Cem Balç kanl 2010 Spring
Reflection (L1 or English) Classroom Management Some issues to consider An activity
I speak two languages. Body and English
What statements do you agree with? Why
What statements do you disagree with? Why?
Which variables influence how much English you speak in class?
Level of learners¶ English How much you need to control a class The learners¶ own language How much other teachers in an institution speak English School policy Knowledge of English How much English learners are used to hearing in class
What can you do both encourage your learners to begin to speak English and to keep speaking English?
Discuss your reasons for speaking English to learners Ask learners to translate your instructions for others in class Speak English as much as possible Do warming-up activities in English Use gesture and visuals Place yourself near the groups Move around the class so Ss are obliged to speak Give your activity a time limit Give someone in each group the task of reminding the group to speak English Remind learners before they do an activity to speak English and keep reminding them Use very controlled activities at first to get learners used to speaking to each other in English
Classroom Management What factors?
The Classroom Itself
1* Sight, sound and comfort 2* Seating arrangements 3* Blackboard use 4* Equipment
Sight, sound and comfort
The classroom is neat, clean and orderly in appearance. Blackboards are erased. Chairs are appropriately arranged. If the room has bulletin boars and you have freedom to use them, can you occassionally take advantage of visuals? The classroom is as free from external noises as possible. Heating or cooling systems are operating.
Students should be able to see one another. U-shape is the best of all. You can determine who sits next to whom.
Arrange it in a way that everyone can see. You leave enough time before and after class to get the equipment and return it to its proper place. Make sure the machine properly works. You know how to operate it.
It is one of your greatest allies. Take advantage of this instant visual aid. Try to be neat and orderly in your blackboard use. Erase as often as appropriate
When you talk, project your voice so the person sitting farthest away from you can hear you clearly. The whole class should be able to hear you when you are giving instructions As you speak, articulate clearly. We had better slow down our normal rate of delivery. Keep as natural a flow to your language as possible.
Let your body posture exhibit an air of confidence. Your face should reflect optimism, brightness and warmth. Use facial and hand gestures to enhance meaning of words. Make frequent eye contact with all students in the class. Do not ³bury yourself´ in your notes and plans. Do not plant your feet firmly in one place for the whole hour. Move around the classroom, but not to distraction. Follow the conventional rules of proxemics (distance) and kinesthetics (touching) Dress appropriately considering the expectations of your students
Midstream Lesson Changes
You realize your lesson will have to change in some way
What would you do in the following situations?
Your students digress and throw off the plan for the day You digress and throw off the plan for the day An unexpected but pertinent question comes up Some technicality prevents you from doing an activity A student is disruptive in class You are asked a question you do not know the answer There is not enough time at the end of a class period to finish an activity that has already started
Teaching Under Adverse Circumstances
Teaching Large Classes Compromising with the institution Discipline Cheating
Teaching Large Classes
Ideal language classrooms should have no more than a dozen people Possible problems * ability across students varies widely * individual teacher-student attention is minimized * student opportunities to speak are lessened * teacher¶s feedback on students¶ work is limited
1- Try to make each student feel important by learning names and using them 2- Get students to do as much as interactive work as possible, including plenty of ³get-acquainted´ activities at the beginning 3- Optimize the use of pair-work and small work 4- Do more than the usual number of listening comprehension activities, using tapes, videos and yourself 5- Use peer-editing, feedback and evaluation in written work 6- Give students a range of extra-class work, from a minimum that all students must do 7- Don¶t collect written work from all of your students at the same time 8- Set up small ³learning centers´ in your class 9- Organize informal conversation groups and study groups
Compromising with the institution
1- Classes that are far too large to allow for the kind of results that the administration expects 2- Physical conditions in the classroom that are onerous 3- Administratively imposed constraints on what you have to teach in your course 4- Administratively imposed constraints on how you should teach 5- Courses that satisfy an institutional foreign language requirement 6- Courses that are test-focused rather than languagefocused
1- Learn to be comfortable with your position of authority 2- Gain the respect of your students by treating them with equal fairness 3- State clearly and explicitly to your students what your expectations are regarding their behavior in class, attendance and any extra-class obligations 4- Be firm but warm in dealing with variances to these expectations 5- Do your best to preserve the dignity of the student 6- Try to resolve disciplinary matters outside of class time 7- In resolving disciplinary matters, try to find the source of the problem rather than treating symptoms 8- If you can not resolve a disciplinary problem, consult your institution¶s counselor
1-It warrants careful treatment 2- The first step is to ascertain a student¶s own perception. Did s/he believe they were doing something wrong? 3- Why do students cheat?
Teachers¶ Roles and Styles
1-Roles 2- Styles 3- Cultural expectations
How many roles do you think you have? Depending on the context you are in, some roles maybe more dominant than others Whatever the role you have, BE CONSISTENT in all your dealings with students Watch out ³TEACHER¶S PET´
Teaching style will almost always be consistent with your personality style Let¶s consider three adjectives that you think may associate with your teaching style (future) As you grow more comfortable with your teaching roles in the classroom, make sure your style of teaching is also consistent with the rest of you.
Nondirective- Nonauthoritarian roles How about the effectiveness of playing roles and developing styles? Is it the culture in which you are teaching and the culture of your students? Let¶s decide what kind of teacher we are Be sensitive to the perceptions of OTHERS!
Creating a Positive Classroom Climate 1-Establish rapport 2- Praise and criticism 3-Energy
* Showing interest in each student as a person * Giving feedback on each person¶s progress * Openly soliciting students¶ ideas and feelings * Valuing and respecting what students think and say * Laughing with them not AT them * Working with them as a team not AGAINST them * Developing a genuine sense of vicarious joy when they learn something
Praise and Criticism
*A good balance between praise and criticism * Genuine praise enables students to welcome criticism and to put it to use
* Let¶s spend some time on the guidelines (pg. 422)
* What is classroom energy? * Sixth sense== the experience of teaching itself * Energy is an aura of creativity sparked by the interaction of students How do you create this energy? Dont Forget You are the KEY«
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