Task 1

The article from McKeachie’s Teaching Tips on “Problem Students”

presents valuable insights into managing challenging student behaviors.
McKeachie categorizes these behaviors and offers strategies for educators to
address them effectively and constructively. His approach is notably empathetic;
he encourages teachers to examine their own roles in these situations, which I
found refreshingly practical and aligned with a growth mindset.
Angry, Aggressive, or Challenging Students
McKeachie describes these students as ones who either openly challenge
authority or exhibit hostility in class. I remember encountering a few such students
during my own schooling—typically those who clashed with teachers or constantly
questioned the relevance of material. One approach McKeachie suggests is
engaging these students in one-on-one discussions, which can help defuse tension
and show students that their perspective is valued. Reflecting on my teaching
practice, I noticed that teachers who took the time to listen and respect student
concerns tended to foster better class relationships, even with difficult students.
For instance, one teacher I observed asked challenging students to help with class
tasks, channeling their energy more positively, which seemed to help manage their
behavior.
Attention Seekers and Dominators
These students often monopolize discussions, which can stifle other
students’ voices. McKeachie suggests using subtle techniques, like calling on
quieter students or involving the attention seekers in structured roles, such as note-
takers or discussion facilitators. In my experience, teachers often encouraged such
students to express themselves after others had had a chance to contribute,
promoting inclusivity without alienating the more vocal students. The idea of
limiting contributions by using markers or tokens, as suggested by McKeachie, is
creative and could help maintain balance.
Silent or Withdrawn Students
 These are students who avoid participation, often due to shyness or a lack of
confidence. McKeachie recommends giving these students alternative ways to
participate, such as minute papers or small-group discussions, where they may feel
more comfortable. This resonates with my own observations; teachers who offered
smaller group work or anonymous written responses tended to see more
engagement from typically quiet students. Encouraging participation in a non-
threatening manner helped these students gradually build confidence to contribute
more openly.
Unprepared Students
Students who come to class unprepared can disrupt the flow of learning.
McKeachie suggests setting clear expectations and providing formative
assessments that encourage regular preparation. In my teaching experience, I saw
teachers address this by using pop quizzes or having students submit preparatory
notes. This tactic seemed to increase accountability, helping students stay engaged
and prepared.
Excuse Makers
These students often provide reasons for why they couldn’t complete
assignments. McKeachie advises a firm yet empathetic approach, requiring
documentation to ensure fairness while addressing genuine needs. In practice, I
noticed teachers who consistently applied policies yet accommodated legitimate
reasons maintained better control and respect within their classrooms. For
example, one teacher always required a parental note for any missed assignment,
which minimized excuses.
Reflections on the Article
McKeachie’s strategies are highly relevant and practical, encouraging an
introspective and balanced approach to managing challenging classroom dynamics.
His guidance on viewing these behaviors from a compassionate standpoint,
recognizing the role of teacher-student interactions, and creating a respectful and
inclusive classroom environment is especially impactful. Overall, the article offers
educators a grounded yet empathetic approach to navigating complex classroom
dynamics—an approach I found insightful and aligned with effective teaching
practices.

