This document discusses strategies for effective classroom interaction and management. It defines interaction as a collaborative exchange between people that has a reciprocal effect. Effective interaction requires risk-taking, automaticity in communication, and developing communicative competence. The roles of an interactive teacher include controller, director, manager, facilitator and resource. Questioning strategies like knowledge, comprehension, application and evaluation questions can promote interactive learning. Group work can be sustained through selecting appropriate techniques, planning tasks, monitoring progress, and debriefing. Rules for successful group work include cultural considerations, classroom arrangement, emphasis on importance, teaching cooperation, and assigning roles. Textbooks can be used creatively by omitting, replacing, adding to or adapting lessons while also going beyond the

1. Classroom management through
diversifying exercises and activities
Prof. Naima TRIMASSE
Prepared by: Sophia AKDIM
Ahmad DAKHISY
Mohamed AIT MADANI
Omar TAKY EDDIN
Brahim MEZGAR

2. Initiating interaction
By : OMAR TAKY EDDIN

3. I- What is interaction?
• Interaction is the collaborative exchange of
thoughts, feelings, or ideas between two or
more people, resulting in a reciprocal effect on
each other.
• " Telling is not teaching: listening is not learning”
• “Teaching is listening, learning is talking.”

4. • A.Theory of language
• a) The structural view :
• b).The functional view:
• c) The interactional view: sees language as a
vehicle for the realization of interpersonal relations
and for the performance of social transactions
between individuals. Language is seen as a tool for
the creation and maintenance of. social relations.

5. II-Interactive principles
Automaticity:
true human interaction is best accomplished
when focal attention is on meanings and
messages and not on grammar and other
linguistic forms.

6.  Risk taking:
interaction requires the risk of failing to produce
intended meaning, of failing to interpret intended
meaning…
 Communicative competence:
all of the elements of communicative competence
(grammatical, discourse, sociolinguistic, pragmatic,
and strategic) are involved in human interaction.

7. III- Roles of the interactive teacher:
• 1.the teacher as Controller
• 2.the teacher as Director
• 3.the teacher as Manager
• 4.the teacher as Facilitator
• 5.the teacher as Resource

8. IV- Questioning strategies
for interactive learning
Categories of questions and typical
classroom question words:
1) Knowledge questions: common question
words: define, tell, list, identify, desciribe..who? What?
Where?when?..
2) Comprehension questions: explain, define,
locate, select, indicate, summarize…

9. 3) Application questions: demonstrate how,
use the data to solve, illustrate how, show how
apply. What is (…) used for? What would
result? What would happen?
4) Inference questions: common question
words: how? Why? What did(…) mean by?
What does (…) believe? What conclusions can
you draw from..?

10. 5) Analysis questions: distinguish, diagram,
chart, plan, deduce…what is the relationship
between? What is the function of? What motive?
6) Synthesis questions: compose, combine,
develop…what if? What would you have done in
this situation? What would happen if?
7) Evaluation questions: evaluate, defend,
decide which, select, judge…which is best? Which
is more appropriate?

11. Sustaining interaction
through group work
by: Sophia Akdim

12. I- Group work
It ’s a generic term covering a multiplicity of
techniques in which two or more students
are assigned a task that involves
collaboration.

13. II- Advantages
 It encourages the development of critical thinking
skills.
 It requires the establishment of an environment
of support, trust and co-operation.
 learning can be nurtured.
Students have the opportunity to learn from and
to teach each other.

14.  It promotes student learning and achievement.
 Deep rather than surface approaches to learning are
encouraged.
 It facilitates greater transfer of knowledge and
learning.
 The focus is on student centered approach to
teaching and learning, and assessment.
 Students are involved in their own learning.

15.  It enhances social skills and interactions.
Learning outcomes are improved.
Group work offers an embracing affective climate.
Group work promotes learners responsibility and
autonomy.
It’s a step toward individualizing instruction.

16. III- Excuses for avoiding group
work
The teacher is no longer in control of the class.
We Can’t Tell Who’s Done What.
Group Work is Unfair.
Allocating Different Marks is Too Time Consuming to
Track.
Students are Not Responsible (Mature) Enough for
Team Work.

17. Students Don’t Perform At “Their” Level In Group
Work.
Students will use their native language.
We Can’t Mark Them Separately so Freeloaders
get it Easy.
Teachers can’t monitor all groups at once.
Some learners prefer to work alone.

18. IV- Rules for successful group
work
Selecting appropriate group Techniques:
 Games
 Role-play and simulations
 Drama
 Interview
 Brainstorming
 Information Gap
 Jigsaw
 Problem solving and decision making.
 Opinion Exchange

19. Planning group work:
 Introduce the technique
 Justify the use of small groups for the techniques
 Model the technique
 Give explicit detailed instructions
 Divide the class into groups
 Check for clarification
 Set the task in motion

20. Monitoring the task
Debreifing:
 Reporting on task objectives.
 Establishing affective support

21. Small group work
By: Mohamed AIT MADANI YOUSSEF

22. Taking cultural expectations and
belief systems into account.
The teacher should emphasis on the group
harmony.
‘the nail that sticks out is hammered down.’
proverb
A belief in group work requires teacher to
accept that students learn best when they work
together.

