BLOCK 2.

CLASSROOM MANAGEMENT
TASK 1 Jigsaw practice

1. 3 different articles for 3 different groups a. Classroom Management, Management of Student Conduct, Effective Praise Guidelines, and a Few Things to Know About ESOL Thrown in for Good Measure b. Classroom Management c. Ideas for Avoiding Classroom Management Mistakes and How to Deal with Parents

2. Assign roles: individual reading. (10 min) 3. Experts meeting: gather A, B, C + read and discuss article (15min) 4. Get ready to explain to your groupmates (5min) 5. Gather original group and explain to your groupmates (summary and decisions), present results (21min) 6. Assessment / Evaluation (10m)

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

Classroom Management
http://www.adprima.com/managedirectory.htm

Dr. Bob Kizlik

There is absolutely nothing that results in more stress and anxiety of new teachers and those preparing to become teachers than classroom management. It is this one aspect of teaching that is often the cause of the staggering, disappointing number of people to enter teaching and leave within a few years. It is also the one area of skill that is hard to teach education students or those otherwise engaged in a teacher preparation program. It is first of all a skill, and a very complex one at that. As you will discover when you visit the ADPRIMA pages on classroom management, there is no substitute for common sense, an understanding of the age and maturity level of the students, and an internalization of some fundamental principles. Teachers who are good at classroom management are organized and have a good sense of what they want and don't want. Student learning, lesson planning, and effective teaching are not possible without effective classroom management. It's the nobrainer of all times, but it happens, and it negatively affects everything that we refer to as schooling and education. So with that said, begin with the two links below in the order they appear. Classroom Management: The Basics Classroom Management Mistakes

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

http://www.adprima.com/managing.htm

Classroom Management, Management of Student Conduct, Effective Praise Guidelines, and a Few Things to Know About ESOL Thrown in for Good Measure
Dr. Bob Kizlik Updated June 22, 2012

The evidence is irrefutable, Surveys of graduates of education schools and colleges indicate that the #1 area of concern of new teachers is their feelings of inadequacy in managing classrooms. Despite clinical experiences, practicums, student teaching, and other observations in classroom settings, this problem has persisted for decades. There is no magic elixir that will confer skill in this area of professional responsibility. We only wish there were. Classroom management and management of student conduct are skills that teachers acquire and hone over time. These skills almost never "jell" until after a minimum of few years of teaching experience. To be sure, effective teaching requires considerable skill in managing the myriad of tasks and situations that occur in the classroom each day. Skills such as effective classroom management are central to teaching and require "common sense," consistency, a sense of fairness, and courage. These skills also require that teachers understand in more than one way the psychological and developmental levels of their students. The skills associated with effective classroom management are only acquired with practice, feedback, and a willingness to learn from mistakes. Sadly, this is often easier said than done. Certainly, a part of this problem is that there is no practical way for education students to "practice" their nascent skills outside of actually going into a classroom setting. The learning curve is steep, indeed. As previously mentioned, personal experience and research indicate that many beginning teachers have difficulty effectively managing their classrooms. While there is no one best solution for every problem or classroom setting, the following principles, drawn from a number of sources, might help. Classroom teachers with many years of experience have contributed to an understanding of what works and what doesn't work in managing classrooms and the behavior of students. The following information represents some of the things that good classroom teachers do to maintain an atmosphere that enhances learning. It is written in straightforward, non-preachy language, and will not drive you to distraction with its length. I think most students appreciate that. With that in mind, I truly hope this information is useful to you.

An Effective Classroom Management Context (these four things are fundamental) 1. Know what you want and what you don't want. 2. Show and tell your students what you want. 3. When you get what you want, acknowledge (not praise) it. 4. When you get something else, act quickly and appropriately.

CLASSROOM ARRANGEMENT While good classroom arrangement is not a guarantee of good behavior, poor planning in this area can create conditions that lead to problems. The teacher must be able to observe all students at all times and to monitor work and behavior. The teacher should also be able to see the door from his or her desk. Frequently used areas of the room and traffic lanes should be unobstructed and easily accessible. Students should be able to see the teacher and presentation area without undue turning or movement. Commonly used classroom materials, e.g., books, attendance pads, absence permits, and student reference materials should be readily available. Some degree of decoration will help add to the attractiveness of the room.

