Controlling Disruptive Students and  Getting Students’ Attention

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Campo DC	Valor	Lengua/Idioma
dc.contributor.author	Peralta, Luis Andrés	-
dc.date.accessioned	2020-02-03T15:31:57Z	-
dc.date.available	2020-02-03T15:31:57Z	-
dc.date.issued	2019-12	-
dc.identifier.isbn	978-9942-783-40-0 Impreso	-
dc.identifier.issn	978-9942-783-41-7 Digital	-
dc.identifier.uri	http://repositorio.unae.edu.ec/handle/56000/1321	-
dc.description	Teaching small children poses tough challenges for EFL teachers who frequently need to deal with students that are not accustomed to having English classes. As Copland et. al (2014) state, it can be difficult to motivate children who may struggle to understand the relevance of learning English. This results in lack of enthusiasm and indifference that are subsequently transformed in talking. Thus, the Quiet Sprinkle strategy can bring effective results at controlling students’ noise aiming to quiet disruptive students and regain control of the class, encourage students’ self-regulation, and foster their imagination through fantasy elements.	es
dc.language.iso	en	es
dc.publisher	Universidad Nacional de Educación	es
dc.subject	Children	es
dc.subject	Theachers	es
dc.subject	Students	es
dc.title	Controlling Disruptive Students and Getting Students’ Attention	es
dc.type	Article	es
dc.description.city	Azogues	es
Aparece en las colecciones:	Promoting Engaged Teaching and Developing Active Learning: Effective Strategies

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