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CLASSROOM MANAGEMENT TECHNIQUES Faciliating Interaction (Scrivener…
CLASSROOM MANAGEMENT TECHNIQUES
Faciliating Interaction
(Scrivener 2014)
ENCOURAGING STUDENTS TO SPEAK
aim: students must speak
Creating the conditions for speaking
make students feel safe,
the mood must be relaxed and stressless
so that students are not afraid to speak
make them speak for a reason:
questions, problems, puzzles
picture cues
before discussions
let them gather some ideas in the web
give them the vocabulary they need beforehand (brainstorming, web, book, etc.)
make sure all students get the chance to speak
scaffolding phrases
let them make mistakes
give them enough time
to think of an answer
listen to the students
and make sure they listen to each other
give them time to take notes
for "bigger questions"
OR
let them first talk to their partner
before they give you their answers
acknowledge every answer!
wether it's wrong or right;
make sure your student doesn't feel bad for their answers
Building confidence in individual students
as soon as you know which ones don't speak
ask all to answer at once
ask them to mumble/whisper their answer
open questions - stronger students
closed questions - weaker students
(therefore ask them more often)
this helps to build their confidence
purposely choose louder
as well as quieter students
while the class works on something else
ask weaker students to come and tell you how they feel about speaking - listen!
OR
chat after class
Consider and openly discuss cultural factors
do your students come from another culture which teaches them different behavior than yours?
ask them what their "rules" are and tell them how they differ
tell them exactly what you want and expect
and what is allowed and what not
RESEARCHING INTERACTION
How often do I speak?
How often do my students speak? Which students did/didn't speak?
Mapping interaction
seating plan of your students
T = teacher (where you stand most of the time)
W = whole class (anywhere)
colleague should observe 2-3 parts of the lesson
note interactions in one of these ways:
Directional:
draw an arrow when s/o is speaking to s/o
if same people - tally mark
if T - arrow to the W
Qualitative:
when s/o speaks - number next to their names
separate page: notes (e.g. yes/no, slowly, useful)
Quantitative:
count speaking interactions with a tally mark next to names
In-class research
whole-class question & answer sessioon
list of students' names on the left
tally mark when substantial answer
collect your data & improve interaction
REDUCING UNNECESSARY TEACHER TALK
Getting students to ask the questions
let students ask questions instead of teacher
about: last text, last topic, general topic
students make a list of (any) questions
emphasis on questions, not answers
Planning interaction
include interactions in lesson plan
use abbreviations:
W: T>Sts (whole class: teacher to students)
W: Sts>T
W: M (whole class mingle)
Ps (pairs)
4s (groups of four
St>T (one student to teacher)
Sts>Sts
Don't always top and tail
I must not always say smth after a student's answer
don't summarise, echo, respond
instead: "thank you", smile, nod
give students opportunity to react/respond
invite them with a gesture
Researching how much I talk
ten min audio/video recording of yourself
analyse & improve
Finger lock
after asking a question put 1/2 fingers on your mouth to stop yourself from talking
SHOULD STUDENTS PUT UP THEIR HANDS?
different ways of giving an answer
Using hands-up more effectively
pick carefully: choose different learners each time
involve weaker students in strong students' answers: make stronger students ask the same question to a weaker student (if the weaker student doesn't know the answer, the stronger student may tell them what they think)
Banning hand-raising
completely
OR
certrain lessons
takes time and consistency
Alternatives to hands-up:
nominations
:
ask them directly by using names
consider thinking time (10 sec.)
hands/no-hands traffic light:
1 card with a green hand, 1 card with a red hand; this shows students when they are allowed to raise their hands
personal board - written answers:
all students write down their answer (e.g. on individual white board, online)
desk indicators:
students may design it
must indicate a feedback method which shows if they have understood or not (e.g. smileys)
pair or group buzz:
30-60 sec.
ask question - students turn to their partner and answer
TRAINING STUDENTS TO LISTEN TO EACH OTHER
students should listen & respond directly to each other, not via teacher
Avoiding echo
by consistently repeating students' answers, they learn to not listen to each other
instead: "thank you", ask another student if they (dis)agree
if students didn't hear the answer, ask the one to repeat it louder
Get student to speak to the whole class
"tell the whole class, not just me"
Intentionally 'not hearing' a loud student
don't accept shout out answer
keep looking at the person you want to answer
give them time to think
ignore anything else
Drawing student's attention to their behaviour
turn to interrupter, tell them that they are interrupting, turn back - full attention to the speaker
class discussion about behaviour
Walking away
when student speaks quietly move further away
hold eye contact
"say it again"
WITHHOLDING VALIDATION OF STUDENT ANSWERS
Not rubberstramping
don't tell them if the answer is wrong/right
keep discussion open
rubberstamping kills interaction
Acknowledge
"thank you"
nod
"interesting"
Get other students to comment
"do you agree?"
ask more than 2 students
you can summarise what has been said so far
Confirm and validate
after hearing enough answers, tell the correct one
give credit
if many wrong answers - repeat listening/reading
Blank face
don't show that the answer is right