A classrooms that contain many students, sometimes almost filling the room

A large class has no exact size. Usually it is measured in terms of the number of students per teacher (studentteacher ratio).

In some countries, 25-30 students per one teacher is considered large, while in other countries this is seen to be normal or even quite small.

From a teachers perspective, though, a class is large whenever it feels large.

High Energy: Classes with many students may be noisy, but they are also fun and exciting. Timing: Classes go by quickly in a large class, and you will rarely catch yourself looking at the clock. You will regularly find yourself with extra activities that you did not complete that you can save and use in your next class Participation: There is always someone who is willing to answer questions even if they are just guessing. Make sure to take answers from a variety of students. Fillers: Teachers have less need for fillers since core activities and lessons take longer to complete.

1. Intimacy: Remembering student's names can take a while. Teachers may feel that they do not get to know their students as well as they would like to. 2. Anxiety: Some teachers feel anxious being so outnumbered by the students. In addition, some students are afraid to ask questions or participate in a large class. 3. Student needs: Meeting individual needs can be difficult or impossible when class size is very large. 4. Marking: Grading assignments and tests can be very time consuming, and your pay will generally be the same for a smaller class.

5. Distractions: There are more distractions for teachers in large classes, such as latecomers and people chatting while you are teaching. 6. Preparation: Making photocopies for a large class can be very time consuming. Other teachers may be bothered by how much time you spend using the photocopier. 7. Noise level: Large classes can become out of hand when students are working in pairs or groups. At times you may feel more like a disciplinarian than a teacher. 8. Monitoring students: Teachers may find it difficult to keep students on task as they monitor pair and group work. 9. Space: There is limited space in a classroom for energetic activities such as role-playing. 10.Textbooks and resources: There may not be enough textbooks or computers available for all students.

Use a teacher's notebook Enforce a late policy

Spread out

Reduce marking and preparation time

Create a participation grade

Manage the noise

Encourage competition

Establish trust

Relax

Mixed ability or heterogeneous classes are terms used to describe classes made up of students of different levels of proficiency.
These terms are misleading as no two learners are really alike and homogeneous classes do not actually exist (Ur, 1991). All classes are to some degree made up of learners who differ in many ways. They may have different strengths, weaknesses and approaches to learning. They may respond differently to various teaching methods and classroom situations.

1. Supportive learning environment so the learners feel confident and able to perform to the best of their ability. 2. Classroom management Teachers can ensure that learners will be involved as much as possible in the lesson. Classroom management techniques for maximum learning potential, involving all students, learning and using learners names, teachers cultivating a positive attitude through their own attitude to the class, praise and encouragement, grading and using relevant teacher talk, using the board effectively and managing learning activities by giving good instructions, asking concept checking questions, using pair and group work, setting time limits, monitoring the activity and including feedback on the activity. 3. Learning to learn Teach learners about different learning styles and the different learning strategies for visual, auditory and kinesthetic learners. Teach learners how to be resourceful so that they know where to find help if they get stuck.

4. Variety Vary topics, methods of teaching, focus, materials and activities to generate learner interest and motivation. 5. Grouping Use a range of interaction patterns in class. Learners should work in groups, pairs and individually. Groupings should be changed often, thereby giving learners an opportunity to work with different learners. 6. Pace Teachers must be mindful of the pace of their lessons. Teaching a class too slowly or too quickly may lead to boredom or frustration. A teacher must be aware of his/her learners abilities and pitch the pace of the lesson accordingly. 7. Interest Teachers need to make the lessons interesting in terms of content, topic and activities. To find out what interests the learners, teachers could find out what interests the learners outside the classroom, allow learners to share their interests with the class through project work and personalization activities, such as show and tell, or allow learners to chose the content, topics or activities for lessons, where appropriate

8. Individualization Hess (2001:12) describes individualization as providing opportunities for students to work at their own pace, in their own style and of topics of their choosing. Individualization can be promoted in the classroom through portfolios, self-access centres, individualized writing or personalised dictionaries. 9. Personalisation Ur (2001:306) suggests including activities which allow learners to respond personally. Such tasks increase learners motivation and interest as they are based on something the learners have experienced and can relate. 10. Blooms taxonomy Make use of higher order thinking skills by providing learners with problem-solving, analysis, evaluation and synthesis activities, rather than only comprehension tasks. 11. Open-endedness Open-ended activities allow learners to respond to tasks and questions which have a variety of possible answers rather than one correct answer. Open-ended tasks allow learners to perform at their level of ability. Such tasks include sentence completion activities, story completion activities, brainstorming, writing own definitions for words, answering questions in a range of ways.

