T.22: variables to be taken into account in the organization of he foreign language classroom: grouping of students, space and time managment, selection of methodologies, teacher's role and so on

INTRODUCTION

purpose: study carefully the factors to take into account when dealing with the managment of the foreign language classroom

4 parts

1st: grouping of students

2nd: space & time managment

3rd: selection of the methodology

4th: Roles of the teacher ➕ conclusion & bibliography

Harmer 👤 the best teachers are those who think carefully about what they are going to do in their classes and who plan how they are going to organise the teaching and learning

1. GROUPING OF STUDENTS

when designing activities it's one of the most important issues to consider

Different types of grouping according to Harmer 👤

Pair-work: ✅ increases the amount of SS's practice, develops socialization skills & attitudinal contents (coop.; part.; autonomy & resp.) ❌ Ss might use their mother 👅; feel they aren't learnig if they aren't corrected or noise problems 📢

Lockstep: traditional teaching situation. ✅ Adv. whole class is getting a good lg. model; it's a non stressing grouping (Ss feel comf. doing repetitions) ❎ dis. lack of comm. activities or attenion to the diversity. Harmer: too much teaching too little learning

2.SPACE & TIME MANAGMENT

2.1. Space: The way we arrange our classroom will reflect on students' participation, behaviour & motivation.

2.3. Classroom control and discipline

Beginning of the school year ➡ create some rules. Discuss & establish them in coopearion with students. Setconsequences and give rewards. Be consistent with the rules. ICTs 💻 Classdojo, classcraft...nearpod, quizzlet, etc to motivate Ss.

3.- METHODOLOGIES & ASSESSMENT

there's not an only valid method ▶ vary according to students peculiarities

EVALUATION

Foster C.C. 🏁 ability to use appropiate lg depending on different factors, such as the participants involved, the sitting or the degree of formality of the situation.

Hymes 👤 A native speaker does not only utter grammatically correct forms, he also has to know when and where and to whom.

Canale 👤 1983

Grammar competence: ability to put into practice the linguistic units according to the rules of use established in th linguistic system.

Sociolinguistic competence: ability to adequate the utterances to the specific context in accordance with the accepted usage.

Discourse competence:* ability to use different types of discourse, using cohesion and coherence according to the communicative situation and the speakers involve in it.*

Strategic competence: ability to define or make adjustments in the course of the communicative situation.

Comm. activities: Littlewood 👤

Functional communication activities: comparing pictures, noticing similarities & diff; following instructions,etc

Social interaction activities: role-play, debates, simulation..

Harner 👤 :communicative purpose, desire to communicate, based on content not form, require the use of lg variety, no teacher int. & no material control

Royal Decree 126/201428th february & decree 26/2016, 21stJuly ▶ 4 blocks of content

Continuous, global, take into account the progress inthe whole process. Tutor will issue a report at the end of each cycle on the degreeof acquisition of the competences & the reinforcement measures.

Assessment criteria: specific references that enable the assessment of Ss' learning both in terms of knowledge & competences.

Assessment done by teacher & students: self, pair and group assessment. Questinnaires, rubrics, targets...

Royal Decree 126/2014 article 12 ⭐ teachers must also carry an evaluation of teach. programmes.

  1. Depending on the grouping, activities can be successful or not
  1. A well designed grouping allows for the attention to the diversity
  1. It can break the routine of the class.
  1. It is important to foster oral interaction so C.C. can be developed 🏁.
  1. A proper grouping fulfill the human need of getting in touch with other people
  1. Closed-pairs:whole class divided into pairs and are working at the same time
  1. Open-closed pairs: closed pairs are split to create new ones during an activity.
  1. Open-pairs: 2 Ss who are not side by side perform a task.
  1. cooperative pairs small groups where the students must help each other to complete the task.

Group work: importance in today's society ▶ develop social & civic comp. and entreprenuership spirit. Kagan (1994) 👥 Ss work together to achieve a common goal ↔ responsible for their own learning and their teammates' one.

