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Tips on classroom management
Tips on classroom management
Tips on classroom management
Tips on classroom management
Tips on classroom management
Tips on classroom management
Tips on classroom management
Tips on classroom management
Tips on classroom management
Tips on classroom management
Tips on classroom management
Tips on classroom management
Tips on classroom management
Tips on classroom management
Tips on classroom management
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Tips on classroom management

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presented on December 8, 2011

presented on December 8, 2011

Published in: Education
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  • 1. TIPS ON CLASSROOM MANAGEMENT Presented by Tabureanu Vera
  • 2. Metaphors for a lesson <ul><li>A variety show </li></ul><ul><li>Climbing a mountain </li></ul><ul><li>Eating a meal </li></ul><ul><li>A wedding </li></ul><ul><li>A menu </li></ul><ul><li>A conversation </li></ul><ul><li>Doing the shopping </li></ul><ul><li>A football game </li></ul><ul><li>A symphony </li></ul><ul><li>Consulting a doctor </li></ul>
  • 3. CLASSROOM MANAGEMENT ISSUES <ul><li>Patterns of classroom interaction </li></ul><ul><li>Questioning </li></ul><ul><li>Classroom discipline </li></ul><ul><li>Lesson planning </li></ul>
  • 4. Guidelines for ordering components of a lesson <ul><li>Put the harder tasks earlier; </li></ul><ul><li>Have quieter activities before lively ones; </li></ul><ul><li>Think about transitions; </li></ul><ul><li>Pull the class together at the beginning and the end; </li></ul><ul><li>End on a positive note. </li></ul>
  • 5. HINTS FOR LESSON MANAGEMENT <ul><li>1. Prepare more than you need: it is advisable to have an easily presented, l ight 'reserve' a ctivity ready in case of extra time . </li></ul><ul><li>2. N ote in advance which component(s) o f the lesson you will sacrifice if you find yourself with too little time for everything! </li></ul><ul><li>3. Keep a watch or clock easi ly visible, make sure you are aware throughout how time is going relative to your programme. </li></ul>
  • 6. <ul><li>4. Do not leave the giving of homework to the last minute! At the end of the lesson learners ’ attention is at a low ebb, and you may run out of time before you finish </li></ul><ul><li>e xplaining . E xplain it earlier on, and then give a quick reminder at the end. </li></ul><ul><li>5. lf you have papers to distribute and a large class, do not try to give every paper yourself to every student! Give a number of papers to people at different points in </li></ul><ul><li>the class, ask them to take one and pass the rest on. </li></ul><ul><li>6. lf you are doing group work, give instructions and make sure these are understood before dividing into groups and handi ng out materials ; i f you do it the other way round, s tudents will be looking at each other and at the materials and they are less likely to attend to what you have to say. </li></ul>
  • 7. REASONS FOR Q UESTIONING <ul><li>To provide a model for language or thinking. </li></ul><ul><li>- To find out something from the learners </li></ul><ul><li>( facts,ideas,opinions). </li></ul><ul><li>- To check or test understanding , knowledge or skill. </li></ul><ul><li>- To get learners to be active in their learning. </li></ul><ul><li>- To direct attention to the topic being learned. </li></ul><ul><li>- To inform the class via the answers of the stronger learners rather than through the teacher's input. </li></ul>
  • 8. <ul><li>To provide weaker learners with an opportunity to participate. </li></ul><ul><li>- To stimulate thinking( logical , reflective or imaginative); to probe more deeply into i ssues; </li></ul><ul><li>- To get learners to review and practise previously learnt material. </li></ul><ul><li>- To encourage self-expression. </li></ul><ul><li>- To communicate to learners tha t the teacher is genuinely interested in what they think. </li></ul>
  • 9. CRITERIA FOR EFFECTIVE Q UESTIONING <ul><li>Clarity </li></ul><ul><li>Learning value </li></ul><ul><li>Interest </li></ul><ul><li>Availability </li></ul><ul><li>Extension </li></ul><ul><li>Teacher Reaction </li></ul>
  • 10. THE CONCEPT OF DISCIPLINE <ul><li>control </li></ul><ul><li>agree </li></ul><ul><li>rewards </li></ul><ul><li>respect </li></ul><ul><li>norms </li></ul><ul><li>obey </li></ul><ul><li>a uthoritarian </li></ul><ul><li>contract </li></ul><ul><li>accept </li></ul><ul><li>rout i ne </li></ul><ul><li>smoot h </li></ul><ul><li>power </li></ul><ul><li>consistent </li></ul><ul><li>efficient </li></ul><ul><li>responsibility </li></ul><ul><li>punishments </li></ul><ul><li>behaviour </li></ul><ul><li>authority </li></ul><ul><li>authoritative </li></ul><ul><li>cooperation </li></ul>
  • 11. <ul><li>l.'control' v.'discipline'; </li></ul><ul><li>2.'authoritarian' v .'authoritati v e'; </li></ul><ul><li>3.'power' v.'authority '. </li></ul>
  • 12. POSSIBLE CHARACTERISTICS O F THE DISCIPLINED CLASSROOM <ul><li>1. Learning is taking place. +? </li></ul><ul><li>2. lt is q uiet. + </li></ul><ul><li>3. The teacher is in control. ++ </li></ul><ul><li>4. Teacher and students are cooperating s m oothly. ++ </li></ul><ul><li>5. Students are motivated. ?+ </li></ul><ul><li>6. The lesson is proceeding according to plan. +? </li></ul><ul><li>7. Teacher and students are aiming for the same objective. ?+ </li></ul><ul><li>8. The teacher has natural c harismatic ‘a u thority'. ?+ </li></ul>
  • 13. WAYS OF VARYING A LESSON <ul><li>Tempo </li></ul><ul><li>Organization </li></ul><ul><li>Mode and skills </li></ul><ul><li>Difficulty </li></ul><ul><li>Topic </li></ul><ul><li>Mood </li></ul><ul><li>Stir-settle </li></ul><ul><li>Active-passive </li></ul>
  • 14. CRITERIA FOR EVALUATING LESSON EFFECTIVENESS <ul><li>a) The learners were active all the time. </li></ul><ul><li>b) The learners were attentive all the time. </li></ul><ul><li>c) The learners enjoyed the lesson, were motivated. </li></ul><ul><li>d) The class seemed to be learning the materia l well. </li></ul><ul><li>e) The lesson went according to plan. </li></ul><ul><li>f) The language was used communicatively t hroughout. </li></ul><ul><li>g) The learners were engaging w ith the foreign language throughout </li></ul>
  • 15. THE END

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