Classroom dynamics
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Classroom dynamics

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This presentation addresses key components when dealing with our students in diverse settings, specially challenging in the field of EFL where students may not see English as a fundamental area to ...

This presentation addresses key components when dealing with our students in diverse settings, specially challenging in the field of EFL where students may not see English as a fundamental area to develop in their immediate settting (as pressumably opposed to ESL settings).
Content credits to
Brown, D. (2007) Teaching by Principles: an interactive approach to language pedagogy, Third Edition. White Plains, NY: Pearson Education.

Ur, P. (2007) A Course in Language Teaching: practice and theory. Cambridge: Cambridge University Press

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Classroom dynamics Classroom dynamics Presentation Transcript

  • Classroom dynamicsCONSIDERATIONS WHEN MANAGING THE CLASSROOM AND RELATING TO OUR STUDENTS METHODOLOGY I UAH 2013
  • Discipline: where do you see it?
  • Discipline: how could you define it?
  • Write a possible definition of discipline
  • Tick tock …..
  • 1- Discipline: who’s responsible… A- The teacher? B- The students?
  • Tick tock …..
  • 1- Discipline: who’s responsible A- The teacher B- The students
  • 2- Which ones feature a disciplined classroom? 1. Quietness 2. Lots of noise 3. A mix of both
  • Tick tock …..
  • 2- Which ones feature a disciplined classroom? 1. Quietness 2. Lots of noise 3. A mix of both
  • 3- Which ones feature a disciplined classroom? 1. Teacher as authoritatian 2. Teacher as authoritative 3. Both
  • Tick tock …..
  • 3-Which ones feature a disciplined classroom? 1. Teacher as authoritatian 2. Teacher as authoritative 3. Both
  • Tick tock …..
  • 4- Which ones feature a disciplined classroom? 1. Students collaborate with each other out of fear 2. Students collaborate with each other out of willingness
  • Tick tock …..
  • 4- Which ones feature a disciplined classroom? 1. Students collaborate with each other out of fear 2. Students collaborate with each other out of willingness
  • Tick tock …..
  • 5- Which ones feature a disciplined classroom? 1. The teacher has a plan and will stick to it 2. The teacher has a plan but will divert when necessary 3. The teacher has no plan
  • Tick tock …..
  • 5- Which ones feature a disciplined classroom? 1. The teacher has a plan and will stick to it 2. The teacher has a plan but will divert when necessary 3. The teacher has no plan
  • Tick tock …..
  • 6- Which ones feature a disciplined classroom? 1. Students don’t know what “the menu” is for the day within the first 5 minutes of the lesson. 2. Students know what “the menu” is for the day within the first 5 minutes of the lesson.
  • Tick tock …..
  • 6- Which ones feature a disciplined classroom? 1. Students don’t know what “the menu” is for the day within the first 5 minutes of the lesson. 2. Students know what “the menu” is for the day within the first 5 minutes of the lesson.
  • 7- Which are possible main contributors to classroom management? 1. Methodology 2. Lessson planning 3. Interpersonal relationships 4. Students’ motivation
  • Tick tock …..
  • 7- Which are possible main contributors to classroom management? 1. Methodology 2. Lessson planning 3. Interpersonal relationships 4. Students’ motivation
  • 8- Disruptive behavior: classify actions as preventing, dealing while, dealing afterwards  Negotiate a student’s deadline by giving an extension or an alternative action/ assignment.  Give clear instructions  Do not threat  Keep in touch: get the signals or blips  Quietly approach a student who’s not on task  Accept a student’s rejection to do his / her homework  Display your feeling of discomfort  Do not take it personally  Plan your lesson carefully
  • Tick tock …..
  • 8- Disruptive behavior: classify actions as preventing, dealing while, dealing afterwards PREVENTING  Plan your lesson carefully  Give clear instructions  Keep in touch: get the signals or blips DEALING WHILE  Quietly approach a student who’s not on task  Do not take it personally  Do not threat DEALING AFTERWARDS  Display your feeling of discomfort  Accept a student’s rejection to do his / her homework  Negotiate a student’s deadline by giving an extension or an alternative action/ assignment.
  • DISCIPLINE: Food for thought  Is control the same as disciple?  Is “authoritarian” the same as “authoritative"?  Are teachers responsible for students’ motivations?  Can students exercise their own discipline?  What difference can you make between power and authority?  Which one of the two would you exercise as a teacher?  Which one could you distribute in your classroom?
  • Dealing with Mtivation! WHERE DOES MOTIVATION COME FROM? ARE TEACHERS AND/ OR STUDENTS RESPONSIBLE FOR WHAT DRIVES LEARNING?
  • Motivation: cause and/or effect?  When learning a foreign language, a born aptitude counts  When learning a foreign language, a strong motivation counts
  • Tick tock …..
  • Motivation: cause and/or effect?  When learning a foreign language, a born aptitude counts  When learning a foreign language, a strong motivation counts*
  • Motivated students usually….  Take challenges in or beyond their possible capacities  Take challenges to test their self image  Take challenges to maintain their self image  Are willing to test themselves against higher challenges  Are relunctant to test themselves challenges at/beyond/below their level  Are clear about why they are learning English. They have a goal.  Are unsure as to why they need to learn English. No goals here.  Stop when they see failure.  Persist even after they fail.  Can tolerate lack of understanding or ambiguity  Feel disburted at ambiguity and / or confusion.
  • Tick tock …..
  • Motivated students usually….  Take challenges in or beyond their possible capacities  Take challenges to test their self image  Take challenges to maintain their self image  Are willing to test themselves against higher challenges  Are relunctant to test themselves challenges at/beyond/below their level  Are clear about why they are learning English. They have a goal.  Are unsure as to why they need to learn English. No goals here.  Stop when they see failure.  Persist even after they fail.  Can tolerate lack of understanding or ambiguity  Feel disburted at ambiguity and / or confusion.
  • Motivation: A teacher’s or a student’s job? Teachers Students
  • Tick tock …..
  • Motivation: A teacher’s or a student’s job? Teachers Students
  • Motivation: success and failure Students need to be aware of their own success Students need to be aware of their own failures Teachers need to create moments for students to see their own progress and also difficulties  How is this possible in a way that students do not see their feelings hurt?  How is this possible in a way that a class supports those struggling?  How can you, teacher, support those students lagging behind and cater to those meeting goals?
  • Tick tock …..
  • Practices to arouse interest and motivation 1. Setting clear goals 2. Providing a variety of topics 3. Providing a variety of tasks 4. Using multimedia (photos, videos, audio clips, websites, etc) 5. Setting challenges: use of games 6. Providing instances for enterntainment 7. Resorting to role-plays and simulations 8. Using information gap activities 9. Personalizing their learning 10. Using open-ended tasks 11. Getting students involved in real-life projects
  • Which of these have you / Did you experience as a learner? (class survey) 1. Setting clear goals 2. Providing a variety of topics 3. Providing a variety of tasks 4. Using multimedia (photos, videos, audio clips, websites, etc) 5. Setting challenges: use of games 6. Providing instances for enterntainment 7. Resorting to role-plays and simulations 8. Using information gap activities 9. Personalizing their learning 10. Using open-ended tasks 11. Getting students involved in real-life projects
  • Comments ? Questions? Ideas?  Share them in class and later in our course blog!