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Large class strategies

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How to mange your students in a big class

How to mange your students in a big class

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  • 1. LARGE CLASS STRATEGIES Prepared by Mr. Nay Onn 1
  • 2. ContentI. IntroductionII. Problems and cures 1. Teaching in large class 2. Classroom management 3. Monitoring in classIII. Conclusion Prepared by Mr. Nay Onn 2
  • 3. I. Introduction Being a English teacher, you may experience all sizes of class—small classes, medium-classes and large classes. In this unit you are going to talk about problems and strategies to deal with those problems often, or occasionally happening in large classes. Prepared by Mr. Nay Onn 3
  • 4. II. Problems and Cures 1. Teaching in large classes Communicative teaching is possible in large classes Teachers usually say that they cannot do communicative teaching in large classes because communicative techniques require resources that teachers and schools don’t have such as worksheets, cards, pictures, furniture moving, etc. Prepared by Mr. Nay Onn 4
  • 5. However, teachers who understandtechniques and how to adapt them andalso know about the effective classroommanagement can do communicativeteaching in large classes. Goodtechniques do not need lots of materialresources, but they do get students towork together, help and learn from eachother and this makes students the mostimportant resources of all. Prepared by Mr. Nay Onn 5
  • 6. 2. Classroom managementA. Good management routines andprocedures are essential for successfulteaching and learning in large class.In large classes, it is very important tocreate a productive environment. Youwant your students to be motivated tocontinue learning. Without a well-thoughtplan of classroom management, the classrapidly becomes disorganized, theactivities slow down and students becomediscouraged and bored. Prepared by Mr. Nay Onn 6
  • 7. Classroom management includes routinesand procedures teachers use to makelearning more effective. Starting andfinishing a lesson, giving clear instructions,organizing pairs and groups, timing andchecking, etc. are all classroommanagement jobs. Prepared by Mr. Nay Onn 7
  • 8. B. Discipline, order and routine Discipline Without discipline and order, large classes can quickly become chaotic, if students are very lively, or deadly boring if students are the quiet type. Think of discipline in positive way: discipline creates order and motivation. Prepared by Mr. Nay Onn 8
  • 9. Order and routineOrder and routine prevent boredom. Soteachers must be organized and plan theclassroom routines they want to use in theclass. Below are the seven routinesteachers can introduce:-Punctuality: If possible try to arrive first sothat you can prepare the room. Stand nearthe door so that you can have individualcontact with students as they come in.Greet them by their name if you can. Prepared by Mr. Nay Onn 9
  • 10. -Preparation: Prepare all the materials foryour lesson and have it all organized forquick and easy display, distribution andcollecting in.-Managing the class: Teach your classhow they are to move into differenttechniques and teach them signals whichwill tell them when to move, when to stoptalking, etc. Prepared by Mr. Nay Onn 10
  • 11. -Get things ready: Get students work assoon as they sit down—e.g. place markedhomework on their chairs before theyarrive.-Classroom jobs: Get students to takeresponsibility for classroom jobs, erasingthe board, collecting in homework, etc. Tryto involve worker students these non-linguistic jobs. And this will give them asense of pride and usefulness. Prepared by Mr. Nay Onn 11
  • 12. -Students’ body language: Whenever youhave a new class, train them in how theywill attract your attention. You can askthem to raise their hands and ignoreshouting out when they have something tosay, to wait for silence before speakingonce the lesson started.-Time arrangement: Bring the lesson to anend before the bell and give yourselfenough time to give a conclusion a sethomework. Leave the classroom last. Prepared by Mr. Nay Onn 12
  • 13. C. Five reasons why classroomroutines are important:1. Students have confidence in theteacher because they him as a well-organized person.2. There is more time for real learningbecause classroom management jobs do not take so long.3. All students are involved and do not have time to get bored.4. The routines are predictable, sostudents do not get confused.5. The routinesPrepared by Mr. Nay Onn and security. 13 create order
  • 14. D. Sharing responsibility for classroommanagementA large class is a busy place with a limitedamount of time to be effective. There arestrong arguments for the teacher to sharesome classroom jobs with students. Someof these are: teachers save time, teacherscan monitor the classroom more effectively,improve class discipline by giving studentsa sense of usefulness, build up in studentsthe feeling of cooperation and teamwork.However, students have to be trained to dothese things. Prepared by Mr. Nay Onn 14
  • 15. 3. Monitoring in class A. Good monitoring is essential for successful teaching and learning Monitoring is one of the most important procedures in effective teaching and classroom management. Monitoring means the teacher moves around the class. Prepared by Mr. Nay Onn 15
  • 16. B. Fourteen tips for effectivemonitoringHere are the list of tips for goodmonitoring:1. Talk to students from different parts of the class, not just the front.2. Make sure you can move around the room easily, without going to the way you came.3. Make sure there is space for you tomove through between the back chairs and the back walls. Prepared by Mr. Nay Onn 16
  • 17. 4. Get students to produce a small number of responses that you can see easily. 15 responses is too many to monitor quickly, but 5 answers is easier.5. Decide on easy, short responses for exercises.6. Organize responses so that they can be seen easily.7. If students work in pairs or groups,make sure they produce the sameresponses. Prepared by Mr. Nay Onn 17
  • 18. 8. If students’ responses can be easily seen, the teacher can make goodmanagement decision: How muchmore time to give to students, etc.9. Never ask “Have you finished?”. Ateacher should know if students havefinished by effective monitoring.10. Never say “Let’s go through theexercise together”.11. Don’t waste time on long checking. Prepared by Mr. Nay Onn 18
  • 19. 12. If students have to give good, clear responses, it is much easier for them to check each others’ work.13. Students learn from actually trying to use English, not from checking.14. Good monitoring helps students learn because they spend more time doing the technique and because the teacher can give better feedback. Prepared by Mr. Nay Onn 19
  • 20. III. Conclusion This unit shows that difficult circumstances are not an obstacle to good teaching. Accordingly, teacher should observe the class more carefully with effective comments on each situation in order to make good conclusion for your future class or a solution for unexpected problems happening in a class, of 40 or 50 students, which is known as “large class”. Prepared by Mr. Nay Onn 20

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