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Chapter 3- Classroom management - Coggle Diagram
Chapter 3- Classroom management
What is classroom management?
create conditions for learning
organisational skills
teacher's attitude, personality
Classroom management areas
authority
critical moments
grouping and seating
tools and techniques
activities
working with people
actions (what is being done in the classroom)
decisions (about the actions, choosing among different options)
How to decide? Consider these factors
what would be the best to do
time for pace or mood change
what is the plan
efficient time use
aim of the whole lesson
how the students feel
aim of the activity
how the teacher feels
possible outcomes
Classroom interaction
Types of student grouping
small groups (3-8)
pairwork
mingle (students are moving and mixing)
individual work
whole class working with the teacher
TTT (teacher talking time) < STT (student talking time)
increasing student-student interaction
friendly environment
give explanations < ask questions
give enough time for exercises
listen to what the students say
allow silence
unnecessary teacher talk < gestures
allow students to finish their sentences
pair and small group work
seating arrangements
if you can not hear a student, walk away
encourage students to speak and give explanations to each other
diagram in your head
finding out things together
Seating
semi-fixed
large
fixed
Possibilities
working with people in the next row
sit on desks and talk to others nearby
students working with others behind them
find a different seat
Seating plans
horseshoe shape
circle (teacher becomes equal and not separate)
straight rows (excludes natural interaction, no sense of equality)
Moveable seating
from rows into circles
turn the classroom around
find a solution of the problem of noise
seating arrangements reflecting specific contexts (aeroplane, train carriage, town centre)
in the case of pairwork or groupwork
open space in the middle
teacher's desk off-centre
separate groups at far corners
the students decide on the seating
sit on the floor
Other possible seatings
oppsing teams
face-to-face (/back-to-back)
'enemy corners'
'panel'
pairs
'public meeting'
'buzz groups'
'wheels'
Giving instructions
language of instruction (English can be useful but not unmanageable
How to give clear instructions?
pre-plan and analyse the instructions for them to be clear, simple
separate the instructions
introspection
explain < demonstrate
check if the students have understood the task
How to get the students' attention?
enjoy it
wait for silence
wait patiently
say a clear attention-drawing word (OK)
establish a gesture
make eye contact
Monitoring
The teacher's role
the first 30 seconds- 'monitoring to check the mechanics'
the task itself
discreet monitoring
vanishing (the teacher can leave the room)
active monitoring
participating
Gestures
instead of repeating basic instructions
more time for learner talk
indicating 'time'
ahead-future
behind-past
pointing to the ground-present
Cultural differences!
Using the board
Organisation
draw dividing lines on the board
different working areas
grammar
pictures
vocabulary
questions
review section
It is important to:
write on the board while students are doing a task
take up a sideways position (so that you will not block the view for the students and you can make eye contact with them)
avoid long teacher-writing times
board drawing
you can do it!
for what?
discussion set-up
dialogue
vocabulary explanation
role play
story-building
one picture= a lot of words
what to add?
locations
questions, discussions
character
Eliciting
drawing out information from students
technique based on some principles
start from the students' level
giving lectures < question-and-answer movement
students know more than we think
How to elicit?
they add the needed information, language and ideas
feedback
present an idea to the learners
what to elicit?
feelings
meanings
ideas
contexts
language
memories
information
what not to elicit?
what the students do not know
unnecessary TT < ST
students are active participants- student involvement
the teacher can learn exactly what students know and what they do not
guided discovery
growing confidence
questions to elicit specifics
write down a sequence of questions
How to prevent learning?
some techniques
TTT (teacher talking time)- give opportunity for the learners
echo- let the students pay attention to their classmates
helpful sentence completion- help them to produce their own sentences
complicated and unclear instructions
not checking understanding of instructions- monitor the beginning of the activity
asking 'do you understand?'- let students to show their understanding
fear of genuine feedback- really listen to students
insufficient authority/ over-politeness- feel your authority and be clear
the running commentary- do not tell more than needed
lack of confidence in self, learners, material, activity/ making it too easy- be demanding
over-helping/ over-organising- leave students alone
flying with the fastest- get feedback from a lot of students, not just a few
not really listening (hearing language problems but not the message)- listen to the students as well, not just their words
weak rapport: creating a poor working environment
authenticity
respect
empathy
Intuition
the skill of understanding something in a spontaneous way
Origins of intuition
recalling, reflecting- experienced situations
memories overlap, synthesise and cross-fertilize
doing
intuitive insights are borning
Intuition and teaching
how to become a 'learning teacher'?
collect concrete information and feedback about learners, teaching ideas, language
feel the buzz that teaching brings
trainers can not give the exact teaching skills to the trainees
You only learn how to teach by teaching!
'painting by numbers'- following prescribed steps, limited outcomes