Professional Development Program “Shaping the way we

teach English”

MANAGING LARGE CLASSES

Federico Arteaga C.
CCA Manizales, 2009
 What is a group?

“A group exists when two or

more people define
themeselves as members of it
and when its existence is
recognized by at least one
another.”

Rupert Brown (2000:3)

 Constrains on the
teaching
(Teaching English in large classrooms, Bureau of educational and
 Class size. cultural affairs, 1987)

 Physical set up of the class.

 Availability of texts and materials
(paper, pencils, markers).
 Major goals of curriculum.
 Level of proficiency.
 Nature of the students’ language
background
(homogeneous/heterogeneous).
 Discuss

Different alternatives of grouping

students in the classroom. Try to
think of as many groupings as you
can. What are their advantages and
disadvantages from

 The teacher’s point of view?

 The good student’s point of view?
 The weak student’s point of view?
 Characteristic features
of a group (Dörnyei, 1998: 72)

 There is some interaction among

group members.
 Group members perceive themselves
as a distinct unit and demonstrate a
level of commitment to it.
 The group endures for a reasonable
period of time (not only for minutes)
 Characteristic features
of a group (Dörnyei, 1998: 72)
 The group has developed some kind of
‘internal structure’ which includes:
1. The regulation of entry and departure into/from
the group.
2. Rules and standards of behavior for members.
3. Relatively stable interpersonal relationships
(hierarchies).
4. Some division of group roles
 As a direct consequence of the above
points, the group is held accountable
for its members’ actions.
 Setting the rules

• Social rules: What the common values are and how we

relate each other.

• Procedural/task rules: How we do things together.

(Dörnyei & Murphey, 2003:35)
 What if someone breaks
the rules?

 Explain, negotiate, assess values, model.

 Don’t underestimate the power of the class
group.
“Internalised norms produce not only the
desired behavior but also a willingness to
enforce rules within the group.”
(Cohen 1994:39)
 How do you know your
group is behind the
rules?
 Showing active support for the teacher.
 Indirectly expressing disapproval with shifts
in eye contact, withdrawal from interaction
with the offender.
 Openly ridiculing or criticising the violator.
 Putting the offender in “social quarantine.”
 How can we remind
everyone of the rules?

 Wall charts: class rules | class agreements.

 Teacher behavior: ‘Practice what you

preach.’

 Regular review of the norms: updating,

adapting.
 LEARNER CONTRACT
LEARNERS’ CONTRACT FOR THE GRADE ________
Contract agreed on by teacher _______________ and students
from______

IS/ARE MUST MUSTN’T

ALLOWED

THE TEACHER

THE STUDENTS

SIGNATURES OF EVERY MEMBER