Tips on classroom management

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Tips on classroom management

  1. 1. TIPS ON CLASSROOM MANAGEMENT Presented by Tabureanu Vera
  2. 2. Metaphors for a lesson <ul><li>A variety show </li></ul><ul><li>Climbing a mountain </li></ul><ul><li>Eating a meal </li></ul><ul><li>A wedding </li></ul><ul><li>A menu </li></ul><ul><li>A conversation </li></ul><ul><li>Doing the shopping </li></ul><ul><li>A football game </li></ul><ul><li>A symphony </li></ul><ul><li>Consulting a doctor </li></ul>
  3. 3. CLASSROOM MANAGEMENT ISSUES <ul><li>Patterns of classroom interaction </li></ul><ul><li>Questioning </li></ul><ul><li>Classroom discipline </li></ul><ul><li>Lesson planning </li></ul>
  4. 4. Guidelines for ordering components of a lesson <ul><li>Put the harder tasks earlier; </li></ul><ul><li>Have quieter activities before lively ones; </li></ul><ul><li>Think about transitions; </li></ul><ul><li>Pull the class together at the beginning and the end; </li></ul><ul><li>End on a positive note. </li></ul>
  5. 5. HINTS FOR LESSON MANAGEMENT <ul><li>1. Prepare more than you need: it is advisable to have an easily presented, l ight 'reserve' a ctivity ready in case of extra time . </li></ul><ul><li>2. N ote in advance which component(s) o f the lesson you will sacrifice if you find yourself with too little time for everything! </li></ul><ul><li>3. Keep a watch or clock easi ly visible, make sure you are aware throughout how time is going relative to your programme. </li></ul>
  6. 6. <ul><li>4. Do not leave the giving of homework to the last minute! At the end of the lesson learners ’ attention is at a low ebb, and you may run out of time before you finish </li></ul><ul><li>e xplaining . E xplain it earlier on, and then give a quick reminder at the end. </li></ul><ul><li>5. lf you have papers to distribute and a large class, do not try to give every paper yourself to every student! Give a number of papers to people at different points in </li></ul><ul><li>the class, ask them to take one and pass the rest on. </li></ul><ul><li>6. lf you are doing group work, give instructions and make sure these are understood before dividing into groups and handi ng out materials ; i f you do it the other way round, s tudents will be looking at each other and at the materials and they are less likely to attend to what you have to say. </li></ul>
  7. 7. REASONS FOR Q UESTIONING <ul><li>To provide a model for language or thinking. </li></ul><ul><li>- To find out something from the learners </li></ul><ul><li>( facts,ideas,opinions). </li></ul><ul><li>- To check or test understanding , knowledge or skill. </li></ul><ul><li>- To get learners to be active in their learning. </li></ul><ul><li>- To direct attention to the topic being learned. </li></ul><ul><li>- To inform the class via the answers of the stronger learners rather than through the teacher's input. </li></ul>
  8. 8. <ul><li>To provide weaker learners with an opportunity to participate. </li></ul><ul><li>- To stimulate thinking( logical , reflective or imaginative); to probe more deeply into i ssues; </li></ul><ul><li>- To get learners to review and practise previously learnt material. </li></ul><ul><li>- To encourage self-expression. </li></ul><ul><li>- To communicate to learners tha t the teacher is genuinely interested in what they think. </li></ul>
  9. 9. CRITERIA FOR EFFECTIVE Q UESTIONING <ul><li>Clarity </li></ul><ul><li>Learning value </li></ul><ul><li>Interest </li></ul><ul><li>Availability </li></ul><ul><li>Extension </li></ul><ul><li>Teacher Reaction </li></ul>
  10. 10. THE CONCEPT OF DISCIPLINE <ul><li>control </li></ul><ul><li>agree </li></ul><ul><li>rewards </li></ul><ul><li>respect </li></ul><ul><li>norms </li></ul><ul><li>obey </li></ul><ul><li>a uthoritarian </li></ul><ul><li>contract </li></ul><ul><li>accept </li></ul><ul><li>rout i ne </li></ul><ul><li>smoot h </li></ul><ul><li>power </li></ul><ul><li>consistent </li></ul><ul><li>efficient </li></ul><ul><li>responsibility </li></ul><ul><li>punishments </li></ul><ul><li>behaviour </li></ul><ul><li>authority </li></ul><ul><li>authoritative </li></ul><ul><li>cooperation </li></ul>
  11. 11. <ul><li>l.'control' v.'discipline'; </li></ul><ul><li>2.'authoritarian' v .'authoritati v e'; </li></ul><ul><li>3.'power' v.'authority '. </li></ul>
  12. 12. POSSIBLE CHARACTERISTICS O F THE DISCIPLINED CLASSROOM <ul><li>1. Learning is taking place. +? </li></ul><ul><li>2. lt is q uiet. + </li></ul><ul><li>3. The teacher is in control. ++ </li></ul><ul><li>4. Teacher and students are cooperating s m oothly. ++ </li></ul><ul><li>5. Students are motivated. ?+ </li></ul><ul><li>6. The lesson is proceeding according to plan. +? </li></ul><ul><li>7. Teacher and students are aiming for the same objective. ?+ </li></ul><ul><li>8. The teacher has natural c harismatic ‘a u thority'. ?+ </li></ul>
  13. 13. WAYS OF VARYING A LESSON <ul><li>Tempo </li></ul><ul><li>Organization </li></ul><ul><li>Mode and skills </li></ul><ul><li>Difficulty </li></ul><ul><li>Topic </li></ul><ul><li>Mood </li></ul><ul><li>Stir-settle </li></ul><ul><li>Active-passive </li></ul>
  14. 14. CRITERIA FOR EVALUATING LESSON EFFECTIVENESS <ul><li>a) The learners were active all the time. </li></ul><ul><li>b) The learners were attentive all the time. </li></ul><ul><li>c) The learners enjoyed the lesson, were motivated. </li></ul><ul><li>d) The class seemed to be learning the materia l well. </li></ul><ul><li>e) The lesson went according to plan. </li></ul><ul><li>f) The language was used communicatively t hroughout. </li></ul><ul><li>g) The learners were engaging w ith the foreign language throughout </li></ul>
  15. 15. THE END

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