GROUP II

ALIYA
M. NABIL
RATIH NURASRI
1 Managing Learning

MANAGING FOR
2
SUCCESS

3 GROUPING STUDENTS
 MANAGING LEARNING

Mistake and feedback

• Students make
mistake
• Assessing student
performance
• Feedback during
oral work
• Feedback on
written work
Mistake and feedback

Students make
mistake
• L1 Interference

• Developmental errors
Mistake and feedback
Assessing student
performance :
 Teachers assessing
students
• Comments
• Marks and grades
• Reports

 Students assessing
themselves
Mistake and feedback

Feedback during oral work

 Accuracy and fluency
 Feedback during accuracy work
• Showing incorrectness
• Getting it rigth
 Feedback during fluency work
• Gentle correction
• Recording mistakes
• After the event
Mistake and feedback

Feedback on written work

 Responding
 Correcting
 Training students
 Involving students
 Finishing the feedback
process
 Burning the midnight oil
• Selective marking
• Different error codes
• Don’t mark all papers
• Involve the students
MANAGING FOR
SUCCESS

 Why problems occur

 Creating successful
classroom
 Modifying problem behaviour
MANAGING FOR
SUCCESS

Why problems occur

• The family
• Learning expectations
• Approval
• What the teacher does
• Success and failure
• External factors
MANAGING FOR
SUCCESS

Creating successful
classroom
 Behaviour norms
• Norms need to be explicitly
discussed
• Norms can be jointly
negotiated
• Norms need to be reviewed
and revisited
MANAGING FOR
SUCCESS

Creating successful
classroom
 How teachers can
ensure successful
behaviour
• Start as we mean to go on
• Know what we are going to
do
• Plan for engagement
• Prioritise success
• Equality rules
• Praise is better than blame
MANAGING FOR
SUCCESS

Modifying problem
behaviour
• Act immediately
• Keep calm
• Focus on the behaviour not the
student
• Take thing forward
• Talk in private
• Use clearly agreed sanctions
• Use colleagues and the
institution
GROUPING STUDENTS

 Different groups
 Organizing pairwork and
groupwork
GROUPING STUDENTS

 Different groups
• Whole-class teaching
• Seating whole-group classes
• Students on their own
• Pairwork
• Groupwork
• Ringing the changes
GROUPING STUDENTS

Different groups
• Whole-class teaching
 Advantages of whole-class
grouping
 Disadvantages of whole-class
grouping

• Seating whole-group classes

GROUPING STUDENTS

Different groups

• Students on their own

 Advantages of individualised
learning
 Disadvantages of individualised
learning
GROUPING STUDENTS

Different groups

• Pairwork
 Advantages of pairwork
 Disadvantages of pairwork
• Groupwork
 Advantages of groupwork
 Disadvantages of groupwork
GROUPING STUDENTS

Different groups

• Ringing the changes

 The task
 Variety in a sequence
 The mood
GROUPING STUDENTS

Organising pairwork and

groupwork

• Making it work
• Creating pairs and groups
• Procedures for pairwork and
groupwork
• troubleshooting
GROUPING STUDENTS

Organising pairwork and

groupwork
• Making it work
• Creating pairs and groups
 Friendship
 Streaming
 Chance
 The task
 Changing groups
 Gender and status
GROUPING STUDENTS

Organising pairwork and

groupwork
• Procedures for pairwork and
groupwork
 Before
 During
 After
• Troubleshooting
 Finishing first
 Awkward groups
Reference
Jeremy Harmer, the practice of English
Language Teaching, fourth edition.

Jeremy Harmer
1. Assessment : Taksiran perkiraan
2. Conspicuous : Mencolok
3. Subtlety : Kecerdikan
4. Judicious : Bijaksana
5. Acquisition : Kemahiran
6. Inappropriately : Tidak tepat
7. Ingrained : Melekat
8. Mediocrity : Keadaan sedang, biasa
9. Lacking : Kurang
10. Disruptively : Sangat mengganggu
11. Deprecatory : Giat
12. Tranquillity : Ketenangan
13. Sustaining : Yang membenarkan
14. Irksome : Menjemukan
15. Reinforcement : Bantuan