1. M Sec Classroom Management Rev.pdf

Module 1 Classroom Management & Communication Strategies in the EFL Classroom CONTENTS 1) CLASSROOM INTERACTION 2) CLASSROOM MANAGEMENT 3) CLASSROOM ENGLISH 4) LESSON PLANNING

MUPES Metodología de la especialidad Ramiro Durán Martínez (Universidad de Salamanca) [email protected]

EXPERIENTIAL LEARNING CYCLE CONCLUSIONS

o The “jug and mug” approach may be largely inappropriate if it dominates classroom time. o Worry less about teaching techniques and try to make the enabling of learning your main concern. o Allow your students practical experience in doing things. o You cannot learn for your students. o Help students become more aware about how they are learning, to reflect on this and to explore what procedures, materials, techniques or approaches would help them learn more effectively. o It is OK for students to make mistakes, to try things out and get things wrong and learn from that.

THREE KINDS OF TEACHER  The explainer: knows his subject matter  The involver: knows his subject matter + methodology  The enabler: knows his subject matter + methodology + people Scrivener (2011)

SOME IDEAS TO MAXIMIZE STUDENT INTERACTION IN CLASS  Encourage a environment.

friendly,

relaxed

learning

 Increase opportunities for Student Talking Time.  Allow time for students to listen, think, process their answer and speak.  Really listen to what they say  Make use of pairs and small groups to maximize opportunities for students to speak  Encourage interaction between students  Encourage cooperation rather than competition.

THE ROLE OF THE TEACHER  1) Controller activity language used  2) Assessor correcting monitoring giving feedback  3) Organiser what? how? how well?

 4) Prompter making suggestions encouraging participation  5) Participant when? disadvantages?  6) Resource

TEACHER QUALITIES POSITIVE

NEGATIVE

 enthusiastic



too critical

 has clear objectives



too much continuity



too much material



allows physical discomfort



badly prepared



doesn't provide opportunity for discussion/questions



inflexible

 communicates clearly  has good presentation skills  motivates students  provides an opportunity for students to learn from others  provides variety, e.g. activities, texts  recognises students' right to remain silent  has knowledge of subject  provides light relief  sticks to point of the lesson  allows time for consolidation

WHAT DO STUDENTS BRING TO THE LANGUAGE CLASSROOM?

a) b) c) d) e) f) g) h) i)

motivation knowledge of a language (their mother tongue) knowledge of grammar previous learning experience (either positive or not) previous experience of the language specific needs their personality knowledge of “the world” communication skills and strategies

WHAT ARE A STUDENT'S (POSSIBLE) EXPECTATIONS? a) to be taught/lectured at b) to learn something about the language (knowledge) c) to learn to do something with the language (ability) d) to be involved in the class e) to socialise with others f ) an interesting or funny class plus variety g) a textbook h) individual attention i) to make progress j) to do homework, exams, tests

WHAT ARE THE IMPLICATIONS OF “A” AND “B” FOR THE TEACHER? CONTENT should be ... challenging / real-life related / personally relevant / interesting The teacher should try and CREATE.... a need for the language / motivation / interest / a relaxed atmosphere The teacher needs to PROVIDE.... maximum practice / meaningful input / step by step procedures, from known to unknown / variety of activities / different contexts for language / maximum student involvement The teacher should BE ... well-prepared sensitive to student needs flexible patient able to anticipate problems ...

CLASSROOM MANAGEMENT SKILLS INVOLVE BEING ABLE TO: 

get students' attention



give clear instructions



check that students understand what is required



simplify classroom language depending on student level



group students in a variety of ways



monitor group work



signal an activity is drawing to an end / or is over



provide students with feedback on completed tasks



vary the role of the teacher throughout the lesson



establish a good rapport with students



respond to the unpredictable