23. Arranging the classroom space for
active student participation
The seating arrangement in the classroom
should facilitate small group learning.
Students should be able to interact in a face
to face manner.

24. Emphasizing the importance of
group work
point out to students that all members will benefit.
Let students know that they will be expected to
work in groups composed of culturally and
linguistically diverse members.

25. Teach students how to work
cooperatively
Students should be taught group work skills and
terms related to it.
Share ideas take turn Assign roles student teacher
Conflict should not be viewed negatively.

26. Assigning group roles
Group task is best accomplished by assigning
roles to each member.
Define and model roles for students.
Take into account English proficiency level of
students when assigning roles.

27. Strategies for engaging students in
group work
•Showdown
•Round tabl
•Three minutes review
•Talking chips
•Fan and pick
•Numbered heads together
•Jigsaw
•Think-pair-share

28. Reflection and self-assessment
Students should reflect on:
How they work together.
Individual participation
Difficulties
Good way to work more effectively

29. M.A TEFL & ICT
CLASSROOM MANAGEMENT COURSE
Prof Naima TRIMAS
USING TEXTBOOKS
Ahmed dakhissi

30. Outline:
1 Reasons for / against textbook use
2 Options for textbook use
3 Going beyond the textbook
4 Concluding remarks

31. 1. Reasons FOR / AGAINST textbook use
FOR
 Textbooks provide an attractively
presented teaching material
 Textbooks are well structured
(consistent grammar, appropriate
vocabulary exposure and practice, a range
of skills and tasks,…

32.  Textbooks are time saving (it takes less time to
prepare a lesson from a textbook)
 Textbook’s teacher guide helps teachers
with methodology
 Textbooks are reassuring for ss (they allow to
review what has been done and prepare for
what’s coming)

33. 1. Reasons FOR / AGAINST textbook use
Against
Textbooks are boring (Teacher and ss are just
page turners)
 Textbooks are lacking variety
 Textbooks are not always appropriate (every
context is unique)

34.  Textbooks are endangering the
engagement which a student
centered classroom offers
 Textbooks are only proposals for
action, not instruction for action

35. 2. Options for textbook use
WHEN TEACHERS (FOR WHATEVER REASON)
DECIDE TO AMEND PARTS OF A TEXTBOOK, THEY
HAVE FOUR ALTERNATIVES:
Omit
Replace
Add
Adapt

36. 2. Options for textbook use
Omit
WHEN THE LESSON IS NOT APPROPRIATE, THE
TEACHER CAN SIMPLY OMIT IT AND GET ON
WITH STH ELSE.
SS MAY, HOWEVER, WONDER WHY THEY’RE
USING THE TEXTBOOK IF MANY PAGES ARE
OMITTED.

37. 2. Options for textbook use
Replace
THE TEACHER CAN REPLACE THE
TEXTBOOK’S LESSON WITH ONE’S OWN.
THIS WILL FIT MORE THE SPECIFIC
CONTEXT AND SS’ NEEDS

38. 2. Options for textbook use
Add
THE TEACHER MAY ADD TO WHAT IS IN THE
TEXTBOOK. WHEN THE TEXTBOOK’S LESSON
DOES NOT ALLOW INTERACTION AND SS’
ENGAGEMENT, THE TEACHER MAY ADD
ACTIVITIES, EXERCISES… TO ACHIEVE THAT.

39. 2. Options for textbook use
Adapt
THE TEACHER CAN ADAPT CREATIVELY
THE TEXTBOOK LESSON BY REPLACING
SOME (NOT ALL) OF THE SUGGESTED
ACTIVITIES, REWRITING PARTS OF IT,
REORDERING OR REDUCING ACTIVITIES

40.  Using textbooks creatively is one of the
teacher’s premier skills
 There are no perfect textbooks, usually
advantages outweigh drawbacks
 Accessing a multitude of teaching
materials is no longer a problem, but
using effectively and how using can be.

41. 3. GOING BEYOND THE TEXTBOOK
3.1) Reasons for G.B.T
3.2) How to G.B.Tise?
3.3) G.B.Tising constraints

42. 3.1) REASONS FOR GBT
it’s challenging, esp in EFL situation,
to find a real life context in which
the target lge can be used
meaningfully
GBT exposes SS to a rich linguistic and
conceptual context

43. 3.1) REASONS FOR GBT
GBT allows the teacher to address a
multitude of Lge skills and
facilitates skills integration
GBT allows SS to process
information differently based on
•
their different learning styles and
intelligences
•

44. 3.1) REASONS FOR GBT
GBT enhances teacher creativity
SS appreciate the personal touch of
their teacher on teaching materials
•
Varying sources and dealing with
•
them eclectically motivates SS
•

