This document outlines the plan and content for Week 3 of an education course. It focuses on the key concepts of classroom management and communication signs. Some main points covered include: defining classroom management and its relationship to discipline; the importance of good communication skills for teachers; verbal and non-verbal signs in the classroom like questioning techniques, proxemics, and kinesics; analyzing classroom interactions in a mockumentary; principles of classroom management; and an introduction to the topics of Week 4 on language and multilingualism.
Presentation Speech Acts in EFL Classroom InteractionEdgar Lucero
This research project focuses on identifying what types of speech acts emerge and are maintained in the teacher-student interactions in an EFL Pre-intermediate class at university level. This work contains a description of how the types of speech acts, which take place in the EFL class observed, are developed in pro of communication, and then constructed as a result of it. This research study then answers two questions: what types of speech acts emerge and are maintained in interactions between the teacher and the students in class? And, how do these types of speech acts potentially influence on both interactants’ interactional behavior in class? The analysis is done under the ethnomethodological conversation analysis approach in which the details of the interactions are highlighted to identify the speech acts with the development and potential influence they may have in the interactional behavior of the participants, the students and the teacher. The findings show that there are two main interactional patterns in the EFL class observed: asking about content and adding content. Both present characteristic developments and speech acts that potentially influence on the teacher’s and the students’ interactional behavior in this class. The findings of this research project will serve for reference and evidence of the patterns of communication that emerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.
Presentation Speech Acts in EFL Classroom InteractionEdgar Lucero
This research project focuses on identifying what types of speech acts emerge and are maintained in the teacher-student interactions in an EFL Pre-intermediate class at university level. This work contains a description of how the types of speech acts, which take place in the EFL class observed, are developed in pro of communication, and then constructed as a result of it. This research study then answers two questions: what types of speech acts emerge and are maintained in interactions between the teacher and the students in class? And, how do these types of speech acts potentially influence on both interactants’ interactional behavior in class? The analysis is done under the ethnomethodological conversation analysis approach in which the details of the interactions are highlighted to identify the speech acts with the development and potential influence they may have in the interactional behavior of the participants, the students and the teacher. The findings show that there are two main interactional patterns in the EFL class observed: asking about content and adding content. Both present characteristic developments and speech acts that potentially influence on the teacher’s and the students’ interactional behavior in this class. The findings of this research project will serve for reference and evidence of the patterns of communication that emerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.
07 Asia TEFL: Web-based video self-analysis of conversation and presentationsgetchan
Outline of a project during 2005 -2007 when students in an EFL conversation class videotaped conversations and presentations, analysed them, and practiced points in order to improve.
07 Asia TEFL: Web-based video self-analysis of conversation and presentationsgetchan
Outline of a project during 2005 -2007 when students in an EFL conversation class videotaped conversations and presentations, analysed them, and practiced points in order to improve.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
Meeting and Workshop Medea District 3
I would like to thank Mrs Arab for inviting me to take part in her meeting and training workshop for the teachers of her district
Big Thank to all the teachers and to their precious collaboration
The meeting points
** The New didactic guide 2023
** Characteristics of Young Learners
** The exit profile
** Learning styles
** What teaching strategies are good for different learning/perceptual styles?
**Classroom Guidelines
** Framing of the Syllabus
** Target Competences
** Main Adjustments
** Topics and communicative objectives
** The teaching and learning framwork
** How to demonstrate phonemic awareness
** Tips for teaching writing
** The problem solving situation
** Suggested sesison lay out
** Assessment
** Workshop tasks
For futher reading pleased download the PDF copy
2. Week 3: Plan 1. Review of the previous class 2. Key concept for today: classroom management 3. Signs in classroom communicationand classroom management 4. Application: Analysis of the mockumentary Summer Heights High Break 5. Practice seminar & seminar assignment 6. Charting Educational Landscapes (CED) project: Q/A 8. Summary and intro to Week 3
3. Key concept: Classroom Management and Discipline Write down what you mean by classroom management and discipline. What is the relationship between the two. (group work)
4. teaching as communicating in signs Communication is grounded in the interpretations resulting from the sending, emitting, and receiving of signs of all kinds. Communication has to do with our interactions with others and with how we make sense of our worlds. Communication extend to how we deal with people. In order to become a good teacher and classroom manager, one must first become a GOOD COMMUNICATOR and, it follows, a good READER AND USER OF SIGNS.
5. Verbal signs Classrooms are highly verbal places, with a strong emphasis on written and especially spoken language Law of two-thirds (Flanders, 1963). Do you agree? Discourse Instructional Questioning (information and elicitation Q’s) Types of questions: personal, to check comprehension and knowledge, to advance the lesson, evaluation, divergent questions (creative thinking)
6. Questioning: DO’s Listen actively Give time fro student responses Avoid questions that can be answered ‘yes/no’ Ask the question, then name the student
7. Questioning: DOnt’s Put the student down for her/his answer Get into the habit of repeating the answer Ask the inattentive student Use fill-in-the-blank kinds of questions
8. Questioning: encouragment Show respect; care about the answer (listen to it!) Distribute and tailor questions Give encouragement as well as positive statements Model curiosity; ask authentic questions Allow time for students to wonder and ask Encourage self-questioning and independent and joint searching for answers; do not help too much.
9. non-Verbal signs All elements in communication that are not essentially linguistic in nature. Environmental factors: school and classroom size Proxemics – the meaning and use of one’s social and personal space. Proxemicsis related to the environmental factors: different spatial configurations of desks and tables (lead to different classroom dynamics for the students and teachers present.) Kinesics: body movement, posture, and facial and eye behaviour. Q: How do you know when teachers are enthusiastic about teaching their subjects? Paralanguage – non-linguistic accompaniments to speech (voice volume, tempo, pitch, intensity, hesitations and pauses) Artefacts – manipulated objects in contact with the interacting persons (e.g., perfume, clothes, eyelassesor contact lenses, lipstick, earrings, assorted beauty aids, etc.). They should be jugded within the total context of the moment!
10. Summer Heights high http://www.youtube.com/watch?v=tGq4shb_O3Y Watch the YouTube video and analyze the intereaction/communication. Pay special attention to non-verbal factors: environmental, proxemics, kinesics, paralanguage, artefacts, etc. Post your comments on YouTube
12. CLASSROOM MANAGEMENT http://www.youtube.com/watch?v=B4b8GQ-2YfU&feature=related Assess the video according to the principles below from Smith (p. 101). Post the comments on YouTube 1. Focusing principle 2. Principle of direct instruction 3. Monitoring principle 4. Modelling principle 5. Cuing principle 6. Principle of environmental control 7. Principle of low profile intervention 8. Principle of assertive discipline 9. I-message principle 10. Principle of positive reinforcement
15. Summary and Intro to Week 4 Key concepts for the next week: language, multilingualism Lecture: Multilingualism Applications: Language in public spaces and places: educational and pedagogical possibilities