Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

0

Share

Download to read offline

Activity # 2

Download to read offline

Classroom management and classroom interaction

  • Be the first to like this

Activity # 2

  1. 1. ENGLISH TEACHING METHODOLOGY PROFESSOR: MST. NESTOR BONILLA STUDENT: ANTONIO RODRIGUEZ CASTRO
  2. 2.  It is considerad the ability to control and inspire a class.  It es crucial the communication with te student.  Teachers requiere emphatize with people  The emphaty allow them to almost feel whether if the level of language is appropriate for the audience.
  3. 3.  It is a crucial for Teacher’s job.  Establish a set of standards concerning class procedures and routines and stick to them  Teacher should be very clear in establishing some general basis of discipline.  Teacher should manage routines that best suit their teaching style and situation.
  4. 4.  PROXIMITY Teacher should be conscious of their proximity and in assessing their student`s reaction.  APPROPIACY Teacher’s position in which manage a class.
  5. 5.  MOVEMENT Teacher move around in te classroom to manage the classroom effectively.  CONTACT Teachers must watching and listening carefully .move around the class, making eye contact with student and answer appropriately students questions
  6. 6.  Sitting in orderly rows.  Sitting in a large circle around the classroom  Sitting in small groups working in different parts of the room  Sitting in a horseshoe shape around the teacher  Sitting on separate tables.
  7. 7.  Whole class Teacher may work with the whole class in an arragement class focusing on him or her a task in hand.  Group work and pairwork -It is a cooperative form in which students disscuss a topic or solving problem. - Students participate more equally
  8. 8.  Pairwork Students work on the problem or talking about something  Solowork Students work on their own speed, allow them thinking time in short to be individuals.
  9. 9.  Audibility -Teacher need to be audible and try that all of students may hear.  Variety It is important vary the quality of their voices depending on the type of activity.  Conservation It is important vary the voices avoiding shouting -
  10. 10.  Creating a positive environment  Classroom procedures and routines  Checking attendance  Questioning
  11. 11.  It is know as Initiation Response Feedback IRF  Teachers initiate with an exchange in form a question ,one student answer ,or feedback  It does not always have to be in hands of the teacher.  Sometimes , it might be between students, or between a student and the material
  12. 12. GROUP WORK Students work in small group about interactions Closed-ended teaching questioning Only one right response gets approved and it may initiate through games Individual work Students work independly and teacher monitor and assist students Choral responses Teachers give a model in which is repeated by student in a choral manner Collaboration Students sort the task as individual work but work together. Usually work in pair to achieve the best result
  13. 13. Students initiates teacher answer Through guessing games. Students think of questions and teacher respond bu teacher decide what ask Full- class interactions Students debate a topic or do a language task as a class Teachers stimulate and monitor the participation Self access Students choose their own learning task and work automosly Open –ended teacher questioning Students mention possible right answer
  14. 14.  Learner perform a learning task throught small-group  Learners activate in a particular form  the practice of orla fluency  Learners are divided into groups to get many opportunities to participate  The success of group work will depend on the sorrounding social climate and how the class apply it
  15. 15.  Presentation The instructions are crucial to starting the task Explain the task in the mother tongue if it is necessary. An clear example will clarify the activity.  Process Move from group to group monitoring the task. Provide general approval and support. Helping student who are having difficulty Keeping the student using the target language.
  16. 16.  Ending A set of time limit will help to draw the activity to a close at a certain point  Feedback A feedback session takes place in the context of full-class interactions after end of the group work
  17. 17.  Readers  Respond to listening  Wordcard  Textbook question in class  Worksheet  Textbook exercises for homework  Varied task

Classroom management and classroom interaction

Views

Total views

175

On Slideshare

0

From embeds

0

Number of embeds

0

Actions

Downloads

2

Shares

0

Comments

0

Likes

0

×