Cammon problems inside the classroom that the teacher has to face and manage when teaching english as a second language at Jose María Roy elementary school in David city /
This research paper is about the common problems inside the classroom, that influence the learning process of English as a second language, and the classroom management techniques and strategies that the teacher applies to deal with these problems that those students at José María Roy Elementary sc...
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| Formato: | Tesis Libro |
| Lenguaje: | Spanish |
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David, Panamá :
UDELAS,
2015
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- TABLE OF CONTENTS CHART INDEX GRAPHIC INDEX INTRODUCTION CHAPTER I: ANTECEDENTS AND STATEMENT OF THE PROBLEM 1.1. Antecedents 1.2. Statement of the problem 1.3. Objectives 1.3.1. General objectives 1.3.2. Specific objectives 1.4. Justification 1.5. Scope and delimitation CHAPTER II: THEORETICAL FRAMEWORK 2.1. Problems that interferes with the learning process 2.1.1. Misbehavior 2.1.2. Attention deficit / Hyperactivity disorder 2.1.3. Bullying 2.1.3.1. Causes of bullying 2.1.3.2. Consequences of bullying in the classrooms 2.1.4. Anxiety 2.1.5. Learning disabilities 2.1.6. Strategies to work with students that have learning problems 2.1.6.1. Operant learning 2.1.6.2. Cognitive behavior modification 2.1.6.3. Sociocultural theory of cognitive development 2.2.1. Learning styles 2.2.2. The learning styles and learning models 2.2.3. Theories about learning style in the acquisition of english as second language 2.2.4. Complexity of learning style in english as a second language in reference with the different english learnig problems 2.3. Classroom magnagement 2.3.1. Teachers' efficacy to apply classroom management 2.3.2. Difficulties to apply classroom management 2.3.3. Classroom management to control disruptive behaviors 2.3.4. Classroom management strategies for english as a foreign language classroom 2.3.5. Benefits of a good classroom management implementation CHAPTER III: METHODOLOGICAL ASPECTS 3.1. Type of research 3.1.1. Qualitative research 3.2. Research design 3.2.1. Descriptive design 3.3. Information sources 3.4. Subjects 3.5. Variables 3.5.1. Classroom management 3.5.2. Teaching strategies 3.5.3. Students' learning problems 3.5.4. Students' social problems 3.5.5. Teachers' attitude toward working with students with problems 3.6. Research question 3.7. Description of data collection instruments 3.7.1. Open survey 3.7.2. Observation checklist 3.7.3. Anecdotal records 3.8. Treatment of the information CHAPTER IV: ANALYSIS AND RESULTS 4.1. Anecdotal records analysis CONCLUSIONS RECOMENDATIONS BIBLIOGRAPHY ANEX