45. 3.2) HOW TO G.B.TISE?
Relevance to SS needs: do my SS
really need this?
Appropriateness to SS’ linguistic
and cultural background
Relevance to official guidelines

46. 3.2) HOW TO G.B.TISE?
Authenticity (esp. in listening
materials)
Lay out: good presentation to
interest SS

47. 3.2) HOW TO G.B.TISE
Flexibility: continuous reflection
on own materials so that these
materials don’t become other
textbooks
Variety to touch different
learning styles and intelligences

48. example
Please observe the rules prohibiting the
combustion of vegetable material and
the exhalation of noxious fumes in this
auditorium
No smoking

49. Learners don’t care how much
you know until they know how
much you care.

50. 3. GBT CONSTRAINTS
How to find appropriate materials
among the vast amount of information
available (esp on the net)
How to find appropriate materials for my
specific context. It’s preferable for materials to
focus on local or known context which allows
SS to focus on lge use rather battling with
unfamiliar contexts

51. 3. GBT CONSTRAINTS
Fitting syllabus objectives: the
teacher should know well the
syllabus
Financial constraint

52. 3. GBT CONSTRAINTS
Time pressure: the syllabus length
doesn’t allow the teacher to go beyond
the textbook
Large classes

53. 4. CONCLUSION NOTES
Teaching can never be based on a
single textbook, no textbook can fit
all teaching/learning situations (one
size does not fit all)

54. 4. CONCLUSION NOTES
Textbooks don’t have meaning,
teachers give textbooks meaning

55. 4. CONCLUSION NOTES
Varying teaching materials is a very
important aspect of teacher’s
professional development. The more
various ways you use the more SS
you reach

56. 4. CONCLUSION NOTES
The textbook is a dead material,
it needs to be spiced up with
supplementary material

57. 4. CONCLUSION NOTES
It’s not the question of adopting or
adapting a textbook, it’s “How” which
matters.
“a poor teacher will manage to ruin the
perfect textbook while the good teacher
can work miracles with the world’s worst
textbook”
Keith Walters

58. THANK YOU
YOU’VE BEEN
A WONDERFUL
AUDIENCE

59. John came back home late, his mother asked
him: John, where were you? I was looking for
you. John replied: well mum, I was teaching
my dog how to play piano.
The mother said amazingly: “and now, can
your dog play the piano?
John said: how can I know mum? I said I was
teaching the dog, I don’t know whether the
dog learned that or not.
The ONLY objective of teaching is LEARNING

60. Authentic activities/tasks/materials
by: BRAHIM MEZGAR

61. I- authentic avtivities/tasks
 “Tasks with a real-world rationale require learners
to approximate, in class, the sorts of behaviours
requeired of them in the world beyond the
classroom.”
 An example of real world task might be : “the
learner will listen to a weather forecast and identify
the predicted maximum temperture for the day”
DAVIDNUNAN

62. II- Authentic Materials
DAVID NUNAN stated that a rule-of-thumb
definition of authentic materials is any
material which has not been specificully
produced for the purposes of language
teaching.

63. III-Types of authentic materials
 Gebhard suggested many types of authentic
materials:
1. Authentic Listening/Viewing Materials
2. Authentic Visual Materials
1. Authentic Printed Materials
2. Realia (Real world"objects)

64. IV- Types of authentic activities
Interactive Simulations
Listening Activities
Listening/ Viewing Activities
 Activities Using Cultural Objects

65. V- Advantages of authentic materials / tsks/ activities
 It provides students with the opportunity to make
use of non-linguistics clues ( lay out, pictures,
colours, symbols, the physical sitting in which it
occurs) and so more easily to arrive at meaning
from the printed word.
 Adults need to be able to see the immidiate
relevence of what they do in classroom to what
they need to do outside it, and real life reading
matter treated realistically makes the connection
obvious

66. It’s a way to bring real world experiences into the
classroom by focusing on practical language skills.
Motivation and renewed interest in the subject
matter will be incresed in students because they
deal with content and situations that are
meaningful for them.
authentic texts are often regarded as more
interesting than textbook materials because they
can be more up-to-date, and relate to everyday
issues and activities

67.  Authentic materials, particularly audio-visual ones
such as films and TV shows, offer a much richer
source of input for learners
making connections between the classroom world
and the world beyond it makes the learning
process more easier
Exposed to more authentic activities, students can
increase confidence in using the language.

68. VI- Problemes with authentic activities /
materials
Special preparation is necessary which can
be time consuming
With listening, too many differnt accents can
confuse students perception of the in put
grammatical items show up unexpectedly,
and without warning, which require students
to have mastered a core knowledge of
grammar

69. VII- Classroom management and authentic
tasks/materials
They make students more likely to love the
subject, which makes them attend on time so
that interuptions caused by lateness can be
avoided.
They cupture and stumulate the learners
interest which can contrebute to decreasing
disruptive behaviours

70. Setting arrangement