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1 研之初

2 1.. p p p p p The self-concept of SEN students p p p p p p Learning through games (Sophio) P p p p p.82

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28 Mr Claxton Just as the neck can be injured by interlocking the fingers behind the head when doing a sit-up, a child s self concept can be damaged by being chosen last for a team, And just as deep knee bends can cause overstretching of the knee ligaments, using exercise as punishment could turn a kid off from a physically active lifestyle. If we are to make the most of the time we have with our [younger generation] in our [programme] helping them develop a commitment to a lifetime of physical activitywe need to be on constant alert for the things we do that work against us. (p.19) 25

29 Claxton, D. (1994). Caution flags in physical education. Strategies, 8(2), Freeman, W.H. (1982). Physical education and sport in a changing society. Minneapolis, MN: Burgess. Fu, F.H. (1993). The development of sport culture in the Hong Kong Chinese. Hong Kong: The Hong Kong Baptist College (University). Hong Kong Development Board (1991). Strategic plan Hong Kong: Hong Kong Government. Speaks, M.A. (Ed.) (1992). Children in sport. Hong Kong: The University of Hong Kong. Wells, H. (1993)Sport in schools: The way ahead. In Hong Kong Sports Developmnet Board (Ed.), Sport in schools. Hong Kong: Editor. (1999) 26

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42 The self-concept of SEN students Every individual has a right to the best education to be taught in the way that they are best able to learn (Smythe, 2000). The Education Commission (2000) also advocated we should not give up on any single student. Appropriate guidance should be given to students with diverse abilities and learning needs to help them to learn effectively. Probably students with special educational needs (SEN) would encounter more adjustment problems in classroom learning. As frontline workers, teachers are in a better position to identify students special needs and offer initial assistance. SEN students are generally assumed to have lowered self-worth. Research has clearly evidenced that these students have more negative self-concept than normally achieving students (Bandura, 1982; Bong & Clark, 1999; Jones, 1985; Marsh & Craven, 1997; McInerney, 1999). They experience repeated social and academic difficulties, and gradually develop an identity or self-image linked to failure. This negative self-image persists into adolescence and even into adulthood and does not appear to change over time (Magg & Behrens, 1989). Hence, the development of a positive self-concept has been one of the recognized goals of education (Marsh & Craven, 1997). How to enhance the self-concept of SEN students? It is suggested that the student s self-concept develops in a positive learning environment. The development of self-acceptance and self-esteem depends upon the quality and nature of the various interactions that occur. All students need a supportive and friendly environment where caring adults interact with them, using positive communication based on respect, reciprocity and warmth (Hattie, 1992). One way to promote such an environment is to give positive feedback to students. Feedback is probably among the most powerful modifiers of one s self-concept (Hattie, 1992: 251). It is through positive feedback that the child develops a realistic view that competence is earned and with it comes confidence and motivation (Marion, 1999). Thus, there is a great need for teachers to eliminate criticism and minimize mistakes our emphasis on mistakes is disastrous when we pay constant attention to mistakes, we discourage our children. We cannot build on weakness only on strengths (Dreikurs & Soltz, 1995: 98). Evidence convinced that persons who rated the actual class very positively tended to have higher self-concepts and more pleasurable learning experiences (Lawrence, 1996; Marsh, 1990; Purkey, 1970; Reynolds, 1980). 39

43 The factors which influence the self-perception of students are multiple and interrelated. There is no perfect formula that could enhance children s self-concept. We have to recognize that we as teachers have limitations. This is why we have to learn from the past and from each other. Therefore the core of the whole school approach lies on the wholeness of the school all working together. We have to rely on and complement each other. In doing so, we can indeed make a difference in the lives of our students as well as in our society. 40

44 References: Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37: Bong, M. & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3): Dreikurs, R. & Soltz, V. (1995). Happy children: A challenge to parents. Melbourne: The Australian Council for Educational Research Ltd. Education Commission. (2000). Learning for life, learning through life Reform proposals for the education system in Hong Kong. Hong Kong: Hong Kong Government. Hattie, J. (1992). Self-concept. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers. Jones, C. J. (1985). Analysis of the self-concept of handicapped students. Remedial and Special Education, 6: Lawrence, D. (1996). Enhancing self-esteem in the classroom. London: Paul Chapman. Magg, J. W. & Behrens, J. T. (1989). Depression and cognitive self-statements of learning disabled and seriously emotionally disturbed adolescents. Journal of Special Education, 23: Marion, M. (1999). Guidance of young children (5 th ed.). New Jersey: Prentice-Hall Inc. Marsh, H. W. (1990). Influences of internal and external frames of reference on the formation of maths and English self-concepts. Journal of Educational Psychology, 82: Marsh, H. W. & Craven, R. (1997). Academic self-concept: Beyond the dustbowl. In G. D. Phye (Ed.) Handbook of classroom assessment: Learning, adjustment and achievement (pp ). San Diego: Academic Press. McInerney, D. M. (1999). What should teachers do to get children to want to read and write? Motivation for literacy acquisition! In A. J. Watson & L. R. Giorcelli (Eds.) Accepting the literacy challenge (pp ). Sydney, Australia: Scholastic. Purkey, W. W. (1970). Self-concept and school achievement. Englewood Cliffs, N.J.: Prentice-Hall. Reynolds, W. M. (1980). Self-esteem and classroom behavior in elementary school children. Psychology in the Schools, 17: Smythe, I. (2000). The Dyslexia Handbook Reading: British Dyslexia Association. 41

