ttc sat january 8th cuarta

8/7/2019 TTC Sat January 8th Cuarta

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O B J E C T I V E : B Y T H E E N D O F T H I S C L A S S S T S

W I L L B E A B L E T O W R I T E A R E F L E C T I V E

J O U R N A L B A S E D O N T H E I N F O R M AT I O N

P R E S E N T E D I N T H I S S E S S I O N

Unit 5: Classroom management &Unit 15: Teaching different classes



5.1 What´s classroom management?

y To create the conditions in which learningcan take place.

y An important part of this is to do with yourattitude, intentions, personality and yourrelationships with the learners.



Common classroom management areas include:

Grouping and seating:y Forming groupings

y Arranging and rearranging seating

y Deciding where you will stand or sit

y Reforming class as a whole group after activities

Activities:y Sequencing activities

y Setting up activities

y Giving instructionsy Monitoring activities

y Timing activities

y Bringing activities to an end



Authority:y Gathering and holding attention

y Deciding who does what

y Establishing or relinquishing authority as appropiate

y Getting someone to do something

y Critical moments:y Starting the lesson

y Dealing with unexpected problems

y Maintaining appropiate discipline

y Finishing the lesson



Tools and techniques:y Using the board and other classroom equipment or aids.

y Speaking clearly at an appropiate volume and speed

y Use of silence

y Grading complexity of language

y Grading quantity of language

Working with people:y Spreading your attention evenly and appropiately

y Using intuition to gauge what students are feeling

y Eliciting honest feedback from students

y Really listening to students



Task 1: Choosing classroom management options

y Write two more options for each of the followingsituations:

1. A students says ³I don´t want to do this exercise .́

2. You expected an activity to take 5 minutes. It has taken 20so far , and the students still seem to be very involved.There´s something else you would like to do before thelesson ends in 10 min.

3. The students are working in groups of 3. two groups havefinished the task you set them and are now sitting looking bored. The other groups still seem to have a long way togo before they finish.



Task 2: Selecting alternative options

y Read this description of a classroom situation and considerany alternative options available to you at points (a) and (b).

y You come into the classroom at the start of the lesson. There are25 teenage students in the room. About half of them seem very

involved in a loud discussion (in their own language, not English)about a current political situation. (a) You shout out ³ok,ok, let´sstart the lesson; you can continue that later .́ The room quietensdown a bit; some people continue whispering animatedly to eachother. ³Now, today we are going to look at ways of talking about the future,´ you continue. One student asks, ³But this subject is

very interesting. Could we continue the conversation if we use English?´ (b) You say, ³I´m sorry, but we have to get throughUnit 9 of the book today. Perhaps we can have a discussion next week. Open your books at page 27 .́



How can you decide what´s best to do?

y The following are some factors to bear in mind:

y What is the aim of this activity?

y What is the aim of the whole lesson?

y Is what learners are doing useful?y What is hindering the effectiveness of what we are doing?

y What have I planned to do?

y What would be the best thing to do now?

y Is it time for a change of mood or pace?

y Are we using time efficiently?y How do the students feel?

y How do I feel?

y What are the possible outcomes of my doing something?



5.2 Classroom interaction

y Types of student grouping in the classroom:

y whole class working together with you;

y whole class moving around and mixing together as

individuals;

y small groups;

y pairs;

y

individual work.



Teacher talk and student talk.

y Students learn a lot of their language from what they hear you say: theinstructions, the discussions, the asides, the jokes, the chit-chat, thecomments, etc.

y Student´s time talking to you is shorter than the time they can spend

talking their partners in interactive activities. And you can use this timeeffectively by discreetly monitoring what the students are saying andusing the information collected as a source of material for futurefeedback or other work.

y An essential lesson that every new teacher needs to learn is that³talking at´ the learners does not necessarily mean that learning istaking place; in many cases, TTT (teacher talking time) is actually time when the learners are not doing very much are not very involved.



Maximising student interaction in class: some ideas.

y Encourage a friendly, relaxed learning enviroment. If there is a trusting,positive, supportive rapport amongst the learners and between learnersand you, then there is a much better chance of useful interactionhappening.

y Allow time for students to listen, think, process their answer and speak.

y Really listen to what they say. Let what they say really affect what you donext.

y Increase opportunities for SST (student talking time)

y Allow students to finish their own sentences.

y If a student is speaking too quietly for you to hear, walk futher away,rather than closer to them! (this sounds illogical, but if you can´t hearthem it´s likely that the other students can´t either)



Task 3: Classroom interaction

y In the list of statements below about classroom interaction, check any that you feel you can agree with:

y 1 a It´s important for learners to listen and speak to you than forlearners to listen and speak to each other.

y 1 b Students should get most conversation practice in interacting withother learners rather than with you.

y 2 a People usually learn best by listening to people explaining things.

y 2 b People usually learn best by trying things out and finding out

what works.

y 3 a The teacher should speak as much as possible in classroom time.

y 3 b The teacher should speak as little as possible in classroom time.



5.3 Seating

y For each activity you do in class, consider what grouping, seating, standingarragements are most appropiate. Changing seating arragements can helpstudents interact with different people, change the focus from you whenappropiate and allow a range of different situations to be recreated within theclassroom, as well as simply adding variety to the predictability of sitting in thesame place every time.

y Fixed, semi-fixed and large seating

You could ask students to:

Turn around and sit backwards, working with the people behind them;

Sit on the ends of their row and work with people in the next row;

Sit on their desks and talk with people nearby;

Stan up, move around and return to a different seat;

Stand in the aisle space between rows;

All come to the front (or another open space) to talk.



