presentación2 method classroom management

25 TIPS ABOUT CLASSROOM MANAGEMENT

Conduct class in target language. Modeling – both teacher to student and student to student.

Monitoring – during pair and group work, with and without responding to inaccuracies.

ENGLISH

Keep ratio of students talking time vs. teacher talking time high.

Build a community of trust, pleasant and challenging class environments.

Teachers are role models for students, the attitudes and values constitute

basic factors that may allow or block student learning. Love your work and love your students. This will be your

key to success.

Build on prior knowledge and recycle. Keep reentering early basic material. Review and recycle, going back to practice again, if students

cannot perform well.

THE SAME OF YESTERDAY

Teach to different modalities VAKT (visual, auditory, kinesthetic, and tactile

activities).

Guiding questions for monitoring students’ comprehension when listening, speaking,

reading, and writing.

Teach important suspects of FUMP (Form-written and spoken- Use-social function- Meaning-what language structure represents and Pronunciation) of new language in the presentation.

A variety of pedagogical strategies for flexible grouping of students. Consider having extra activities if students need more presentation o practice activities, for fast and students that needs more support. Each students is different, therefore they need differentiated support and rhythms.

Focus on accuracy and fluency.

Provide wait time. Invite students to formulate questionings and give them the time to think and answer back. Give students time to write things

down or copy from the board. Give students solitary time to work and process information.

Develop higher-level thinking. Give a twist in

the right moment.

Teach learning strategies. Teachers can guide students to find strategies and good conflict resolution practices.

(Learning to learn and learning to be and live in community).

Use a variety of purposeful resources (audiovisual materials are basic in teaching) with the same language content.

Support materials are fundamental in teaching a language; they should be built into the instructional material. Teachers

should be alert to intervene on time, in order to generate self-confidence and autonomy in the students. Value the

student’s progress positively and guide them to learn from errors.

Teach “inside - out” of the class. Take into account the social and community aspects.

Develop sensitivity to other cultures to sharp understanding.

Negotiate and expose your classroom rules since the very first week of class. Be

flexible and use self-affirmative language.

Go one step at a time. Do not give more information than the one needed

to move forward.

Write down, together with students, about the linguistic objectives and content of each lesson.

Remember students are knowledge builders.

Use inaccuracy response techniques – including

encouraging peer correction

Implement peer-teaching. Use think/Pair/Share activities. Get students to use eye-contact during

pairwork. Pair work/group work–varying methods of pairing/grouping, switching partners, groups.

Listen and get feedback from learners – ask for their feelings on a task, too easy? Too difficult? Just right? (Thumbs up, down, middle), ask students to share one thing they learned in the lesson before

leaving.

Use a variety of ongoing assessment and registry instruments.

Measure only what students know and are able to do.

Find functional strategies to inform parents or guardians about the foreign

language program.

Use humor and fun activities