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Classroom Management

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4 views

Classroom Management

Uploaded by

Piper
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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GROUP

8
Võ Minh Tài
Trần Tuyết Châu
Trương Nguyễn Trúc Quỳnh
Hoàng Ngọc Ánh
CLASSROOM
MANAGEMENT
Table of contents

I II
Classroom interaction Starting the lesson

III IV
Monitoring Closing the lesson
I.
CLASSROOM INTERACTION
I. CLASSROOM INTERACTION

Teacher talk and Student talk

Ideas for maximizing student interaction


ACTIVITY:
Discuss in groups and tick the statements that you agree
with:
1. A. It is more important for learners to listen and speak to you than for learners
to listen and speak to each other.
B. Students should get most conversation practice in interacting with other
learners rather than with you.
2. A. People usually learn best by listening to people explaining things.
B. People usually learn best by trying things out and finding out what works.
3. A. The teacher should speak as much as possible in classroom time.
B. The teacher should speak as little as possible in classroom time.
1. Teacher talk and Student talk
- It is the students who need the practice, not the
teacher.
→ a good teacher maximizes STT and minimizes TTT
- Good TTT may have beneficial qualities.
Comprehensible input is an important feature in
language acquisition.
→ teachers should know how to talk to students
- TTQ (Teacher Talking Quality)
Teachers should engage students with their stories
and interaction by using appropriate comprehensible
2. Some ideas for maximizing student
interaction in class

Encourage a friendly, relaxed Allow time for students to listen,


learning environment think, process their answer and
speak
2. Some ideas for maximizing student
interaction in class

Allow students to finish Use gestures


their own sentences
2. Some ideas for maximizing student
interaction in class

Utilize pairwork and Arrange seats appropriately


groupwork
II.
Starting the lesson
II. STARTING THE LESSON

Aim
Techniques
Problems and Solutions
1. Aim
Why do we need activities for starting a lesson?

They get the students


into learning mode.

They are engaging.


1. Aim
Teacher uses different terms to talk about these sorts
of activities:

Lead-ins Lesson Icebreaker


starts or s
warmers
2. Techniques

What do
you usually
do for an
interesting
warm-up?
2. Techniques

STORYTELLI
NG
2. Techniques

SEQUENCE
MEMORY
3. Problems and Solutions
Problem 1: Chaotic warm-up
3. Problems and Solutions
Problem 1: Chaotic warm-up
→ Solution:
- Set clear rules
- Use some tips (chant, bell, hand clap,
…)
Problem
3. 2: Activities
Problems do not involve all
and Solutions
Ss
Problem
3. 2: Activities
Problems do not involve all
and Solutions
Ss
→ Solution:
- Consider Ss’ interest before designing
activities
Problem 2: Activities do not involve all
3. Problems and Solutions
Ss
→ Solution:
- Consider Ss’ interest before designing
activities
- Reward for winners
III.
MONITORING
III. MONITORING
Aim
Monitor the class
Monitor groupwork/pairwork

Monitor individuals
1. Aim

Check students’ Assess how Evaluate Help or


understanding well the students' correct
of students are strengths and students
the instruction doing the weaknesses
task
ACTIVITY: Discuss in groups to answer the following
question:
What should you (as a teacher) do once you have set
up an activity
A. sit down and read a book
for your students to do in the classroom?
B. go out of the room and have a coffee
C. walk around and look at what students are doing
D. listen carefully to as many students as possible, correct students’
mistakes and offer ideas for students
E. sit down and work with separate groups one by one, joining in the
task as a participant
Disappearing

A. sit down and read a book B. go out of the room


and have a coffee
Monitoring discreetly

C. walk around and look at


what students are doing
Monitoring actively

D. listen carefully to as many students as possible,


correct students’ mistakes and offer ideas for students
Participating

E. sit down and work with separate groups one by one,


joining in the task as a participant
Disappearing
Monitoring discreetly
Monitoring actively
Participating
2. Monitor the class
2. Monitor the class
- monitor how well the class is
getting on
andwhether
→ know how individual
you arestudents are
going too slowly
reacting
or quickly, which students need further
help,
whether correction is needed
and when to move on to the next stage
3. Monitor groupwork/pairwork
- Stand back
- Quickly check students' understanding of
what to do
3. Monitor groupwork/pairwork
What should the teacher do when some groups
are close
to finishing the task whereas the1others are too
Group
far behind?

Group 3
Group 5
Group 6

Group 8
3. Monitor groupwork/pairwork
What should the teacher do when some
groups are close to finishing the task
whereas the others are too far behind?
→ Asking the faster groups to enhance
their work
Supporting the slower groups to
complete the task
3. Monitor groupwork/pairwork
- Stand back
- Quickly check students' understanding of
what to do
- Interrupt students when:
+some of the groups are close to finishing or too far behind
from finishing
+the group has misunderstood what to do
+you are asked by the groups
- Spread your attention
- Be easily accessible
- Provide encouragement
3. Monitor groupwork/pairwork
- Stand back
- Quickly check students' understanding of
what to do
- Interrupt students when:
+some of the groups are close to finishing or too far behind
from finishing
+the group has misunderstood what to do
+you are asked by the groups
- Spread your attention
- Be easily accessible
- Provide encouragement
- Give correction
3. Monitor groupwork/pairwork
- Stand back
- Quickly check students' understanding of
what to do
- Interrupt students when:
+some of the groups are close to finishing or too far behind
from finishing
+the group has misunderstood what to do
+you are asked by the groups
- Spread your attention
- Be easily accessible
- Provide encouragement
- Give correction
4. Monitor individuals
4. Monitor individuals
- Be discreet in your approach
- Try to be encouraging
- Move around or from on student to
another
- Pay attention to every individual
IV.
CLOSING THE LESSON
IV. CLOSING THE LESSON

Aim
Techniques
Problems and Solutions
1. Aim

- Remind students of the objectives

- Prepare students for the next lesson

- Provide vital feedback for teachers’ lessons


- Pair/group letter to absent
2. Techniques
students
2. Techniques
- Reflection tennis
3. Problems and Solutions

Problem 1: Last-minute rush

→ make micro-adjustments while teaching

→ use backward planning


3. Problems and Solutions
Problem 2: Too much spare time
3. Problems and Solutions

→Solution: Don’t start a new task, extend the old one


Problem 2: Too much spare time
3. Problems and Solutions

→ Solution: Use filler games


Ex: anagrams, phonemic anagrams, mixed-
up sentences, word clouds,...
Thanks
Do you have any questions?

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