Please enable JavaScript.
Coggle requires JavaScript to display documents.
Classroom Managment/Teacher as a Facilitator - Coggle Diagram
Classroom Managment/Teacher as a Facilitator
Classroom Managment
Large Classes
Keep track of which groups you listen to so no one gets left out.
Rearrange groups to be near enough for you to overhear as you walk around
Seat students close together so they can talk softy and still hear one another
Very Small Classes
Avoid becoming part of the groups - small classes tend to be overly teacher-dependent.
Encourage students and answer their questions as you move from group to group.
Mixed-Ability Classes
Vary the way you pair your students - sometimes put weaker and stronger students together; sometimes group students with others of the same ability.
Different Ages
Explain to students the benefits of group work and why the teacher-focused alternative isn't as effective.
Introduce methods gradually for more experienced students who are unused to autonomy.
Monolingual Classes
Remind students that your class may be their only opportunity to speak English.
Make sure students have adequate preparation for each task.
Make sure all groups speak English.
Pairs or groups or whole class?
Stimulate a better exchange of ideas by putting shy students in groups of three rather than in pairs.
Put talkative students in groups of three and less talkative students in groups of four or five.
Sometimes have two students talk while a third listens and takes notes, then have the third provide feedback at the end of the conversation.
Seating
Rearrange your students regularly if your class is composed of long rows, making sure that those in the middle sometimes sit on the outside.
Think creatively about seating arrangements to ensure students can speak comfortably.
Different Personalities
Pair weak or shy students with a variety of partners to help them develop confidence.
Make dominant students "team leaders," bit make sure to switch team leaders so other students don't feel left out.
Teach your students techniques to bring out others and encourage them to say more or expand on their ideas, specifically with follow-up questions.
Best Friends and Relative Strangers
Reseat the class on a regular basis so that students don't always have the same partners.
Encourage students to be tolerant and inclusive of everyone in class.
Noisy Classes
Seat students close together to encourage them to talk softly.
Timing
Give students a time limit so they can pace themselves and deal with questions in depth.
Use a timer and give students a warning when time is almost up.
Be flexible - if students are enjoying an activity, let them prolong it. I f an activity isn't going well, it's fine to cut it short
Teacher as a Facilitator
Teacher's Role versus Student's Role
Encourage students in groups to ask questions and help one another.
If students ask questions you can't answer, make a note, and give them the answers in the next lesson.
Pair teacher-dependent students with more independent students.
Preparation
Show less confident student how to begin the activity.
Demonstrate a conversation in front of the class, using a confident student as your partner.
Act out a conversation yourself, playing both roles.
Have students prepare talking points before beginning their conversations.
Remind students that this is practice, not a test.
Monitoring
Try to listen to as many groups as possible in each lesson.
Answer questions, and encourage students who need extra help.
Take notes for feedback in the follow-up session later.
Follow-up
Allow time for C&A after each activity to deal with students' questions on vocabulary, pronunciation, grammar, and other topics.
Give feedback on mistakes overheard during conversations.
Encourage and praise students - don't just correct them!