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 WATCH A VIDEO CLIP AND SHARE YOUR THOUGHTS

1. How old are students?

2. What activity do you think the students were carrying on?

3. How do you think about the classroom͛s atmosphere?

 TEENAGE CLASS
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-greater ability for abstract thoughts.

-enthusiastic with their favorite topics.

-understand the need for learning.

-connect the knowledge with their lives.

-show a good response for what the teacher organizes the activities and

pay attention to their characteristics, personalities and interests.

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-self-confident confident for what they know and feel about things

(problems raising: subjectivity; no taking notes when learning.

-easily influenced by sexual feelings.

-easily get bored and feel silly doing something, so they don͛t get much

investments on things.

-restraint doing something as thinking to be forced to do.

-freely express their opinions.

-don͛t like what is called ͞discipline͟

 ADULT CLASS
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-engage with abstract thoughts.

-have a whole range of experiences.

-more disciplined than other age groups.

-have clear understanding of learning reasons and solutions for their problems.

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-critical of teaching methods because of the impact of previous learning

experiences.

-failure experiences or criticism at school. (Problems: anxious; under-confident

about learning a language.)

-the thoughts of diminishing intellectual powers by age.

 ˜IXED-AGE CLASS
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-different interests, experiences, levels and thinking.

-young learners look down on the old learners. They want to prove themselves.

-old learners are afraid of losing faces.

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-native language proficiency.

-language attitudes.

-classroom interactions: students engage in the social context-based activities

with friends and peers.

-textbooks designed for an ideal homogeneous classroom environment.

 ˜IXED-AGE CLASS

 


-nurture each other͛s self-esteem.

-pull each other up.

-promote children͛s friendships and provide extended contacts with

adults and peers of varying ages. (Pratt, 1994, p.114)

-older children have opportunities to tutor.

-benefit from experiences

 SOLUTIONS
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-set procedures until they become second-nature for students.
-building relationships.
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-recognize students͛ learning identities by ˜.I (˜ultiple Intelligences) and

˜ TI .Website references:

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-design activities based on loom͛s Taxonomy.

-use method: UbD ( Understanding by design).

-use ͚KWL͛ teaching methods.

 SOLUTIONS (cont.)
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-relevant materials: hot issues and topics; current magazines; hit songs͙

-practical experiments and activities related to their lives: home life, jobs, make things,

puzzle-like activities.

-appropriate activities:

. open-ended tasks or questions: write a letter, an ending story/book/film.

. games, competitions: remove stress.

. make a presentation: assign each student a topic.

. cooperative learning: role-play, drama, group investigations, assignments,

projects, problem-based learning.

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-group students appropriately.
-get advanced students to demonstrate an activity before the rest of the class take part in.

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-regular feedback: Rubrics
-motivation reward: certificate, stickers͙.

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-portfolio.
-behavior tracking sheet.
-set regular goals based on prior attainment rather than on ages.
-encourage students the indirect learning through reading, listening and communicative
speaking and writing.
-minimize the bad effects of past learning experiences: offering activities, pay attention to the
level of challenges.
-listen to students͛ concerns to suit their learning tastes.
 


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1. Don͛t ͙͙͙͙͙͙͙͙ everything to Vietnamese.

2. Don͛t ͙͙͙͙͙͙͙͙ but talk.

3. Don͛t ͙͙͙͙͙͙͙͙ drills are old-fashioned.

4. Don͛t ͙͙͙͙͙͙͙͙ supplementary materials.

5. Don͛t be͙͙͙͙͙͙. y strong students.

6. Don͛t look͙͙͙͙͙͙͙͙͙ or anxious.