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Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
Classroom Environment and Management
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Classroom Environment and Management

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  • Set Induction recommendations: Role-play an argument between colleagues Show a video about a conversation gone very bad – preferably one from a popular movie or TV series.
  • Transcript

    • 1. The Learning Environment
    • 2. You enter a classroom in unfamiliar surroundings… What are 3-4 things you would check (or change)?
    • 3. What are some common problems encountered in the classroom?
    • 4. <ul><li>You are teaching a language course. The learners are aged 25 - 65 years. Ellen is one of the more mature learners. You sense that the other learners are becoming increasingly irritated by her continual boasting. It is obvious that she is undermining the self-confidence of the less able members of the group. </li></ul><ul><li>What do you do? </li></ul>
    • 5. May is a Language lecturer. In her class are 30 male students, almost all of whom come from the Middle-East. Very often, May is shown disrespect. One of the boys even told her that, “In my country, women don’t have the right to teach men” What would you do if you were in May’s position?
    • 6. Joanne is giving a Business lecture. Halfway through the class, a student puts up his hand and says, “This is crap!” This is a new class, so Joanne is keen on building rapport and is thus reluctant to appear too harsh. Still, what the student said was rude, uncalled for and must be dealt with. What’s your advice to Joanne? What would you do?
    • 7. To discipline Or Not ?
    • 8. Be conscious of class Infrastructure and Seating
    • 9. &nbsp;
    • 10. &nbsp;
    • 11. &nbsp;
    • 12. &nbsp;
    • 13. &nbsp;
    • 14. &nbsp;
    • 15. Bored/ Lazy students Least Effective . The teacher attempts to maintain one-way communication with students in the class.
    • 16. Students do not learn from friends More Effective . The teacher tries to develop two-way communication with students in the class.
    • 17. Good outcomes for students and teacher Even More Effective . The teacher maintains two-way communication with students and permits some communication among students on a formal basis
    • 18. Best potential for excellent outcomes: NOISE? Most Effective . The teacher becomes a participant in the group and encourages two-way communication among all members of the group
    • 19. &nbsp;
    • 20. &nbsp;
    • 21. Never stand Still
    • 22. &nbsp;
    • 23. Use your voice!
    • 24. Carry yourself well
    • 25. Use Humour
    • 26. P lan well
    • 27. <ul><li>Never ‘start the lesson’ right away </li></ul><ul><li>Always do a set induction </li></ul><ul><li>Connect with students first, then begin formal teaching </li></ul>
    • 28. Be sure of your Lesson Plan
    • 29. Observe States
    • 30. &nbsp;
    • 31. &nbsp;
    • 32. <ul><li>State influences everything </li></ul><ul><li>Be sensitive to your students’ states! </li></ul><ul><li>Take steps to put your learners in a state which helps their learning </li></ul>
    • 33. Always Include Stories
    • 34. <ul><li>Always be ready to tell one (or two) </li></ul><ul><li>It doesn’t matter if the story is unrelated to the lesson! </li></ul><ul><li>Stories are vehicles of meaning which trigger emotions, therefore changing states </li></ul>
    • 35. Use Humour Often
    • 36. Never Neglect the Students’ Self-Esteem
    • 37. Teach Personal Development spontaneously and informally
    • 38. Conduct Occasional Class Meetings

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