Managing Large Classes - Module 6 Terms

Agenda 1. A warm-up activity 2. Pre-Listening vocabulary about food 3. Listening to dialogue - favourite foods and recipes 4. Repeat Listening 5. Post-listening discussion - favourite foods and special recipes 6. Reading a scrambled recipe and putting it in correct order 7. Write recipe of your favourite dish 8. Assign homework: cook your favourite dish and bring it to class tomorrow, explain how you made it 9. A wrap-up activity

Agenda

A list of classroom activities for that day, usually written on the blackboard in the order that the activities will be covered.

Classroom logistics Taking attendance at the beginning of each class: reading names out loud, or passing around a sheet that all students have to sign. Assigning one student (a monitor) to collect the homework and bring it to your desk.

Using monitors to distribute the papers and collect it after the activity.

Making sure that students have enough room to move around freely in the classroom – having enough space for physical activities, performance, etc.

Classroom logistics

Practical arrangements needed to make the classroom operate successfully, e.g. Attendance, homework collection, paper distribution and collection, student movement, etc.

Classroom management Read the following description of a class. What do all these elements of the class have in common? The chairs are arranged in a semi-circle facing the teacher. Student motivation is generally high. The teaching approach uses TPR, real-world exposure and realia. It emphasises communication, and is relaxed. Lessons are well-planned. The teacher has effective and fair disciplinary techniques that are applied consistently.

Classroom management

All aspects of the classroom the teacher may have some influence over, e.g. Phsycial arrangement of space, student motivation, teaching approach, lesson plans, disciplinary techniques, etc.

Consequences Rules: No fighting in class.

Consequences: Get sent to principal's office.

Get cellphone, ipod or toys Don't play with or use your cellphone, ipod or confiscated for the duration of the class. other toys in class. Pay attention to the teacher.

Write an essay about a topic of the teacher's choice.

No eating or drinking in Next class: bring food for the whole class. class.

Consequences

Results of an event or a behaviour. In the classroom, it usually refers to the results of negative behaviour.

Consistency The teacher establishes a set of rules in the first class. These include rules of the institution, and a list of class rules compiled by the students. The students are told the punishment for the institutional rules and decide the consequences for their class rules. For example. Rule: No fighting in class. Consequences: first offense – warning. Second offense – write a punishment essay. Third offense – get sent to the principal's office. These rules and consequences are made into a poster and stuck on the wall in both the students' native language and English. Every time any student breaks the rules, the teacher points out what they wrote on the poster and applies the consequences in a fair manner.

Consistency

Always reacting in the same way, or applying rules and expectations in the same way for all students at all times.

Diagnostic tests Elementary Diagnostic Test My boyfriend ____ to the pub every night. (go / goes / goed) Simon ____ very tall. (is / are / has) She ____ like football very much. (doesn't / don't / hasn't) How ____ does one lesson cost? (many / much / is) There ___ a big supermarket next to my house. (is / are / has) I ____ agree with you. (don't / am not/ doesn't) Neil can't ____ tennis. (playing / to play / play) Why would a teacher use this test at the beginning of a course? What would you do if all your students got the fourth question wrong?

Diagnostic tests

Tests given at any time during the term, frequently at the beginning, in order to determine student strengths and weaknesses. Results provide help in planning future lessons.

Established framework A teacher organises his class, every day, like this: Taking attendance Checking homework Reviewing grammar and vocabulary from last class Warm-up activity for new class A listening activity A speaking activity A reading activity A writing activity A game A quiz

Established framework

The predictable organisation of the classroom and lessons.

Facilitate

The students want to make a presentation but they have no resources or materials. The teacher makes it easier for them by taking them to the computer lab and library to research their presentation, and giving them materials such as posters, transparencies and markers.

Facilitate

To make easier; help something happen more smoothly.

Identifier

Identifier

Something that gives a name or an identity to individuals. In a classroom, this can be a name tag, name cards on desks, group names, etc.

Labelling

Labelling

Classifying people (students) into categories, using incomplete information. Calling a student “stupid” or “lazy” is labelling.

Lesson plan template

Lesson Plan Title: Concept / Topic To Teach: Standards Addressed:

General Goal(s): Specific Objectives: Required Materials: Anticipatory Set (Lead-In): Step-By-Step Procedures: Plan For Independent Practice: Closure (Reflect Anticipatory Set): Assessment Based On Objectives: Adaptations (For Students With Learning Disabilities): Extensions (For Gifted Students): Possible Connections To Other Subjects:

Lesson plan template

A form or outline that busy teachers can use for planning all of their lessons. The form is general enough that it can be adapted to the specific needs of each class.

Pedagogy

Grammar translation, Direct, Audio-Lingual, The Silent Way, Communicative, Functional-Notional, Community Language Learning Approaches Task-based and content-based learning, TPR Methods Paper, pens, computers, art supplies, scissors Materials Drills, repetition, songs, dramatisation, role-play Techniques

Pedagogy

Teaching approaches, methods, materials, and techniques.

Peer reinforcement

Group-work Pair-work Self-correction and peer correction Collaborative learning Making rules together Playing games together Rewarding positive behaviour

Peer reinforcement

Feedback from friends or other students in the class that supports positive behaviour and/or learning.

Proactive vs. reactive Teacher A knows that one group of students in her class is very talkative and disturbs the other class by making noise. She decides to make a seating plan that organises the class in such a way that loud students are separated. Proactive Teacher B doesn't know the class very well, so she lets them sit wherever they want. Soon, there are problems with noise levels in the classroom. The teacher decides to punish the talkative group by separating them. Reactive

Proactive vs. reactive In this module, proactive teacher behaviours are those that anticipate student behaviours and reactions and plan the classroom to avoid problems. Student behaviour then tends to be more positive and constructive than negative. Reactive behaviours are those that react to student behaviour after a problem develops.

Sockeye salmon

Sockeye Salmon

A large fish with reddish meat.