www.nvcc.edu/workfo
EDUC 1839:
Classroom Management

American Culture & Language Institute, TESOL Certificate Program
Northern Virginia Commun...
Overview
•
•
•
•
•

Teaching adult learners
Conducting a needs assessment
Creating differentiated instruction
Fostering a ...
Teaching Adult Learners
•
•
•
•
•
•

Self-directed
Goal or results oriented
Limited time + numerous demands
Multi-level, -...
Reflection
• Think of a classroom experience where there
was too much or too little control.
– What were the results?
– Wh...
Multi-Level Classes
• Educational
– Formality of education
• Sitting in a classroom
• Learning another language
– Expectat...
Multi-Level Classes (cont.)
• Cultural
– Classroom behavior
• Asking questions
• Working in pairs + peer correction
– Mult...
Multi-Level Classes (cont.)
• Individual
– Personal
• Introverted vs. extroverted
• Individual vs. group work
– Motivation...
Multi-Level Classes (cont.)
• Individual

(cont.)

– Attitude
• Homesickness + Acculturation
– Age
• Open-mindedness
• Phy...
Multi-Level Classes (cont.)
• Situational
–
–
–
–
–

Immigration status
Study load (part time or full time)
Length of time...
Needs Assessment
• Teachers cannot meet everyone’s needs all
of the time.
• Aim to identify needs & wants and plan
accordi...
Creating a Needs Assessment
•
•
•
•
•
•

Country of origin
Age
Language
Time spent in U.S.
Educational background
Experien...
Creating a Needs Assessment
(cont.)

•
•
•
•
•
•

Reason for studying English
Future goals
Easy and hard part of learning ...
Creating Differentiated Instruction
• Create open-ended tasks
• Provide a variety of tasks on the same topic
with increasi...
Fostering a Positive
Classroom Culture
• Arrange seating in small groups/semi circle.
• Create a list of classroom rules f...
Fostering a Positive
Classroom Culture (cont.)
• Develop a class routine for stopping activities
(flicking the lights, cla...
Managing Large Classes
• Give directions, model and check for
understanding before students start.
• Utilize peer discussi...
Managing Large Classes (cont.)
• Call on students by name to ensure
equal contribution.
• Have students raise their hands ...
Managing Open Enrollment
• Allow for introductions.
• Post class rules on the wall for review.
• Pair the new student up w...
Grouping Students
• Create a role and outcome for each ss.
• Consider ability level, gender, relationships.
• Group studen...
Grouping Students (cont.)
• Explain the benefits of working with others.
– Peer teaching: Similar ability vs. different ab...
When Problems Arise
• Address the issue with the student or
students promptly and privately.
• Empathize and listen.
• Enc...
Provide Constructive Feedback
•
•
•
•
•

Specific & factual
Timely
Frequently
Constructively
Balance good qualities with a...
Scenario 1
A student wore a gun necklace to school. When Mike,
the teacher saw it, he yelled at him to take it off in fron...
Scenario 2
Trang teaches a class of 21 adult ESL students from a
variety of cultures and L1s: Saudi Arabia, Vietnam,
Turke...
Scenario 3
A student eagerly participates in class, but often
overshadows other students. He is the first to call out an
a...
Classroom Management Plan
• Imagine & describe your perfect class.
– Student Needs vs. Wants

• Identify the types of acti...
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Educ 1839 classroom management

