The Learning Environment

You enter a classroom in unfamiliar surroundings…

What are 3-4 things you would check (or change)?

What are some common problems encountered in the

classroom?

1.You are teaching a language course. The learners are aged 25 - 65 years. Ellen is one of the more mature learners. You sense that the other learners are becoming increasingly irritated by her continual boasting. It is obvious that she is undermining the self-confidence of the less able members of the group.

2.What do you do?

May is a Language lecturer. In her class are 30 male students, almost all of whom come from the Middle-East.

Very often, May is shown disrespect. One of the boys even told her that, “In my country, women don’t have the right to teach men”

What would you do if you were in May’s position?

Joanne is giving a Business lecture. Halfway through the class, a student puts up his hand and says, “This is crap!”

This is a new class, so Joanne is keen on building rapport and is thus reluctant to appear too harsh. Still, what the student said was rude, uncalled for and must be dealt with.What’s your advice to Joanne? What would you do?

To discipline Or Not?

Be conscious of class

Infrastructure and Seating

Least Effective. The teacher attempts to maintain one-way communication with students in the class.

Bored/ Lazy students

More Effective. The teacher tries to develop two-way communication with students in the class.

Students do not learn from friends

Even More Effective. The teacher maintains two-way communication with students and permits some

communication among students on a formal basis

Good outcomes for students and teacher

Most Effective. The teacher becomes a participant in the group and encourages two-way communication among all

members of the group

Best potential for excellent outcomes: NOISE?

Never stand Still

Use your voice!

Carry yourself well

Use Humour

Plan well

Observe States

• State influences everything

• Be sensitive to your students’ states!

• Take steps to put your learners in a state which helps their learning

Always Include

Stories

• Always be ready to tell one (or two)

• It doesn’t matter if the story is unrelated to the lesson!

• Stories are vehicles of meaning which trigger emotions, therefore changing states

Use

Humour Often

Never Neglect the Students’

Self-Esteem

Teach Personal Development spontaneously and informally

Conduct Occasional

Class Meetings