Aspects to bear in mind

Forming groups 5-6 Ss in each group & no more than 5-6 groups. Teacher makes groups on the basis of mixed ability.

Student roles in the group: assigning roles ⬆ interdependence, interaction & group processing which are among the 5 key elements of working in groups Johnson (2006) 👤

Role of the teacher: select the activities carefully, present the activity clearly, monitor students' performance and provide feedback.

✅ Adv. increases opportunities to use lg. & to cooperate. More dynamic than pair work coz there're more possib. to react with & against. It allows for more complex tasks ▶ HOTS, Bloom ❎ dis. similar to pair work

Brewster (1992) suggest the importance of having an English classroom. ▶ arranged according to the activities 🏁 peripheral learning, Georgi Lozanov. He also suggests the use of corners. Materials easily available for Ss.

Different ways of organizing the classroom

1. Traditional seating arrangment

2. Circle: 👨🏻‍🏫 might be out which favours comm. or inside.

3. Horshe-shoe: semicircle and teacher in the middle.

4. Boarding meetings desks are placed together and Ss sit around.

5. Streams: Ss are sit in 2 parallel rows facing the board or each other.

6. Learning stations: class divided in groups. Each group carries out different act. & Ss. can change positions.

2.2. Time

✅ Stages

✅ we should bear in mind several factors according to Brewster 👤

Establish classroom routines

Try not to finish in the middle of an activity

To give praise & encouragment about what the Ss have achieved during the class.

Plan lessons having in mind extra activities & the attention to the diversity

Different groups go at different speed, so it is difficult to plan universal lessons.

🚩 engage, study, activate sequence ▶ engage: 👨🏻‍🏫 tries to arise curiosity. Study: Ss are asked to focus on on lg and how it is constructed. Activate act. designed to get the ss using th lg. as freely and comm. as they can.

🚩 Task-based learning ▶ pre-task: teacher presents what will be expected from the students. Task: Ss perform the task, typically in small groups. Review: Ss get some feedback & review their product.

🚩 PPP: 1st stage the presentation of an aspect of lg that Ss are familiar with. 2nd: Ss are given an activity that gives them plenty of opportunities to practice the new aspect of lg. Final stage: Ss use the lg in context.

García Gomez 👤 elements that play a key role in creating an appropiate control in the classroom

The sights: vital to create a visual environment that's stimulating & motivational.

The sounds: use of soft music.

Feelings: creating a comf.; respectful; & non-threatening atmosphere.

Fairness is key: act fairly to all students

Deal with disruptions with as little interruption as possible.

Focussing: teacher must catch the attention of everyone in the class before the lesson starts.

Oral Comm. activities: reaching a cionsensus, comm. gap games, simulations & role plays, etc.

Written comm. activities: relaying instructions, exchanging letters, written games, writing reports & advertisements...

Today, several communicative methodologies: CLIL, Task-based, Project-based, Cooperative Learnign. ➕ ICT'S 🇪🇺

other evaluation methods to complete these ones

Initial evaluation: to analyze students point of departure

Summative evaluation: to test students level of attainment.

Formative evaluation: to draw conclusions for the effectiveness of our method & the suitability of activities for students.

4.- ROLES OF THE TEACHER

Harmer 👤

3. Organiser: 👨🏻‍🏫 tell Ss what they are going to do. They also arange materials and ⏲

4. Prompter: 👨🏻‍🏫 sometimes need to encourage students to participate & help them to work out an activity.

2.Assessor: 👨🏻‍🏫 correct Ss mistakes & organise feedback.

5. Participant: it might be interesting for 👨🏻‍🏫 to participate in the activities, especially in situations.

1. Controller: we are totally in charge of our class.

6. Resourcer: 👨🏻‍🏫 should be ready when Ss need help. This help should be given after the Ss have done a previous effort.

In short, 👨🏻‍🏫roles have changed through time and through different methodologies. Wemust act as facilitators in the learning process of Ss and allow them to be the real agents of their learning ▶ Ss centred-learning

main 🥅 of Organic Law 3/2020, 29th december

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