The document discusses questions about how places that move large numbers of people, like airports or train stations, are physically organized and whether they effectively facilitate the flow of people. It also asks how navigational information is communicated to individuals and groups, and if there are common logistics or characteristics of a culture that contributes to successful travel within these spaces. The document suggests discussing these questions by writing down ideas and sharing them in pairs and groups.

1. Hello everybody. Thank you for
being here and having me .

14. Discuss the following questions, writing down your ideas.
1.How are such places physically organized? In your experience,
are they effective at moving large numbers of people quickly? Do
they encourage people to communicate with each other?
2. How is information about navigating through these places
communicated, both at the group and at the individual level?
3. Is there a set of logistics that are common to such situations? If
so, list some. If not, list some that you think might be useful.
4. Is there an airport or railway station or market place culture? If
so, what are some characteristics of it that contribute to successful
travel? If not, is there away such a thing could be established to
facilitate travel ?

17. https://www.youtube.com/watch?v=QnnNNjJWv8U

20. TPS
Think
individually
Pair
(With your
colleague )
Share
( In groups of
four )

21. 1.It’s effective discipline 2.It’s being prepared for class
3.It’s motivating your students
4.It’s providing a safe, comfortable
learning environment
5.It’s building your students’
self esteem
6.It’s being creative and
imaginative in daily lessons
And
………………………………………
It s different for EVERYONE!!

22. WHY IS IT DIFFERENT FOR EVERYONE ?

23. Answers
Teaching Styles Personality/Attitudes
Student population
Not all management strategies are
effective for every teacher. So
………….
…….Try different strategies to see if they work for you

24. video
https://www.youtube.com/watch?v=RqvBjvbsUxs

25. Managing Large Classes
SAW or DIDN’T SEE?
1. Rules posted on walls. __________
2. Teachers shouting to be heard._________
3. Teachers scolding or punishing
students.________
4. Teachers highlighting positive student
behaviors._________
5. Long, complex teacher instructions for
activities._________
6. Quick and fair systems for calling on
students._________
7. Quick and smooth transitions between
tasks.__________
8. Students off task or not participating._________

26. 1. Rules posted on walls.
2. Teachers shouting to be heard.
3. T’s scolding or punishing students.
4. T’s highlighting positive student behaviors.
5. Long, complex teacher instructions.
6. Quick and fair systems for calling on
students.

27. 7. Quick and smooth transitions
between tasks.
8. Students off task or not participating

28. Preview vocabulary
Can you match each definition
with the right term

29. Teaching approaches,
methods, materials, and
techniques.
Pedagogy

30. Classifying people (students)
into categories, using
incomplete information.
Calling a student “stupid” or
“lazy” is labeling.
Labeling

31. Something that gives a name
or an identity to individuals.
In a classroom, this can be a
name tag, name cards on
desks, group names, etc.
Identifier

32. The predictable organization
of the classroom and
lessons.
Established
framework

33. All aspects of the classroom
the teacher may have some
influence over, e.g., physical
arrangement of space,
student motivation, teaching
approach, lesson plans,
disciplinary techniques, etc.
Classroom
management

34. Results of an event or a
behavior. In the classroom, it
usually refers to the results
of negative behavior.
Consequences

35. A list of classroom activities
for that day, usually written
on the blackboard in the
order that the activities will
be covered.
Agenda

36. Feedback from friends or
other students in the class
that supports positive
behavior and/or learning.
Peer
reinforcement

37. Proactive teacher behaviors are
those that anticipate student
behaviors and reactions and plan the
classroom to avoid problems. Student
behavior then tends to be more
positive and constructive than
negative. Reactive behaviors are
those that react to student behavior
after a problem develops.
Proactive vs. Reactive

38. To make easier; help
something to happen more
smoothly.
Facilitate

39. Tests given at any time
during the term, frequently at
the beginning, in order to
determine student strengths
and weaknesses. Results
provide help in planning
future lessons.
Diagnostic tests

40. Always reacting the same
way, or applying rules and
expectations in the same way
for all students at all times.
Consistency

41. A large fish with reddish
meat.
Sockeye salmon

42. Practical arrangements
needed to make the
classroom operate
successfully, e.g.,
attendance, homework
collection, paper distribution
and collection, student
movement, etc.
Classroom logistics

43. A form or outline that busy
teachers can use for planning
all of their lessons. The form
is general enough that it can
be adapted to the specific
needs of each class.
Lesson plan
template

44. Many language teachers
hold a negative view of
teaching English in large
classes.
Often can we hear them say such
words as :
It's difficult to keep good
discipline going in a large class.

45. How can you develop a good
discipline in a large class ?

46. 1. A good lesson
preparation helps you to
dominate the class.

47. 2. Setting up different
teaching objectives or
assigning different
homework for different
level of students.

48. 3. Providing more chances
for students to participate
through individual work –
pair work – group work
and whole class work.

49. 4. Moving aroud the
class.

50. 5. Lowering the voice if the
class is too noisy.

51. 6. Use rewards for positive
behaviour

52. 7. Establish a code of behaviour
that is created by teachers and
learners together.They should
state clear basic rules of conduct
that learners understand, such
as :
. They have to work quietly.
. They may talk but not loudly
. Children who have finished the
lesson task can read a book to keep
them busy.

53. 8. Appoint responsible
group leaders who can
help maintain discipline.
They can give out and take
in work for the groups and
explain what the groups
must do.

54. 9. Plan the group work
using the seating plan
(regular groups)

55. 10. Organizing cooperative
learning activities such as
think-pair – share, Three
step interview and jigsaw
to develop students’
comprehensive language
competence and
cooperative skills.

56. 11. Making use of modern
teaching means e.g using
multimedia instructions,
using internet techniques

57. Problems and advantages
of teaching large classes.

58. Problems

59. * To keep good discipline of the class.
* Lack of individual intention
* Hard to organize class activity
* Lack of time and space.
* Difficult to provide equal chances
for the students to participate and
practise.
* Difficult to evaluate.
* Difficult to teach students with
mixed abilities.
* You may not have enough teaching
and learning aids.

60. Advantages
Large classes can :

61. Provide richer human
resources and greater
opportunities for creativity.

62. More students mean more
ideas and therefore
provide more opinions and
possibilities

63. Provide more opportunities
for co-students’ interaction.
Foster an atmosphere of
cooperation and encourage
creativity and innovation.

64. Bring not only challenges
but also opportunities for
teachers.

65. During project work, children
can learn to share
responsability and help each
other. This also brings variety
and speeds up the work.

66. Men s Classroom ManagementsVsWomen s
Classroom Management.
Are women better at cooking than men ? Are women
more skillful at housekeeping than their rivals ? Are
women more intelligent than men ? Can women
teachers master their pupils and classes better than
men teachers ?
It s very hard to take a decision .

67. https://www.youtube.com/watch?v=0BxckAMaTDc

70. Think of « 2 » stars and « 1 » wish
• I like the way you……………
• You provided a lot of samples
of……..
wish
• I wish to see more of ………