ok, let's hear the problems
N.Sellam: problems are:
1. Learners may not be ready for independence. They need more
guidance at the beginning.
2. Learners come from different educational backgrounds. Some
are used to more teacher-centered approaches.
3. Large classes make it difficult to monitor individual learners.
4. Learners may lose focus without proper classroom
management.
So independence strategies need to be implemented gradually
with proper support and monitoring. Agree?
This chapter discusses the importance of time management for teachers. It notes that time can be divided into two categories: daily time spent before and after classes preparing and managing professional duties, and time spent directly with students during classes. Proper time management is key to both improving student achievement and preventing discipline issues. The chapter emphasizes structuring lessons efficiently, minimizing transitions, and maximizing instructional time. It provides tips for managing time such as planning ahead, multitasking, using time limits, and learning to say no.
The discussion focused on classroom environment and climate. Key factors that influence classroom climate were identified as ecology, milieu, social system, and culture. Additionally, 8 aspects that influence how learners feel in class were outlined: clarity of outcomes, order, standards of behavior, fairness, participation, support, safety, and an interesting/comfortable environment. Three stages of building a positive classroom climate were also discussed: establishment, consolidation, and cohesion. When managing the physical environment, educators should consider visibility, accessibility, flexibility, comfort, and aesthetics ("VAFCA"). Large class sizes present challenges that can be addressed through appropriate resources and motivating learner
This document discusses strategies for creating a positive classroom environment and effective teaching. It addresses:
- Considering physical classroom features, voice, body language, and handling unexpected situations.
- Developing roles and teaching styles appropriate for lessons and audiences.
- Strategies like seating arrangements, board use, and ensuring equipment works properly.
- Generating classroom energy through preparation, confidence, believing in students, and finding joy in teaching.
Three key points from the document:
1) Many first-year teachers experience feelings of being overwhelmed in their first few days and months of teaching, which can sometimes lead them to leave the profession early. High turnover rates are a problem, especially for beginning teachers.
2) New teachers go through phases in their first year including anticipation, survival, disillusionment, and rejuvenation. Support from mentors, administrators, and other teachers is important for helping new teachers through these phases.
3) Establishing clear routines and procedures is essential for classroom management and allowing lessons and activities to run smoothly. New teachers must also be organized and reasonable in their expectations as they gain experience.
Classroom management involves everything a teacher must do to carry out their objectives, including planning, instructional delivery, grouping students, and maintaining student behavior. It should be based on educational research and focus on building positive relationships and engaging instructional methods to facilitate learning. Comprehensive classroom management establishes behavioral standards through collaborative processes and employs a variety of techniques to address inappropriate behavior. Effective classroom management maximizes instructional and academic learning time.
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
This document provides 10 classroom management techniques for faculty members. It begins by explaining that effective classroom management is about preventing problems and creating a positive learning environment. It then discusses that establishing a positive climate for learning is challenging but important for teacher effectiveness. The document features 10 proven techniques from experienced instructors for creating favorable learning conditions, including starting the semester strongly, preventing cheating, incorporating management into the syllabus, handling talkative students, building relationships, using behavior contracts, and employing humor. The goal is to provide practical strategies for an organized, positive classroom.
The document summarizes an orientation for new teachers in Asheboro City Schools. It includes an icebreaker activity where teachers select a candy bar to learn about their personality. Teachers participate in group activities to discuss expectations and questions. Presentations are given on classroom management, creating a positive learning environment, and the induction and mentoring program. Teachers have panel discussions with experienced teachers and administrators.
This chapter discusses the importance of time management for teachers. It notes that time can be divided into two categories: daily time spent before and after classes preparing and managing professional duties, and time spent directly with students during classes. Proper time management is key to both improving student achievement and preventing discipline issues. The chapter emphasizes structuring lessons efficiently, minimizing transitions, and maximizing instructional time. It provides tips for managing time such as planning ahead, multitasking, using time limits, and learning to say no.
The discussion focused on classroom environment and climate. Key factors that influence classroom climate were identified as ecology, milieu, social system, and culture. Additionally, 8 aspects that influence how learners feel in class were outlined: clarity of outcomes, order, standards of behavior, fairness, participation, support, safety, and an interesting/comfortable environment. Three stages of building a positive classroom climate were also discussed: establishment, consolidation, and cohesion. When managing the physical environment, educators should consider visibility, accessibility, flexibility, comfort, and aesthetics ("VAFCA"). Large class sizes present challenges that can be addressed through appropriate resources and motivating learner
This document discusses strategies for creating a positive classroom environment and effective teaching. It addresses:
- Considering physical classroom features, voice, body language, and handling unexpected situations.
- Developing roles and teaching styles appropriate for lessons and audiences.
- Strategies like seating arrangements, board use, and ensuring equipment works properly.
- Generating classroom energy through preparation, confidence, believing in students, and finding joy in teaching.
Three key points from the document:
1) Many first-year teachers experience feelings of being overwhelmed in their first few days and months of teaching, which can sometimes lead them to leave the profession early. High turnover rates are a problem, especially for beginning teachers.
2) New teachers go through phases in their first year including anticipation, survival, disillusionment, and rejuvenation. Support from mentors, administrators, and other teachers is important for helping new teachers through these phases.
3) Establishing clear routines and procedures is essential for classroom management and allowing lessons and activities to run smoothly. New teachers must also be organized and reasonable in their expectations as they gain experience.
Classroom management involves everything a teacher must do to carry out their objectives, including planning, instructional delivery, grouping students, and maintaining student behavior. It should be based on educational research and focus on building positive relationships and engaging instructional methods to facilitate learning. Comprehensive classroom management establishes behavioral standards through collaborative processes and employs a variety of techniques to address inappropriate behavior. Effective classroom management maximizes instructional and academic learning time.
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
This document provides 10 classroom management techniques for faculty members. It begins by explaining that effective classroom management is about preventing problems and creating a positive learning environment. It then discusses that establishing a positive climate for learning is challenging but important for teacher effectiveness. The document features 10 proven techniques from experienced instructors for creating favorable learning conditions, including starting the semester strongly, preventing cheating, incorporating management into the syllabus, handling talkative students, building relationships, using behavior contracts, and employing humor. The goal is to provide practical strategies for an organized, positive classroom.
The document summarizes an orientation for new teachers in Asheboro City Schools. It includes an icebreaker activity where teachers select a candy bar to learn about their personality. Teachers participate in group activities to discuss expectations and questions. Presentations are given on classroom management, creating a positive learning environment, and the induction and mentoring program. Teachers have panel discussions with experienced teachers and administrators.
The document discusses various strategies and perspectives on teaching and learning. It provides over 20 quotes from experts on topics like the traits of great teachers, how schools suppress creativity, different learning styles, and moving beyond rote memorization to teaching students how to think. The overall message is that education needs to shift its focus from standardized testing to cultivating lifelong learning and problem-solving skills.
Spotlight on learning styles modovia webinar 2015Irina K
The document discusses learning styles and different models for conceptualizing them. It describes the VAK (visual, auditory, kinesthetic) model, as well as models based on cognitive processing styles and behavioral organization. Examples are given of different learning style types, along with implications for teachers. The second half of the document outlines specific classroom activities aimed at engaging different learning styles, and encourages teachers to use variety in their teaching to reach all students. It emphasizes that understanding learning styles can help both students and teachers develop successful learning strategies.
The document discusses the traits of highly effective teachers. It describes three types of traits:
1. Personal traits like being mission-driven, positive, and a leader. Effective teachers have passion for teaching and respect students.
2. Teaching traits such as being aware of everything happening in class ("with-it-ness"), having an engaging teaching style, being a motivational expert, and teaching effectively.
3. Intellectual traits demonstrating knowledge, curiosity, and awareness through continuous learning, practical knowledge, and intellectual pursuits.
