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Class Management
 

Class Management

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    Class Management Class Management Presentation Transcript

    • Class management  
      • I. The teacher
      • Teaching skills
      • Teacher roles
      • II. Class organisation
      • Disruptive behaviour
      • Types of interaction
      • The use of mother tongue
      • Class atmosphere
      • I. The teacher
      • Teaching skills
      • Teacher roles
    • Teaching skills:
      • Teaching skills:
      • -language
      • -resources and materials
      • -managing classes;
      • -adaptability;
      • -class preparation;
      • -relationship with the students;
      • -positive approach.
    • Teacher roles (Harmer, 2000)
      • controller
      • assessor
      • organiser
      • prompter
      • participant
      • resource
      • tutor
      • investigator
    • controller
      • controls what the students do, when they speak and what language they use.
      • stages of the lesson which are appropriate for this role: introduction of new language, accurate reproduction stage.
    • organiser
      • gives instructions about the task, the way the students are organised, timing.
      • demonstrates the activity and initiates it.
      • organises feedback .
    • assessor
      • assesses the students’ work and their performance.
      • 2 types of assessment: correction and organising feedback.
      • correction: formal and gentle.
      • the feedback stage: content and form feedback.
    • prompter
      • encourages the students to participate in an activity or helps them in certain situations.
    • participant
      • during a certain type of activities (communicative ones) the teacher may join the students as a participant.
    • resource
      • especially during communicative activities, the teacher could act as a resource, offer help when necessary (language, task).
    • tutor
      • helps the students with advice in different situations: when they do individual work, when they need help clarifying ideas, looking for resources.
    • investigator
      • teacher development: going to courses, seminars, conferences, discussing ides with colleagues, observing what went well in classes, trying new techniques, activities.
      • II. Class organisation
      • Disruptive behaviour
      • Types of interaction
      • The use of mother tongue
      • Class atmosphere
    • Disruptive behaviour
      • The causes of these problems are different and depend on different factors:
      • students;
      • the teacher’s attitude and behaviour;
      • the attitude of the institution.
      • 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.
      • Penny Ur’s (2001) tips concerning discipline problems :
      • 1 .”Don’t smile till Christmas!”
      • 2 .”Don’t chop and change!”
      • 3 .”Seat them in rows!”
      • 4 .”Keep it moving!”
      • 5 .”Act fast and quietly!”
      • 6 .”Give them credit where it’s due!”
      • 7 .”Make time!”
    • Types of interaction
      • Lockstep (the frontal approach)
      • Individual work
      • Pair work and group work
    • Lockstep (the frontal approach)
      • the teacher is working with the whole class.
      • Advantages:
      • the teacher controls the class;
      • everyone concentrates upon the activity;
      • the students receive a good language model.
      • Disadvantages:
      • many students do not participate;
      • little speaking practice;
      • the teacher controls the entire activity.
    • Individual work
      • Advantages:
      • students work on their own;
      • the class is quiet; the students have time to think.
      • Disadvantages:
      • it does not develop communication;
      • some students may take the opportunity to do something else.
    • Pairwork and groupwork
      • Advantages:
      • more dynamic;
      • the students get a lot of practice;
      • student cooperation is encouraged;
      • they use language for communication.
      • Disadvantages:
      • noise and indiscipline;
      • the use of mother tongue;
      • the students may discuss other topics.
    • The use of mother tongue
      • Reasons:
      • the language required by the activity is not adapted to the students’ level.
      • it is a natural thing to use the mother tongue.
      • teachers may be another cause of the use of mother tongue: they use it themselves quite a lot.
      • Stages of the lesson in which we could use the mother tongue:
      • grammar explanations;
      • giving instructions;
      • checking comprehension;
      • discussing class problems.
      • Ways of promoting the use of English during the class (Harmer, 2005):
      • set clear guidelines;
      • choose appropriate tasks, which are at the students’ level ;
      • “ create an English atmosphere” (Harmer, 2005);
      • keep reminding the students to speak English!
    • Conclusions
    • Bibliography
      • Harmer, J. 2000. The Practice of English Language Teaching . London: Longman.
      • Harmer, J. 2005. The Practice of English Language Teaching . London: Longman.
      • Harmer, J. 2007. How to teach English . London: Longman.
      • 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.
      • Underwood, M. 1987. Effective Class Management . London: Longman.