TIPS ON CLASSROOM MANAGEMENT

Presented by Tabureanu Vera

Metaphors for a lesson

A variety show Climbing a mountain Eating a meal A wedding A menu A conversation Doing the shopping A football game A symphony Consulting a doctor

CLASSROOM MANAGEMENT ISSUES

Patterns of classroom interaction Questioning Classroom discipline Lesson planning

Guidelines for ordering components of a lesson

Put the harder tasks earlier; Have quieter activities before lively ones; Think about transitions; Pull the class together at the beginning and the end; End on a positive note.

HINTS FOR LESSON MANAGEMENT

1. Prepare more than you need: it is advisable to have an easily presented, light 'reserve' activity ready in case of extra time. 2. Note in advance which component(s) of the lesson you will sacrifice if you find yourself with too little time for everything! 3. Keep a watch or clock easily visible, make sure you are aware throughout how time is going relative to your programme.

 4. Do not leave the giving of homework to the last minute! At the end of the lesson learners attention is at a low ebb, and you may run out of time before you finish explaining. Explain it earlier on, and then give a quick reminder at the end.

5. lf you have papers to distribute and a large class, do not try to give every paper yourself to every student! Give a number of papers to people at different points in the class, ask them to take one and pass the rest on.
6. lf you are doing group work, give instructions and make sure these are understood before dividing into groups and handing out materials ; if you do it the other way round, students will be looking at each other and at the materials and they are less likely to attend to what you have to say.

REASONS FOR QUESTIONING

To provide a model for language or thinking. - To find out something from the learners ( facts,ideas,opinions). - To check or test understanding, knowledge or skill. - To get learners to be active in their learning. - To direct attention to the topic being learned. - To inform the class via the answers of the stronger learners rather than through the teacher's input.

 To provide weaker learners with an opportunity to participate. - To stimulate thinking( logical, reflective or imaginative); to probe more deeply into issues; - To get learners to review and practise previously learnt material. - To encourage self-expression. - To communicate to learners that the teacher is genuinely interested in what they think.

CRITERIA FOR EFFECTIVE QUESTIONING

Clarity Learning value Interest Availability Extension Teacher Reaction

THE CONCEPT OF DISCIPLINE

control agree rewards respect norms obey authoritarian contract accept routine smooth power consistent efficient responsibility punishments behaviour authority authoritative cooperation

 l.'control' v.'discipline'; 2.'authoritarian' v.'authoritative'; 3.'power' v.'authority'.

POSSIBLE CHARACTERISTICS OF THE DISCIPLINED CLASSROOM

1. Learning is taking place.+? 2. lt is quiet.+ 3. The teacher is in control.++ 4. Teacher and students are cooperating smoothly.++ 5. Students are motivated.?+ 6. The lesson is proceeding according to plan.+? 7. Teacher and students are aiming for the same objective.?+ 8. The teacher has natural charismatic authority'.?+

WAYS OF VARYING A LESSON

Tempo Organization Mode and skills Difficulty Topic Mood Stir-settle Active-passive

CRITERIA FOR EVALUATING LESSON EFFECTIVENESS

a) The learners were active all the time. b) The learners were attentive all the time. c) The learners enjoyed the lesson, were motivated. d) The class seemed to be learning the material well. e) The lesson went according to plan. f) The language was used communicatively throughout. g) The learners were engaging with the foreign language throughout

THE END