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Class management  
<ul><li>I. The teacher </li></ul><ul><li>Teaching skills </li></ul><ul><li>Teacher roles </li></ul><ul><li>II. Class organ...
<ul><li>I. The teacher </li></ul><ul><li>Teaching skills </li></ul><ul><li>Teacher roles </li></ul>
Teaching skills: <ul><li>Teaching skills: </li></ul><ul><li>-language </li></ul><ul><li>-resources and materials </li></ul...
Teacher roles (Harmer, 2000) <ul><li>controller </li></ul><ul><li>assessor </li></ul><ul><li>organiser </li></ul><ul><li>p...
controller <ul><li>controls what the students do, when they speak and what language they use.  </li></ul><ul><li>stages of...
organiser <ul><li>gives instructions about the task, the way the students are organised, timing. </li></ul><ul><li>demonst...
assessor <ul><li>assesses the students’ work and their performance. </li></ul><ul><li>2 types of assessment: correction an...
prompter <ul><li>encourages the students to participate in an activity or helps them in certain situations. </li></ul>
participant <ul><li>during a certain type of activities (communicative ones) the teacher may join the students as a partic...
resource <ul><li>especially during communicative activities, the teacher could act as a resource, offer help when necessar...
tutor <ul><li>helps the students with advice in different situations: when they do individual work, when they need help cl...
investigator <ul><li>teacher development: going to courses, seminars, conferences, discussing ides with colleagues, observ...
<ul><li>II. Class organisation </li></ul><ul><li>Disruptive behaviour </li></ul><ul><li>Types of interaction </li></ul><ul...
Disruptive behaviour <ul><li>The causes of these problems are different and depend on different factors:  </li></ul><ul><l...
<ul><li>Establishing “a code of conduct” (Harmer,2000) - a set of rules, an unspoken arrangement with the students, which ...
<ul><li>Penny Ur’s (2001) tips concerning discipline problems : </li></ul><ul><li>1 .”Don’t smile till Christmas!”   </li>...
<ul><li>4 .”Keep it moving!”   </li></ul><ul><li>5 .”Act fast and quietly!”   </li></ul><ul><li>6 .”Give them credit where...
Types of interaction <ul><li>Lockstep (the frontal approach) </li></ul><ul><li>Individual work </li></ul><ul><li>Pair work...
Lockstep (the frontal approach)   <ul><li>the teacher is working with the whole class.  </li></ul><ul><li>Advantages:  </l...
<ul><li>Disadvantages: </li></ul><ul><li>many students do not participate; </li></ul><ul><li>little speaking practice; </l...
Individual work <ul><li>Advantages: </li></ul><ul><li>students work on their own; </li></ul><ul><li>the class is quiet; th...
<ul><li>Disadvantages: </li></ul><ul><li>it does not develop communication; </li></ul><ul><li>some students may take the o...
Pairwork and groupwork <ul><li>Advantages: </li></ul><ul><li>more dynamic; </li></ul><ul><li>the students get a lot of pra...
<ul><li>Disadvantages: </li></ul><ul><li>noise and indiscipline; </li></ul><ul><li>the use of mother tongue; </li></ul><ul...
The use of mother tongue <ul><li>Reasons: </li></ul><ul><li>the language required by the activity is not adapted to the st...
<ul><li>Stages of the lesson in which we could use the mother tongue: </li></ul><ul><li>grammar explanations; </li></ul><u...
<ul><li>Ways of promoting the use of English during the class (Harmer, 2005): </li></ul><ul><li>set clear guidelines; </li...
Conclusions
Bibliography <ul><li>Harmer, J. 2000.  The Practice of English Language Teaching . London: Longman. </li></ul><ul><li>Harm...
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Class Management

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Transcript of "Class Management"

  1. 1. Class management  
  2. 2. <ul><li>I. The teacher </li></ul><ul><li>Teaching skills </li></ul><ul><li>Teacher roles </li></ul><ul><li>II. Class organisation </li></ul><ul><li>Disruptive behaviour </li></ul><ul><li>Types of interaction </li></ul><ul><li>The use of mother tongue </li></ul><ul><li>Class atmosphere </li></ul>
  3. 3. <ul><li>I. The teacher </li></ul><ul><li>Teaching skills </li></ul><ul><li>Teacher roles </li></ul>
  4. 4. Teaching skills: <ul><li>Teaching skills: </li></ul><ul><li>-language </li></ul><ul><li>-resources and materials </li></ul><ul><li>-managing classes; </li></ul><ul><li>-adaptability; </li></ul><ul><li>-class preparation; </li></ul><ul><li>-relationship with the students; </li></ul><ul><li>-positive approach. </li></ul>
  5. 5. Teacher roles (Harmer, 2000) <ul><li>controller </li></ul><ul><li>assessor </li></ul><ul><li>organiser </li></ul><ul><li>prompter </li></ul><ul><li>participant </li></ul><ul><li>resource </li></ul><ul><li>tutor </li></ul><ul><li>investigator </li></ul>
  6. 6. controller <ul><li>controls what the students do, when they speak and what language they use. </li></ul><ul><li>stages of the lesson which are appropriate for this role: introduction of new language, accurate reproduction stage. </li></ul>
  7. 7. organiser <ul><li>gives instructions about the task, the way the students are organised, timing. </li></ul><ul><li>demonstrates the activity and initiates it. </li></ul><ul><li>organises feedback . </li></ul>
