Presentation on theme: "Muna Yahya (H00203311) Mouza Salem (H00235384). How did we collect our data The results Data analysis Reflection."— Presentation transcript:
Muna Yahya (H ) Mouza Salem (H )
How did we collect our data The results Data analysis Reflection
Five questions. Hand in the questions to the students. Explain the questions. Find the results (slide 6). Make checklist & observe 2 students.
Please answer the following questions honestly & seriously: Note: This survey should be done individually, don’t share your answers. Which girl(s) do you prefer to work with? (best to least) Which girl(s) do you prefer to sit with? (best to least) Which girl(s) do you want to be her friend? (best to least) Which girl(s) do you find difficulties in communicating with her? Which girl(s) do you think is/are likeable by everyone? (Don’t choose yourself!)
Which girl(s) do you find difficulties in communicating with her? Which girls do you prefer to work with? (Best to least)
1 = 3 points 2 = 2 points 3 = 1 point Example: Who is your favorite friend? Student 1: 1- Mary2- Juliet3- Darin Student 2: 1- Rose2- Mary3- Juliet Mary = 5Juliet= 3Darin=1Rose= 3
Note: 2 types : 1- Popular-prosocial 2- Popular-antisocial (Berk, 2009) Well liked & Sociable. Noticeable & accepted. Solving problems. “They are good students who communicate with their peers in sensitive, friendly, and cooperative ways…” (Berk, 2009, p.616) Medium involvement in tasks. Good academic performance but not high.
Whole class work rather than group work It motivates students and let them feel they belong to the class (Harmer, 2001) Make eye contact and target your questions to re-involve them (Kyriacou, 2007) Keep them busy
Unsociable and less interaction Shy Unnoticeable by peers Tend to work alone (not engaged in group work.) High academic performance Their low level in interaction (neglected students) doesn’t mean they are low skilled than average kids (Berk, 2009). Being neglected can be impermanent (Berk, 2009).
change the arrangement The big circle arrangement; more eye contact; less shyness (Scrivener, 2005). encourage any interaction between students (Roffey, 2011). Vary the activities.
What did we learn from doing this task?
Berk, L. (2009). Child Development. (8 th ed.). Boston: Pearson Harmer, J. (2001). The Practice of English Language Teaching. Harlow: P. Longman Kyriacou, C. (2007). Essential Teaching Skills. (3 rd ed.). Cheltenham: Nelson Thornes Roffey, S. (2011). The New Teachers Survival Guide To Behaviour. (2 th ed.). London: SAGE Publications Scrivener, J. (2005). Learning Teaching. (2 th ed.). Oxford: Macmillan Education