Reading Practice: Match a category with an explanation

ScottsEnglish

The table below shows the signs and strategies for dealing with common emotional blocks to learning.

Study the table and then match one Emotional Block (A-D) with one of the Strategies below.

STRATEGIES:     ¤ Assist students to role play situations in which they may become frustrated ¤ Keep staff changes to a minimum and provide them with a central 'go to' person  ¤ Break tasks down to smaller, manageable sub-tasks so that students feel they can achieve the goal ¤ Provide information on, or guest speakers from, agencies who specialise in counselling

Emotional Block Signs Strategies A. Anxiety restlessness tension looks worried cannot concentrate memory difficulties appearing not to be ‘with it’ does not do work blank spells leaves the room   acknowledge frustration set achievable goals offer praise allow avoidance of tasks and activities that are too difficult plan for avoidance (eg: provision of quiet area) give explanations of what you are doing acknowledge effort give clear expectations about goals for achievement   B. Depression looks melancholic expresses hopelessness cries or appears sad never smiles withdrawal fatigue seeming lack of interest cannot concentrate very dependent ‘clinging behaviour’ fierce self-reliance, rejection of help   show genuine interest in well-being of student form appropriate working pairs use group activities invite bilingual guest speakers provide information about clubs and activities have excursions to enable students to get together enable student presentations and participation using non-verbal tasks allow time out C. Anger aggressive or disruptive behaviour brusqueness irritability expresses hostility challenges teacher’s knowledge or style excessive querying withdrawn, little participation restless showing off refuses to sit with another student   discuss anger in a one-to-one situation listen to any complaints understand the cause of anger and validate if appropriate indicate who might be an appropriate person to talk about it further use an intermediary if there is conflict between teacher and student set limits on unacceptable behaviour harness anger, direct student to appropriate expression of dealing with it   D. Distrust sensitive to failure cautious behaviour challenging behaviour social withdrawal hostility encourage participants with positive reinforcement do not apply pressure to participate allow for withdrawal and time out allow for practising conversation in small groups provide continuity of staff provide a noticeboard for students

Check your answers below:

C  Assist students to role play situations in which they may become frustrated. D  Keep staff changes to a minimum and provide them with a central 'go to' person.  A  Break tasks down to smaller, manageable sub-tasks so that students feel they can achieve the goal. B  Provide information on, or guest speakers from, agencies who specialise in counselling.