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Class man. unit 1

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Transcript

  • 1. CLASS MANAGEMENT
    UNIT I
    LEARNERS
  • 2. REASONS FOR LEARNING
    It is on the curriculum.
    Target-language community
    Specific purpose (ESP)
    Business English
    Academic purposes (EAP)
    General English
  • 3. DIFFERENT CONTEXTS FOR LEARNING
    As a foreign language (EFL) for traveling
    As a second language (ESL) living in the target community
    Speakers of other languages (ESOL) for international communication, net
  • 4. …schools and language schools
    Schools as part of the curriculum. Equipment and information technology (IT).
    Private language schools. Better equipped, smaller groups, student’s choice (motivation).
  • 5. …large classes vs one-to-one teaching
    One-to-one teaching. Specific needs
    Pairwork and groupwork. Large classes
    Teacher position
  • 6. …in school and in company
    School policy, syllabus and curriculum decisions by responsible administrators.
    Expert teachers going to companies. Teacher negotiate class content.
  • 7. …real and virtual learning
    REAL LEARNING ENVIRONMENT
    VIRTUAL LEARNING ENVIRONMENT
  • 8. LEARNER DIFFERENCES
    Age
    Children 2 to 14
    Very young 2 to 5
    Young learners 5 to 9
    Adolescents 12 to 17
    Young adults 16 to 20
  • 9. CHILDREN
    Children
    seeing, hearing, touching.
    pleased to receive teacher’s approval.
    Short attention spam
  • 10. ADOLESCENTS
    Teachers fear to lose control of the class if they don’t like the subject, each other, the teacher or personal issues .
    Adolescents
    Greater capacity for abstract thought
    Potential for creative thought
    Commitment to their interests
    Search for identity and self-esteem
  • 11. ADULTS
    Wider range of experiences
    More disciplined
    Apply themselves to the task of learning
    Have a clear understanding of the purpose
    Motivation to long-term learning goals
    May hamper their progress, nervousness
    May be late and fail homework
    Can be disruptive and exhausting
    If failed, may be prepared for more.
    May find classrooms daunting places
    May have strong views about teaching methods
    PROS
    CONS
  • 12. WAYS TO TEACH STUDENTS
    Children: offer a greater variety of games, songs and puzzles. Changing activities constantly.
    Adolescents: keep in mind the importance of a student’s place within peers. Special care when correcting or assigning roles within an activity. Choice of topics reflecting their interests.
    Adults: Focus attention on the topic, prevent problem behavior and respond appropriately if it occurs.
  • 13. LEARNING STYLES
    The Neuro-Linguistic Programming model (NLP) influence by visual, auditory or kinesthetic stimuli.
    Multiple intelligences: mathematical, musical, interpersonal, spatial, emotional, etc.
    Offer a wide range of different activity types in the lessons in order to provide options for individual differences and needs.
  • 14. LEVELS
    Beginner: don’t know any English.
    False beginner: actually knows quite a lot. Activation.
    Elementary: able to communicate in a basic way.
    Pre-intermediate: have not yet achieved intermediate competence.
    Intermediate: basic competence in speaking, writing, fairly comprehend listening and reading.
    Upper-intermediate extended knowledge of grammatical construction and skill use.
    Advanced : competent level of English. Unsimplified factual and fictional texts and communicate fluently.
  • 15. ALTE
    Association of Language Testers of Europe
    Common European Framework -students ‘can do’ levels ranging
    A1: beginners and false beginners
    A2: elementary
    B1: pre-intermediate
    B2: intermediate
    C1: upper intermediate
    C2: advanced
  • 16. …learners differences
    Beginners: success or failure is easy to see.
    Intermediate: success is less obvious.
    • Plateau effect: apparent lack of improvement.
    Advanced: still danger of the plateau effect.
    Concentrate on style and perceptions, appropriacy, connotation (implying), inferences. Discursive essays…
  • 17. EDUCATIONAL AND CULTURAL BACKGROUND
    Educational: family support
    Cultural
    Learning by rote
    Learning by doing
    Mother tongue
    Multilingual classes
    Teachers need to be sensitive and explain what and why things are done in class. Offer a variety of techniques.
  • 18. MOTIVATION
    Extrinsic
    Intrinsic
    Sustaining – challenge
    Appropriate level of challenge
    Consider the affect – show caring
    Agency – delegate responsibility
  • 19. RESPONSIBILITY FOR LEARNING
    Learner autonomy
    Using dictionary
    Monolingual learner’s dictionar
    Self access centre
    Resources comprising books, videos, listening, etc.

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