Classroom management


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Classroom Management

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  • If you were me, would you have arranged this classroom in this way today?
  • a large class
    a small, business English class
    a grammar presentation
    a written exam
  • One of the most important things that teachers have to learn is how to adjust their language to make it appropriate for different groups of learners, particularly lower-level learners.
  • Five sentences offer good advice, two offer bad advice.
    Then compare your answers with a partner.
  • Classroom management

    1. 1. Classroom Management
    2. 2. Presentation Title runs here l 00/00/003 Teacher – Student Interaction 1
    3. 3. Presentation Title runs here l 00/00/004 Do you agree or disagree? 1. Avoid using too many gestures - they are very distracting for learners. 2. Don't point at learners - it can seem very aggressive. 3. Classrooms are places of study - so they should be largely quiet. 4. If learners want to make a contribution, they should put up their hand and wait to be asked. 5. Demonstrating activities is sometimes better than explaining activities.
    4. 4. Presentation Title runs here l 00/00/005 Classroom layout 2
    5. 5. Presentation Title runs here l 00/00/006 Which is best?
    6. 6. Presentation Title runs here l 00/00/007 Grading language 3
    7. 7. Presentation Title runs here l 00/00/008 Good advice or bad advice? a Pronounce each word slowly and deliberately. b Use gestures, pictures and other things that will support what you are saying to make it easier to understand. c Speak with natural rhythm and intonation. d Miss out small words (articles, prepositions, auxiliary verbs and so on) so that learners can focus on the 'content' words and understand the message. e Speak at a natural speed, but pause slightly longer after each 'chunk', if necessary. f Try to avoid 'difficult' vocabulary (for example, very idiomatic language). g Try to avoid complex grammar patterns.
    8. 8. Presentation Title runs here l 00/00/009 Teacher Talk Time 4
    9. 9. Presentation Title runs here l 00/00/0010 Critique… OK, so if you wouldn't mind, open your books and look at the pictures about what the man does now and what he used to do – OK yeah, they're on page 87 - yeah you can find them in just a sec, doesn't really matter now - OK- they're just some ideas for you to think about. OK, and then what I want you to do is, you're going to write some sentences, about four, maybe a few more - don't worry if you find it difficult, just have a go anyway. So, write some sentences about things you used to do, but you don't do now. OK? And when you've done that I want you to compare them with your partner - or you can work in threes if you'd rather - I don't think it matters too much - OK, so do you understand all that? - and then I want you to mingle around and then find someone that you have something in common with. Have you got that? All right, so let's start - I would like you to write some sentences.
    10. 10. Presentation Title runs here l 00/00/0011 How about this… So look at these pictures. [Teacher holds up the book and points to the pictures.] You can use these for ideas, if you want. And then write some sentences about things you used to do, but you don't do now. Write four sentences, please. [Learners write some sentences.] OK, let me stop you there - don't worry if you've only written three. Now compare your sentences with a partner. [Teacher indicates who should work with who and then learners compare.] OK- good - now, I want you to stand up - talk to as many people as you can and find people that used to do the same things as you. OK? So, for this do you speak or write? [Learner answers 'speak'] OK, and do you speak to one person or lots of people? [Learner answers: ‘lots’] OK, so, stand up, please. [Learners stand up and mingle.]
    11. 11. Presentation Title runs here l 00/00/0012 Classroom Application 5
    12. 12. Presentation Title runs here l 00/00/0013 Think about your next lesson. What will be the best seating arrangements? Will they be the same throughout the lesson? Plan the instructions that you will need to give. Will you use the board in the lesson? What will you need to write? When would it be appropriate to erase what you write? At what points in the lesson will you monitor the learners? What will you be looking and listening for?
    13. 13. Presentation Title runs here l 00/00/0014 Let’s discuss! • seating • language grading • boardwork • pairwork • giving instructions • early finishers • monitoring
    14. 14. Thank you
    15. 15. Presentation Title runs here l 00/00/0016