Topic: High School - Classroom Rules and Language Read 21043 times

« **on:** July 17, 2007, 10:31:04 am »

This was my second class for high school and the one where I established class rules by using a modified version of bogglesworld's lesson. Since I teach by myself, without any co-teacher support, this class was an essential class to do early.

Rules:

Native Speaker brainstorms house hold rules with students via board work. 10 minutes.
Native Speaker brainstorms soccer rules with students via board work. 10 minutes.
Native Speaker introduces the 3 categories of rules and breaks down the rules on the board into Type 1, 2, or 3. 10-15 minutes.
Native Speaker and students go over the language of the 3 categories and construct sentences with the rules on the board. 10 minutes.
Class develops classroom rules for teacher and students. 20 minutes.

Notes:

When brainstorming rule sets, student will often reply with no this or no that so sneak in the vocabulary that will be introduced later on in the lesson.
The Fair Rules at Work worksheet is left as bonus material if your kids area really smart.

More information about my lesson format can be found here.

Brian · « **Reply #1 on:** July 17, 2007, 01:05:19 pm »

Two excellent lessons. Thanks for sharing.

By the way, you have a really informative blog, and I enjoyed reading through a few of the entries.

« **Reply #2 on:** July 23, 2007, 06:48:04 pm »

This was my third class for high school and along with the introduction and rule lessons it made a nice axis o' evil introductions. The English in this lesson is stolen from the JLP resource book and other places online. And the Korean translations have been verified as correct.

Classroom English:

Native Speaker introduces the concept of Questions and Statements. 5 minutes.
Native Speaker brainstorms classroom questions that the students may ask. 5 minutes.
Native Speaker brainstorms classroom statements that the teacher may say. 5 minutes.
Native Speaker brainstorms classroom questions that the teacher may ask. 5 minutes.
Native Speaker brainstorms classroom statements that the teacher may say. 5 minutes.
Native Speaker conducts Classroom English Worksheet activity. 10 minutes.
Native Speaker goes over Basic English activity with class. 15 minutes.

Notes:

Be prepared to prompt the students while brainstorming. Even though they have been conversing with teachers most of their lives they will forget all questions and statements, especially when all they need to do is look up at what has already been brainstormed. Good topics are homework, uniform, books, pens, tests, etc.
Dont underestimate the time on the activity; having the Korean right next to the English gives the students an incredible crutch.
Some students may not understand the difference between I dont know and I dont understand. I usually illustrated the difference with a question with real (Do you know the way to post office?) and unreal (Do you crabty the flob to the garblaflab?) words. The students understand the former but do not know the answer where as with the latter the students do not understand what I am trying to say.
Introduce all four brain storm areas on the board at once and work through them with the class.
If you really care about the students, prepare answer key to be handed out at the end of class.
Its real easy to turn the resolving of the activity sheet into a competition.

More information about my lessons can be found here.

Arsalan Lavang · « **Reply #3 on:** August 13, 2007, 05:28:09 pm »

I just finished using this lesson with a middle, and elementary school class. They went very well :) Thanks.

« **Reply #4 on:** August 28, 2007, 11:53:55 am »

That says a lot since I had to dumb it down for my high school kids.

:)

« **Reply #5 on:** April 11, 2011, 03:41:50 pm »

We taught in station teaching to go over each of the word categories which only works for a small 15- 20 person class.

I start every class with a quick quiz so that must be adjusted at the beginning.

Also my rules are set for my English zone.

« **Reply #6 on:** April 12, 2011, 02:23:27 pm »

Used last year for the Grade 3 national curriculum textbook (Unit 13-Open your book.)
A Ppt to introduce some basic classroom language. Look at the picture first and elicit the answer from sts.

sandykang · « **Reply #7 on:** April 12, 2011, 03:38:32 pm »

I also attatched my lesson plan. Of course I got this from Waygook. Thanks...

« **Reply #8 on:** April 12, 2011, 04:49:01 pm »

Hi~
I am korean and co-teacher.
l am too hard to teach English.
so l put my lesson plan and rules to keep. I too got such a good thing from Waygook.
Thanks^^*

infogoddess · « **Reply #9 on:** April 12, 2011, 06:01:37 pm »

I teach Elementary school grades 1 through 6. After getting a suggestion from another waygook thread last year, I explored the wonderful world of Power Teaching . All of my students know the rules (adapted from Power Teaching) and I can usually just say "What's rule #3?" to the offending student and I have compliance. They all know the Class/Yes routine as well and it does wonders when they start to get out of hand.

Rule #1 Listen to the teacher
Rule #2 Raise your hand
Rule #3 Try to speak English
Rule #4 Be prepared
Rule #5 Keep your dear teacher happy

My powerpoint for teaching these rules is always available at
https://docs.google.com/present/edit?id=0AcPzQDrfYSaiZGRwd3JiNWtfODUwZGd3M3J4OHc&hl=en&authkey=CJ6bsHc

When teaching teachers classroom English I have used "Practical Classroom English" (a copy can be found on scribd) and the classroom English vocabulary from http://www.barryfunenglish.com/vocabulary.php?PHPSESSID=79ccdf4d629bf205e4100c8f88afaf83

it is one of the sets of vocabulary that can be accessed for free

« **Reply #10 on:** July 04, 2011, 09:51:30 am »

This is an activity you can use for upper-level students. I used it when teaching my Current Events class, specifically for teaching students about social change and how laws are made. Follow the instructions on the worksheet (to be distributed to students) and then write the final list on the board. Compare it to some of their original "laws."

flowerpot115 · « **Reply #11 on:** August 31, 2011, 10:21:02 am »

Thanks! I think I'm going to need this... :o

JLCutler · « **Reply #12 on:** August 31, 2011, 03:14:40 pm »

I wrote up a detailed introductory lesson plan for Lesson Number One but I've been informed that setting the Rules the very first day is terribly important. So...I think I'm gonna toss my original plan and use this instead. Thank you!

« **Reply #13 on:** September 06, 2011, 04:15:08 pm »

Sounds like an excellent lesson. I think it was important that the students constructed their own rules.

Thank you for the information.

erikgray4 · « **Reply #14 on:** September 06, 2011, 08:20:19 pm »

Great posts! Not having a co-teacher, determining rules is essential! Thanks again

joeyjoejoe · « **Reply #15 on:** September 15, 2011, 11:51:56 am »

Oddly enough, I never really considered implicating the students in the rule-making...

reb3444 · « **Reply #16 on:** September 23, 2011, 09:19:50 am »

I made two lessons that can be used to help the students use some phrases and slang at school.

All of the phrases can be used in a school environment, and I only taught them the meaning for school. I do know that some of the phrases have "other" meanings but I went strictly for what could be used in school. I made the handouts for group work. Students, in groups, are to try and figure out what the phrase means. I have included a worksheet for the students to use to write their answers on.

Hope this can help some of you out. :D

reb3444 · « **Reply #17 on:** September 23, 2011, 09:22:00 am »

Here is the second lesson that I did, that is the same as the first. It is meant for the students to practice phrases that have the letter P in the phrase.

Hope it helps you as well. :D

« **Reply #18 on:** September 29, 2011, 07:48:16 am »

Not to nitpick but I think that "two peas in a pot" should be "two peas in a pod"

This looks like a fun lesson.

« **Reply #19 on:** October 10, 2011, 07:30:36 am »

I know I must have been going super slow in this. I often never even got to the actual class rules section.
I think the lecture is a little awkward for my low level students. It took a long time to move through the house and soccer without the slides on the types of should/should not/ and can such stuff. But, in all, it was okay. If you have low level students I suggest to put the lesson slides after the house.

-Pro

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