unit-5-Classroom-Management.ppt

ClassroomManagement,Whatisclassroommanagement,Classroommanagementisthewayteachersorganizewhatgoesonintheclass.,Conditionsofefficientclassroommanagement,Theteacherplaysappropriateroles.Theteacherprovidesclearinstructions.Studentsaregroupedinawaysuitableforthelearningactivities.Theteacherasksappropriatequestions.Thereisdisciplineaswellasharmonyintheclass.Thestudentserrorsaretreatedproperly.,Controller,Anappropriatedegreeofcontroloftheteacherovertheclassisvitalinformallanguageteaching.Whenwetalkabouttheadvantagesofteachercontrol,westicktoappropriatedegreeofcontrol.Differentactivitiesneedadifferentdegreeofcontrol,andweusetermslikecontrolledpractice,half-controlledpracticeandfreepracticetoindicatewherecontrolisneededandwherecontrolshouldberelaxed.,Assessor,Itisamajorpartoftheteachersjobtoassessthestudentswork.Asanassessor,theteacherdoestwothings,thatis,correctingmistakesandorganisingfeedback.1.Correctingshouldbegentle.2.Organizingfeedbackshouldnotbetoocritical.,Organizer,Beforeorganisinganactivityintheclass,theteachershouldimaginewhattheactivityisgoingtobelike,andalsoanticipatepronlemsthatmayarisewhentheactivityisbeingcarriedout.BeforetheSsstarttheactivity,theteachershouldgiveinstructionsclearlyandconciselysothatSsknowhowtodoandwhattodo.WhiletheSsaredoingtheactivity,theteachershojldwalkaroundtheclassroomandoverhearwhattheSsaresaying.,Prompter,Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,orwhattosaynext,theteachershouldgiveappropriateprompts.,Participant,TBLTencouragetheteachertoparticipateinstudentsacticities.,Guides,Theteachersresponsibilitiesareto:1.Activatestudentspriorknowledge.2.Findeachstudentsinterestsandexploretheirpotentialcapabilities;3.Acknowledgeandrespecttheirdifferences,4.Givethemequalopportunitiesinlearning,5.Evaluatetheirdevelopmentfairlyfromandall-roundperspective.,Facilitator,Thenewcurriculumstipulatesthattheteachershouldactasafacilitatorratherthansimplytransmittingknowledge.1.Creatapositivelearningenvironment.2.Usevariousstrategiestonotivatelearners.3.Guidetheminplanningandassessingtheirownlearninganddeveloptheirlearningstrategies.,Researcher,Goodteachersarenotonlythosewithexperience,butwithrationalizedthinking.1.Observeaproblem2.Reflectonthereasons3.Thinkaboutthepossiblesulotions4.Implementthesolutionsandevaluatetheresults.,Theshiftoftheteachersrole,Fromacontrollertoanorganizer.Fromainstructortoafacilitator.Fromanassessortoacommentator.Fromanactortoadirector.,Theshiftofthestudentsrole,Fromaquitelearnertoanactiveparticipator.Fromarecipienttoacreator.Fromafollowertoaninitiator.Fromaspeakertoacommunicator.Fromapassivelearnertoanautonomouslearner.,Task:,Thefollowingarethingsthatteachersoftendoinalanguageclassroom.Decidewhatroletheteacherisplayingineachactivity.1.Theteachergivesstudents2minutestoskimatext,andwhentimeisup,heasksstudentstostopandanswersomequestions.,controller,2.T:Doyouhaveanyhobbies?S:Yes,Ilikesinginganddancing.T:Uhm,and?S:Ialsolikecollectingcoins.T:Oh,really,howmanyhaveyoualreadycollected?,Prompter,3.Theteacherwritesoneoffivenumbers(1-5)onanumberofcards(thesamenumberasthestudents).Eachstudentdrawsonecard.Thosewhohavedrawnnumber1willformgroup1.andthosewhohavedrawnnumber2willformgroup2.Thusthestudentsareputintofivegroupinarandomway.,organizer,Whenastudenthasmadeasentencewithborrow,“Iborrowedapapertowritealetter”,theteachersays,“Well,wedontsayapaper,wesayapieceofpaper.”,Assessor,5.Theteacherasksstudentstotaketurnstomakesentenceswithanewlylearnedstructure.Ifsomeonemakesanerror,theteacheraskshimorhertorevise.,controller,6.Whiledoingawritingtaskeitherindividuallyoringroups,thestudentsneedtouseaparticularwordtheydontknow.Saotheyasktheteacher.,Resource-provider,7.Theteacherasksastudentaquestion“haveyoueverboughtclotheswithproblems?”Ifthestudentdoesntseemtobeready,theteachersays“forexample,ashirtwithout”andpointstothebuttonsonhisownshirtorjacket.,Prompter,8.Whenthestudentshaveingroupsdecidedwheretogoforanspringouting,theteacheraskseachgrouptotelltheotherswhytheyhavemadesuchachoice.,9.Whenstudentsaredoingagroup-worktask,theteacherjoinsoneortwogroupsforashortperiodoftime.,Assessor,Participant,10.TheteacherasksthestudentstoproduceConversations(eitherorallyorinwriting)byUsingparticularpatternsOrexpressionstheyhavejustlearned.,11.TheteacherhasaWordinhismindandAsksstudentstoguessByaskingonlyYes/NoquestionsuntiltheyMakethecorrectguess.,controller,Participant,Howshouldteachersusetheirphysicalpresenceinclass?,Proximity:teachersshouldconsiderhowclosetheywanttobetothestudentstheyareworkingwith.Appropriacy:decidinghowcloselyyoushouldworkwithstudentsisamatterofappropriacy.MovementContact:Howcanteachersmakecontactwithstudents?,Howshouldteachersusetheirvoices?,Audibility:Teachersneedtobeaudible.Variety:Itisimportantfortheteacherstovarythequalityoftheirvoices.Conservation:Teachershavetotakegreatcareoftheirvoices.,Howshouldteachersgiveinstruction,Usesimpleandshortinstruction.Tocheckthatthestudentshaveunderstandwhattheyarebeingaskedtodo.Usethemother-tongueonlywhenitisnecessary.GivestudentstimetogetusedtolisteningtoEnglishinstructionsandhelpthemmakeanefforttounderstandthem.Becarefulnottodoallthetalkinginclass.,Studentgrouping,Wholeclasswork(lockstep):allthestudentsareunderthecontroloftheteacher.Pairwork:Studentsareworkinpairs.Groupwork:studentsworkinsmallgroups.Individualstudy(solowork):Studentsarelefttoworkontheirown,andattheirownspeed.,Lockstep,Advantages:1.Allthestudentsareconcentrating.2.Goodmodelingfromteacher.3.Studentsfeelcomfortableinchoralpractice.Disadvantages:1.Studentshavelittlechancetospeak.2.Samespeed/pacefordifferentstudents.3.Notenoughcommunication.,Pairwork/groupwork,Advantages:1.Increaseparticipation/motivation.2.Greaterindependence.3.Giveteacheropportunitytoworkwithindividualstudents.4.Encourageco-operation.Disadvantages:1.Studentssometimesmaynotlikethepeopletheyaregroupedorpairedwith.2.One-student:dominate;theothers:staysilent.3.Usenativelanguage.4.Noisy/indiscipline.,Individualstudy,Advantages:1.workattheirownspeed.2.Allowsthemthinkingtime.3.Nooutsidepressure.Disadvantages:1.Noco-operation.2.Lessactive/dynamic.,Whatifthestudentsareuncooperative?,Waystoavoidindiscipline,Startbybeingfirmwithstudents,youcanrelaxlater.Planlesson,andincludingvariedactivitiesandinteractionsthatkeepthelearnerbusyUsetopicsandactivitiesthatyouthinkwillbeinterestingandenjoyableforthestudentsMotivatethelearnersbyfocusonwhattheydowellmorethanonwhattheydobadly.,Befairtoallthestudents,neverfavoringsomeoverothers.Showthatyourespectandareinterestedinallthelearnersaspeople,irrespectiveofhowgoodtheyareatEnglish.Knowandusestudentsnames.Clarifyfixrulesandstandards,andbeconsistentinapplyingthem.,Waystosolvetheindisciplinewhenitdoesoccur,Actimmediately.Stoptheclass.Changetheactivity.Talktoindividualsafterclass.Writetoindividuals.Useactivities.Enlisthelp.Makealanguage-learningcontract.Usetheinstitution.,Howtoaskquestions,Classificationofquestiontype,Close/openquestionDisplay/genuinequestionLower-order/higher-orderquestion,Tipsforansweringquestion,Questionsshouldbecloselylinkedtothelearningobjectivesinthelesson.Questionsshouldbestagedsothatthelevelofchallengeincreasesasthelessonproceeds.Thereshouldbeabalancebetweenclosedandopen;displayandgenuine;lower-orderandhigher-orderquestion.Studentsshouldbeprovidedopportunitiestoaskquestions.Givestudentsenoughtimetothinkabouttheiranswer.,Howtodealwitherrors,Mistakes&errors,Mistake:Amistakereferstoaperformanceerrorthatiseitherarandomguessoraslipoftongueandisafailureperformancetoaknownsystem.Error:Anerrorhasdirectrelationwiththelearnerslanguagecompetence,errorsdonotresultfromcarelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.Errorscanbedescribedaserrorsofaddition,omission,substitutionandordering.,Whentocorrecterrors,ImmediatetreatmentSomewhatdelayedtreatment(untilthelearnerfinishes)Postponedtreatment(atthebeginningofthenextclass),Howtocorrecterrors,ExplicitcorrectionRecastElicitationClarificationrequestsRepetition,Tasks,Belowareso