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Practice Activities – FP007 CM

PRACTICE ACTIVITIES
CLASSROOM MANAGEMENT -
TECHNIQUES AND REFLECTIONS ON PRACTICE

Assignment
FP007- Classroom management

Students’ name:

Ricardo Rendy Ramírez Muñoz

Group: fp_tefl_2017-10_unini

January 2018

Practice Activities

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Practice Activities – FP007 CM

Task 1. Reflection exercises.

Questions 1.1.
How do you feel about the reflective question: “it isn’t a big chunk of your time, is it?”.
What implications does it have for some teacher’s management of classroom time? Do we
consider activities in terms of time consumption or in terms of assumed utility? Justify
your answers with arguments from the materials and the readings.

I think that it is not a big chunk of time, one part of a good management classroom is organize
the classroom to prepare students to activity, and this take a little time, without this is difficult
to organize and control the group, give clear and comprehensive instructions and complete the
tasks.

The implication of organizing the space and dividing students in group in management
classroom time is essential to guide group, develop task and taking account the discipline inside
the classroom, these elements influence in the success of the activity. According to Ficarra &
Quinn 2014; Johnson, Berg & Donaldson 2005; Mayer 2007; Wubbels 2011 (As cited in
UNESCO, Instructional time and classroom management) classroom management
competencies associated with positive teaching and learning outcomes include: 1) maximising
structure through teacher-directed activities and minimising physical classroom distractions,
2) posting, teaching, monitoring, and reinforcing expectations, and providing supervision and
feedback, 3) directly engaging students and giving them opportunities to respond, and 4) using
strategies that reinforce positive behaviours and redirect problem behaviours. In this task, the
point one is developed when the teacher organized classroom to begin activity.

We must consider activities in terms of assumed utility, all activities have goals and this taking
time to get, we only need taking account the time to develop successfully a subject or topic, but
this never reduce the time only in terms to do something without thinking about the goals.

Questions 1.2.

To what extent does Wilson’s story cater for individualised learning? What advantages
and what drawbacks can you identify with the ‘procedure’ described? (Ur, 1996:236)
Explain your answer.

1. Readers. Students choose individual simplified readers, of varied level and topic, from a
school library, and read quietly in class.

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Practice Activities – FP007 CM

This activity gives learners the opportunity of choosing the topic that is interesting to them and
generating participation (self-access) which are advantages. Nevertheless, the teacher might
orient and advise the students before beginning the activity according to their individual level of
competence, avoiding that students select easy readings that do not give them new elements or
so difficult readings to generate tedium or boredom. A disadvantage, might be if several students
do not want to read and become to distract the others, this might be avoided giving students a
task related to the readings.

2. Response to listening. The teacher plays a recorded text on a topical issue, and asks the
class to note down points they understood.

This task servers to identify the listening comprehension of each student. This is an advantage
because the information gotten gives the opportunity to teacher to focus in strategies to increase
effective learning for all. The drawback may be in the materials because if the teacher does not
select an interest audio students would lost attention and increase frustration. It is important
guide to students to recognize global information.

3. Workcards. A pile of workcards prepared by the teacher is put in the centre of the class, all
practising the material the class has recently learned, but each different. Each student chooses
one, completes it and then takes another.

The advantage of this activity is promote participation and autonomy because students are able
to select the card and use the language learned, also this activity gives the opportunity to work
at their pace and take responsibility for their learning. The drawback is that some students could
choose the easiest workcards and generate competence to finish before the others.

4. Textbook questions in class. The class has been given a set of questions from the textbook to
answer in writing; each student does them on his or her own.

Complete a worksheet is useful to teacher only if the text is presented one time and the students
answer according to comprehension, this shows which comprehensive problems have the
students or which are the distractors in class. A drawback is the material because if this is not
interest the student do not want to participate and answer according to other (copy) or do not
answer.

5. Worksheets. The teacher distributes worksheets which all practice the same grammar point,
but containing various sections with different kinds of practice tasks and topics. The students
choose which sections they want to do, and do as much as they can in the time allotted.

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Practice Activities – FP007 CM

Drawback in this activity is worksheet is reduced to the same grammar point, students are more
motivated with content –based rather than structure-based. The advantage consists that students
work at their own pace and select how much do it in a specific period of time.

6. Textbook exercises for homework. The teacher gives three sets of comprehension questions
from the textbook, of varying difficulty, on a passage that has been read in class; each student is
asked to select and do one set.

This activity is closed because the student only ask one of three sets of comprehension
questions. Drawback occurs when students select easiest question to ask because this do not
improve their knowledge and it is more difficult to know if exist and effective learning
(individual awareness). One advantage is that teacher can correct written assignment after
students bring the answers, and can socialized the common mistakes (feedback).

7. Varied tasks. The teacher has prepared a number of work-cards based on different language
skills and content. There is a cassette recorder in one corner with headsets for listening tasks,
and another corner available for quiet talk. Students select, work on and exchange cards freely.

This activity makes it appropriate for students to learn and to be autonomous in their learning
process, identifying their own learning styles (metacognitive capacity). Students share and
collaborate each other’s without pressure.

Questions 1.3. Considering Ur’s statements in our module, do you think the technique
described could be used with mixed- ability groups? If so, would this always result in more
successful SLA for learners?

The technique is used in mixed-ability groups because according to Ur’s (1996: 305) provide
students with more varied classroom interaction and increase their awareness of others,
fostering important values, such us tolerance and understanding. That have a relation with the
successful of SLA due to heterogeneous class and divided in groups encourage and facilitate
peer teaching and other collaborative efforts that are beneficial to learning.

References

UNESCO (n.d.) Instructional time and classroom management. Retrieved in


https://learningportal.iiep.unesco.org/en/improve-learning/schools-
classrooms/instructional-time-and-classroom-management.

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Practice Activities – FP007 CM

Ur, P. (1996) A course in language teaching. Cambridge Teacher training.

Task 2

Below, we have listed some common assumptions in the field of TEFL. Do you strongly
agree or disagree with any of them? Choose two statements that would make you react in
either direction, explain how they would relate to each other, in the light of the
bibliography of the subject, and try to reflect on why they made you feel strongly in either
approval or disapproval.

 If students translate the meaning of new vocabulary they will develop the mistaken
idea that there is a one-to-one correspondence between words in English and in their
own language.

I disagree. According to Atkinson (1987) (as cited in FUNIBER, Classroom management p. 75)
Translation and transfer appear to be natural phenomena, and inevitable part of SLA. Moreover,
Prodromou says “the use of L1 can provide support and security for the less confident learner…
the learner’s mother tongue can be viewed as a source of strength”. (Ibid.) I think that student
notices that do not exist an exact correspondence between words in both language, in fact, exist
similar words with different meanings for example relativo (Spanish) and relative (English) the
meaning depend of the context.

 If you give instructions for activities in the mother tongue, you deprive students of an
important opportunity to be exposed to natural L2 use.

I agree. According to Strong 1986 & Zilm 1989 (Ibid) if the teacher uses more of the target
language in class, the learners’ proportion of target language use also increases. The principal
point is the opportunity to be exposed to L2 because it is related with the quantity and quality of
input.

References.

FUNIBER (n.d.) Classroom management – techniques and reflections on practice.