Highly effective teachers possess qualities in all three areas which allow them to positively influence students, parents, and colleagues.
This document discusses what makes an effective teacher. It provides quotes and perspectives from experts on teaching and education. Some key points:
- An effective teacher inspires students to learn, differentiates instruction, and evaluates progress through multiple assessments. They make learning engaging and fun.
- Quotes emphasize the importance of nurturing students like seeds, treating them with respect, and helping them develop a growth mindset.
- A good lesson plan has clear objectives, engages students, provides guided and independent practice, and evaluates learning. It considers students' needs and prior knowledge.
- Effective planning is essential for a teacher. It provides structure and direction while allowing for flexibility. It enhances student achievement and avoids surprises
The document outlines strategies for effective classroom management in a high school setting. It discusses engaging students through respect, clear expectations and consistent discipline. Specific strategies are provided to help students with attention issues, including explaining directions carefully, varying activities, positive reinforcement, and allowing student group work. Additional tips target at-risk students, such as creating a quiet space, freewriting, ensuring a safe environment, and offering topic choices. Deep breathing is suggested to help students feel calm and focused.
The document discusses important principles and techniques for effective classroom management. It emphasizes the importance of classroom management for teacher satisfaction and student learning. Some key techniques include having well-planned lessons, moving around the room, using proximity control, and understanding the functions of misbehaviors to address them appropriately. Classroom rules, organization, and clear expectations are also important aspects of classroom management.
How to effectively teach dance to teenage studentsCarla Mason
This document summarizes Carla Mason's study into effective techniques for teaching dance to teenage students. Mason conducted interviews with 4 experienced dance teachers and observed their classes. Her findings showed that positive techniques like praise, respect, goals and demonstrations were most effective. Her analysis also compared these findings to literature on self-esteem, passion in teaching, and the psychology of teenagers. Mason created a prospectus sharing her findings to help other teachers. Through this process, she developed her own teaching skills and understanding of best practices.
The document outlines 23 qualities of a good teacher. Key qualities include having knowledge of their subject matter, patience, intellectual curiosity, confidence, compassion, achievement orientation, planning, awareness, maturity, organization, mentorship, vision, providing context, having teaching as their mission and calling, enthusiasm, community involvement, a sense of humor, time management skills, dedication, leadership abilities, strong communication skills, discipline, and allowing for democratic participation from students. Good teachers possess a variety of personal and professional attributes that help them effectively educate students.
As school professionals, we must understand ourselves, including our strengths, limitations, and learning styles in order to best assist students. We must also be aware of how our behaviors impact students. It is important to set a positive tone in the classroom by having clear rules and expectations, providing structure and consistency, and acknowledging students. We should avoid power struggles by giving students choices, thanking them, and using "I messages". Providing a supportive academic environment and allowing "think time" can help students learn and reduce conflicts.
This document discusses the qualities of an effective teacher from multiple perspectives. It begins by exploring the essence of a teacher from a Japanese perspective, focusing on a teacher's eyes, mouth, ears and head as tools for connecting with students. It then lists several key qualities of effective teachers, such as being committed, communicative, compassionate, creative and dependable. The document also identifies characteristics of ineffective teaching, such as poor classroom management, disorganized lesson planning, and lack of student engagement. Finally, it outlines several aspects of professionalism that are important for teachers to demonstrate.
The document discusses six common language teaching approaches used in primary schools:
1. Audio-lingual focuses on repetition, memorization, and imitation through dialogues. It is teacher-centered but still used due to familiarity.
2. TPR uses physical movement to develop listening without pressuring students to speak early. Action songs, rhymes, and stories are forms of TPR.
3. The communicative approach emphasizes social interactions through meaningful tasks like problem-solving, interviews, and creative activities. It focuses on developing communicative competence but may overlook accuracy.
4. Task-based learning uses tasks for students to communicate and achieve real goals. Lessons involve preparation, task completion,
This document contains a faculty report that evaluates a candidate teacher based on their teaching skills and professionalism. The report covers 14 areas of evaluation, including maintaining a professional appearance, being collaborative and involved in the school culture, adapting instruction to meet student needs, and generating enthusiasm for teaching. For each area, the report provides details on what the ideal teacher should demonstrate and potential issues to avoid. The overall document provides a comprehensive framework for evaluating a candidate teacher's qualifications and classroom performance.
The document discusses the changing role of teachers in a learner-centered approach. It states that teachers must understand new theories of learning, approaches to teaching, policies, and social contexts affecting students. Teachers are encouraged to have a deeper understanding of their subject matter and student interests, make students construct their own knowledge, collaborate with other teachers and students, and act as instructional coaches who facilitate student-centered learning. The new role of teachers is as learners who generate knowledge, believe in their own power and authority to impact students, and become decision-makers and collaborators through reflective practice.
The document discusses effective teaching strategies and qualities of good teachers. It is divided into three "golden lessons":
1. The core qualities of exceptional teachers are great knowledge in their subject, excellent communication skills, the ability to gain and sustain student interest, and respect for students. Good teachers are experts in their field and continuously learn to improve.
2. Teachers should understand different learning styles and preferences to engage a variety of students. Visual, auditory, reading/writing, and hands-on learners all benefit from different teaching approaches.
3. Motivating students to learn is key to effective teaching. Teachers can inspire passion by giving positive and early feedback, ensuring tasks are appropriately challenging, helping students find personal
Young learners have enormous potential for learning but may struggle with abstract concepts like grammar. They have strong preferences for what they like and learn best through multisensory tasks in a relaxed environment where they feel safe. Teachers should plan lessons with a variety of individual, pair, and group activities, as well as games, to maintain attention and balance energy levels. Establishing clear routines helps young learners stay focused, while training and persistence are needed to create an organized environment conducive to learning.
Created by María Jesús Campos, Head of History and Geography Department at IES Parque de Lisboa (Alcorcon, Madrid, Spain) for "II Jornadas de Orientación de Auxiliares de la Comunidad de Madrid"
This document discusses classroom management, which refers to the variety of skills and techniques teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive. Effective classroom management directly impacts students' ability to learn and a teacher's ability to teach. It creates an environment conducive to learning by influencing student behavior to minimize misbehavior and maximize appropriate conduct. The primary goals are to support a safe classroom community where students can stay focused and on task to reduce distractions from learning.
This document discusses classroom action research as a method for teachers to improve their practice. It begins by explaining that classroom action research involves teachers identifying an area for improvement, collecting data on the issue, analyzing the results, and making changes to address the issue. The document then provides details on how to conduct classroom action research, including choosing a topic, developing research questions, collecting and analyzing data, and sharing results. It also shares an example of one teacher's action research on improving classroom discipline. The teacher observed issues with discipline across classrooms, developed strategies to address it, provided counseling to disruptive students, and found that student participation and behavior improved as a result of these actions.
The document discusses various strategies and perspectives on teaching and learning. It provides over 20 quotes from experts on topics like the traits of great teachers, how schools suppress creativity, different learning styles, and moving beyond rote memorization to teaching students how to think. The overall message is that education needs to shift its focus from standardized testing to cultivating lifelong learning and problem-solving skills.
Spotlight on learning styles modovia webinar 2015Irina K
The document discusses learning styles and different models for conceptualizing them. It describes the VAK (visual, auditory, kinesthetic) model, as well as models based on cognitive processing styles and behavioral organization. Examples are given of different learning style types, along with implications for teachers. The second half of the document outlines specific classroom activities aimed at engaging different learning styles, and encourages teachers to use variety in their teaching to reach all students. It emphasizes that understanding learning styles can help both students and teachers develop successful learning strategies.
The document discusses the traits of highly effective teachers. It describes three types of traits:
1. Personal traits like being mission-driven, positive, and a leader. Effective teachers have passion for teaching and respect students.