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73 Learning Through Games Sophio Learning a language is hard work, especially for young learners. Constant effort is required to understand, produce and manipulate the target language. Playing games is the most natural way for children to learn anything. In playing together children learn to co-operate and to compete within limits, to be creative and to accept rules. When they play language games for fun, children use the language for a real purpose; they become absorbed and develop automatic use of the foreign language. Games are highly motivating since they are amusing and at the same time challenging. Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot. There are many advantages of using games in the classroom: 1. Games are a welcome break from the usual routine of the language class. 2. They are motivating and challenging. 3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning. 4. Games provide language practice in the various skills- speaking, writing, listening and reading. 5. They encourage students to interact and communicate. 6. They create a meaningful context for language use. 7. The game makes the reasons for speaking even to reluctant children. 8. Even shy students can participate positively. Games are fun and children like to play them. Through games children experiment, discover, and interact with their environment. When to Use Games Games are often used as short warm-up activities or when there is some time left at the end of a lesson as a cooler. Yet games ought to be at the heart of teaching foreign languages. They should not simply be used as a reward for good behavior, nor withdrawn from the lesson routine for those classes that are undisciplined or naughty. Young learners whose behavior is challenging are precisely the ones who will benefit the most. Games should vary in the degree of competition and co-operation which 70

74 they require. For a game to interest young learners it is usually necessary that it has a clear objective and a set of rules. It is not necessary that someone should win. Yet, children need to learn to win and to lose graciously so it is a good idea to encourage a round by giving a big clap or awarding them with stickers or candies. All players can then be praised for their participation so that all look forward to the next time. Games, which are accuracy-focused, require that the teacher or other players give immediate feedback on language errors. This feedback should be clear but not humiliating so that it does not spoil the children s enthusiasm for play. Students love these activities as this seems more fascinating and fun. They often correct each other, but many language forms will go lame in the excitement of the game. This is normal and natural, and also helps teacher to detect the weak and strong points of the students language. 71

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152 How to motivate students speaking in English Cheung Mei Yeung Last year I did a study of subject teaching in English and I gained a lot from it. I would like to share some findings in my action research project of teaching speaking in English. According some questionnaires, I found out that 1. Students feel bored about the lessons usually starts by reading the books and reading after the teachers, so it is bored for them to speak. Therefore, we know that the bored motivation part of the lesson reduces their motivation to speak in English. 2. They also feel bored to answer the questions based on the books. It seems that it is not an interesting way for them to speak in English just answering the questions throughout the lessons. It also a boring way for them to answer the questions just based on the books. 3. Many of them are not interested in speaking with teachers. They would like to have more chances to speak with other people.4. They are not interested in act as the characters in the books and read their dialogues. 5. They do not like to stay in their seats to speak. That means they may like some real situations and dialogues. Based on the information I have found on the first questionnaire, I designed some activities to improve the situation during the action research period. The situation is really changed. According to the second questionnaire, I found out that 1. Most students are interested in making questions by their own and talking with their classmates in a real situation. It shows that they love making choices in their study and the learning materials should be related to their lives. 2. Many students like using their different senses to study, it means using the *multiple intelligences approach will be one of the key way to motivate their learning, especially in speaking 3. They are interested in share their own experience with their classmate but they do not like to speak in front of the class. The project I did last year provides me with a chance to think about my classroom teaching constantly and helps me improve the unfavourable learning environment. It helps me strive for further improvement in ELT, especially in speaking. Despite increased workload, I deeply believe that we as teachers will have more gains than losses when we see our students love to study English. Therefore, designing and providing some suitable and interesting teaching materials for our students is needed. 149

153 *Mult iple Intelligences (MI) refers to a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education. MI is based on the work of Howard Gardner (1993). proposed a view of natural human talents that is labeled the Multiple Intelligence s model. This model is one of a variety of learning style models that have been proposed in general education and have subsequently been applied to language education (Richards, J 2001). 150

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4. 每组学生将写有习语和含义的两组卡片分别洗牌, 将顺序打乱, 然后将两组卡片反面朝上置于课桌上 5. 学生依次从两组卡片中各抽取一张, 展示给小组成员, 并大声朗读卡

4. 每组学生将写有习语和含义的两组卡片分别洗牌, 将顺序打乱, 然后将两组卡片反面朝上置于课桌上 5. 学生依次从两组卡片中各抽取一张, 展示给小组成员, 并大声朗读卡 Tips of the Week 课堂上的英语习语教学 ( 二 ) 2015-04-19 吴倩 MarriottCHEI 大家好! 欢迎来到 Tips of the Week! 这周我想和老师们分享另外两个课堂上可以开展的英语习语教学活动其中一个活动是一个充满趣味的游戏, 另外