Task 2

General issues

What did you particularly enjoy? I particularly enjoyed the interactive nature
of the lesson. The teacher actively engaged students through various speaking and
repetition exercises, fostering a collaborative learning environment. The use of
real-life scenarios, like finding money and making choices, made the grammar
lesson on the second conditional relatable and fun.
What seemed to go wrong? There were moments of confusion when students
struggled with verb conjugations and the structure of conditional sentences. The
teacher had to spend extra time clarifying these points, indicating some
misunderstandings.
Challenges you’ve observed? A challenge observed was the varying levels
of student understanding and participation. Some students appeared hesitant to
engage, likely due to a lack of confidence in their language skills. Additionally, the
transitions between activities were sometimes a bit abrupt, leading to a loss of
focus among students.
How did the teacher cope with them? The teacher coped by providing clear
examples and encouragement. They frequently checked for understanding and
rephrased explanations when necessary. The teacher also employed energetic
commands and gestures to regain student attention and enthusiasm.
Similar challenges you’ve experienced/observed during your teaching
practice? I have experienced similar challenges, especially with mixed-level
classes where some students grasp concepts more quickly than others. Maintaining
engagement during transitions has also been a consistent issue in my practice.
 Possible challenges that might take place in the lesson taking into account
given teaching context? Possible challenges include managing classroom dynamics
if some students dominate discussions while others remain passive. Additionally,
ensuring that all students feel confident to speak and participate can be
challenging, especially in language classes.
What procedures would you approach differently? I would incorporate more
differentiated instruction techniques, such as small group activities tailored to
varying skill levels, to ensure all students are engaged. I would also implement
more structured transition cues to help students shift their focus smoothly between
activities.
What techniques would you use in your own teaching practice? I would use
visual aids and manipulatives to reinforce concepts, and incorporate more
technology (like language learning apps) for interactive practice. Additionally, I
would utilize peer teaching strategies to build confidence and foster collaboration
among students.
Specific issues
What helps learners learn? Learners benefit from clear explanations,
opportunities for practice, and relatable contexts for language use. Engaging
activities that allow for creativity and personal expression, like discussing
hypothetical situations, also enhance learning.
Classroom conditions for effective learning: The classroom atmosphere was
generally positive, with a sense of camaraderie among students. The teacher's
encouragement and the structured activities helped create an environment
conducive to learning. However, moments of confusion and lack of clarity on
grammatical structures were observed as potential barriers to effective learning.
Preventing learning: Factors that seemed to hinder learning included abrupt
transitions between activities, which caused a loss of focus, and some students'
hesitance to participate due to fear of making mistakes.
The activities
 The lesson included a mix of teacher-led instruction and student
participation. Activities included repetition drills, pair work for sentence
construction, and group discussions. The balance favored student involvement,
particularly during speaking exercises, but there were still moments where the
teacher dominated the discourse.
The teacher
What personal qualities does the teacher have? The teacher demonstrated
qualities such as enthusiasm, patience, and adaptability. Their ability to connect
with students and create a lively atmosphere was evident.
What kind of rapport does this teacher have? The teacher had a friendly
rapport with students, encouraging them and creating a safe space for mistakes.
Their use of humor and positive reinforcement helped maintain student
engagement.
What is the personal psychological atmosphere generated by this teacher?
The classroom felt warm and inviting, with students generally comfortable to
express themselves. However, moments of confusion highlighted the need for
clearer instructions and support.
What is it like to be a student in this classroom? Being a student in this
classroom felt supportive and engaging. The teacher’s encouragement fostered a
sense of belonging, although some students felt hesitant to participate actively.
The learners
How motivated are the learners? The learners showed varying levels of
motivation. Some were very engaged, actively participating in discussions, while
others were more reserved, likely due to language apprehension.
To what extent are they taking an active part in their own learning? Many
students took an active role in their learning, especially during pair work.
However, a few seemed to rely heavily on the teacher for direction, indicating a
lack of confidence in their ability to contribute independently.
To what extent are they expecting the teacher to do the work for them?
Some students showed a tendency to wait for the teacher to provide answers or
lead discussions rather than actively participating, which suggests a need for
fostering more independence in learning.
How can a teacher influence the learning environment?
Classroom atmosphere: The teacher created a warm atmosphere through
positive reinforcement and approachable communication. They acknowledged
student contributions and provided encouragement.
Encouragement and support: The teacher actively promoted participation
by recognizing and praising student efforts, which motivated others to join in.
They also offered extra help to those struggling, ensuring all students felt valued.
Promoting guided discovery: While the teacher did incorporate some
guided discovery, I observed that more opportunities for this approach could
enhance student learning. Encouraging students to explore concepts independently
could further develop their critical thinking skills.
Informative feedback: The teacher provided timely feedback, which helped
students understand their strengths and areas for improvement. However, more
specific and constructive feedback could enhance learning outcomes. The teacher
monitored student understanding by circulating during group work, offering
corrective feedback, and checking for comprehension, which helped address
misunderstandings in real-time.
Student’s Perspective Towards the End of the Lesson
As a student, I felt engaged in the lesson. I enjoyed the discussions about
hypothetical scenarios, which made the grammar practice feel relevant. However, I
was sometimes confused about the verb forms and the sentence structure, which
hindered my ability to fully participate. I appreciated the teacher's support and
encouragement, but I would have preferred more clarity during explanations.
Overall, I felt positive about the experience, but I recognize areas where I need
more practice to build my confidence in using the second conditional.