SETTING EXPECTATIONS FOR BEHAVIOR *Teachers should identify expectations for student behavior and communicate those expectations to students periodically. * Rules and procedures are the most common explicit expectations. A small number of general rules that emphasize appropriate behavior may be helpful. Rules should be posted in the classroom. Compliance with the rules should be monitored constantly. * Do not develop classroom rules you are unwilling to enforce. * School-Wide Regulations...particularly safety procedures...should be explained carefully. * Because desirable student behavior may vary depending on the activity, explicit expectations for the following procedures are helpful in creating a smoothly functioning classroom:

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

- Beginning and ending the period, including attendance procedures and what students may or may not do during these times. - Use of materials and equipment such as the pencil sharpener, storage areas, supplies, and special equipment. - Teacher-Led Instruction - Seatwork - How students are to answer questions - for example, no student answer will be recognized unless he raises his hand and is called upon to answer by the teacher. - Independent group work such as laboratory activities or smaller group projects. Remember, good discipline is much more likely to occur if the classroom setting and activities are structured or arranged to enhance cooperative behavior. MANAGING STUDENT ACADEMIC WORK * Effective teacher-led instruction is free of: - Ambiguous and vague terms - Unclear sequencing - Interruptions * Students must be held accountable for their work. * The focus is on academic tasks and learning as the central purpose of student effort, rather than on good behavior for its own sake. MANAGING INAPPROPRIATE BEHAVIOR * Address instruction and assignments to challenge academic achievement while continuing to assure individual student success. * Most inappropriate behavior in classrooms that is not seriously disruptive and can be managed by relatively simple procedures that prevent escalation. * Effective classroom managers practice skills that minimize misbehavior. * Monitor students carefully and frequently so that misbehavior is detected early before it involves many students or becomes a serious disruption. * Act to stop inappropriate behavior so as not to interrupt the instructional activity or to call excessive attention to the student by practicing the following unobstructive strategies: - Moving close to the offending student or students, making eye contact and giving a nonverbal signal to stop the offensive behavior. - Calling a student's name or giving a short verbal instruction to stop behavior. - Redirecting the student to appropriate behavior by stating what the student should be doing; citing the applicable procedure or rule. Example: "Please, look at the overhead projector and read the first line with me, I need to see everyone's eyes looking here." - More serious, disruptive behaviors such as fighting, continuous interruption of lessons, possession of drugs and stealing require direct action according to school board rule. Assertive Discipline has been used by many schools, and is an effective way to manage behavior. Find out more by clicking here. PROMOTING APPROPRIATE USE OF CONSEQUENCES * In classrooms, the most prevalent positive consequences are intrinsic student satisfaction resulting from success, accomplishment, good grades, social approval and recognition. * Students must be aware of the connection between tasks and grades. * Frequent use of punishment is associated with poor classroom management and generally should be avoided. * When used, negative consequences or punishment should be related logically to the misbehavior. * Milder punishments are often as effective as more intense forms and do not arouse as much negative emotion. * Misbehavior is less likely to recur if a student makes a commitment to avoid the action and to engage in more desirable alternative behaviors. * Consistency in the application of consequences is the key factor in classroom management.

Classroom Management
http://www.adprima.com/managedirectory.htm

Dr. Bob Kizlik

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

There is absolutely nothing that results in more stress and anxiety of new teachers and those preparing to become teachers than classroom management. It is this one aspect of teaching that is often the cause of the staggering, disappointing number of people to enter teaching and leave within a few years. It is also the one area of skill that is hard to teach education students or those otherwise engaged in a teacher preparation program. It is first of all a skill, and a very complex one at that. As you will discover when you visit the ADPRIMA pages on classroom management, there is no substitute for common sense, an understanding of the age and maturity level of the students, and an internalization of some fundamental principles. Teachers who are good at classroom management are organized and have a good sense of what they want and don't want. Student learning, lesson planning, and effective teaching are not possible without effective classroom management. It's the nobrainer of all times, but it happens, and it negatively affects everything that we refer to as schooling and education.

