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