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  • DVD Observation - Large Classes - TT Answer Key

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    Qiwei Li
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    The document outlines challenges that teachers may face when teaching large classes and provides strategies to address each challenge, such as maintaining visual contact with all students, ensuring students can hear and see demonstrations, distributing materials, and responding to individual students' needs. Some recommended strategies are moving around the classroom, using exaggerated gestures, speaking loudly, placing students in groups, writing clearly on the board, and pausing audio recordings to allow note taking. The strategies are adapted from a teacher training DVD series and aim to help teachers effectively engage and instruct large numbers of students.

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    DVD Observation - Large Classes_TT Answer Key

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    The document outlines challenges that teachers may face when teaching large classes and provides strategies to address each challenge, such as maintaining visual contact with all students, ensuring students can hear and see demonstrations, distributing materials, and responding to individual students' needs. Some recommended strategies are moving around the classroom, using exaggerated gestures, speaking loudly, placing students in groups, writing clearly on the board, and pausing audio recordings to allow note taking. The strategies are adapted from a teacher training DVD series and aim to help teachers effectively engage and instruct large numbers of students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    10 views2 pages

    DVD Observation - Large Classes - TT Answer Key

    Uploaded by

    Qiwei Li
    The document outlines challenges that teachers may face when teaching large classes and provides strategies to address each challenge, such as maintaining visual contact with all students, ensuring students can hear and see demonstrations, distributing materials, and responding to individual students' needs. Some recommended strategies are moving around the classroom, using exaggerated gestures, speaking loudly, placing students in groups, writing clearly on the board, and pausing audio recordings to allow note taking. The strategies are adapted from a teacher training DVD series and aim to help teachers effectively engage and instruct large numbers of students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 2

    DVD OBSERVATION: TEACHING LARGE CLASSES

    ANSWER KEY

    CHALLENGES STRATEGIES & TECHNIQUES

     Standing so that all the students can see him and he can see them.
    1. Maintaining visual contact with all the
     Moving around the room so that he has regular contact even with those sitting at the
    learners in the class back.

    2. Ensuring learners can hear in a large  Speaking at a slightly higher volume (without shouting).
    classroom  Projecting his voice to the back of the room.

     Using slightly ‘bigger’ (exaggerated) gestures.


    3. Ensuring learners can see gestures and
     Repeating the same gestures to reinforce their meaning.
    body language  Positioning himself where everyone can see him.

    4. Remembering all the learners' names  Placing name cards/labels on the desks.

     Giving clear and concise instructions.


     Using ‘bigger’ gestures.
     Moving around the class to ensure everyone can see him.
    5. Moving learners into pairs and groups  Letting learners ‘move’ independently.
     Encouraging pair/group work among those who sit close to each other (sides +
    front/back).
     Avoiding moving the furniture.
     Using names.
    6. Having contact with all the learners  Speaking to different learners around the classroom.
     Moving frequently around the room to monitor evenly.

     Using choral drilling.


    7. Pronunciation of language items  Using occasional individual drilling to (1) address evident personal challenges and
    (2) keep everyone ‘on their toes’.

     Reproducing handouts on the board for learners to replicate.


    8. Providing handouts and worksheets for
     Writing important information on the board and allowing sufficient time to take
    all the learners notes.

    9. Distributing handouts and worksheets  Giving handouts to those sitting at the front of each row and asking learners to pass
    to all the learners copies back to the others.

     Asking learners to stand up.


    10. Ensuring learners can be seen and  Asking learners to turn to a particular side of the classroom.
    heard by others in the room when working  Providing a microphone.
    individually  Asking learners to repeat.
     Asking learners to listen more attentively.
     Giving clear and concise instructions.
    11. Giving instructions to the whole class  Using examples and demonstrations.
     Using ‘bigger’ gestures.

    12. Re-gaining learners' attention at the  Clapping his hands.


    end of a noisy activity  Slightly increasing the volume of his voice.

     Using large letters.


    13. Writing on the whiteboard or
     Using drawings.
    blackboard  Allocating different sections of the board to different purposes.
    14. Responding to learners' problems
     Re-playing parts of the recording according to predicted challenges.
    when they are engaged in a listening
     Pausing the recording to allow time to take notes.
    activity

    Adapted from: Carr, D. (Ed.) (2006). Teacher Training DVD Series. London, UK: International House Trust Limited.

    Remember to upload the worksheet on the moodle.

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