Managing Large Classes - Module 6

Professional Development Program “Shaping the way we teach English”

MANAGING LARGE CLASSES Federico Arteaga C. CCA Manizales, 2009

What is a group? “A group exists when two or more people define themeselves as members of it and when its existence is recognized by at least one another.” Rupert Brown (2000:3)

Constrains on the teaching

(Teaching English in large classrooms, Bureau of educational and cultural affairs, 1987)

 Class size.  Physical set up of the class.  Availability of texts and materials

(paper, pencils, markers).  Major goals of curriculum.  Level of proficiency.  Nature of the students’ language background (homogeneous/heterogeneous).

Discuss Different alternatives of grouping students in the classroom. Try to think of as many groupings as you can. What are their advantages and disadvantages from  The teacher’s point of view?  The good student’s point of view?  The weak student’s point of view?

Characteristic features of a group (Dörnyei, 1998: 72)  There is some interaction among

group members.  Group members perceive themselves as a distinct unit and demonstrate a level of commitment to it.  The group endures for a reasonable period of time (not only for minutes)

Characteristic features of a group (Dörnyei, 1998: 72)  The group has developed some kind of

‘internal structure’ which includes:

1. The regulation of entry and departure into/from

the group. 2. Rules and standards of behavior for members. 3. Relatively stable interpersonal relationships (hierarchies). 4. Some division of group roles

 As a direct consequence of the above

points, the group is held accountable for its members’ actions.

Setting the rules

• Social rules: What the common values are and how we relate each other. • Procedural/task rules: How we do things together. (Dörnyei & Murphey, 2003:35)

What if someone breaks the rules?  Explain, negotiate, assess values, model.  Don’t underestimate the power of the class

group. “Internalised norms produce not only the desired behavior but also a willingness to enforce rules within the group.” (Cohen 1994:39)

How do you know your group is behind the rules?  Showing active support for the teacher.  Indirectly expressing disapproval with shifts

in eye contact, withdrawal from interaction with the offender.  Openly ridiculing or criticising the violator.  Putting the offender in “social quarantine.”

How can we remind everyone of the rules?  Wall charts: class rules | class agreements.  Teacher behavior: ‘Practice what you

preach.’  Regular review of the norms: updating,

adapting.

LEARNER CONTRACT LEARNERS’ CONTRACT FOR THE GRADE ________ Contract agreed on by teacher _______________ and students from______ IS/ARE ALLOWED

MUST

THE TEACHER

THE STUDENTS

SIGNATURES OF EVERY MEMBER

MUSTN’T