Strategies to Foster Motivation and improve Classroom Management for EFL Advanced Level Preteen Students

This paper aims to report the process of diagnosis, action, and reflection on the teaching practices and issues identified during my teaching practical job with an EFL advanced -level preteen course at the CCA. This process of action research was framed by a dualistic course of action: observation a...

Full description

Autores:
Montaño Calderon, Bella Yuliet
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2019
Institución:
Universidad de los Andes
Repositorio:
Séneca: repositorio Uniandes
Idioma:
eng
OAI Identifier:
oai:repositorio.uniandes.edu.co:1992/31501
Acceso en línea:
http://hdl.handle.net/1992/31501
Palabra clave:
Motivation
Preteens
Classroom Management
Physical Activities
Motivación en educación
Preadolescentes
Actividad física
Lenguas y Cultura
Rights
openAccess
License
http://creativecommons.org/licenses/by/4.0/
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dc.title.es_CO.fl_str_mv Strategies to Foster Motivation and improve Classroom Management for EFL Advanced Level Preteen Students
title Strategies to Foster Motivation and improve Classroom Management for EFL Advanced Level Preteen Students
spellingShingle Strategies to Foster Motivation and improve Classroom Management for EFL Advanced Level Preteen Students
Motivation
Preteens
Classroom Management
Physical Activities
Motivación en educación
Preadolescentes
Actividad física
Lenguas y Cultura
title_short Strategies to Foster Motivation and improve Classroom Management for EFL Advanced Level Preteen Students
title_full Strategies to Foster Motivation and improve Classroom Management for EFL Advanced Level Preteen Students
title_fullStr Strategies to Foster Motivation and improve Classroom Management for EFL Advanced Level Preteen Students
title_full_unstemmed Strategies to Foster Motivation and improve Classroom Management for EFL Advanced Level Preteen Students
title_sort Strategies to Foster Motivation and improve Classroom Management for EFL Advanced Level Preteen Students
dc.creator.fl_str_mv Montaño Calderon, Bella Yuliet
dc.contributor.advisor.none.fl_str_mv Peña Dix, Beatriz María
dc.contributor.author.none.fl_str_mv Montaño Calderon, Bella Yuliet
dc.contributor.jury.none.fl_str_mv Gómez Delgado, Óscar Mauricio
dc.subject.keyword.es_CO.fl_str_mv Motivation
Preteens
Classroom Management
Physical Activities
Motivación en educación
Preadolescentes
Actividad física
topic Motivation
Preteens
Classroom Management
Physical Activities
Motivación en educación
Preadolescentes
Actividad física
Lenguas y Cultura
dc.subject.themes.none.fl_str_mv Lenguas y Cultura
description This paper aims to report the process of diagnosis, action, and reflection on the teaching practices and issues identified during my teaching practical job with an EFL advanced -level preteen course at the CCA. This process of action research was framed by a dualistic course of action: observation and co-teaching. From my initial observations and reflections, I realized students lacked motivation during the classes, specifically during the second part. Therefore, six five-minute physical activities, done just in the middle of the class, were implemented as strategies to foster motivation and to improve my classroom management. To know what the impact of these interventions was, I used a teaching journal, made a survey to students, and interviewed my team-teacher. The data collected was carefully analyzed and triangulated to find emerging themes across the instruments. The results show that the activities had a positive impact on these students because they had a boost of energy that stayed even when the interventions were over. As a result, the students¿ motivation and engagement in class enhanced which benefited their learning and eased the classroom management and climate. These findings allow us to reflect on the benefits of having diverse strategies to motivate and engage students in the classroom.
publishDate 2019
dc.date.issued.none.fl_str_mv 2019
dc.date.accessioned.none.fl_str_mv 2020-05-04T19:35:11Z
dc.date.available.none.fl_str_mv 2020-05-04T19:35:11Z
dc.type.spa.fl_str_mv Trabajo de grado - Pregrado
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dc.identifier.instname.spa.fl_str_mv instname:Universidad de los Andes
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Séneca
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url http://hdl.handle.net/1992/31501
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dc.language.iso.es_CO.fl_str_mv eng
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dc.format.extent.es_CO.fl_str_mv 47 páginas
dc.format.mimetype.es_CO.fl_str_mv application/pdf
dc.coverage.spatial.es_CO.fl_str_mv Bogotá, Colombia
dc.publisher.es_CO.fl_str_mv Uniandes
dc.publisher.program.es_CO.fl_str_mv Lenguas y Cultura
dc.publisher.faculty.es_CO.fl_str_mv Facultad de Ciencias Sociales
dc.publisher.department.es_CO.fl_str_mv Departamento de Lenguas y Cultura
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spelling Al consultar y hacer uso de este recurso, está aceptando las condiciones de uso establecidas por los autores.http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Peña Dix, Beatriz Maríavirtual::4596-1Montaño Calderon, Bella Yulietbd3d2b9c-e769-4fb4-b642-64221b9a38b6600Gómez Delgado, Óscar MauricioBogotá, Colombia2020-05-04T19:35:11Z2020-05-04T19:35:11Z2019http://hdl.handle.net/1992/31501instname:Universidad de los Andesreponame:Repositorio Institucional Sénecarepourl:https://repositorio.uniandes.edu.co/This paper aims to report the process of diagnosis, action, and reflection on the teaching practices and issues identified during my teaching practical job with an EFL advanced -level preteen course at the CCA. This process of action research was framed by a dualistic course of action: observation and co-teaching. From my initial observations and reflections, I realized students lacked motivation during the classes, specifically during the second part. Therefore, six five-minute physical activities, done just in the middle of the class, were implemented as strategies to foster motivation and to improve my classroom management. To know what the impact of these interventions was, I used a teaching journal, made a survey to students, and interviewed my team-teacher. The data collected was carefully analyzed and triangulated to find emerging themes across the instruments. The results show that the activities had a positive impact on these students because they had a boost of energy that stayed even when the interventions were over. As a result, the students¿ motivation and engagement in class enhanced which benefited their learning and eased the classroom management and climate. 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