Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Vedana, Mariana Menezes Paglione |
| Orientador(a): |
Luna, Sergio Vasconcelos de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/19486
|
Resumo: |
The aim of this paper is determining what behaviors can assure effective classroom management within the context of teaching English as a foreign language to children at primary school age, in a language school. Classroom management here implies the behaviors adopted by the teacher when planning and organizing teaching activities. It also refers to the behaviors regarding the establishment of rules and procedures as well as monitoring the students in following these rules. This leads to both consistency in the selection of consequences when the rules are broken and positive reinforcers when they are properly followed, as well as the adoption of a system that promotes the development of responsibility and the ability to communicate information. This research involved filming two teachers in different groups throughout six classes. Based on the assumptions of the Behavior Analysis approach and in the proactive interventions proposed by Rathvon (2008), six categories have been found for the registry and evaluation of the teachers’ behavior. The occurrence and frequency as well as the non-occurrence of these behaviors were registered. The results show that both teachers managed to keep a productive classroom environment most of the time, however, the establishment of rules and procedures was less effective and consistent and that on very few occasions did transitions occur in a fast and organized way. Besides, the objectives for both individual and group activities were not always fully explained. As to instructions, they sounded quite clear when given by one of the teachers and not quite so by the other. Similarly, more reprimands than praises were delivered by one teacher whereas the opposite occurred during the other teacher’s lessons. Finally, there was no record of any activities with the objective of teaching pro-social behaviors. It was thus concluded that though not entirely inserted in a teaching pattern scenario, where teacher and students have a daily meeting, and also considering that the English language as the means for communication is still under the process of acquisition, the defining aspects of effective management apply as much to teachers of a language school as those of a regular school. Therefore, it is proposed that the training of English teachers contemplate their ability to deal with these issues |
