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METH MONDAY CHAPTER 3, : - Coggle Diagram
METH MONDAY CHAPTER 3
Ways to "prevent" learning - R.A.
(Too much) TTT
Echo
(Unnecessary) sentence completion
Unclear instructions
Not checking whether they understood the instructions
"Do you understand?"
Fear of genuine feedback
Over-politeness
The running commentary
Lack of confidence
Overhelping/organising
Flying with the fastest
Not really listening
Weak rapport
Factors to decide which classroom managment option is the best - H.R.
what would be the best thing to do
Is it time for a change in mood/pace
what have I planned to do
are we using time efficiently
what is hindering the effectiveness of the the task
how do the students feel
how do I feel
aim of the lesson
aim of the activity
what is the possible outcome of doing sg.
negative
I don't know any other options
I know other options, but it is difficult
Seating possibilities in a standard classroom -D.B.
opposing teams
face-to-face
'enemy corners'
'panel'
pairs
'public meeting'
'buzz groups' (people change groups occasionally)
'wheels' (the other wheel can move round, changing pairs)
circle
it has tha same advantages as the horseshoe
horseshoe (F.Á.)
students can see each other
sense of equality
even weaker students cannot hide from answering
stronger students do not dominate
students don't feel like you are sooo different from them (but actually you are a bit different :D )
orderly rows
Eliciting: drawing out info that the students already know. How to do it? (Gy. B. M.)
Clear feedback.
Make them repeat the wrong answer(?!)
Use gestures.
Don't force it.
Give enough information.
Establish the good answear clearly
Don't use it with monolingual classes.
Use it reguarly.
How to get the learners' attention - N.H.
gathering attention
don't be impatient
wait
wait as long as necessary
gesture
a clear attention-drawing word (OK)
eye contact
Common classroom management areas I.K.
authority
critical moments
grouping and seating
tools and techniques
activities
working with people
Thoughts about using board in classroom (K.F.)
write when students are working
don't block any item on the board with you body
avoid long teacher-writing time
let students write on the board
draw simple
organise: review section; vocabulary; grammar; sketch
How to give clearer instructions? - N.L.
separate instructions clearly
from other talking going on, create silence beforehand, eye-contact, authoritative tone, gestures
demonstrate
rather than explain
ple-plan essential instructions
essential information, simple and clear language, short sentences
check whether students understood what to do
get concrete evidence, ask students to tell what they are going to do
become aware of your own instruction-giving
record yourself, ask others to watch you
Intuition
: What is it exactly? (GY.R)
It's the skill of spontaneously understanding sth
All teachers exercise it -> It is learnable and improvable
Its use is fundamental to teaching
Fluent teaching: being able to quickly read the classroom situation + respond appropriately
Intuition and teaching T.V.
Keep in mind! : Every teaching event is significally different
Make an intuitive decision: decide stg on the spot
Intuitive readings might give you an incorrect reading for example of students' responses
Don't transfer your worries and doubts about how students will response!
Try to become a 'learning teacher'
Learn to teach by doing it! :)
essential basic skills - U.T.
to think of possible options available
to make appropriate decisions
to be able to look at and read classroom events as they occur
to turn them into effective actions
Important things to think about - K.B.
There's
no
'
right
' way of doing it
Post-lesson:
think it through and
reflect
!
Range of options to choose from
(in terms of actions)
Different people, different situations → different conclusions!
Origins of intuition SZ.O.
We recall them, reflect on them. This adds to our store of experinced situations
Processed and unprocessed memories mix, overlap, synthetise,get confused, cross-fertilise, etc.
We do things
CLASSROOM MANAGEMENT
- T.A.
certain organization skills and techniques that are needed for a teacher
involves
actions
- what is done in the classroom (e.g. rearranging chairs)
decisions
- they are about to do the actions (when, how, who?)
Monitoring
- K.V.
are they doing the task?
the task itself
monitor discreetly
vanish
participate
monitor actively
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