12. Compulsory plus optional tasks Ur (2001) suggests learners are assigned compulsory tasks with additional materials should they finish the core tasks. By setting compulsory plus core tasks, all learners are engaged and can feel a sense of achievement when completing a task. 13. Adapting materials Course books are designed for a particular language level and do not offer much flexibility. As a result teachers may need to adapt the materials to make them easier or more challenging. 14. Homework Homework is an excellent tool to provide learners of all levels and abilities with an opportunity to review and consolidate the material covered in class. 15. Collaboration Getting learners to work together and cooperating has a number of benefits for the learners and teacher.

 Interaction is the means and the goal Learning is task-based Meaning/understanding the message is more important than exact grammar Authentic materials are used Many answers are possible Mistakes are a part of learning

Types of Communicative Activities

Role plays Interviews Information gap Games Surveys Debates Pair work Drama Learn by teaching

Teacher-Centered vs. Learner-Centered Classrooms Teacher-centered: the teacher is the focus and takes responsibility for everything - analyzing ideas, organizing information, explaining rules, correcting mistakes Learner-centered: students work independently; more responsible for activities; focus on communicating with each other and the teacher

Learner-Centered classrooms are better

Just listening to the teacher doesnt prepare students enough to use English Students practicing English in pairs and groups will help them understand and remember new information better Just listening to the teacher all the time is boring! Students lose motivation
Boring

Video Clip : See or doNT See

1.
2. 3. 4. 5. 6. 7. 8.

Students always sitting in rows, facing teacher. Students in groups. Students in teams. Students learning through games. Students being tested through games. All student groups writing the same thing. The teacher giving feedback to the students. Students giving feedback to each other.

The Challenges
#1: Students only speak in mother languages
Strategies: -Teacher very strict about English-only in the classroom. -Close monitoring of pair work & group work. -Providing incentives for students/groups who only use English in class - candy, extra homework points.

The Challenges
#2: Students make too much noise, are out of control
Strategies: -Use a quiet signal to maintain control. It can be raised hand, a clap, light turn off/on -Set strong and clear guidelines about classroom behavior from the beginning -Assign a student monitor(s) to keep control

The Challenges
#3: Students dont complete activity; they are bored Strategies: -Know your learners! Always search for choose and design group work activities with their motivation in mind. -Each student given a job in the group ex. Secretary, spokesperson, task control, etc -Follow-up reports, summaries to be given

The Challenges
#4: Some students dont participate
Strategies: -Give students who generally dont participate the job of spokesperson in the group -Use toothpicks as a tool to control participation. Each student receives 6 and must use 1 toothpick every time they speak -Pair up two quiet students together

The Challenges
#5: Students dont understand directions
Strategies: -Prepare and practice giving simple, clear instructions. Repeat many times. -If students really dont understand, its okay to use Portuguese, but try to avoid it -Have one student who understands, explain directions to the class; very motivating

The Challenges
#6: One group finishes before the others
Strategies: -Prepare a back-up activity for groups who finish early -Use members of fast group as teacher helpers for the groups with difficulties -Carefully check over groups completed work and correct or have them expand on ideas

Different Combinations of Group Work

Some suggestions about what usually works best. Pairs - Dialogue practice,vocabularly drills and grammar review Groups of 5 - Problem solving activities Groups of 4 - Introductions and social interactions Groups of 3 - Discussions

Effective Technique: Jigsaw

-Students work in learning groups to understand a particular topic well -New groups are formed called teaching groups where each member comes from a different learning group -Each member of the new teaching group is responsible for teaching their topic Benefits: prevents slacking off, everyone participates, a lot of material is addressed

Why ask questions?

Check the students understanding of key points
Check for mastery of basic concepts Encourage critical thinking Stimulate interaction among students, as well as between student and instructor

Characteristics of Good Questions

Clearly stated Common vocabulary Thought provoking Properly directed

Questioning Techniques
Encourage students to ask questions at any time. Give adequate consideration to all questions--never evade a question. Use APPLE. Scatter questions over the entire class.

Questioning Techniques
Pose questions within the ability of the student to whom the question is addressed. Ask questions of the inattentive. Require students to give complete answers.

Questioning Techniques
Do not permit frequent group responses. Ask open-ended questions Avoid asking questions that can be answered by guessing. Use the key words of questioning--how, why, when,

where, what, which.

Questioning Techniques
Have students speak loudly so that all may hear. Use correct grammar and terminology. Keep questions on the subject. Write questions in your lesson plan. Use spontaneous questions