location.
Online/Hybrid Courses- Online and hybrid courses require careful planning
and organization. However, once the course is implemented, there are
important considerations that are different from traditional
courses. Communicationwithstudentsbecomesextremelyimportant.
Problem-Based Learning- Problem-based Learning (PBL) is an instructional
method that challenges students to "learn to learn," working in groups to seek
solutions to real world problems. The process replicates the commonly used
systemic approach to resolving problems or meeting challenges that are
encountered in life, and will help prefer students for their careers.
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Service Learning - Service learning is a type of teaching that combines
academic content with civic responsibility in some community project. The
learning is structured and supervised and enables the student to reflect on what
has taken place.
Social Networking Tools- Social networking tools enable faculty to engage
students in new and different means of communication.
Teaching Diverse Students - Instructors today encounter a diverse population
in their courses and many times need assistance in knowing how to deal with
them.
Teaching with Cases- Case studies present students with real-life problems and
enable them to apply what they have learned in the classroom to real life
situations. Cases also encourage students to develop logical problem solving
skills and, if used in teams, group interaction skills. Students define problems,
analyze possible alternative actions and provide solutions with a rationale for
their choices.
Team-Based Learning- Team-based learning (TBL) is a fairly new approach to
teaching in which students rely on each other for their own learning and are
held accountable for coming to class prepared. Research has found that
students are more responsible and more engaged when team-based learning is
implemented. The major difference in TBL and normal group activities is that
the groups are permanent and most of the class time is devoted to the group
meeting.
Team Teaching - At its best, team teaching allows students and faculty to
benefit from the healthy exchange of ideas in a setting defined by mutual respect
and a shared interest in a topic. In most cases both faculty members are present
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during each class and can provide different styles of interaction as well as
different viewpoints.
Writing Assignments - Writing assignments for class can provide an
opportunity for them to apply critical thinking skills as well as help them to
learn course content.
This are some of the strategies that experts recommend in order to have some
useful strategies to work in the class, if we use them properly we could avoid
conflicts on class, because students would be involve permanently in the class.
HANDLING CONFLICT IN THE CLASSROOM
Preparedby Troy Lescher Teaching, Learning, and Professional Development Center
Texas Tech University
What is conflict in the classroom? Why does it occur?
Conflict, in its simplest terms, is the clash of two forces often times due to differing
beliefs, needs, or expectations. Within the confines of the classroom, conflict is
considered to be a form of incivility, which Patrick Morrissette defines as “the
intentional behavior of students to disrupt and interfere with the teaching and learning
process of others” (2001, n.p.). Thus, conflict can manifest itself among various parties
(“student versus teacher” or “student versus student” or even “class versus teacher”)
and in a myriad of ways. Some of thesemayinclude:
A student who consistently challenges the instructor’s authority or knowledge
(such as excessive questioning or making inappropriate comments about the
instructor’s abilities)
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A student who deliberately disrupts the classroom (such as dominating class
discussions, engaging in leisure conversations, being chronically late to class,
being unprepared, or causing a scene)
A student who is impolite to others in the classroom (such as competing with
fellow students or insulting others’ opinions)
Again, these are just a few examples of student incivility but it is clear to see how
conflict can put a strain on everyone’s experience in the classroom.
There are several theories as to why conflict in the classroom is so common today
including: a greater diversity among the student body, a larger number of students with
emotional issues on campus, students being pressured to succeed, and the common
perception by many students that college is a business transaction and that they are
paying for higher grades (Morrissette, 2001).
However, it is a myth that students are solely to blame for conflict in the classroom. On
the contrary, instructors are usually the primary contributing factors to student
incivility (Managing Classroom Conflict, 2004). For example, an instructor who fails
to communicate effectively with his or her students is likely to encounter heated
disagreements or even disputes during the semester. Or an instructor who overlooks
the importance of establishing a positive learning environment may actually be
encouraging students to display resistance during class meetings. An article by Kevin
M. Johnston (2010b) includes many professor habits that students find particularly
annoying: arriving late to class and/or keeping students past the scheduled class
period, giving busy and/or ungraded assignments, being unprepared or unorganized,
neglecting student emails, missing office hours among others. Thus, it is crucial that
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instructors always ask themselves what they may be doing to potentially enable student
incivility (Morrissette, 2001).
The author suggests that conflict should be managed dealt with such that it goes
away and does not disrupt the class, and the teacher has an essential rol on this, it
would depend on how the teaher handle the situation the environment for the rest
of the class.
