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Classroom management and learning style

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Classroom management and learning style

Classroom management and learning style

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  • 1. CMD 1Classroom 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 Teacher1. 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 difficulties8. 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 alesson. What do you think is the teachers 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)
  • 7. Different Students Groupings1. Whole-class work2. Group work and pair work3. Solo work/Individual work (Harmer, 1998)When we deciding to group students, we need to considera 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)
  • 8. Time Teacher’s activity Pupil’s activity5-10 1. Warmer: brief revision of colours, -Pupils stand in linesminutes 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 theminutes 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 fishminutes actions and pictures. Continue the drawings following story with instructions for colouring instructions.
  • 9. Match the different activities with the most suitableinteraction 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.
  • 10. Correcting Learners Oral correction Written correctiona. 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.
  • 11. Giving feedback Example Focus PurposeOral: ‘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 aThere’s a problem with spelling and I think and ideas problem with one of thethere 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 herused adjectives very well this time. You language, good level of work, and thework is much better this time. You have attitude and effort she has made and intried very hard.’ progress particular on one part of her writing (adjectives).Oral : ‘You’ve made good progress in all Language Informing the learner of heryour work this month. Your written work and progress progress; encouragement.this month. You written work is much moreaccurate.’
  • 12. 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)
  • 13. 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._____