The Ministry of Higher and secondary education of the Republic of Uzbekistan Shakhrisabz pedagogical institute

The Ministry of Higher and SECONDARY EDUCATION
of the Republic of Uzbekistan
Shakhrisabz pEDAGOGICAL Institute
DEPARTMENT foreign languages
Coursework
Theme: Anticipating problems ( including disruptive behaviour)
Group: FL 1-20
Done : Keldiyorova Oyxumor
Supervisor:____________________
Received:Tillayeva Sadoqat_____________________


Shakhrisabz – 2023
CONTENTS
I.INTRODUCTION……………………………………………………………..4

II.CHAPTER ONE

1.Common challenges that teachers are facing in their classroom………...............5.

2.There are some potential ways for dealing with disruptive behaviour of pupils in a classroom…………………………………………………………………………15

3.Particular cauces of this problems………………………………………………8

III.CHAPTER TWO

1.Lesson plan……………………………………………………………………….4.

2.Exercises,activities,games…………………………………………………………4

IV.CONCLUSION…………………………………………………………………2

V.GLOSSARY…………………………………………………………………….1

VI.BIBLIOGRAPHY…………………………………………………………….2

INTRODUCTION

Anticipating problems and preparing for potential disruptive behavior can help you proactively address issues before they become larger problems. Some ways to deal with disruptive behavior include:

1. Establishing clear expectations: Set clear expectations for behavior at the outset, so everyone knows what is expected of them. This can include establishing rules for communication, collaboration, and conflict resolution.

2. Addressing problems early: If you notice disruptive behavior, address it early before it escalates. This can include talking to the person privately, pointing out the behavior and its impact, and working with them to find a solution.

3. Encouraging communication: Encourage open communication among team members, so everyone feels comfortable sharing their thoughts and concerns. This can help prevent misunderstandings and conflicts from arising.

4. Being respectful: Treat everyone with respect, even if you disagree with them. This can help keep the conversation civil and prevent disruptive behavior from escalating.

5. Seeking outside help: If you are unable to resolve the issue on your own, seek outside help. This can include talking to a supervisor or HR representative, or
bringing in a mediator to help facilitate a resolution.

By being proactive and addressing disruptive behavior early, you can help create a more positive and productive work environment for everyone involved.

Over time,as you gain experience consulting with teachers,you learn to anticipate potential problems by maintaining a mental list of all the barriers and mishaps that interfere with effective implementation of an intervention in the classroom.
Your ability to effectively anticipate these barriers dependes not only on your understanding of bihavioral theory, but also on what is actually feasible in classrooms with limited resources,across teachers with varying levels of skill.
As you move forfard with a plan ,make it a priority to consistently ask yourself ,
What can go wrong or get in the way of this being successful.
Assessing these issues piror to having a teacher impiement new strategies in the classroom can help avoid potential roadblocks to success .
Teachers at the entry level frequently found that they were unable to anticipate problems in their classroom.
At the adaption level, teachers delivered teacher-centred lessons but also began to anticipate problems and develop strategies for solving them .At the level of adaptation,teachers started using technology to their advantage and began to embrace student-centred orientations.
At the level of appropriation,personal attitudes of teachers to technology changed to confident expert and willing learners; and finally with invention,teachers were disposed to view learning as an active , and social process.
Following the ACOT model provides a framework for coming to terms with learning activity design issues by positing that teachers ,as task-designer,couid be potentially involved in increasing the effectiveness of their use of ICT as they understand more about the technologies and how they support different learning strategies.This study sought to work with classroom teachers who were nominated as being at higher levels of technology implementation and who took up the challenge of supporting effective learning with high levels of student participation.
Anticipating problems and preparing for potential disruptive behavior can help you proactively address issues before they become larger problems. Some ways to deal with disruptive behavior include:Establishing clear expectations: Set clear expectations for behavior at the outset, so everyone knows what is expected of them. This can include establishing rules for communication, collaboration, and conflict resolution.
Addressing problems early: If you notice disruptive behavior, address it early before it escalates. This can include talking to the person privately, pointing out the behavior and its impact, and working with them to find a solution. Encouraging communication: Encourage open communication among team members, so everyone feels comfortable sharing their thoughts and concerns. This can help prevent misunderstandings and conflicts from arising.

Being respectful: Treat everyone with respect, even if you disagree with them. This can help keep the conversation civil and prevent disruptive behavior from escalating.Seeking outside help: If you are unable to resolve the issue on your own, seek outside help. This can include talking to a supervisor or HR representative, or bringing in a mediator to help facilitate a resolution.

By being proactive and addressing disruptive behavior early, you can help create a more positive and productive work environment for everyone involved.