Win it or lose it within the first three minutes, by Nicola Fahey
Whether you are an experienced teacher or just starting out, the prospect of meeting a
new group can be a daunting one. This simple control management technique, outlined
below, may help to give you the psychological upper hand before you even enter the
classroom.
In order for this technique to work best, you will need to
prepare the classroom in which you will be working, prior to the lesson;
have access to a list of the pupils' names.
If you have a permanent post and a classroom base out of which to teach your own
subject, then the above arrangement is easy and you are in an ideal situation to take
control. If not, the following technique can be adapted on an ad-hoc basis with a
hurried sketch, a pad of post-its and a borrowed register.
Firstly
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Decide on the type of classroom layout, which suits your own style of teaching and
subject.
Secondly
Clearly write a number on a sticky label (one per pupil) and stick them consecutively, in
a prominent position on top of the desks or tables.
Thirdly
Draw an accurate diagram of your desk arrangement / numbers. It needs to be clearly
recognizable at a glance, so it is worth taking the time to draw it neatly. Your diagram
can then be photocopied several times. Decide in advance how you would like to seat
your pupils. I always start by arranging them alphabetically boy, girl as this seems to
have maximum impact upon control. You will have your own preference, but whatever
your arrangement, make sure to write the names of each pupil accurately in their
proposed position on your chart.
Fourthly
The manner in which the pupils enter the classroom is absolutely key to setting the tone
for the rest of the session. With your stickers and prepared seating plans in place, you
are now ready to take control of the class before they have even entered the room. Let
me describe how it works with the real example of my very first teaching session, some
years ago. I returned from assembly to find that the Year 9 group had arrived there first
and already piled into the classroom, (which they assured me their previous teacher
had let them do!) At that moment, of course, they had the psychological upper hand in
terms of control.
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I stepped confidently into the room and firmly instructed the class to go and line up
outside the door, girls on one side, boys on the other. Once outside, I told the pupils that
they could only go to their places when they heard their name and table position
number being called out. In spite of much groaning and moaning, they did follow my
instructions to the letter because, as a new teacher, I was still an 'unknown quantity.'
The atmosphere felt very different from how it had done previously. Psychologically, I
had now taken control of the situation and felt in a strong position to introduce myself
and start the class properly. When a little later on, the first inevitable test of my
authority came, I was able to glance at my prepared seating plan and address the
culprit by name. The response was a startled,'how do you know my name Miss?' It was
now very clear who was in control and the lesson continued with no further challenges.
Nicola Fahey began her career as Head of Spanish in an outer London comprehensive.
She then spent 8 years as a Management Development Trainer and Change Consultant
with BT. Nicola has returned to teaching and is currently employed at a pupil referral
unit where she deals specifically with pupils who have severe behavioural,
psychological or physical difficulties.
In conclusion, conflict in the classroom is not a pleasurable topic. Conflict can be
very uncomfortable when it occurs and, sadly, educators are rarely trained on how
to handle tense situations in the classroom. At the other hand students will
inevitably have conflicts with one another from time to time, and it is important
for them to have appropriate skills for resolving conflicts and problems on their
own.
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10. References
Angelo, T. A. & Cross, K. P. (1993).Classroom assessment techniques: A handbook for
faculty . 2nd ed.,
San Francisco: Jossey-Bass.
Boice, R. (1996). Classroom incivilities. Research in Higher Education, 37, 453–486.
Boice, R. (2002). Advice for new faculty members
By Steve Springer, M.A.; Brandy Alexander, M.F.A.; Kimberly Persiani Updated on
Oct 14, 2011 Classroom Managemen
Student Behaviour: Theory and Practice for TeachersLouise Porter 1995
11. Anexes
Universidad Técnica de Ambato
Facultad de Ciencias Humanas y de la Educación
Carrera de Idiomas
Applied to teachers and students of the of Gustavo Eguez high school Ambato Tungurahua Province Survey.
Please rate the importance of EACH of the following elements of classroom management
to prevent conflicts on the classroom A rating of "1" is Very
Important, "5" is Not Important."
1. Very Important 2. 3. 4. 5. Not Important
1. Arranging the classroom - seating, use of space, etc.
2. Communicating with students
3. Dealing with diversity
4. Dealing with inclusion - working with special needs
students
5. Establishing classroom rules, procedures and routines
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1. Very Important 2. 3. 4. 5. Not Important
6. Establishing positive teacher-parent relationships
7. Establishing positive teacher-student relationships -
connecting with students
8. Incorporating specialists in the classroom
9. Integrating technology in the classroom
10. Keeping parents informed
11. Maintaining records
12. Maintaining students' attention and focus - keeping
students on task
13. Managing student behavior - discipline
14. Managing student work
15. Managing time
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