  1. 1. www.nvcc.edu/workfo
  2. 2. EDUC 1839: Classroom Management American Culture & Language Institute, TESOL Certificate Program Northern Virginia Community College www.nvcc.edu/workfo
  3. 3. Overview • • • • • Teaching adult learners Conducting a needs assessment Creating differentiated instruction Fostering a positive classroom culture Discussing classroom management scenarios • Creating a classroom management plan www.nvcc.edu/workfo
  4. 4. Teaching Adult Learners • • • • • • Self-directed Goal or results oriented Limited time + numerous demands Multi-level, -cultural, -first language Learning styles Educational background www.nvcc.edu/workfo
  5. 5. Reflection • Think of a classroom experience where there was too much or too little control. – What were the results? – What could the instructor/students have done differently? • Discuss in small groups. www.nvcc.edu/workfo
  6. 6. Multi-Level Classes • Educational – Formality of education • Sitting in a classroom • Learning another language – Expectations about learning + teaching • Content, skills, textbooks, etc. – Literacy • L1 vs. L2 www.nvcc.edu/workfo
  7. 7. Multi-Level Classes (cont.) • Cultural – Classroom behavior • Asking questions • Working in pairs + peer correction – Multi-cultural • Tensions among groups (Russians + Ukraines) – Language • Difference in grammar + sounds of L1 and Eng. www.nvcc.edu/workfo
  8. 8. Multi-Level Classes (cont.) • Individual – Personal • Introverted vs. extroverted • Individual vs. group work – Motivational • Voluntary or compulsory • Personal, professional, academic www.nvcc.edu/workfo
  9. 9. Multi-Level Classes (cont.) • Individual (cont.) – Attitude • Homesickness + Acculturation – Age • Open-mindedness • Physical limitations – Learning Styles • Individual, intrapersonal, etc. www.nvcc.edu/workfo
  10. 10. Multi-Level Classes (cont.) • Situational – – – – – Immigration status Study load (part time or full time) Length of time in country Access to English outside of the classroom Socioeconomic status www.nvcc.edu/workfo
  11. 11. Needs Assessment • Teachers cannot meet everyone’s needs all of the time. • Aim to identify needs & wants and plan accordingly. • Needs vs. Wants – Needs: Gaps in students’ knowledge/ability – Wants: Goals and expectations of class. www.nvcc.edu/workfo
  12. 12. Creating a Needs Assessment • • • • • • Country of origin Age Language Time spent in U.S. Educational background Experience with other languages www.nvcc.edu/workfo
  13. 13. Creating a Needs Assessment (cont.) • • • • • • Reason for studying English Future goals Easy and hard part of learning English Learning styles Employment and/or kids Expectations of the teacher www.nvcc.edu/workfo
  14. 14. Creating Differentiated Instruction • Create open-ended tasks • Provide a variety of tasks on the same topic with increasing difficulty • Provide the same task with differing levels of support • Assign supportive roles www.nvcc.edu/workfo
  15. 15. Fostering a Positive Classroom Culture • Arrange seating in small groups/semi circle. • Create a list of classroom rules for the teacher and students. • Create a predictable warm up routine. • Display student work on billboards. • Enable students to work outside of the classroom and report back. www.nvcc.edu/workfo
  16. 16. Fostering a Positive Classroom Culture (cont.) • Develop a class routine for stopping activities (flicking the lights, clapping). • Have a Plan B for early finishers. • Create and monitor group work. • Provide a variety of whole group, small group, pair and individual activities. www.nvcc.edu/workfo
  17. 17. Managing Large Classes • Give directions, model and check for understanding before students start. • Utilize peer discussion and correction. • Call on random groups to present. • Circulate around the small groups during planning. www.nvcc.edu/workfo
  18. 18. Managing Large Classes (cont.) • Call on students by name to ensure equal contribution. • Have students raise their hands to avoid the whole class shouting the answer. • Ask student to repeat the answer rather than the teacher echo it. www.nvcc.edu/workfo
  19. 19. Managing Open Enrollment • Allow for introductions. • Post class rules on the wall for review. • Pair the new student up with a more capable/experienced peer. • Catch them up before or after class. • Provide a waitlist. www.nvcc.edu/workfo
  20. 20. Grouping Students • Create a role and outcome for each ss. • Consider ability level, gender, relationships. • Group students randomly. – – – – Number students (1, 2, 3) Month they were born Favorite color Alphabetically www.nvcc.edu/workfo
  21. 21. Grouping Students (cont.) • Explain the benefits of working with others. – Peer teaching: Similar ability vs. different ability – Different intelligences/approaches • Model providing constructive feedback. – Provide rubrics or checklists for evaluation. www.nvcc.edu/workfo
  22. 22. When Problems Arise • Address the issue with the student or students promptly and privately. • Empathize and listen. • Encourage students to suggest solutions. • Outline the next steps and/or consequences. • Follow up! www.nvcc.edu/workfo
  23. 23. Provide Constructive Feedback • • • • • Specific & factual Timely Frequently Constructively Balance good qualities with areas of improvement www.nvcc.edu/workfo
  24. 24. Scenario 1 A student wore a gun necklace to school. When Mike, the teacher saw it, he yelled at him to take it off in front of the class. Mike said that an AK-47 necklace was inappropriate. The student felt embarrassed and didn’t return to class the next day. What would you do if faced with this situation? How might Mike have prevented this situation from occuring? www.nvcc.edu/workfo
  25. 25. Scenario 2 Trang teaches a class of 21 adult ESL students from a variety of cultures and L1s: Saudi Arabia, Vietnam, Turkey, Korea, and Spain. • The Saudi and Turkish students are fluent speakers, but need writing and spelling instruction. • The Vietnamese, Korean, and Spanish students are fluent writers, but need pronunciation instruction. How should she organize students into pair and group activities? www.nvcc.edu/workfo
  26. 26. Scenario 3 A student eagerly participates in class, but often overshadows other students. He is the first to call out an answer or provide an anecdote. During group work, he strongly presents his opinions, and if they are not accepted, withdraws from the conversation and no longer contributes. What kinds of participatory rules should the instructor and class develop to ensure equal participation? www.nvcc.edu/workfo
  27. 27. Classroom Management Plan • Imagine & describe your perfect class. – Student Needs vs. Wants • Identify the types of activities & classroom organization. • Create a list of class rules for teachers and students. • Present it to the class. www.nvcc.edu/workfo

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