2. Teaching traits such as being aware of everything happening in class ("with-it-ness"), having an engaging teaching style, being a motivational expert, and teaching effectively.
3. Intellectual traits demonstrating knowledge, curiosity, and awareness through continuous learning, practical knowledge, and intellectual pursuits.
Highly effective teachers possess qualities in all three areas which allow them to positively influence students, parents, and colleagues.
This document discusses what makes an effective teacher. It provides quotes and perspectives from experts on teaching and education. Some key points:
- An effective teacher inspires students to learn, differentiates instruction, and evaluates progress through multiple assessments. They make learning engaging and fun.
- Quotes emphasize the importance of nurturing students like seeds, treating them with respect, and helping them develop a growth mindset.
- A good lesson plan has clear objectives, engages students, provides guided and independent practice, and evaluates learning. It considers students' needs and prior knowledge.
- Effective planning is essential for a teacher. It provides structure and direction while allowing for flexibility. It enhances student achievement and avoids surprises
The document outlines strategies for effective classroom management in a high school setting. It discusses engaging students through respect, clear expectations and consistent discipline. Specific strategies are provided to help students with attention issues, including explaining directions carefully, varying activities, positive reinforcement, and allowing student group work. Additional tips target at-risk students, such as creating a quiet space, freewriting, ensuring a safe environment, and offering topic choices. Deep breathing is suggested to help students feel calm and focused.
The document discusses important principles and techniques for effective classroom management. It emphasizes the importance of classroom management for teacher satisfaction and student learning. Some key techniques include having well-planned lessons, moving around the room, using proximity control, and understanding the functions of misbehaviors to address them appropriately. Classroom rules, organization, and clear expectations are also important aspects of classroom management.
How to effectively teach dance to teenage studentsCarla Mason
This document summarizes Carla Mason's study into effective techniques for teaching dance to teenage students. Mason conducted interviews with 4 experienced dance teachers and observed their classes. Her findings showed that positive techniques like praise, respect, goals and demonstrations were most effective. Her analysis also compared these findings to literature on self-esteem, passion in teaching, and the psychology of teenagers. Mason created a prospectus sharing her findings to help other teachers. Through this process, she developed her own teaching skills and understanding of best practices.
The document outlines 23 qualities of a good teacher. Key qualities include having knowledge of their subject matter, patience, intellectual curiosity, confidence, compassion, achievement orientation, planning, awareness, maturity, organization, mentorship, vision, providing context, having teaching as their mission and calling, enthusiasm, community involvement, a sense of humor, time management skills, dedication, leadership abilities, strong communication skills, discipline, and allowing for democratic participation from students. Good teachers possess a variety of personal and professional attributes that help them effectively educate students.
As school professionals, we must understand ourselves, including our strengths, limitations, and learning styles in order to best assist students. We must also be aware of how our behaviors impact students. It is important to set a positive tone in the classroom by having clear rules and expectations, providing structure and consistency, and acknowledging students. We should avoid power struggles by giving students choices, thanking them, and using "I messages". Providing a supportive academic environment and allowing "think time" can help students learn and reduce conflicts.
This document discusses the qualities of an effective teacher from multiple perspectives. It begins by exploring the essence of a teacher from a Japanese perspective, focusing on a teacher's eyes, mouth, ears and head as tools for connecting with students. It then lists several key qualities of effective teachers, such as being committed, communicative, compassionate, creative and dependable. The document also identifies characteristics of ineffective teaching, such as poor classroom management, disorganized lesson planning, and lack of student engagement. Finally, it outlines several aspects of professionalism that are important for teachers to demonstrate.
The document discusses six common language teaching approaches used in primary schools:
1. Audio-lingual focuses on repetition, memorization, and imitation through dialogues. It is teacher-centered but still used due to familiarity.
2. TPR uses physical movement to develop listening without pressuring students to speak early. Action songs, rhymes, and stories are forms of TPR.
3. The communicative approach emphasizes social interactions through meaningful tasks like problem-solving, interviews, and creative activities. It focuses on developing communicative competence but may overlook accuracy.
4. Task-based learning uses tasks for students to communicate and achieve real goals. Lessons involve preparation, task completion,
This document contains a faculty report that evaluates a candidate teacher based on their teaching skills and professionalism. The report covers 14 areas of evaluation, including maintaining a professional appearance, being collaborative and involved in the school culture, adapting instruction to meet student needs, and generating enthusiasm for teaching. For each area, the report provides details on what the ideal teacher should demonstrate and potential issues to avoid. The overall document provides a comprehensive framework for evaluating a candidate teacher's qualifications and classroom performance.
The document discusses the changing role of teachers in a learner-centered approach. It states that teachers must understand new theories of learning, approaches to teaching, policies, and social contexts affecting students. Teachers are encouraged to have a deeper understanding of their subject matter and student interests, make students construct their own knowledge, collaborate with other teachers and students, and act as instructional coaches who facilitate student-centered learning. The new role of teachers is as learners who generate knowledge, believe in their own power and authority to impact students, and become decision-makers and collaborators through reflective practice.
The document discusses effective teaching strategies and qualities of good teachers. It is divided into three "golden lessons":
1. The core qualities of exceptional teachers are great knowledge in their subject, excellent communication skills, the ability to gain and sustain student interest, and respect for students. Good teachers are experts in their field and continuously learn to improve.
2. Teachers should understand different learning styles and preferences to engage a variety of students. Visual, auditory, reading/writing, and hands-on learners all benefit from different teaching approaches.
3. Motivating students to learn is key to effective teaching. Teachers can inspire passion by giving positive and early feedback, ensuring tasks are appropriately challenging, helping students find personal
Young learners have enormous potential for learning but may struggle with abstract concepts like grammar. They have strong preferences for what they like and learn best through multisensory tasks in a relaxed environment where they feel safe. Teachers should plan lessons with a variety of individual, pair, and group activities, as well as games, to maintain attention and balance energy levels. Establishing clear routines helps young learners stay focused, while training and persistence are needed to create an organized environment conducive to learning.
Created by María Jesús Campos, Head of History and Geography Department at IES Parque de Lisboa (Alcorcon, Madrid, Spain) for "II Jornadas de Orientación de Auxiliares de la Comunidad de Madrid"
This document discusses classroom management, which refers to the variety of skills and techniques teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive. Effective classroom management directly impacts students' ability to learn and a teacher's ability to teach. It creates an environment conducive to learning by influencing student behavior to minimize misbehavior and maximize appropriate conduct. The primary goals are to support a safe classroom community where students can stay focused and on task to reduce distractions from learning.
This document discusses classroom action research as a method for teachers to improve their practice. It begins by explaining that classroom action research involves teachers identifying an area for improvement, collecting data on the issue, analyzing the results, and making changes to address the issue. The document then provides details on how to conduct classroom action research, including choosing a topic, developing research questions, collecting and analyzing data, and sharing results. It also shares an example of one teacher's action research on improving classroom discipline. The teacher observed issues with discipline across classrooms, developed strategies to address it, provided counseling to disruptive students, and found that student participation and behavior improved as a result of these actions.
This document provides an overview of key concepts in educational psychology and effective teaching. It discusses what educational psychology is, qualities of good teachers, pedagogy, intentional teaching, and the impact teachers can have on student success. Good teaching involves decision making, critical thinking, understanding students, and applying knowledge. To be an intentional teacher requires reflecting on experiences, having goals for students, and flexibility. The future of education involves creativity, collaboration, and preparing students for rapid change.
