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Module 1: Classroom Management (what is classroom management? (tools and…
Module 1: Classroom Management
grouping and seating
Commentary:
In a Circle, horseshoe
more eyes contact
greater sense of equality
clarify T role
Moveable seating
8 patterns of seating
too noise => discussion => a part of lesson
normal in a row => make a circle
move seat when create pairs r groups
turn the classroom around => focus on a different wall from a normal
seating arrangement => reflect a specific context
push all seat up and against the wall => large, open forum space
deliberately place your seat off-centre
divide class into separate groups at far corners of the room
discuss change seat to all class => agreement
push the seats or desks up against the wall
change seat
sit on the end of the row and work with pp in the next row
seat on desk => talk with pp near by
turn around and sit back, work with pp behind them
stand up, move around and return to a different seat
stand in the aisle space between rows
all come to the front
what is classroom management?
authority
gathering and holding attention
deciding who does what
establishing or relinquishing authority as appropriate
getting someone to do something
critical moments
dealing with unexpected problems
maintaining appropriate discipline
starting the lesson
finishing the lesson
grouping and seating
arranging and rearranging seating
deciding where you will stand for it
forming grouping (single, pairs, group, mingle, plenary)
reforming class as a whole group after activities
activities
giving instructions
monitoring activities
setting up activities
timing activtities
bring activities to and end
tools and techniques
use of silince
grading complexity of language
speaking clearly at an appropriate volume and speed
grading quantity of language
using gesture to help clarity of instructions and explainations
using the board or other classroom techniques or aids
working with people
eliciting honest feedbackfrom students
reality listen to students
using intuition to gause what students are feeling
spreading your attention evenly and appropriately
Giving instructions
giving correct feedback
Teaching large class
lesson management
establishing a positive mental set
introduce the topic: elicit and sustain sts' interest: tone of voice, general manner, a sense of curiosity and excitement, purposefulness, Link with previous work
check sts' ready and prepared: no bags on desks, standing up and talking, looking at excise book... => Hurry up now...
check T preparation: materials, diagram, worksheets..
learning objectives: alert sts to how the content and activities of the lesson can be organised
start: clear voice, eye contact, scaning, ensure everyone paying attention. pause+glare => s.o not paying attention
smooth transition
sensitive how a lesson is progressing
=> initiate a transition
deciding when to give instruction to a
class as a whole/ individual
beginning punctually
signal: Lesson begins: "Okay everyone, Pay attention now..
first few minutes: social exchange, previous lesson, HW
No attention enough => indicate
T be in the class first
ending the lesson
praise about the work covered,
conclusion or summary
procedure for getting pupils ready for the end
exit: well-ordered
end on time
Using teaching aids
Eliciting techniquies
Teacher's positioning