Professional Documents
Culture Documents
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• Advantages of whole class grouping
– As a unified group of learning in whole class grouping, students can
share their ideas and emotions to each other because all students are
exposed to the same content in the same time.
– Whole class teaching gives teachers control over the lesson pace.
– Teachers can easily estimate the students’ progress in general.
– The whole class teaching gives teachers the authority to determine
what ought to be taught, when, how, and in what time frame.
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Rows are the typical environment for a teacher – centered
classroom and/or individual learning. Students are aligned in such a
way as they all face the front of the class. The teacher conducts the
instruction from this 'front' position. Rows allow the teacher to make
eye-contact with all the students.
• HORSESHOE
• CIRCLE
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• CABARET
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V. PAIRWORK
– Some students are comfortable to interact with the teacher rather than
with their equal competence friends.
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• Disadvantages of group work
– Some talkative students may dominate group work and block the
language production of their friends.
• The task
• Variety in sequence
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• The mood
There are some grouping strategies which can work best in our
class:
• Friendship
We can let the students to choose their partners by their own. It will
make the students to feel comfortable when they work with the person
that they like.
• Streaming
• Chance
• The task
The task can determine the grouping, for example, If we want our
students to talk about hobbies, we can ask the students with the same
hobby to work together
• Changing groups
Students may work with different groups from the beginning of the
lesson to the end according to the task and objective which is given by
the teacher.
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IX. PROCEDURES OF PAIR WORK AND GROUP WORK
• BEFORE
• DURING
In this stage the teacher acts as the facilitator and resource. The
teacher answers students’ questions, offers some advices and monitoring
their performance.
• AFTER
In the end of the activity, the teacher should organize feed back to
allow the students to talk about what they have experienced. The
teacher can also give a constructive feedback on the content of students
work in this stage.
X. TROUBLESHOOTING
There's a price to pay for the productivity gain offered by pair work
and groups, however. It presents several difficulties and it's important to
be prepared for them and to know how to alleviate them.
• FINISHING FIRST
There might be a case in the pairs or groups work that one group is
working faster than the others. The best way to alleviate this problem is
to give them, more challenging task to be finished while waiting for the
others.
• AWKWARD GROUPS
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XI. RESEARCH FINDING
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(http://hasar.up.ac/individ.htm , accessed 20th September2008)
Working in pairs and groups is less stressful and more
effective for students, especially introverts who needn’t perform in the
front of the whole class. They feel more confident working with friend.
There are always more and less gifted students in the process of
language learning and these methods prevent them from not being
laughed at by the whole class if they say something wrong. “It is
generally easier to show that you do not know or do not understand
something in a smaller group than in a large one. “ (Norman, Levihn and
Hedenquist, 1986:8)
Brumfit says that pair work and group work are the most effective
techniques of classroom organization which combine aspects of
communication learning and natural interaction in a stress free
environment. (Brumfit, 1984:78)
( , accessed 21st September 2008 )
These approaches are not easy to implement. It requires
excellent classroom management skills, the ability to multitask, and
significant amounts of preparation time. These are not always totally
separate groupings. For example, a presentation to the whole class or a
large group can be followed immediately by pairs sharing what they
understood from the presentation. Small groups can share information
about a particular problem and then split into pairs to apply the
information. Pairs can talk about how to do something and then work
individually to do it.
XIV. REFERENCES
Y
our
No. Criteria Poin Comments
ts S
cor
e
2.
The inclusion of relevant theories 8
from other books
3.
The inclusion of related research 6
findings.
4.
Comments, criticism, position 8
are included
5.
Language used and mechanic 6
TOTAL SCORE 40
Y
our
No. Criteria Poin Comments
ts S
cor
e
The Coverage of the content is
1. comprehensive and illustrated by
examples to clarify the concept 10
2. Media
5
3. Language Proficiency
7
4. Encoding Skill
10
5. Decoding Skill
8
TOTAL
12
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