Task 3: Standing and sitting

y 1. Why might a circle or horseshoe shape bemore effective for language teaching than

straight rows?y 2. What difference does it make if you sit in

a circle with the students rather thanstanding in front of them?



5.4 Giving instructionsTask 4: Complex instructions

y Why did the class have problems with the following instructions?

y ³ Ok, everybobody, would you, Maria,sit down. Now what you have to do is, when you, you take this sheet of paperthat I¶m handing out now and keep it secret, and someyou are ³A , it s written at the top, and some are labelled ³B , ok, can you see that? Don t show your paper toanyone and then you have to describe to your partner; sit

face to face. Could you move your chairs around to

describe what s your paper so that your partner can find out what s different, and you must agree; when you find something, draw it on your paper? Ok. Do youunderstand?



How can I give clearer instruction?

y 1. Become aware of your own instruction-giving (listen to yourself; record yourself, ask someone to watch you andgive you feedback).

y

2. Use shory sentences, one sentence for each piece of information. Don¶t say things that are visible or obvious.

y 3. Demonstrate rather than explain wherever possible.

y 4. Check that students have understood what to do. Don¶t

assume that everyone will automatically understand what you have said.



Task 5: Planning simpler instructions

Look back at the sample instructions given in task 4.

y Identify the essential instructions the teacher

wanted to give.y Delete unnecessary language.

y Write out the instructions on the right order.



Task 6: Improving instructions

Simplify the following instructions using less confusing languageor a gesture.

y 1. Now actually, I would really like you, if you could, now stand up, yes everyone, please.

y 2. If I were to ask you for your opinion on smoking, what do you think you might say to me in you reply?

y 3. Would you liketo tell everyone the answer you werethinking of again because I don¶t think they heard it when

you spoke so quietly, and I¶m sure we¶d all be interested inhearing it if you could, please?



5.5 Participate, monitor, or vanish?Task 7: Your role in pairs and group activities

y What¶s your role once you have set up an activity in which students will mainly work on their own inpairs or groups?

y Sit down and read a book?y Go out of the classroom and have a coffee?

y Wander round and look at what students are doing?

y Sit down and work with separate groups one by one,koining in the tasks as a participant?



5.6 Gestures

y Try to develop a range of gestures (and facialexpressions) to save yourself repeating basicinstructions and increase opportunities for learners

to talk.y Keep in mind that gestures can mean different things

in different countries.



Task 8: Gestures

yLook at the pictures and try tocreate instructions based on them.

Some possible answers are:y Work in pairs,

y What do you think?,

y Stand up,

y Give a longer answer,

y Five minutes left,

y Don´t show your information sheet to your partner.



5.7 Using the board well.

Vocabulary

column

Example

sentences

and notes

Substitution

table for a new

grammar item

A space to stick

up sketch

pictures to help

when telling a

story.

Questions for

students to think

sbout when

listening to arecording.



More board thoughts:

y Try to avoid long teacher-writing times whilestudents are just watching and waiting.

y Whenever possible, find oppotunities to write things

up on the board while students are working on theirthings, so that you are ready when they finish.

y Don¶t block students¶ view while you are writing onthe board.



5.8 Eliciting

y Eliciting means drawing out information, language,ideas, etc. from the students. It´s a technique basedon the principles that:

Students probably know a lot more than we may givethem credit for.

Starting with what they know is a productive way to begin new work.

Involving people in a question-and-answermovement towards new discoveries is often moreeffective than simply giving lectures.



Advice when eliciting.

y 1. Give sufficient information. Eliciting doesn´t mean³Guess what´s in my head´.

y 2. Use hand gestures to indicate who is being asked

to speak, either a gesture for anyone or to a specificindividual.

y 3. Give very clear feedback on each studentparticipation. They want to know if what they said is

acceptable.y 4. If they can¶t provide an answer, don¶t strech the

eliciting out too long.



5.9 How to prevent learning-some popular techniques

H ere are some ways that teachers unintentionally hinder or prevent learning.

y TTT (Teacher Talking Time)

y Echo.

y Helpful sentence completion.

y Complicated and unclear instructions.

y Not checking understanding of instructions.

y Asking ³Do you understand?

y Over-helping/ over-organising.

y Not really listening (hearing language problems but not themessage)



15. 1 ESP and Business English

ESP English for Specific Purposes.

y English for hotel receptionist, doctors, telephoning,etc. Every student has his own specific purpose.

y It implies that we are going to take the client¶s needsand goals more seriously when planning the course,and rather than teach General English.



Task 9: Activities for ESP needs

y For each of the following specific skill requirements,find one activity that you could do in the classroomto practise it.

y 1. Travel agent: taking telephone bookings for flights.y 2. Marketing manager: sending short, clear fax

messages to overseas representatives.

y 3. Company director: meeting important clients on

social occasions.

y 4. Hotel receptionist: dealing with foreignholidaymakers.



Teenage class (age 13-16)Task 10: teenage classes compared with adult classes

y List some ways in which the atmosphere and work ina class of teenage students might differ from a classof adults studying similar material.

y Why might teenage classes seem demanding on theteacher?



Reflective Journal 1

y After the presentation, prepare a 2-page essay takingthe following aspects into account:

1. How does teacher¶s attitude influence students¶

learning?2. The effectiveness of classroom interaction.

3. The importance of seating arragement.

4. Differences on planning classes for teenagers andadults.

ttc sat january 8th cuarta

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