Promoting Individual Attention    within Large Groups            E dua rdoS a nto s
How does the number of students in  a classroom affect your teaching     and the students’ learning?
Source: http://www.spotbeam.org/newsSpring11
www.demandhighelt.wordpress.com
Low DemandWe demand far less from our students than they are capable of. Much contemporary teaching is unchallenging and h...
Unassertive Classroom ManagementWhile teachers have become good at basics (instructions, group making etc) they are weak a...
Hands-on Language work.We do not work hands-on, in-the-moment, with language. There is a taint of guilt to doing demanding...
Practical ExperimentIn a suitable language group class, try out  the idea of working for a short time one-   to-one with a...
Reflection• Was this any different from what you usually do? If so how?• Were the rest of the class engaged by what was ha...
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
Promoting individual attention within large groups
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Promoting individual attention within large groups

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Opening Plenary at the Braz-Tesol Regional Chapter event in Natal - May 26, 2012.

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Promoting individual attention within large groups

  1. 1. Promoting Individual Attention within Large Groups E dua rdoS a nto s
  2. 2. How does the number of students in a classroom affect your teaching and the students’ learning?
  3. 3. Source: http://www.spotbeam.org/newsSpring11
  4. 4. www.demandhighelt.wordpress.com
  5. 5. Low DemandWe demand far less from our students than they are capable of. Much contemporary teaching is unchallenging and has low expectations. Source: http://demandhighelt.wordpress.com/2012/03/02/the-issues/
  6. 6. Unassertive Classroom ManagementWhile teachers have become good at basics (instructions, group making etc) they are weak at more challenging classroom management (getting engagement from all learners, not letting the strong students dominate etc). There is a general fear of - and avoidance of – assertive, supportive intervention. Source: http://demandhighelt.wordpress.com/2012/03/02/the-issues/
  7. 7. Hands-on Language work.We do not work hands-on, in-the-moment, with language. There is a taint of guilt to doing demanding focused language work. Source: http://demandhighelt.wordpress.com/2012/03/02/the-issues/
  8. 8. Practical ExperimentIn a suitable language group class, try out the idea of working for a short time one- to-one with an individual while the rest of the class listens and looks on.
  9. 9. Reflection• Was this any different from what you usually do? If so how?• Were the rest of the class engaged by what was happening? Did they learn something?• Were you completely committed to that single student or was your attention dispersed by anxiety about the rest of the class?• Was there any connection between the quality of your attention to the individual student’s work and the degree of engagement of the rest of the class in what was happening? Source http://demandhighelt.wordpress.com/2012/04/28/one-to-one-teaching-within-a-group/

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