  8. 8. assessor <ul><li>assesses the students’ work and their performance. </li></ul><ul><li>2 types of assessment: correction and organising feedback. </li></ul><ul><li>correction: formal and gentle. </li></ul><ul><li>the feedback stage: content and form feedback. </li></ul>
  9. 9. prompter <ul><li>encourages the students to participate in an activity or helps them in certain situations. </li></ul>
  10. 10. participant <ul><li>during a certain type of activities (communicative ones) the teacher may join the students as a participant. </li></ul>
  11. 11. resource <ul><li>especially during communicative activities, the teacher could act as a resource, offer help when necessary (language, task). </li></ul>
  12. 12. tutor <ul><li>helps the students with advice in different situations: when they do individual work, when they need help clarifying ideas, looking for resources. </li></ul>
  13. 13. investigator <ul><li>teacher development: going to courses, seminars, conferences, discussing ides with colleagues, observing what went well in classes, trying new techniques, activities. </li></ul>
  14. 14. <ul><li>II. Class organisation </li></ul><ul><li>Disruptive behaviour </li></ul><ul><li>Types of interaction </li></ul><ul><li>The use of mother tongue </li></ul><ul><li>Class atmosphere </li></ul>
  15. 15. Disruptive behaviour <ul><li>The causes of these problems are different and depend on different factors: </li></ul><ul><li>students; </li></ul><ul><li>the teacher’s attitude and behaviour; </li></ul><ul><li>the attitude of the institution. </li></ul>
  16. 16. <ul><li>Establishing “a code of conduct” (Harmer,2000) - a set of rules, an unspoken arrangement with the students, which should be done during the first class, could be of real help. </li></ul>
  17. 17. <ul><li>Penny Ur’s (2001) tips concerning discipline problems : </li></ul><ul><li>1 .”Don’t smile till Christmas!” </li></ul><ul><li>2 .”Don’t chop and change!” </li></ul><ul><li>3 .”Seat them in rows!” </li></ul>
  18. 18. <ul><li>4 .”Keep it moving!” </li></ul><ul><li>5 .”Act fast and quietly!” </li></ul><ul><li>6 .”Give them credit where it’s due!” </li></ul><ul><li>7 .”Make time!” </li></ul>
  19. 19. Types of interaction <ul><li>Lockstep (the frontal approach) </li></ul><ul><li>Individual work </li></ul><ul><li>Pair work and group work </li></ul>
  20. 20. Lockstep (the frontal approach) <ul><li>the teacher is working with the whole class. </li></ul><ul><li>Advantages: </li></ul><ul><li>the teacher controls the class; </li></ul><ul><li>everyone concentrates upon the activity; </li></ul><ul><li>the students receive a good language model. </li></ul>
  21. 21. <ul><li>Disadvantages: </li></ul><ul><li>many students do not participate; </li></ul><ul><li>little speaking practice; </li></ul><ul><li>the teacher controls the entire activity. </li></ul>
  22. 22. Individual work <ul><li>Advantages: </li></ul><ul><li>students work on their own; </li></ul><ul><li>the class is quiet; the students have time to think. </li></ul>
  23. 23. <ul><li>Disadvantages: </li></ul><ul><li>it does not develop communication; </li></ul><ul><li>some students may take the opportunity to do something else. </li></ul>
  24. 24. Pairwork and groupwork <ul><li>Advantages: </li></ul><ul><li>more dynamic; </li></ul><ul><li>the students get a lot of practice; </li></ul><ul><li>student cooperation is encouraged; </li></ul><ul><li>they use language for communication. </li></ul>
  25. 25. <ul><li>Disadvantages: </li></ul><ul><li>noise and indiscipline; </li></ul><ul><li>the use of mother tongue; </li></ul><ul><li>the students may discuss other topics. </li></ul>
  26. 26. The use of mother tongue <ul><li>Reasons: </li></ul><ul><li>the language required by the activity is not adapted to the students’ level. </li></ul><ul><li>it is a natural thing to use the mother tongue. </li></ul><ul><li>teachers may be another cause of the use of mother tongue: they use it themselves quite a lot. </li></ul>
  27. 27. <ul><li>Stages of the lesson in which we could use the mother tongue: </li></ul><ul><li>grammar explanations; </li></ul><ul><li>giving instructions; </li></ul><ul><li>checking comprehension; </li></ul><ul><li>discussing class problems. </li></ul>
  28. 28. <ul><li>Ways of promoting the use of English during the class (Harmer, 2005): </li></ul><ul><li>set clear guidelines; </li></ul><ul><li>choose appropriate tasks, which are at the students’ level ; </li></ul><ul><li>“ create an English atmosphere” (Harmer, 2005); </li></ul><ul><li>keep reminding the students to speak English! </li></ul>
  29. 29. Conclusions
  30. 30. Bibliography <ul><li>Harmer, J. 2000. The Practice of English Language Teaching . London: Longman. </li></ul><ul><li>Harmer, J. 2005. The Practice of English Language Teaching . London: Longman. </li></ul><ul><li>Harmer, J. 2007. How to teach English . London: Longman. </li></ul><ul><li>Ur, P. 2001. Classroom management and discipline in adolescent classes. The lessons of experience . in Romance publication funded by British Council Romania, Issue no. 15 May, 2001. </li></ul><ul><li>Underwood, M. 1987. Effective Class Management . London: Longman. </li></ul>
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