Classroom Management Principles
Upcoming SlideShare
Loading in...5
×
 

Classroom Management Principles

on

  • 6,497 views

it is a sample for a classroom management

it is a sample for a classroom management

Statistics

Views

Total Views
6,497
Views on SlideShare
6,489
Embed Views
8

Actions

Likes
0
Downloads
135
Comments
0

2 Embeds 8

http://www.slideshare.net 6
http://aziz-blog-people.blogspot.com 2

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Classroom Management Principles Classroom Management Principles Presentation Transcript

    •  
      • COLEGIO DE BACHILLERES DEL ESTADO DE QUINTANA ROO
      • ENGLISH THIRD SEMESTER
      • Learner Objective: student use the comparative form of the adjectives in his or her daily activities.
      • Rationale: When you go shopping you should compare prices, quality, sizes, colors, fashion, etc. to decide which one is better to buy, which you like the best or just for curiosity.
      • Also it is useful to describe physical and personality traits. So it is important students know how to use the comparative form in different situations in his or her real life.
      • Bridging: showing a collage the teacher encurages students to identify physical or personal characteristics about the pictures they can find on the collage. (adjectives)
      • Pre-assessment : how can you feel when you have money to buy anything you want it?
      • Do you buy clothes without compare prices, quality, label?
      • When you go shopping what is the most important thing to take into consideration?
      • What kind of places do you like the most to buy your clothes or any personal item?
      • Do you compare?
      • What kind of things do you compare?
      • Do you think comparing when you are buying is necessary? Why or why not?
      • Activcity 1. Teacher encourages students to participate by writing on the board the adjectives they could find on the collage in a brain storming technic.
      • Students participate by saying and writing the different adjectives they could find on the collage.
      • Aids: Collage about singers, artists, actress, actors, sportmen, models, etc.; felt pens, whiteboard.
      • Students are going to sit in rows in front of the black board to look at the collage and find the adjectives, then some of them have to go to the board and write his /her adjective on the board
      • The teacher gives the first example and encourages one student who doesn’t participate constantly to participate with the teacher’s help.
      • The teacher frequently has to pay attention to the student’s reaction on the board and offers help when it is necessary or the student asks for it.
      • Teacher motivates students by saying “Good”, “excellent”, “Nice”, etc. And showing respect when one of the student doesn’t want to participate, teacher invites twice but no more.
      • Teacher’s role in this activity is as resource because the teacher gives some assistance to student who needs or asks for it and also this is a lockstep activity because the teacher tries to teach new vocabulary to all the students at the same time and it is a Teacher (T)- Students(SS) or SS-T interaction.
    • Students sit in rows
      • Teacher: draw a three column chart to classify the adjectives on the board and help shy students to participate by writing the adjective below the column he or she thinks it belongs and also asks respect to the rest of the group.
      • (6 participants)
    • One Syllable adjective Two or more Syllable djective Irregular Tall beautiful good
      • Students: he or she goes to the board and write down the adjective they choose previously below the label he or she thinks it belongs; he or she can ask for help to the group or the teacher if he or she needs.
      • Teacher is a Resource in this activity because he/she can help students to finish it and also it is a lockstep activity and the students are still sitting in rows.
      • Activity 3. they can find the pictures they like the most and create their own pictionary. If they need some help to write down the comparative form they can ask the teacher. They need to include in their pictionary at least twenty-five adjectives according to the previous classification. Students can bring all the materials necessary to make their pictionary.
      • Aids: Magazines, scissors, glue, notebook, colors, etc.
    •  
      • Teacher: divide the group in teams of four students, give each team a rubric about the Shop Flyers to create, give an example about a Shop Flyer and help students with the design of the Shop Flyer , spelling, etc; if the students ask for help or if the teacher realizes about a mistake that is necessary to correct.
      • In this activity the teacher’s role is as a monitor due to help students to correct significant mistakes. The activity is a group work. Teacher must be careful about how she /he help students, his/her voice, gesture, posture because students are making a creative work, and it is important to support and encourage students to express themselves.
      • The students’ role is to work in groups and interact among them.
      • Students: they have to create at least two shop flyers about the two places in their community or they can create their own supermarket, departmental store, cinemas, shoestores, Restaurants, hotels,etc. (Aurrera,Chedraui, Liverpool, Suburbia, Free zone, Market, qtc.)
      • They have to follow a rubric that include Creativity (4 pts.), pictures (2 pts.), adjectives (2 pts.) and spelling (2 pts.).
      • Activity 5. Teacher: ask students to hang up their Shop Flyers around the classroom where their classmates can see all of them.
      • Teacher divide the group in two large teams. The first team will be the salesclerk and the other group will be the customers. After that the two large groups must be divided in teams of six to role play. Six of the first team will be the salesclerk and the other six are the customers.
      • When the first group of salesclerck get into the “Big Mall” the teacher gives each customer 1, 5000 dollars to buy anything they want but they have to buy the best . Teacher help those students who need help or ask for it.
      • Teacher asks students to write down a short paragraph about the reasons they found to buy those things in those places or that thing in that place.
      • Students: they have to role play the situation they are involved and the salesclerks have to convince the customers and the customers have to find the best quality, price, fashion, etc.
      • Also students have to write down a short paragraph about the characteristics they found during his purchase role. And why did they buy what they bought.
      • Aids: game money, classroom.
      • Teacher’s role in this activity is as an organizer because he/she gives the correct an clear instructions about the activity or activities, also as a Guide due to indicate students the part they will play in order to solve any questions or to re-direct those students that may not have understood correctly.
      • Students work in pairs in order to share the information they have and to practice the contents.
      • Students are walking around the classroom (“Mall”) and they are comparing different products in different places (The islands)
    •  
      • students have to write down a short paragraph about the characteristics they found during his purchase role. And why did they buy what they bought. This is a pair-work activity to help each other.
      • Aids: game money, classroom.
      • Teacher asks students to write down a short paragraph about the reasons they found to buy those things in those places or that thing in that place. Teachaer’s role in this activity is only a resource to help student in a gentle way if the students have some troubles with the spelling or coherent written part and to encourage and motivate students with nice words, gestures, voice, etc.
      • Students are sitting in pairs to share information and help each other with the activity.
    •  
      • Teacher: ask students to think in the different ways they used the comparative adjectives during their role playing activities and encourages students to give some examples in an orally way; after that teacher draw a three column chart on the white board to summarize the comparative adjective rules by students’ giving examples.
      • Then asks the students to add three more examples for each classification.
    • -er than One syllable adjective More than Two syllable adjective Irregular adjectives My blouse is brighter than yours. This Jeans are more expensive than this one. I think, this pair of shoes are better than my mom’s.
      • The students are sitting face to face to help each other to write down three more exercises using the comparative forms in its three ways.
      • Teacher’s role is as a monitor because he/she only help students with some mistakes or when students ask for help . He/ she could also be a resource trying not to afraid the students with his/her commentaries about the task.
      • Campos Asis
      • Castillo Brenda
      • Riverol Concepción