GUIDELINES FOR EFFECTIVE PRAISE (Applies primarily to praise associated with instruction and student performance) Effective Praise 1. Is delivered contingently upon student performance of desirable behaviors or genuine accomplishment 2. Specifies the praiseworthy aspects of the student's accomplishments 3. Is expressed sincerely, showing spontaneity, variety and other non-verbal signs of credibility. Ineffective Praise 1. Is delivered randomly and indiscriminately without specific attention to genuine accomplishment 2. Is general or global, not specifying the success. 3. Is expressed blandly without feeling or animation, and relying on stock, perfunctory phrases. 4. Is given based on comparisons with others and without regard to the effort expended or significance of the accomplishment of an individual. 5. Provides no meaningful information to the students about their accomplishments. 6. Orients students toward comparing themselves with others. 7. Attributes student success to ability alone or to external factors such as luck or easy task. 8. Encourages students to succeed for external reasons -- to please the teacher, win a competition or reward, etc.

4. Is given for genuine effort, progress, or accomplishment which are judged according to standards appropriate to individuals. 5. Provides information to students about their competence or the value of their accomplishments. 6. Helps students to better appreciate their thinking, problem-solving and performance. 7. Attributes student success to effort and ability, implying that similar successes can be expected in the future. 8. Encourages students to appreciate their accomplishments for the effort they expend and their personal gratification.

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

Ideas for Avoiding Classroom Management Mistakes and How to Deal with Parents
Dr. Bob Kizlik Updated November 18, 2012

http://www.adprima.com/managemistakes.htm Beginning teachers. New teachers. Either of these terms often conveys a sense of helplessness and vulnerability, but that need not be so. If you are reading this page, it is probably because you are a beginning teacher, or are planning to be one. In every single class I have taught to future teachers, their greatest fear concerns problems they envision that are connected to classroom management and relationships with parents. For many, these imagined problems can be overwhelming and often border on terror not a good thing. While there is no shortage of advice in books and on the Internet about how to manage a classroom and deal effectively with parents, here are some of the best ideas I have gleaned in my career. They come from a variety of sources including my own personal experience as a teacher and parent. Make of them what you will. Classroom Management Quickies Mistakes often made by new teachers New teachers often Have not figured out what exactly they want and don't want - a root cause of much of what follows. Overpraise students for doing what is expected. Don't know the difference between praise and acknowledgement and when each is appropriate. Fail to do effective long-range and daily planning. Spend too much time with one student or one group and not monitoring the entire class. Begin a new activity before gaining the students' attention. Talk too fast, and are sometimes shrill. Use a voice level that is always either too loud or too soft. Stand too long in one place (the feet of clay syndrome). Sit too long while teaching (the posterior of clay syndrome). Overemphasize the negative. Do not require students to raise hands and be acknowledged before responding. Are way too serious and not much fun. Are way too much fun and not serious. Fall into a rut by using the same teaching strategy or combination of strategies day after day. Ineffectively use silence (wait time) after asking a content question. Are ineffective when they use facial expressions and body language. Tend to talk to and interact with only half the class (usually their favorites, and usually on the right).. Collect and return student papers before assigning students something to do. Interrupt students while they are on task. Use "SHHHH" as a means of quieting students (one of the most annoying and ineffective behaviors). Overuse verbal efforts to stop inappropriate student behavior - talk alone accomplishes little. Settle for less rather than demand more. Use threats to control the class (short term, produces results; long term, backfires). Use global praise inappropriately. Use color meaninglessly, even to the point of distraction (I know you've seen this happen). Verbally reprimand students across the classroom (get close and personal if possible). Interact with only a "chosen few" students rather than spreading interactions around to all students. Do not intervene quickly enough during inappropriate student behavior. Do not learn and use student names in an effective way (kids pick up quickly on this and respond in kind). Read student papers only for correct answers and not for process and student thinking. Ask global questions that nobody likely will answer. Fail to do appropriate comprehension checks to see if students understand the content as it is taught. Use poorly worded, ambiguous questions. Try to talk over student noise (never, ever, do this, because when you do, you lose and they win). Are consistently inconsistent. Will do anything to be liked by students. Permit students to be inattentive to an educationally useful media presentation (this happens a lot). Introduce too many topics simultaneously (usually the result of poor planning). Sound egocentric (if you have to get your jollies from your students, there might be a problem). Take too much time to give verbal directions for an activity (an inability to focus and explain effectively). Take too much time for an activity (usually the result of poor planning).

