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Chapter 16 Brewster

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Chapter 16 Brewster Chapter 16 Brewster Presentation Transcript

  • Brewster, J., Ellis, G. & griard D. (2007). The Primary EnglishTeacher’s Guide.CHAPTER 16: CLASSROOM MANAGEMENT
  • MOTIVATION Dornyei (1998): One of the key factors that influence the rate of success in EFL. “If children learn English from age 6, they will be learning it at school for 9-12 years. If children are not enjoying the lessons, the teacher’s job is much harder”. Cajkler &Addelman (2000): to keep motivation levels high, teachers should adopt a “critical attitude” towards activities and tasks being used. Need to provide a classroom atmosphere which promotes pupils’confidence and self-esteem so that they can learn more effectively and enjoyably”. If children have negative experiences with language learning, they may underachieve even if they like the L2.
  • CLASSROOM CONTROL AND DISCIPLINE Establishing routines. Children develop scripts/mental maps. Gradually introduce pupils to use English for a short period of time through songs or rhymes.
  • FINDING A BALANCE Being inconsistent. Being authoritarian. Little discipline: chaos, nothing is learned. Know the pupils’names. Identify troublemakers. Keep a seating plan of the class. Classroom rules: determination to keep them calmly and fairly.
  • GETTING THE PUPILS’ATTENTION 1. Firmly name the children still talking. 2. Start a well-known activity or routine OR 3. Give instructions for a new activity with intonation that will ensure the students’attention. 4. Wait for quiet before beginning a new activity. 5. Little by little, cut down on the amount of tiem spent disciplining students.
  • FLEXIBILITY Finding an acceptable noise level. Giving praise.Using stickers or badges. Organize learning activities around motivating topics.
  • MANAGING PAIR AND GROUP WORK Berman (1998) YLE prefer working alone and may be reluctant to share. (under 7) Pin important info on walls. How to form pairs. Group work for projects.Birthday groups. Pupils need trainign so that later on they can move to more-independent learning.
  • DIFFERENT KINDS OF CLASSROOM ACTIVITIES STIRRING vs. SETTLING activities. Avoid activities which are emotionally or cognitively empty: too much copying or repeating.
  • THE MIXED ABILITY CLASS Assess your design of activities for a mixed class: Was the task given to students too difficult/too easy? Was the task rather boring or mechanical with little contextualization or focus on meaning? Was there too much “dead time”?
  • EXTENSION/SUPPORT ACTIVITIES The text used. The task used. The support provided. The outcome demanded. The ability group used. The choice/range of activities used.
  • HOW TO PROVIDE SUPPORT OR SCAFFOLDING Breaking down the learning sequence into smaller steps. Simplifying the alnguage. Using lots of spoken language before written activities. Translating abstract concepts into more concrete ones. Using physical movement.
  •  Using more audio-visual support. Providing a greater variety of activities. Managing time effectively: A. Plan. B. Feedback. C. Homework.
  • KEEPING TEACHING RECORDS For homework. Portfolios. Story books read. Attendance to classes.