The document discusses the key aspects of scientific attitude and objectives of science education. It defines scientific attitude as a desire to know and understand through questioning, searching for data and evidence, and considering consequences. The objectives of science are to provide knowledge of scientific facts, principles, concepts and laws; develop skills like experimentation, observation, and problem solving; and foster the ability to improvise apparatus and organize exhibitions. It also discusses teaching aids, characteristics of a physical science teacher, and Bloom's taxonomy of learning domains.
This document discusses various aspects of the art of teaching including teaching methods, the role of the teacher, classroom management, and skills development. Some key points:
1) Effective teaching requires integrating cognitive, affective, and psychomotor domains through various methods like lectures, discussions, and role playing.
2) Inspiring teachers transmit enthusiasm, build positive student relationships, make learning purposeful, are flexible, and promote a safe classroom environment.
3) Both teachers and students value lessons with variety, group work, clarity, and student interest to support learning.
4) Developing skills in students requires decomposing tasks, strategic self-regulation, and applying skills through an experiential learning cycle.
Practicum in language lane 462.- a brief summary , dr. shadia y. banjar.docxDr. Shadia Banjar
The document provides information on teaching skills, translation skills, and evaluating teaching. It discusses critical thinking, elements of good teaching including scholarship, integrity and communicating with students. It also outlines teaching methods, course design principles, and techniques for evaluating one's own teaching, including self-monitoring, student feedback, and using outside observers. Translation is defined as both the process of translating and the translated text or product. Teaching translation should balance theory and practice.
The document discusses characteristics of effective classroom management and teachers. It defines classroom management as organizing students, space, time, and materials to facilitate instruction and learning. Good classroom management creates optimal learning conditions. An effective teacher exhibits personal qualities like caring and leadership, has strong professional knowledge in content and instructional strategies, and motivates students. Characteristics include subject mastery, goal-setting, communication, and technology skills. Students report their best teachers have a sense of humor, make lessons interesting, and help students, while worst teachers lack control and engagement.
The document discusses characteristics of effective classroom management and teachers. It defines classroom management as organizing students, space, time, and materials to facilitate instruction and learning. Good classroom management creates optimal learning conditions. An effective teacher exhibits personal qualities like caring and leadership, has strong professional knowledge in content and instructional strategies, and motivates students. Characteristics include subject mastery, goal-setting, communication, and technology skills. Students value teachers with a sense of humor who make learning interesting and help students.
Classroom management involves establishing procedures and rules to create a safe, productive learning environment. Effective classroom management provides time for learning, access to learning, and participation structures while encouraging self-management among students. Key aspects of classroom management include establishing clear routines and procedures, creating simple rules that are consistently enforced, planning engaging lessons, using proactive strategies like positive reinforcement, and understanding the functions of student misbehavior. With strong classroom management, teachers can maximize instructional time and help students achieve.
This document provides guidance on effective classroom management during guided reading lessons. It discusses establishing routines and procedures to keep students engaged in meaningful tasks while the teacher works with small reading groups. Specific recommendations include: planning lessons in advance, setting up the physical classroom to support literacy activities, informing students of expectations, implementing consistent procedures for centers and movement, and using a "help chart" to address student needs without interrupting instruction. The goal is to train students to work independently through modeled and practiced procedures so the teacher can focus on small group reading without disruptions.
The document summarizes Professor Campbell's presentation on effortless change in students and faculty through education. Some key points:
1) Campbell argues that internal changes like shifts in attitude, thoughts and expectations are necessary precursors to external changes. By changing how we think, our circumstances can change effortlessly.
2) For students, developing self-discipline, time management and a positive self-image are important for success. Faculty must focus on imparting instruction, building interest through examples, and personalizing their classroom approach.
3) Both students and faculty experience transformations when they renew their minds and approaches to teaching/learning. Good teaching involves customizing one's approach to individual student needs through open communication and a supportive
Classroom management involves organizing the classroom environment, students, time, and resources to facilitate student learning. It is important because it helps students stay on task and learn effectively. Good classroom management includes establishing discipline, preparation, motivation, a safe learning environment, and building student self-esteem. Key aspects of classroom management are the physical classroom, the teacher's role, and grouping students appropriately. The teacher should consider seating arrangements, movement, instructions, monitoring, and physical conditions to effectively manage students.
This document contains Beverly Alexander's professional portfolio, which includes sections about her family, resume, education, computer skills, professional experience, special interests, workshops attended, contributions, philosophy on education, approaches to teaching, assessment, special needs students, physical education, fun with students, and vacation bible school. The portfolio highlights Beverly's 16 years of teaching experience and strengths in areas like organizational skills, computer literacy, teamwork, lesson planning, and classroom management.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and demonstrate professionalism when teaching.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers organize their time, balance activities and ensure lessons are aim-driven to meet students' learning needs.
Similar to Overview of classroom management chapters (20)
Tefl ict american literature-revlution and enlightenmentelomari_brahim
The document discusses Jefferson's view of the "greatest men" in history - Francis Bacon, Isaac Newton, and John Locke. It summarizes their contributions: Bacon promoted using reason and observation to discover truths that could improve life; Newton demonstrated discoverable natural laws; and Locke argued that civil government is formed through social contract to protect natural rights, and can be changed if those rights are violated. Jefferson saw their works as empowering humanity through applying reason to science, nature, and politics.
William Shakespeare (1564-1616) wrote over 30 plays that are usually divided into histories, comedies, tragedies, and romances. His early plays were mainly comedies and histories, but in 1596 he wrote Romeo and Juliet, his second tragedy. Over the next dozen years he wrote many of his most famous tragedies including Julius Caesar, Hamlet, Othello, King Lear, Macbeth, and Antony and Cleopatra. Shakespeare used different forms of language - prose, rhymed verse, and blank verse - to achieve specific effects and match the tone and content of different scenes.
The document provides information on forming and using passive sentences in English. It discusses how passive sentences are formed by moving the subject to the end of the sentence and using a form of "be" plus the past participle of the main verb. It outlines constraints on forming passive sentences and different types of passive constructions, including get passives. Problems that English language learners face with passive sentences are also addressed.
Tefl ict american literature-revlution and enlightenmentelomari_brahim
The document discusses Jefferson's view of the "greatest men" in history - Francis Bacon, Isaac Newton, and John Locke. It summarizes their contributions: Bacon promoted using reason and observation to discover truths that could improve life; Newton demonstrated natural laws could be discovered through reason; and Locke argued that civil government is a social contract formed to protect natural rights, implying people could withdraw consent if rights are violated. Jefferson saw these men as empowering humanity through rational principles that could be applied to science, nature, and politics.
This document provides instructions for creating a basic website using Weebly, including creating an account, choosing a title and design, adding and editing elements on pages, adding multiple pages, and publishing the website. The document lists the key steps to get a simple website online using the Weebly platform.
The document provides an overview of Abraham Maslow's theory of human motivation known as the hierarchy of needs. It discusses Maslow's biography and influences, and describes the five levels of needs in his hierarchy: physiological, safety, love and belonging, esteem, and self-actualization. Criticisms of Maslow's theory are noted, and suggestions for applying the theory in education are provided, such as meeting basic needs, fostering belonging and esteem, encouraging knowledge and aesthetics, and allowing for self-actualization.
The document discusses effective learners, communicators, and global collaborators. It was prepared by Brahim Elomari, Zakaria Jamaati, and Abdelaziz Ait Taleb on March 14, 2013 and includes links to images on Flickr relating to creating new things, Bloom's revised taxonomy, communicating across cultures and distances, and collaborating without boundaries to reach common goals.
This chapter discusses time management for teachers. It notes that time management is important for both improving student achievement and preventing discipline issues. Time can be divided into two categories: daily time spent before and after class preparing lessons, grading work, and conferencing; and classroom time spent teaching lessons and engaging students. Proper time management of both categories is key for teachers.
