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CM Nov 2020

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23 views

CM Nov 2020

Uploaded by

Malithi Jayatissa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LEEDS CAMPUS OF BUSINESS AND TECHNOLOGY

Diploma in Primary Teaching


CLASSROOM MANAGEMENT
MANAGING TEACHING & LEARNING
Activity

 Think about when you were at school – did you


have a favourite teacher?
 Make a brief note about him/her covering the
points below:
 Why did you like them?
 What was their teaching style like?
 Is your teaching style similar to theirs?
Teacher in the Classroom: Physical Presence

 Proximity - Physical closeness to student

 Appropriacy - Right positioning at the right time

 Movement - How much?

 Awareness - Assess student behaviour and respond appropriately


Using the Voice
 Audibility - volume & quality; voice projection

 Variety - variations in volume, tone and quality

 Conservation - taking care of voice


Talking to Students
 Empathize with the students

 Establish a good rapport

 Rough-tune
simplification of the language

 Physical movements

 Non-verbal communication
Group Activity
 Make a list of all the
different types of
communication you have
with your learners.
Think about a typical lesson.
At what points do you communicate with
your learners?
Why do you need to communicate with
them?
Communicating With Learners
Giving Instructions

 Simple
 Logical
 Check
https://www.youtube.com/watch?v=hgdM-
Giving Instructions

 Get your books and pencils out.


 Turn your chairs this way so that all can see the chart.
 Thank You! Please go back to your place now.
 ‘Who knows this word? ’‘Put your hands up, please! Those
who know the answer!
 Those who have finished their work! Hands down!’
 Well done class. You all did great today!
Student Talk & Teacher Talk
 TTT : Teacher Talking Time Minimize

 STT : Student Talking Time Maximise

 TTQ : Teacher Talking Quality When


Needed
Using the L1
 Maximise the use of L2

 L1 as an enabling tool
clarifications, help & encouragement

 Language activities

 Subtitled videos
Creating Lesson Stages
 Start : Arouse interest

 Emphasize on start/end of an activity

 Link to lesson planning


Monitoring

 Approachable to & interested in students


 Supportive classroom atmosphere
 Individual attention
 Ensure learners are on task
 Track progress effectively
Feedback
Seating Arrangements

Seating arrangements need to reflect


 the particular learning needs of the students;

 the subject matter to be taught;

 and the instructional strategy to be used.

Getzel (1974)

Seating Quiz
Orderly Rows
 Focus on the educator and content
 Good for teacher centered classes

 Easy to implement with large classes

 Students with behavioral problems - placed in front to

control behavior
CONS
 Educator is the most important feature and students as
secondary participants
 Students can easily become disengaged during the
lesson
 Discourages interpersonal communication
 Not easy to observe students in the mid to back rows
 Not productive for classes built around conversation and
Circles & Horseshoes
Horseshoe
 Encourages discussion and interaction
 Easy to observe students and provide one on
one help
 A small community for learning
 Better place students with behavioral
problems
Circles
 Teacher – less dominating
 Equality Cons
 Shy students may feel anxious
 All see each other  Too many eyes upon one from all
directions
 Classroom size and number of students
Cluster Seating
 A safe area for students to interact
 Feedback from others before expressing own ideas
 Personal experience for interaction
 Shared knowledge on group work increases individual knowledge
 Student behavior can be monitored easily
 Assistant teachers in the form of students to boost group
performance
 Easily access or monitor student work

Cons
 Some students may only copy work
 Rely on the strongest student to interact with the class
 May not work as a group
 Difficult to assess each student’s ability

Separate Tables
 Independent work – mixed abilities
 Better focus and discipline
 Suitable for large classes

Cons
 Not suitable for collaborative tasks
 Difficult for teacher to monitor all
students
 More space than orderly rows
Match with the most appropriate seating.

 Group Presentation  Traditional


Rows
 Class Discussion
 U Shaped
 Lecture
 Clusters
 Exam
 Circle
 Create a poster
 Separate
Tables
Student Groupings & Interactions
 Solo/Individual Work – work alone

 Open Pair work – two learners demonstrate to class

 Closed Pair work – all work in pairs

 Group work – more than two work together

 Whole Class – all work together

 Open Class – Teacher nominates or elicits answers

 Class to Class – one class against another


Grouping Strategies
 Giving learners the choice
 Same People – Same Place; Cliques; Not all the time.

 Random grouping
 Fair

 Selecting the groups yourself.


 Clever grouping; Mix strong & weak; justify choices
Match with the most appropriate grouping.

 Present experiment  Solo Work


findings in a pair
 Open Pair
 Teacher selects students to Work
answer
 Closed Pair
 Write answers to 3 math Work
problems
 Group Work
 Class setting up for
exhibition  Open Class

 Create a poster  Class to


Class
Strategies
 Rules. Explicit expectations of student behavior. The
rules taught and applied in a fair and consistent
manner.
 Routines. Routines and procedures show how to act
during class activities.
 Praise. Positive behavior be reinforced with praise or
other rewards. Specific and sincere; focus on
congratulating behaviors, rather than the individual.
 Misbehavior. Noncompliance with class rules and
expectations should have consequences. Varying
levels of severity, and applied consistently.
 Engagement. High-quality instruction to engage
students. More engaged the student, the less likely
they are to act out. Opportunities for participation will
Class Rules

 Awareness of

expectations

 Clarity

 Relevance
Activity
 Write a classroom rule each
for:
 Nursery Level 1 (3-4 year
olds)
 Grade 2
 Grade 5
Classroom Management
Classroom management refers to the
ways in which student behaviour,
movement and interaction during a
lesson are organized and controlled by
the teacher”.
(Richards, 1990)

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