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

Are nervous, uptight, and anxious (if this is persistent, you need help). Overuse punishment for classroom misbehavior - going to an extreme when other consequences work better. The Dreaded Parent Teacher Conference - Staying Alive I remember going to quite a few parent teacher conferences with my wife, who is also a teacher. We always went to conferences with the idea that some form of communication was required to help further our son's education and development. I don't recall ever getting into a shouting match, or anything of the sort. However, relations with parents is one of the fundamental, yet troubling components of teaching that new teachers must learn to manage. Often times, it is obvious that regardless of the circumstances, the perception of the parent is that the teacher is wrong. This can lead to some serious problems. What follows is some good, sound advice from Lee Canter. Suggestions for Parent Conferences Make sure you have contacted the parents regularly about problems before you call them for a conference. Be flexible in setting up the meeting time. Be sure you have documentation about the child's behavior for referring to specifics during the conference. Greet the parent warmly. Don't have the parent sit on a student-sized chair while you sit in a teacher's chair. Be sensitive to the parent's feelings throughout the conference. Maintain eye contact. Call the parent often by name. Say something complimentary about the student early in the conference. Be a good listener. Don't do all of the talking. Allow the parents to voice their concerns. Ask the parent for his input regarding the student. Explain problems in observable and clear terms. Don't dredge up old incidences from the past, which have already been dealt with. Don't overwhelm the parent with too many problems. Stay focused on key issues. Do not discuss other students. If the parent tries to shift the blame to others, stay focused on the major reason for which the conference was set up. Make detailed notes of what was discussed. NOTE: If possible, have another teacher or someone from the staff be present as your witness. Consider giving parents some concrete ideas for behavior management at home.

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

NEXT CLASSES
12 14/12 Gran Grupo 13 21/12 Grupo reducido (1, 2, 3) Grupo reducido (4, 5, 6) 14 11/01 Grupo reducido (7,8,9) Grupo reducido (10, 11) 15 18/01 PR-1 (Bring Textbooks) PR-2 (Bring Textbooks) Revision 16 25/01 Gran Grupo

Classroom management in the FL class in primary education. + Didactic Sequence

1. La gestin del aula de lengua extranjera de educacin primaria. (NML)

Child-centred learning. The inclusive classroom strategies for effective differentiated instruction. The learning environment: the discipline. Questioning. Lesson materials and equipment. Working with a textbook.

Important dates: Portfolio: 10th December (2nd portfolio), 10th February (3rd portfolio). Didactic Sequence: 18th of January (electronically, 3 subjects + 1 printed copy in Conserjera). End of classes: 25th of January Final exam: 8/2/2013, Room: 011 EDU, Time: 9h.

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

COMPONENTES A TENER EN CUENTA PARA LA CALIFICACIN FINAL: 1. Prueba escrita y oral (40%)
Prueba oral 15%: Individual Video justificando desde el punto de vista del desarrollo docente, qu han supuesto para ti las exposiciones de la SD de tus compaeros Duracin: 3 Formato: video colgado en youtube y comunicado el enlace a travs del Foro (plataforma del curso). Herramienta posible: VOXOPOP Prueba escrita 25%: Examen final Individual

2. Participacin activa en clase y elaboracin de trabajos realizados en sesiones presenciales (25%)

Individual: Participacin en clase Portfolio (doc. Anexo) Actividades en DIIGO

3. Trabajos y elaboracin de proyectos a realizar fundamentalmente fuera del horario de clase (25%) + 15%
Grupal: Blog (doc. Anexo) Secuencia didctica (rbrica)