Time management and organizational strategieselomari_brahim
The document discusses various issues around the effective use of time in schools. It notes that schools are controlled by the clock and that time needs to be reexamined and used in new ways. It recommends reinvesting in learning over time, establishing an academic day, keeping schools open longer, and giving teachers more time. The document also discusses block scheduling, noting advantages like extra project time but disadvantages like less daily reinforcement. It provides tips for teachers to minimize classroom interruptions and manage their time effectively.
Time management and organizational strategieselomari_brahim
Here is how I would classify the activities:
URGENT JUST DO IT!
- the midterm exam of General English
AT EASE
- Educational Technology assignments ( lesson plan/ scoop it )
- classroom management assignment ( analyzing Episodes )
- Educational psychology assignments( essays)
- ESP readings ( chapter 6)
- literature readings
Time management and organizational strategieselomari_brahim
The document discusses various issues around the effective use of time in schools. It notes that schools are controlled by the clock and that time needs to be reexamined and used in new ways. It recommends reinvesting in learning over time, establishing an academic day, keeping schools open longer, and giving teachers more time. The document also discusses block scheduling, noting advantages like extra project time but disadvantages like less daily reinforcement. It provides tips for teachers to minimize classroom interruptions and manage their time effectively through logs, to-do lists, and reducing procrastination.
3. Reasons for Learning
• Living in a target language community
• ESP
• Improve English generally
different contexts for learning
• EFL/ESL: English for speakers of other languages
• School and language schools
• Large classes and one-to-one teaching
• In school and in company
• Real and virtual learning environment
4. Learner differences
• Age: Children/Adults
• Learning styles: the way you like to learn (M.intel)
Diversify activities
• Levels: beginners, intermediate and advanced
• Ed and cultural background: learning by rote or
learning by doing: T need to be sensitive of different
backgrounds. Offer different material, topics and teaching
techniques to suit different individual expectations and tastes.
5. The importance of student motivation
• Extrinsic motivation: the motivation that Ss bring into the
classroom from outside the classroom.
• Intrinsic motivation: motivation from what happened inside the
class such as T’s method, activities, Ss perception of their success
or failure.
• T’s main aim is to sustain Ss motivation: activities we ask Ss to
take part in, excite Ss curiosity and provoke their participation,
help them to be interested in the subject, select appropriate
level of challenge, be professional, Ss may have some decision
making power.
Real motivation comes from within each individual, from the Ss themselves.
6. Responsibility for learning
• Encourage Ss to take more responsibility of their own learning
• Instead of imposing learner’s autonomy, we need to gradually
extend the Ss role in learning( make their own dialogues,
investigate a grammar issue, puzzles, use dictionary), self
access center, CD,DVD resources to continue studying outside
the class …
9. Introduction
Good teachers:
are born and not made! (they have a nutural
affinity for the job)
those who do not have this natural gift learn
their craft by mixing personality, intelegence,
knowledge and experience.
10. Who teachers are in class
1. Personality
Effective teacher personality is a blend betweenwho we really are
(natural personality) , and who we are as teachers.
Teachers have to show a professional face.
2. Adaptability
What makes one teacher out from another is how they react to
different events in the classrom as the lesson proceeds.
Unexpected events happen in lessons and part of a teacher’s
skill is to decide what the response should be when they do. (not
everything goes as planned)
T should react quickly and decisively before the escalation of
misbehavior.
11. 3.Teacher roles
Controlor prompter Assissor
_ being the focus and doing
evrything. _ encouraging Ss by pushing _Mottivating SS by grades or
them to achieve success. whatever.
The teacher-centered
approach.
Ts have to be a resource for SS to consult
whenever they need advice
12. Rapport
it’s the relationship between teacher and SS.
It is established when SS see T as a professional .
1. Recognising SS
• good T knows his SS’ names
2. Listening to SS
• Ts should make themselves as available as they
can to respond to their SS’ needs.
To maintain rapport, Ts should listen to
comments from SS about the activities that
make them interested or bored.
13. 1. Respecting SS
•Ts should respect their SS by minimising critical
comments (correcting SS) and praise as well.
• Ts should not overreact (anger) when their SS
misbehave.
2. Being even-handed
• Ts should do their best to reach all SS of the
group not just those raise their hands up.
Ts should deal with their SS equally.
14. Teacher tasks
As professionals, teachers have to perform certain
tasks:
preparation Keeping record Being reliable
• Knowledge of • A useful way for • Time keeping
the subject looking back to and homework.
(what & how). what has been • practise what
• Planning. done. they preach.
• Know what
works and what • Are a model
does not. for their SS.
• To adjust testing
practise.
15. Teacher skills
Managing Matching tasks Variety destination
classes and groups
•Successful • SS levels and • vary activities • learning
activities. tasks. and lessons. outcomes and
tangible results.
• change SS
•Prevent • enjoyable and roles and
misbehavior interesting groupings.
activities.
16. Teacher knowledge
Language Materials & Classroom Keep up-to-
system resources equipements date
•Knowledge of • know about •computer,data • try new ways
grammar and books & -show, to do things.
pronounciation. websites where screen…ets
courses are •Never let
• praise available. technology
questions. drive you and •Attend
• know how dominate you. conferences,
coure books • know what seminars,
work. your SS need to tvs….etc
do and what
materials they
need to use.
17. Art or science ?
• Teaching works when the
relationship between SS & T is
Art at its best.
• Decision-making is often the
result of teacher‟s feeling and
judgement.
• Understanding the language
system.
science • Find best way to explain.
• keep abreast of changes in the
field.
20. Is there any distinction?
Control vs. Discipline
21. What are some possible
characteristics of the disciplined
classroom?
22. Does knowing and using Ss‟ names a practical
hints for teachers on classroom discipline?
23. The teacher should invest time and energy in building positive
relationship with students
24. Students are more attentive, motivated, and helpful when they
perceive the content to somehow relate to their life
In this chapter, we are going to see how a teacher can motivate
and help his students
25. Establishing rules
Some teachers prefer to set rules the first day of school
Most effective teachers establish a few, positively stated rules
its better for a teacher to establish his own set of rules based on
his needs and experience
Don‟t try to cover every possible unacceptable behavior
26. show students that you are very serious in establishing rules
be flexible while dealing with latecomers, don‟t be late is
different from be on time
it‟s good to be firm at the beginning and then you can relax
27. Tips for managing classroom behavior
Treat each student with degnity and respect in order to create a
positive relationship with them
react immediatelly and calmy to the infractions[ students test
you to determine the boundaries of acceptable behavior]
refocus everyone‟s attention and get all students back on task
28. deliver interesting,fast paced, and orgnized learning experiences ,
much students act out due to boredum
be sure your rules and expectations are clear
be cautious of touching Ss when they are angry
selective hearing
remain firm yet compassionate when you discuss a Ss‟
misbehavior
29. Tips on using Positive reinforcement of good behavior
Reinforcement based on the principles that the frequency of a
response increases because it is followed by a rewarding stimilus
A teacher‟s goal in using PR in the classroom is moving Ss up
the reward hierarchy from external motivation to internal control
Reinforce Ss‟ behaviors, reward appropriate behavior; don‟t
ignore it « catch the Ss being good »
use praise effectively, should be specific rather than general
30. Motivating the Unmotivated
In every classroom, there are Ss who seem unmotivated to learn,
the challenge is to improve the dose of engaging them.
individualize instructions
allow Ss structured freedom. Offer options in assignments,
tasks…
link your content to your Ss‟ personal lives and intersets
31. What good listening is Not
Listening is not advice giving because the T is not an academic
adviser. Even if the student asks for advice, giving it is not
necessarily the best thing to do.
The chinese proverb « give me a fish and I eat for a day; teach
me to fish and I eat forever »;
Its more important to equip our Ss with skills needed to face
and solve life‟s challenges
33. Time management is not only important in improving students‟
achievement; it is also an important element in preventing
discipline problems.
