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Chapter 3: Classroom management, 1. What is classroom management? - Coggle…
Chapter 3: Classroom management
3. Seating
Consider what is appropiate for each activity
Fixed/ semi-fixed/ large
Possibilities in a standard classroom
4. Giving instruction
English or native language?
only English - can be problematic
Clearer instructions (5 steps)
Step 1
: Become aware of your own instruction giving
Step 2
: Pre-plan essential instructions (analyse)
Step 3
: Separate instructions clearly from other chit-chat
Step 4
: Demonstrate rather than explain
Step 5
: Check that your students have understood what to do
How to get the learners' attention?
make eye-contact with as many people as possible
establish gestures fro wanting to speak
just wait
don't look impatient, enjoy it
5. Monitoring
Vanish
get out of immeddiate eyeshot (e.g. corner)
relax, stop being the techer for a while
sometimes your presence can diminish usefulness
Monitor actively
be visible, walk around
offer advice freely
Monitor discreetly
maintan a presence in the room
don't overtly offer help
Participate
you may sit down and join a group
offer ideas, take part in the discussion
you may work with a number of groups
2. Classroom interaction
types of student grouping
small groups (3-8 people)
pairs
a mingle (everybody moving)
individual work
whole class working together with you
Teacher talk < Student talk
encourage participation
TTT dominating = unsatisfactory
Increasing
student-student interaction
relaxed learning environment
create opportunity for STT
questions < explanations
allow thinking time and silence
arrange
seating
so thet all can see eachother
improve skills in ENABLING
8. Eliciting
What does it mean?
drawing out information, language, ideas from students
can be find out where the real difficulties and problems are
can start from the level where the learners are
three steps to eliciting:
the teacher conveys a clear idea
the students supply the language, information or ideas
the teacher gives them feedback
What can / can't be elicit?
can: language, ideas, feelings, contexts, memories, etc.
can't: things students don't know
Why is this technique useful?
the teacher can pinpoint what is known and what is not
reduces TTT and maximizes STT
students take and active part in learning
guided discovery makes it more memorable
confidence is built with the continuous language usage
6. Gestures
develop your own range of gestures (and facial expressions)
advantages of using gestures
increase opportunities for STT
save yourself from repeating instructions
learners need to learn the meanings of your gestures
practise them by giving oral instructions while gesturing
be aware of cultural differences
gestures can mean different things in different countries
7. Using the board
board drawing
What is it useful for?
quick explanation of vocabulary items
setting up a discussion, a dialogue or role play
story-building
What if you're not good at drawing?
the easiest is to draw stick people
get a student to draw it
organisation
separate sections on the board for different areas
vocabulary column for new words
example sentences and notes
board drawing
new grammar item
questions to think about during a listening task
few more board thoughts
avoid long teacher-writing times
do it while they are working on other things
be aware of not blocking the board with your body
get learners to write up things to the board
10. Intuition
What does it mean?
the skill of spontaneously understanding something and then reaching a considered situation
on-the-spot
fluent teaching
moment-by-moment
good news: it is learnable and improvable
intuition and teaching
every teaching event is different --> you constantly work on intuition
reflecting on what you have done is important
store of experienced situations
as a new teacher:
collect concrete feedback and information about Ss, language, teaching ideas
develop your own intuitive skills
gain experience
"you learn to teach by teaching, you learn to teach by doing it"
9. How to prevent learning? - some popular techniques
TTT (Teacher Talking Time)
allow Ss the time and the quiet
T takes the opportunity from Ss to talk
echo
Ss learn not to listen to their peers because the T repeats everything
helpful sentence completion
help Ss to produce sentences using their own ideas
complicated and unclear instruction
work out what is the most essential for Ss to know
not checking understanding of instructions
ask one or two Ss to repeat the instruction
asking 'Do you understand?
often useless
get Ss to demonstrate their understanding
use a language item in a sentence
repeat instructions
explain it to your peers
fear of genuine feedback
open up to really listen to what Ss say and think
insufficient authority / over-politeness
feel your own natural authority and let it out
the running commentary
boring, unnecessary and hard to follow
lack of confidence in self, learners, material, activity / making it to easy
too easy / too difficult materials cause boredom in class
try to keep the level of challenge high
over-helping / over-organising
the T's excessive presence can affect the success of the learning process
take a step back and let Ss do the work themselves
flying with the fastest
do not focus on the fastest and most dominant Ss only
may give a false impression
not really listening: hearing lg problems but not the message
weak rapport: creation of a poor working environment
three teacher qualities to enable good environment:
respect
empathy
authenticity
1. What is classroom management?
DECISIONS + ACTIONS
Areas
authority
critical moments
grouping and seating
tools and techniques
activities
working with people
Bacis skills
LOOK + OPTIONS + ACTIONS