4. Autoevaluacin (10%)
Individual: Preguntas dentro del examen.

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

Ability and Instructional Grouping Information "To group or not to group, that is the question."
Various grouping strategies and techniques How effective they are. Groups to maximize effectiveness of instructional technique for teaching and classroom management. Without planning and careful thought,

Can lead to inefficient use of teachers and students time

Common Characteristics of All Types of Effective Learning Groups

Work done in groups is challenging and meaningful. The teacher actively involved in the students' learning process, serving as a resource person, questioner, guide, evaluator, and coach. 3. Learning goals and timelines are clearly understood by the students and monitored by the teacher. 4. Groups are heterogeneous, and all students are actively involved. 5. Cooperation is valued over competition. 6. Students have a sense of being able to accomplish more learning together than they can alone. 7. The group process provides a comfort level for discussion and airing questions. 8. Student interaction and social skills are required, but the purpose of grouping is not primarily social. 9. Group time is not "free time" for student (or teacher). 10. Multiple means of assessment are possible (rubrics, portfolios, quizzes, interviews, presentations, etc.). 11. Evaluation can be of the individual student, of the group, or a combination of these. 1. 2.

http://www.teachervision.fen.com/classroom-management/resource/5776.html?detoured=1 http://www.adprima.com/grouping.htm

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

Three Learning Group Strategies

Problem-Solving Partnerships 2-3 students per group. Duration: Short (part of a class period to a few days). Task or problem: limited in scope (a single problem or question or a limited set) Usually a challenge or practice activity for students to apply recent learning. Problem solving: Multiple approaches encouraged No single "right" way to solve most problems Reasonable solutions or answers to the problem are honored Individual students opportunity to explain and discuss their suggested solutions as well as their misconceptions New understandings: developed by the individual, by the team, and, finally, by the whole class. Group and class discussions (solutions) provide immediate feedback to the student. A team plan of operation and goals is specified Teams highly structured. Each student clearly defined role in the team such as recorder, questioner, reporter... The teacher takes time to teach each students role. Team members share leadership within the framework of specific roles. All must contribute or the team cannot progress. (Teams "win or lose together.") The end product represents the entire team. Team focus: cooperation & achievement of goals. Awareness of the group process is as important as completing the task. Roles flexible May change throughout the project or assignment. Students observe (and help with) other students' work, and critique, evaluate, explain, and suggest ways for improvement. Open communication and multiple approaches are emphasized. All involved in Honest discussion about ideas, procedures, experimental results, gathered information, interpretations, resource materials, and their own or other students' work. Students are constantly aware of the collaborative communication process, as well as the product or goals. They know they can change direction to meet goals. Cooperative Teams 3-4 students per group. Duration: Several days to several weeks. Task or problem: Clearly defined by the teacher. Collaborative Groups 3-6 students per group. Duration: Short (days) or long (weeks or even months). Task or problem: Open-ended May cover large amounts of course content.

CLASSROOM MANAGEMENT
Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

What does it imply?

1. Mixed ability groups: visuals, technical resources, teachers role 2. Classroom discipline: rules, problems 3. Using the board (white, digital)

Effective and high quality teaching has always been associated with the development of a series of skills in classroom management designed to: maintain visual control of the class use of non-verbal communication (gestures) create flexibility of movement in class and variety in the centre of visual interests encourage participation of all the students control the amount and the quality of teacher talk and of the input offered promote a healthy relationship between teacher and student & happy classroom atmosphere

Role of the T:
plan the social organization of all work-related talk which is going to take place in the classroom-setting: the contribution that the T can make the contribution that Ss can make

Group work encouraged through well-planned use of aids, Ss need to be able to: make their own decisions. develop autonomy on the process.