34. Time you try to manage falls into two broad categories:
•The daily time you spend before and after classes getting
ready to teach and manage your Ss engaging in
professional activities( planning lessons- grading homework
and classroom papers- conferencing with SS, parents,
teaching colleagues and administrators, professional
development.
•Instructional time: the daily time you spend during class
teaching, engaged in professional activities ( instructing the
whole class directly- instructing small group of SS directly,
audio-visual instructional presentations- helping inattentive
or distracted students remain on task etc)
•Instructional time is of three types :
35. Allocated time Engaged time Academic learning time
-The amount of time that is -The amount of time SS spend -The amount of time the SS are
allocated to teach the class. focused on the instructional engage in learning the objectives
( how much time allocated to objectives. with success.
teach a given concept or skill). ( time that is spent on activities ( ex: a SS might spend 20min in
It should take into other than focusing on the activities focused on the objectives
consideration the prior objectives ex: distribution of but does not do so with success
knowledge, interest, motivation materials, ss moving into Zero academic learning
and the learning approach.( groups, discipline problems..) time .
according to syllabus -level: -Increasing academic learning
know/don’t know) time requires that teachers remain
-T have a professional active in monitoring SS’s progress
obligation to teach the content (efficiency in managing T)
they are assigned to teach . through:
are ss given the appropriate -Maximizing the engaged time
time to learn certain skill -Minimizing the portion of time
before moving to the content of that is lost on activities and
the syllabus. constantly monitoring SS.
- The allocation of time based
on the abilities and prior
knowledge of SS;
36. Ways to increasing engaged time
Establishing C.R Providing assistance Managing
routine: to SS: transitions:
-things that you do a lot -Monitoring SS work - the moment when you
with your SS. to make sure they are shift from one thing to
doing it successfully another.
by using the -give clear instructions to
principle: SS, provide signals to
Praise: encourage SS inform them of what they
(don‟t exaggerate) should be doing , and keep
Prompt: give clue things moving at a brisk
Leave: very quickly pace( very quickly).
37. •The greatest sign of success for a T is to be able to say “the
children are now working as if I did not exist” ( clear
instruction/SS are fully engaging/SS are autonomous in a positive
way / no spoon-feeding )
39. In one of her daily routines, Mrs. Trimasse enters her classroom
greeting her SS and starts brainstorming about today‟s session
which is about “managing the classroom environment”. She
directs one of her questions to Ait Madani.
T: what is classroom climate?
Ait: after a few seconds of thinking, he says with confidence: it is
the collective perception by learners of what it feels like to be a
learner in a particular educator‟s classroom such as TEFL & ICT
master program.
40. Then Mrs. Trimasse turns to other SS asking if they agree or not. In
fact, Mrs. Trimasse, as an effective educator, uses her knowledge,
skills, and behavior to create learning environment that maximizes
opportunities to learn, where TEFLers and ICTers are well managed
and motivated to learn.
41. After Ait Madani‟s answer Akklouch comes with a comment in which
he talks about the factors that influence the classroom climate. He
says that “EMSIC” is an acronym that summarizes four factors: “E”
for Ecology, “M” for Milieu, ”S” for social system, and “C” for
culture. However, Zakaria does not agree with him and instead he
describes the classroom by using a classification of classroom
properties (content), classroom processes (conduct), and classroom
structures (context). As soon as Zakaria finishes his talk, Akhrazze
intervenes by saying “what puzzles me is that I don‟t know the
aspects that influence how learners feel in a class. Then
surprisingly, Mezgar comes with a beautiful answer. He says there are
8 aspects; 1st Clarity about the outcomes of a lesson, 2nd Order within
the class ( Ait MAdani next to Aklouch, and Elomari next to Jam3ati),
3rd Standards of behavior ( Trimasse says make sure your mobiles are
off and never yawn in my class) 4th Fairness, 5th participation, 6th
support, 7th safety, and the last is interesting, comfortable and
attractive environment.
42. Commenting on what Mezgar said about features of a learning
community, a loud voice from the lift corner speaks about 3
building stages for a positive classroom climate: 1st the
establishment phase during which the focus is preventive. Mrs.
Trimasse, in this stage, aims at minimizing unnecessary
disruptions by having a balance of rights, responsibility, rules and
routines. 2nd the consolidation phase in which Mrs. Trimasse
continues to teach, encourage and maintain what was established
even if some SS test these rules by being late. The third stage is
the cohesive phase. During this phase, cooperative learning,
classroom meetings are the norms.
43. After talking about these 3 stages for building a positive learning
environment, Mrs. Trimasse asks us how about managing the
physical environment?
44. Then, again Aklouch raises his hand and says that while
organizing the physical layout of the classroom, educator must
keep in mind “VAFCA”. Then SS turn to each other asking about
this new word. Aklouch explains the word saying that „V‟ stands
for Visibility, „A‟ for Accessibility, „F‟ for Flexibility, „C‟ for
Comfort, and „A‟ for Aesthetics. Then, the class applauds and
Mrs. Trimasse says; yeah! Indeed, classroom space can play an
important role in creating an optimal learning environment.
45. At this point comes Omarakly with his usual criticism. He says: the
problem is (da) that of class size. Apart from disciplinary aspects,
large classes present a number of difficulties: Learners are not
sure of the purpose of instruction. They do not know whether they
are progressing or not. They do not know how to improve. They do
not have the opportunity to read widely. The teacher is unable to
cope with the variety of Ls and their particular needs. All this is
about managing recourses for effective teaching. Mrs. Trimasse
responds saying that a key aspect of managing learning in large
classes is often the production of appropriate resources.
Therefore, your materials and media should be accurate, readable,
sufficient, interesting, varied, linked to the outcomes and content of
the lesson, and used constructively. All this, she says, should be tied
to the age and the ability of the class, time available, and the
teaching strategy used.
46. While Mrs. Trimasse still talking, Zakaria Jamaati says: can I
intervene?
Mrs. Trimasse: is it a question or a comment?
Z: just a comment
T: ok, go ahead
Z: I just wanna tell you of a strategy that I learned in USA. It‟s
called “independence strategies” by which learners are motivated
to become independent learners.
47. N.Sellam interrupts him by saying: but how Si Zakaria? There some
problems resulting from large classes. For example, lack of purpose.
Then Z.J. stops her and says Independence strategies suggest that
you use learning outcomes.
N.S: what about knowledge of progress?
Z: you can use self-assessment.
N.S: then, what about lack of opportunities for discussion?
Z: you can rely on independent, learner-led discussion groups.
N.S: but Ls are not always motivated!
Z: you can resort to problem-based learning
N.S: try to establish support mechanism, e.g. peer support groups
48. Ok, ok, ok says Mrs. Trimasse. That‟s ok for Managing
resources for effective teaching. Let‟s now focus on establishing
the Socioemotional Environment. As far as we know,
educators are responsible for evaluating learners‟ work and for
controlling the quality of life in the classroom. But, how can we
establish that environment?
49. Then, the answer comes from British accent. She says: by focusing on three main
points: 1st communication whether verbal, non-verbal or written. In fact, effective
communication skills form the foundation of effective classroom management.
Therefore, we, as future educators, should listen carefully and effectively to our SS,
give clear messages including our feelings, give of ourselves, consider our feelings
about the message that we have received, and finally consider our responses to the
messages. The 2nd point in establishing socioemotional environment is education-
learner relationships. If you still remember! Mrs. Trimasse told us that, in order to
facilitate engagement with learners, we should accept our personal responsibility
for learner‟s success and stop blaming others. We should take on an extended
teacher role, even outside the classroom. We should be persistent with our SS (just
remember the poster session). We should express a sense of optimism that all
learners can learn (remember Mrs. Trimasse saying Ya Nadia, come on! You can do
it). However, this relationship cannot be good if it has no openness, caring,
Interdependence, separateness, Mutual meeting of needs, all this can be
summarized in one word that is “OCISM”. So, creating good educator-learner
relationships in room 57 would be by creating open, professionally appropriate
dialogue with TEFLers, systematically building better relationships with ICTers,
communicating high expectations. And finally, by creating opportunities for
personal discussion: by letting Aklouch to tell his story with Lalla molati
BismALLAH 3liha.
50. Before Ahlam coud reach the third point of establishing positive
socioemotional environment, Mrs. Trimasse stops her raising a
question about the guidelines for avoiding the negative effects of
educator expectations.
Then Goali says: it is just a (ay) matter of:
- using sensitive information on very carefully.
-Being flexible in your use of group work strategies (not always
BAs in one group and experienced teacher in the other group)
-Making sure all the learners are encouraged.
- Monitoring your non-verbal behavior.
51. Suddenly, Omarakly says: as a conclusion to all that you said: I
think that (da) the basis of a positive educator-learner relationship
and positive classroom climate is self-esteem and self concept.
Self esteem is the value or esteem we place on our perceived
abilities, our bodies, our feelings and our social interactions. The
problem is that (da) many people, and learners specifically,
process a person‟s critical comments about himself or herself in
critical ways. These critical messages are internalized
(understood) as “I am a failure” rather than “I sometimes fail”.
Therefore, Profs: Trimasse, Hassim, Tamer, Jennifer, and others
should be aware of what they are communicating to learners
(TEFLers), both verbally and non-verbally.
52. Resuming her talk, Ahlam says: the third and the last point in
establishing positive socioemotional environment is creating
positive peer relationships. She says: peers play an important role
in determining the quality of the learning environment. Furthermore,
Ahlam emphasizes the importance of positive peer groups for
eliminating or preventing misbehavior in the classroom.
Again Mrs. Trimasse stops her asking another question: how can we
create the social conditions for effective learning in the
classroom?
Then, here comes the answer from Souba3i. He says:
Let your SS get to know you. Treat your SS with respect. Memorize
their names and how to pronounce them (A9louch instead of
Aklouch and Ait 7amou instead of Ait Hamou).
Build a sense of community in the classroom (not BAs in one side,
experienced in the other side, and the others in between. This is no
longer a community; it‟s an open gate to civil war, instead)
53. Here stands Elomari saying: but my classmates, the pressing
question is how can we create classroom climate?
Yes brother brahim! Says Takeddine. It is simply by creating a
learning milieu in which the focus is on learning which means that
it is learning-oriented classroom rather that work-oriented
classroom where the focus is on production. The foundation of
learning-oriented classroom is a system of critical attitudes. The
first critical attitude is RESPECT for the learners. The second is
CREDIBILTY; educators who are credible practice what they
preach.”LA TANHA 3AN KHOLO9IN WA TATI MITLAHO,
3ARON 3ALAYKA IDA FA3ALTA 3ADIMO”. The third critical
attitude is educators who hold themselves and their learners
accountable for learning that is taking place.
54. Omar continues saying it is also by motivating Ls because having
motivated learners such as TEFLers in class will make the educator‟s
task of managing the classroom easier ( except the case for ICT1
where everyone indulges in surfing the net or chatting while the poor
Afdel is still talking about Doodle. In fact, (LA HAYATA LIMAN
TUNADI).
Adding to what Omar said, Aboulahassan argues that the lack of
discipline in public schools is seen as the most serious problem
facing schools today. Although disciplinary problems impact on
school as a whole, it is the classroom teacher who is the first line of
defense (which means ALLAH IKON FL3WAN).
Then Amal HAfidi stands to intervene. She says: I agree with you
Mustapha, but how can we address disciplinary problems?
Before Mustapha could even respond, Mrs. Trimasse reproaches
Amal and says Voice Projection, How many times shall I repeat
this?!
55. Mustapha then continues saying: It is merely by establishing Rules
and procedures. For example, Routines for accomplishing lessons,
interaction between teacher and Ls (respect), and communication
between Ls (groups). Also, by developing a positive classroom
discipline policy; this system usually consists of three parts: Rules
that learners must follow + consequences of breaking rules +
Rewards when they follow rules.
This policy aims to establish a fair and consistent way of
promoting good behavior and dealing with misbehavior. Moreover,
says Mustapha, the participation of Ls in the establishment of
classroom discipline policy is so crucial (even Mrs. Trimasse does
not agree), there should be an agreement with Ls, and the
formulation of the policy should be through the use of the first
person i.e. “we” and “our”.
56. Ok Mustapha! Says Amal
But these Rules should be few in number and linked to the school
rules, stated positively, be teachable and enforceable, frequently read
through and referred to.
That‟s true nodded Mustapha!
After that, youness intervenes by saying: for managing learner
behavior, I have a solution, we can just make a connection between
the management functions which are 3c‟s: Content, Conduct, and
Context and the level of control, where the level of control varies
from preventive and supportive to corrective. If the learner‟s
behavior, says youness, is desirable, the educator will focus on
prevention. If minor disruptions occur, the educator may select
redirection. When behaviors become severely disruptive, team-
support steps may be utilized.
57. Here again comes the hero!
As a conclusion to all that you said, the teacher‟s personal style,
the learner‟s personality, the success of past disciplinary
approaches with that learner and the specific circumstances
surrounding the misbehavior should all be considered in
determining the most appropriate step to be taken.
58. Ahah ! says Rahma.
I have got a poem entitled “ the 20-step discipline model”
Provide effective instruction
Help learners experience more success than failure
Recognize and reward desirable behavior
Send a preventive ‘I-message’ communicating desirable behavior
Give early attention to potentially disruptive learners
Change circumstances that may produce misbehavior
Use physical closeness to prevent misbehavior
Ignore minor disruptions and recognize behaviors
Send non-verbal message requesting a change in behavior
Ask for status or rule to redirect behavior
Request a change of behavior
Isolate the learner to keep a minor disruption from escalating
Send an ‘I-message’ communicating the effects of undesirable
behavior
59. Conduct a reference: no-lose conflict-resolution approach
Conduct a conference to develop a behavior-improvement contract
Implement a class ‘assertive discipline’ plan
Send the learner of ‘time-out’ to another classroom
Involve the parents in changing learner behavior
Involve the principal in changing learner behavior
Request that the learner be removed from the classroom.
60. Conclusion
In a nutshell, it became clear that the educator who is successful
in building learners‟ confidence, self-esteem, knowledge and
skills is the educator who exhibits the following aspects:
•Clarity in setting tasks and skills
•Enthusiasm for the learning area
•Care for the individual learner
•Consistency in encouragement and teaching style
•Encouragement to work cooperatively, as well as to learn
individual skills
•Utilization even of failures as learning experiences
•Expectations that learners will succced.
64. Why is lesson planning important
Clarity • Being clear on what you want to teach.
• Being clear about which strategies and methods that will
be employed to reach the learning goals.
Unpredictable • Being ready to cope with whatever happens.
Events
framework • Give your teaching a framework, an overall shape.
Reminder • A reminder for the teacher when they get distracted.
Commitment • It suggests a level of professionalism and real
commitment.
65. How is lesson planning important for the teacher and the learners?
For teachers For studtents
They don‟t have to think on • They realize that the teacher
their feet. cares for their learning
They don‟t lose face in front • They attend a structured
of their learners. lesson that is easier to
They are clear on the assimilate
procedure to follow. • they appreciate their
They build on previous teacher‟s work as a model of
teaching and prepare for well organized work to
coming lessons imitate
66. What do you take into account when you design a lesson plan?
Five guiding principles:
Variety : Coherence Balance : Flexibility Challenge :
- Vary - there should -The lesson -the use of - the new
Contents,activiti be connection is a mixture different lesson should
es, materials, btw the different of techniques. be challenging
Aids… different techniques, -ability to for Ss
Why?-To meet activities. activities, change the plan - present new
different - Smooth contents …. if it shows items beyond
learning styles. transition. inappropriacy students’ prior
-To consider -Build on a to the knowledge.
different previous classroom real
intelligence lesson and situation.
types. prepares for
-To keep Ss the next one.
interested and
avoid monotony.
67. COMPONENTS OF A LESSON PLAN :
Information Goals: OBJECTIVES Procedures : Materials
about the : and
learners: equipment:
- general - an overall -what - Detailed, step- - it is about
information general students by-step the aids that
such as the purpose to should be description of will be
number of Ss, accomplish able to do what the teacher employed at
their age, by the end of by the end will do to achieve each stage
their level… the lesson of the the course in the
period. course. objectives (Introd, presentation
main activity, of the
closure) including lesson.
time, logical,
sequencing…
68. Evaluation of the lesson plan:
- The teacher should make sure that the objectives
have been accomplished.
-Make sure that Ss have practiced what you are
asking them to do for evaluation.
- During actual classroom interaction, the instructor
needs to make adaptations and Ss.
The lesson plan is it curriculum centered or learner centered?
Learner cenetered:
Take 3 things into account: feelings, interests, needs in terms of
basing the choice of materials according to their needs,
autonomous.
70. The collaborative exchange of thoughts, feelings, or ideas between
two or more people, result in a reciprocal effect on each other.
Through interaction, Ss can increase their language store as they
listen to or read authentic linguistic materials…
71. Interactive principles
-Automacity: ss
are freed from
keeping
-Intrinsic language in
motivation control.
-the language- - Strategic -
culture investement Communicative
connection -risk-taking compeyence:
-Interlanguage: involved.
feedback is
crucial.
72. Roles of the teacher
Controller
-
director
Manager
- Facilitator
Resource
73. Questioning Strategies
Key to create an interactive language classroom is the initiation of
interaction by the teacher.
T questions give ss the impetus and opportunity to produce lang
comfortably.
T questions can serve to initiate a chain reaction of ss interaction
among themselves.
T questions give the instructor immediate feedback about ss
comprehension.
T question provide ss with opportunities to find out what they
think by hearing what they say.
74. Kinds of questions are effective in the class:
Start with display questions that aims to elicit information
already known.
Refrential question that request information not known by the
75. Some kind of questions discourage interuction:
too much class spent on display questions
A question that insults a student‟s intelligence by being so
obvious that s will think it‟s too silly to bother answering.
Vague questions that are worded in abstract or ambiguous
language.
Questions that are stated in a complex language.
Random questions that don‟t fall into a logical and well-
planned sequence.
76. Group work
• Generates interactive lang: provides opportunities for students
to practice in negotiation of meaning.
• Offers an embracing affective climate: no shiness or fear of
public speaking.
• Promptes learner responsibility and autonomoy: difficult to
hide in small groups
• A step toward individualizing instruction: help students with
varying abilities to accomplish separate goals.
77. Avoiding group work
The control of the class is absent
The large groups
The use of native language
The errors will be reinforced
Individual work preference
78. Considerations for group work
o Taking cultural expectations and belief systems into account
o Arranging the class space for active student participation
o Emphasizing the importance of group work
o Teaching ss how to work cooperatively
o Assigning group roles
83. Using this technique with
adolescents
Minor modification are necessary.
Adolescents need to learn to be more independent
and self-reliant.
84. Homework setting
Setting should be :
Quiet
Devoid of distractions loud noises siblings and so
forth.
Parents still need to ensure that the student is
working rather than getting in other activities.
85. Introduction to assessment
Effective assessment becomes vital part of
teacher’s job.
In the years teachers wrote only “well done”,
“poor” or “see me”.
There should be a how and why.
86. Difference between Formative assessment
and summative assessment
• It is informative
• It explains what is needed to improve the
Formative piece of work prior to final substitution
(ESP)
assessment • It can come in many forms, but it is
basically any activity undertaken by
teachers and students themselves.
• It is referred to as assessment for learning.
• It is a final mark that you give for a
Summative piece of work.
• Give a grade and a comment.
• This feedback given may be used to
assessment inform future work and not the piece of
work which has been submitted.
87. Assessment for learning
Teaching becomes more interactive.
Encourage students do vocalize their opinions
Ask them about what they think
Teaching style should match students’ learning style.
The teacher should take much responsibility working
with each member of the class.
88. Assessing for motivation
Written assessment has a crucial part in this aspect.
Positive comment Positive impact
negative comment harmful and destructive comment
Written assessment need to be continual process, not just an
occasional activity.
Send students a message that you care, through giving
attention and the benefit your benefit of your expertise to their
work.
89. Assessing for motivation (continue)
Think about the investment for the future that is
more important than the single piece of work you are
about to mark when you give marks.
Never, ever start with negative comment in you
comments because you may cause students to avoid
investing effort in learning and then be disappointed.
Don’t overload students with suggestions.
90. Assessing for motivation (continue)
This has short and long term benefits
students are
more likely students will
to The quality engage You will have
implement of the work with you if more
your you are contented or
will improve
suggestions positive constructed
as a matter toward them students.
of course
91. How much should I write?
One word is next to useless.
Don’t write too much because you may resentful
and write more than what the student write.
Put a positive comment and then a few comments
for the improvement.
92. The power of verbal motivation
A good teacher is assessing progress of his students all the time.
Whatever started you are doing, it is the first opportunity to have assess you
students and should not be wasted.
Your response you give to students’ answers must be positive and not a put
down.
If you are asking students, direct the appropriate question to the right
student.
If a student is nervous or unwilling to answer a question make sure you ask
him one he knows and don’t forget to give a lot of praise.
It is important to avoid the temptation of asking answers from the same
students who put up their hand up again and again.
93. Self-and peer assessment
Self assessment Peer assessment
It gives students chance to step back and look at You can display, for example, a student’s work to the
their own work and targets. whole class.
Provide them with a frame work where they can
assess their work. This may be in the form of a
checklist to identify if a student has performed a task
and then give space for their own recommendations.
94. Homework setting
Free from
destructions
Homework
setting
Not isolated constructive
95. Homework time
Homework time depends on students personality.
It can be determined by routine within the home ,
parents’ preferences extracurricular activities.
They should have the same homework time each
day.
96. Best time for Worse time
homework for homework
-Right before bed
Half an hour after time.
school - When students are
left on their own
An hour before Late in the day or in
dinner or the morning before
immediately after student go to
dinner. school.
97. Begin a homework checklist or
journal
Systems to assess students in keeping track of
homework:
Homework journal
Planners
Sheet of paper that has spaces for homework in
each subject.
You may have a notebook in which you or your
students fill out a blank sheet he finished homework.
98. Homework rules
Homework journal should be assigned.
Books, notebook, handouts, and every item
needed for homework should be present.
99. Doing the homework
Parent should help their children organize their
assignments by locating and categorizing all work that
has to be completed on the homework surface where
it has to be done.
When the assignment is done, students should
show it to their parents to check whether it is correct
or it should be redone.
100. Earning an after-homework
privilege
Parents should restrict certain privileges until after
homework time to teach students that homework
completion is rewarded.
Teach them that privileges are earned by taking care
of one’ s responsibilities.
It is an added motivator for students who tend to
procrastinate and a very long time to do their
homework.
101. Providing assistance
Give the assistance but don’t do the assignment for
students.
Let them complete the task under your monitoring.
If they ask for help for a regular basis, you should
inform the teacher to consider the nature of the
problem.