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METHODOLOGY 6B

Phương pháp 6B

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Ho Van Ket
Ngo Viet Luan
Le Thi Thuy Trang
Group members
Instructor: Le Thi Phuong Chi
METHODOLOGY 6B
Coping With Large ClassesCoping With Large Classes
A variety of
suggestions for
dealing with the
management and
grading of large
classes
1. Classroom ManagementWhat is classroom management?
• Techniques and procedures
• Controll S behavior
• Setting up different kinds of tasks
• Dealing with disruptive behavior
• Using audio-visual aids, realia and
equipment
• How to pass out or collect papers.
• Writing on the board, getting Ss to
stop talking.
• Class organization, maintaining S
interest levels.
• Checking for comprehension,
teaching new information.
2. Class Participation
• Students are less willing to answer
questions.
• Students’ prior learning experiences.
• Another roadblock can be
motivation: “If there is always
someone else to answer the
questions, it never has to be me.”
B. Seating Charts and Index Cards
• Seating charts : Ss are required to sit in
their assigned seat, no matter what, T
keeps a record of who’s done oral
responses, and that keeps T on track, so
the Ss sitting way in the back whom T can
hardly see has an equal opportunity to
participate.
• Index cards: This cards can be simple or
complex as you want. Index cards often
contain photos and Ss’ information.
Using these cards not only allows
attendance to be taken quickly and
smoothly, but also allows for maximum
efficiency in class participation.
C. Questions and Interaction
• Another way to keep Ss’minds on class is by
asking questions.
• Keeping Ss interested can depend on how
you ask the questions.
• Asking the class if they prefer T to call on
individuals or to wait for a volunteer.
• If Ss know a teacher will be asking questions
of each student, the level of motivation to
prepare for and participate in class increases.
• Most questions in a large class with diverse
English levels should be quite basic.

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METHODOLOGY 6B

  • 1. Ho Van Ket Ngo Viet Luan Le Thi Thuy Trang Group members Instructor: Le Thi Phuong Chi METHODOLOGY 6B
  • 2. Coping With Large ClassesCoping With Large Classes A variety of suggestions for dealing with the management and grading of large classes
  • 3. 1. Classroom ManagementWhat is classroom management? • Techniques and procedures • Controll S behavior • Setting up different kinds of tasks • Dealing with disruptive behavior • Using audio-visual aids, realia and equipment • How to pass out or collect papers. • Writing on the board, getting Ss to stop talking. • Class organization, maintaining S interest levels. • Checking for comprehension, teaching new information.
  • 4. 2. Class Participation • Students are less willing to answer questions. • Students’ prior learning experiences. • Another roadblock can be motivation: “If there is always someone else to answer the questions, it never has to be me.”
  • 5. B. Seating Charts and Index Cards • Seating charts : Ss are required to sit in their assigned seat, no matter what, T keeps a record of who’s done oral responses, and that keeps T on track, so the Ss sitting way in the back whom T can hardly see has an equal opportunity to participate. • Index cards: This cards can be simple or complex as you want. Index cards often contain photos and Ss’ information. Using these cards not only allows attendance to be taken quickly and smoothly, but also allows for maximum efficiency in class participation.
  • 6. C. Questions and Interaction • Another way to keep Ss’minds on class is by asking questions. • Keeping Ss interested can depend on how you ask the questions. • Asking the class if they prefer T to call on individuals or to wait for a volunteer. • If Ss know a teacher will be asking questions of each student, the level of motivation to prepare for and participate in class increases. • Most questions in a large class with diverse English levels should be quite basic.
  • 7. 3. Reviewing In content classes with huge volumes of material, it can be especially necessary to review consistently in order to help Ss retain info and to follow the development of the syllabus. Before beginning the lecture and during logical breaks in the lecture, she usually does a review of the last lesson or review/summary of the last half. She accomplishes this by asking Ss to: • go over homework assignments. • Talk to a partner about three things they learned last week. • go over their notes with a partner. • Write down the answers to several questions. • Discuss with a classmate what they know about a topic. • Discuss any questions they might have. • Complete a handout.
  • 8. 4. Small Groups and Visual Aids A.Small groups Strohm: She has Ss form their own groups of six, which they must stay in for the remainder of the semester. The group comes up with a team name and mascot. To eliminate role ruts, group members must exchange roles in writing up reports or presenting info to the class. B. Visual Aids •Strohm thinks the best method is really to have interesting presentations in the content classes. •She uses pictures, maps, and demonstrations to keep attention. When she is well-prepared the Ss seem to appreciate it and pay attention and respond.
  • 10. a). ATTENDANCE/PARTICIPATION a.1 As a seminar with 10 points 10 points 8 & 5 points 7 points 0 points a.2 Use index card On time Forget book and tardy An excused absence An unexcused absence Shuffle the index cards of all Ss present Call on Ss starting from the top of the card piles Mark such as four to zero record the result Group the cards according to whether or not each Ss answers correctly
  • 11. b).HOMEWORK * T designs and makes a posters which depicted one grammar idea * Ss creatively use words and pictures to make their explanation simple and comprehensible * Ss present the posters to rest of the class b.1 * T asks Ss to write teacher- directed journals *T divides class in half so that each Ss have a partner to write a response their writing * T collects and grades a number of journals randomly b.2 *Utilizing group in class assignments or group homework * Ss write out and hand in the assignment and group homework b.3
  • 12. c).EXAMS How do you feel if you are going to take an exam?  T creates an oral interview that blended in elements of an objective written exam  The structure of an oral exam is rather simple: a role-play is performed by 3 students, a free question and a memorized poem…  This testing process is not boring and it can also help Ss become more interesting in examinations  An oral exam allows Ss’ personalities and individual abilities to shine through
  • 15. According to Du, why are students less willing to answer questions in a large class? A. Because they are lazy to answer questions. B. Because they think that “some one else will answer.” C. Because there are more classmates before whom they might lose face, also a large class increases that “some one else will answer” feeling.
  • 16. Using a set of index cards not only allows attendance to be taken quickly and smoothly, but also allows for maximum……………in class participation. efficiencyefficiency efficiency
  • 17. Another way to keep students ’minds on class is by asking questions. A. True B. False C. Not given
  • 18. According to ……….. , use of small groups and visual aids, in chorus with innovative and challenging teaching, can make the experience of teaching large classes smoother and more enjoyable. A.David Nunan B.Shelley Davis C.Strohm D.Wheeler
  • 19. How many points will Ss get if they have an excused absence? 7 points
  • 20. The structure of an oral exam is rather simple: ………..is performed by 3 students, a free question and a memorized poem. A.A role-play B. An interview C.A discussion D.All of them