Monthly Archives: November 2014


I think this topic is very interesting. I like the idea that we think about the concept of discipline. First I thought that the discipline is something that all the people have and usually it is defined as good or bad discipline. When I was thinking in the concept I believed my point of view could be different that the one that gives all the responsability of the discipline in the classroom in the teacher. At first I thought in the concept of discipline as follows: a person is in control of their behaviour and shouldn’t be conferred to the teacher as something that he/she has to impose and therefore someone obey some rules.

While I was in the process of writing this post I investigated some definitions. RAE has 5 definitions of discipline but I will share only two: “Doctrine, education of a person, especially moral ” and “Action and effect of disciplining ”. After reading this two definitions I think most of the people when they hear the word discipline they visualize something like the last concept but my point of view was centered in the first one. At this point I will like to add that I will change the first concept. For me, it would be more like “education of a person in regard of his own behaviour”. So I think that the teacher should’t exercises discipline, instead the student should develop his/her own discipline and apply it to the place he/she is. But, I think is not as easy as I thought at the beginning because as humans we are constantly being shaped by all we get in touch with like our family, teachers, friends, mass media, books, music, etc. So we need to consider that the behaviour of one person is a result of a variety of elements. Of course I think a teacher can have some effect but I think the influence that one can have is bigger when the learners are young. As they grow I think the influence can’t be so directly.

In regard of some experiences that I have testified the teachers conduct in the same way. One time when I was in secondary school a teacher was explaining something, then he stop and said: “Armando, stop talking”. Armando responded: “ I was just saying to Carlos if he could lend me a pen”. Then the teachers didn’t responded correctly and started an argue with Armando. Unfortunately most of the teachers take part in the “melodrama” like Dr. Fred Jones’s explain: “it takes two fools to make a conversation out of it”.

I think what Dr. Fred Jones explain in his “Tools for Teaching” are very useful to manage delicate conditions in the class and avoid to complicate even more a given situation or like Dr. Fred Jones’s explain if you participate in the dialogue with the student is like “throwing gasoline on a fire”. So I think that dealing with indiscipline from students requires the teacher to be as calm as possible and have a reflective reaction to the conduct of the students. If the teacher doesn’t lose control the student couldn’t get what he/she wants.

Also, I think that the discipline in the classroom should be more flexible. Learners need to feel confortable in expressing his/her ideas, questions, concerns, creativity, etc. in a relaxed enviroment. This is the difficult part to create an appropriate learning enviroment.

Finally, I think there is a lot I need to learn about the topic and I hope with experience things will get more clear.



At this point, I begin to realize how difficult it is to make a lesson plan. There are so many things to consider, and various levels in which we can structure a class depending on the level of our students. 

In this task we need to use Bloom’s Taxonomy to plan a 50 minutes class. Bloom’s Taxonomy uses six methods to set forth a hierarchy of learning, beginning with factual knowledge and leading through comprehension, application, analysis, synthesis and evaluation. It is a tool to develop outlines in measuring learning outcomes with various assessment strategies. We starty by looking at the knowledge-level of our students. Next, you choose measurement approaches that can provide information about learners’ abilities to store and recall specific bits of information,

The class plan will be for a intermediate level for a high school course. They will be working their vocabulary (compound nouns) and their grammar (comparatives and superlatives) using their course book (Four Corners) unit 5.

Now I will explain how I’m applying Bloom’s Taxonomy in my class plan:

1.- Knowledge: Students will macth the pictures of the cities with their description. Another task will be to talk about their capital city.

2.- Comprehension: In their course book Students will do a sentence completion task with the new vocabulary that describies some cities.

3.- Application: In partners, students will practice using the new new vocabulary talking about wich words apply when we talk about cities and wich ones apply to people.

Students will listen an audio to choose the city the person is talking about in the audio. Course book page 44.

4.- Analysis: After remembering the comparatives and superlatives, students will do the exercise 3 page 45.

5.- Synthesis and Evaluation: These will be asses at the same time: Students will work individually. They will write a small paragraph describing their city using new vocabulary, comparatives and superlatives.

Here is the lesson plan that I made:


Level and number of learners: 21 students at intermediate (B1+) level

Timetable fit: Students have already learnt adjectives, comparatives, superlatives and the use of present simple.

Main Aim: To extend their vocabulay learning compound nouns for describing cities. Oral fluency practice

Subsidiay aims: Students use appropriate language for basic description of cities.

Assumptions: Students can use present simple to describe people.

Anticipated problem: Students dont have enough knowledge to talk about some cities.

Possible solution: Provide information about other cities with small texts from the teather.

Timing Procedure Stage aims Aids and materials Interaction pattern
3 min. Students match pictures with their descriptions Warmer/lead-in to get students talking and inroduce the topic Course book Page 43. Exercise A Teacher-whole class.
3 min Students talk about their capital city Use vocabulary Course book Page 43. Exercise B Pairwok
8 min Students do a sentence completion task To introduce new vocabulary Course book Page 44. Exercise 1A Pairwork (Teacher monitors)
6 min Describing cities and people Practice using the new vocaulary Course book Page 44.Exercise 1B Pairwork (Teacher monitors)
10 min Students llisten an audio that describes cities in order to chose the city they are talking about. Intensive listening Course book Page 44. Exercise 2A Teacher-whole class.
10min Students do a sentence completion task To practice grammar Course book Page 45. Exercise 3A Pairwork (Teacher monitors)
10 min Students will write a small paragraph describing their city To practice accuracy.

To practice new vocabulary and grammar

(none) Individual work (Teacher monitors),

I want to share with you an interesting page about Bloom’s Taxonomy. The page talks about  the revised taxonomy. Here is the link:

There is another interesting link: