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The Student-Centered (LEO JONES), SO THAT, Text, BESIDES, BESIDES, AND…
The Student-Centered
(LEO JONES)
TEACHER AS FACILITATOR
Preparation
Before students begin working together, we need to help prepare them.
We may need to remind insecure students that the activity isn't a test, it's their chance to practice.
Monitoring
We may
choose to sit with or stand beside a group for a few momenits, or listen in more discreedy, trying not to inmibit students by our proximity.
We'll usually overíhear students making all kinds of mistakes. Normally, we wón't correct these oin the spot, but take notes for ffeedback later.
Teacher's role
versus student's role
our role is to help and encourage students to develop their skills, but without relinquishing our more traditional robe as a source of infor- mation, advice, and knowledge.
We're responsible for helping students work independently, monitoring them while they're working together, and giving them feedback afterward.
Classroom
Management
Pairs or groups or whole class?
In a pair, the atmosphere tends to more prottective and prívate than in a group.
Students often feel less inhibited in a pair, ;and they can talk about more personal feelings or experiences than they would even in a small group.
VERY SMALL CLASSES
IT is difficult to monitor a conversation and participate at the same time.
Be more teacher-dependent.
Constant intervention does not encourage students.
To judge when it's helpful to add a comment.
DIFFERENT AGE
Younger, immature students may find working together gives them a chance to misbehave when not supervised.
Students may need training in the metlods used in a student-centered classroom.
Students may need training in the metlods used in a student-centered classroom.
Some younger students may need stricter handling.
Best friends and relative strangers
Students often feel less inhibited in a pair, ;and they can talk about more personal feelings or experiences than they would even in a small group.
"I don't want to work with someone I don't like.
Seating
Groups of four may be less comfortable because two of them will have to move back, but groups of four could consist of two students from the row in front and two from the row behind - then they can all see one another.
The most classrooms have furniture that isn't easily moveable; sometimes students have to sit in rows in a lecture room, with seats facing the front.
MONOLINGUAL CLASSES
We may also need to persuade them that, yes, they really do have enough knowledge to be able to carry on a conversation in English.
need to make sure that the tasks are within their capabilities, and to give them adequate preparation.
Students may be more tempted to speak in their common native language rather than in English when working together in pairs or groups.
Noisy classes
A classroom full of students all talking at once can nnake a lot of noise.
Noise may disturb other classes in adjacent rooms, and may even be unpleasant for our own students.
MIXED ABILITY CLASSES
Some will be better at different skills
Putting weaker and stronger students in different groups.
Every class is a mixed-ability class.
TIMING
If the time is open- ended, most students will try to finish quickly (for fear of running out of time) and won't have a long, satisfying conversation.
It's better for students to be given a time limit, so that they can pace themselves and deal with questions in more depth.
LARGE CLASSES
They cannot easily hear or understand each other activities.
IT IS NOT POSSIBLE.
The ideal size for
language class is 12 students.
Different personalities
Sometimes one student dominates a group, doing most of the talking, while the others just sit and listen to him
People get stuck in their habits, and it's hard to change them when you're always with the same people.
Some people are imore outgoing than others, more dominant than others.
SO THAT
Text
BESIDES
BESIDES
AND ALSO
IT TENDS TO
SO
IT SHOWS
ALSO THERE IS
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