Classroom management and learning style

1. CMD 1
Classroom Management And
Learning Style
Group 2
1. Andry Stiadi P (1001050058)
2. Desi Wijayanti M (1001050067)
3. Adi Daya R (1001050068)
Class : B

2. Classroom Management
• According to specialists in the field of education,
school and classroom management aims at
encouraging and establishing student self-
control through a process of promoting positive
student achievement and behavior.
(Froyen et al, 1999)

3. Teacher Role (Spratt et al, 2005)
Role Teacher
1. Planner prepares and thinks through the lesson in detail before teaching
it so that it has variety and there are appropriate activities for
the different learners in the class.
2. Informer gives the learners detailed information about the language or
about an activity.
3. Manager organizes the learning space, makes sure everything in the
classroom is running smoothly and sets up rules and routines
(i.e. things which are done regularly) for behaviour.
4. Monitor goes around the class during individual, pair and group work
activities, checking learning.
5. Involver makes sure all the learners are taking part in the activities.
6. Parent/Friend comforts learners when they are upset or unhappy.
7. Diagnostician is able to recognize the cause of learners' difficulties
8. Resource can be used by the learners for help and advice.

4. • Before the lesson
 We are planners of our materials to make sure that the lesson is
suitable for the learners and for the learning purpose.
 We are also diagnosticians of our learners' problems.
• During the lesson
 When we are presenting new language or vocabulary to the
learners, we are informers.
 When we are setting up activities , we are manager
 When learners are doing activities, we are monitors, diagnosticians,
managers and a resource.
 When there are problems with disciplined, we are manager and
sometime parent or a friend.
• After the lesson
 When we think about how successful the lesson was, what the
learners understood and were able to do and what they had
problems with, we are diagnosticians and planners. We look at our
scheme of work to check if the next lesson is appropropriately
planned
(Spratt et al, 2005)

5. Here are some examples of teacher language at different stages of a
lesson. What do you think is the teacher's role in each one?
1. Teacher to a pair of learners doing pair work: 'How
are you doing? Is everything OK?
2. Teacher to the whole class: 'We add er to make
the comparative form of one syllable adjectives.'
3. Teacher to a young learner: 'Does your finger
hurt? Let me have a look.'
4. Teacher to the whole class: 'Right, everyone stand
up and turn to face your partner’
5. Teacher to the whole class: 'I think I know why you
are having problems.‘
(Spratt et al, 2005)

6. Different Seating Arrangement in Class
(Harmer, 1998)

8. Different Students Groupings
1. Whole-class work
2. Group work and pair work
3. Solo work/Individual work
(Harmer, 1998)
When we deciding to group students, we need to consider
a number of different factors :
a) The teaching aim.
b) The learning style of the students.
c) The ability and level of the students.
d) The personalities of our students.
e) The class size.
f) The activities that we have chosen.
g) The balance of interaction patterns in a lesson.
h) The group dynamics of the class.
(Spratt et al, 2005)

9. Time Teacher’s activity Pupil’s activity
5-10 1. Warmer: brief revision of colours, -Pupils stand in lines
minutes using a team game. behind flags of different
colours . The teacher says
a colour. Pupils behind the
flag of that colour put up
their hands.
10 2. Bring in a goldfish or a picture of a -Pupils gather round the
minutes fish to introduce the topic to pupils. tank and say what they
Discuss the fish what it looks like, its know about fish. They tell
colour, its parts. Check who has a each other something
dish at home. about their own fish.
3. Tell pupils you are going to tell them -Pupils talk together to try
a story in groups pupils predict what and guess what will be in
the story will be. Get feedback from the story.
the groups.
4. Explain the activity, i.e. pupils have -Group monitors give out
to colour their fish as the story crayons and blank sheets.
requests. Give out colours and
photocopies of a fish drawing.
10 5. Tell the first part of the story with -Pupils colour in the fish
minutes actions and pictures. Continue the drawings following
story with instructions for colouring instructions.

10. Match the different activities with the most suitable
interaction patterns listed A,B or C.
• Interaction patterns
A. Pair or group work
B. Individual work
C. Whole-class work
1. Learners do an information-gap activity with
two sets of information.
2. Learners write their own stories.
3. Learners decide together how to report their
conclusions to the rest of the class.
4. All the learners act out a play for the parents.
5. Learners do a written test.
6. Learners take part in choral drill.

11. Correcting Learners
Oral correction Written correction
a. Drawing a time line on the a. Teacher correction.
board. b. Peer correction.
b. Finger correction. c. Self-correction.
c. Gestures and/or facial d. Ignoring the mistakes.
expressions.
d. Phonemic symbols.
e. Echo correcting.
f. Identifying the mistakes.
g. Not correcting at the time.
h. Peer and self-correction.
i. Ignoring mistakes. What kind of correction is it?
1. A learner is repeating the instructions for an activity and days: ‘Then we
choose /tri:/ (three) objects’. You just listen.
2. You have used a correction code to show learners where they made mistakes in
their writing. You now ask them to correct their own mistakes.
3. You are doing a controlled practice activity. One of the learners says : ‘I have
been working last week’. You show her a diagram.

12. Giving feedback
Example Focus Purpose
Oral: ‘Well done. This is much better.’ Progress, Praising the learner and
language telling her she is doing well;
and ideas encouragement.
Oral: ’Have another look at number four. Language Telling the learner there is a
There’s a problem with spelling and I think and ideas problem with one of the
there are more than two people.’ answers and that she needs
to look at it again.
Written : ’What an amazing story! You’ve Ideas, Praising the learner on her
used adjectives very well this time. You language, good level of work, and the
work is much better this time. You have attitude and effort she has made and in
tried very hard.’ progress particular on one part of her
writing (adjectives).
Oral : ‘You’ve made good progress in all Language Informing the learner of her
your work this month. Your written work and progress progress; encouragement.
this month. You written work is much more
accurate.’

13. Learning Characteristics/Style
• Visual : seeing
• Auditory : hearing
• Kinaesthetic : using the body
• Group : working with others
• Individual : working alone
• Reflective : considering choices
• Impulsive : responding immediately
• (Spratt et al, 2005)

15. Resources
• Froyen, L.A. A.M. Iverson. 1999. Schoolwide and
Classroom Management: The Reflective Educator-
Leader. Upper Saddle River, N.J.: Prentice-Hall.
• Spratt, Mary. Alan Pulvernes. Melanie Williams. 2005.
The Teaching Knowledge Test Course. Cambridge
University Presss.
• Harmer, Jeremy. 1998. How to Teach English._____