It is important to:
tell the students the aims to be achieved design the learning activities and tasks carefully pay attention to individual learning rhythms involve every individual S in the process of learning

Role T using any teaching resource should imply:

careful planning of the procedures to be followed and the speech to be used need for scaffolding, i.e., provision through conversation of linguistic structures that promote a learners recognition or production of structures attention to interactive features such as turn-taking, questioning and answering, negotiation of meaning and feedback interaction to give learners opportunities to incorporate the foreign language uses into their own speech construction of communication between the T and Ss or between the Ss themselves the provision of contexts in which Ss can reverse interactional roles with peers

1. Mixed ability groups 2. Classroom discipline 3. The board 4. Teachers performance:

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

1. COPING WITH DIVERSITY: MIXED ABILITY GROUPS Mixed-level/ability classes

Disparity in L2 skills Social interaction leads to the development of childs abilities. Take into account different rhythms of learning, fast finishers/slow finishers. Different levels in the same group: a disadvantage an advantage: Ss can work cooperatively and help each other Might bring new strengths or problems into the class: 1. Divide class into multiple classes: Advantages / Disadvantages. 2. Group strong + weak ones: Advantages / Disadvantages.

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

2. CLASSROOM DISCIPLINE
Lack of Ss motivation A sense that the teaching strategies do not correspond to Ss interests and abilities The power (the ability of the T to get the Ss to obey his/her instructions and suggestions) and authority of the T Personal charisma Ability to control situations and reactions Intellectual ability Organisational ability

Examples:
Overt (shouting, chewing gum, fights) covert (arriving late, not paying attention, making noise) Grandstanding Sleeping in class Prolonged Chattering Excessive Lateness Using Electric Devices (mobile, computer, tablet) Disputing the Instructors Authority or Expertise Verbal or Physical Threats to Students or Faculty

Dealing with problems of discipline

Levels of Response: Prevention, Intervention by the Instructor, Reporting behavior (department chair, university authorities) Establishing rules for the classroom T establishes rules of behaviour in the classsroom. Advisable to negotiate with the Ss. Sensibleness Positive phrasing Criteria: Relevance

Dealing with disciplinary problems

Apply preventive measures Snuff out problems of discipline immediately Importance of keeping the Ss under continuous observation Pass over some slight lapses than interrupt the class constantly Small problems of discipline, deal with it: by means of simple eye contact and facial expression by standing near the S who is misbehaving Once the problem has been identified and its importance assessed: clarity and firmness on the part of the T the importance of the usefulness of the norms Emphasis on the behaviour of those Ss who are most respected Avoidance of brusque reactions, sarcasm, excessively irritable comments, etc., since verbal violence will simply generate more violence and create resentment

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

Why Instructors dont respond to disruptive acts by students:

Benign Inaction Fear of Receiving Inadequate Administrative Support Fear of Harming the Psychologically Fragile Student Fear of Physical Reprisals Fear of Legal Reprisals Misperceiving the Nature of Discipline

TIPS:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Fairness is key Firm but fair It's Easier to get easier. Never smile until Christmas Deal with disruptions with as little interruption as possible Avoid confrontations in front of students Stop disruptions with a little humor Keep high expectations in your class Overplan Be consistent Make rules understandable Start fresh everyday

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

EFFECTIVELY MANAGING DISRUPTIVE BEHAVIOR

1. ESTABLISHING RULES:

Start and end on time Turn off or silence cell phones Save texting for breaks Respect the contributions of others Be open to new ideas Resolve differences calmly Stay on topic

2. SAVING QUESTIONS FOR LATER 3. MANAGING MILD DISRUPTIONS Try one, or more, of the following tactics:

Make eye contact with the disruptive person Remind the group of the agreed-upon norms Move toward the disruptive person Stand directly in front of the person Be silent and wait for the disruption to end Acknowledge the input, put it in your parking lot if appropriate, and go on "You may be right" "Thanks for your comment" "How about if we park that comment and come back to it later" Ask for help from the group "What does everyone else think?" Rearrange the seating if you think it will help Call for a break

4. HANDLING PERSISTENT DISRUPTIONS For more serious problems, or if the disruption persists:

Speak with the person privately Confront the behavior, not the person Speak for yourself only, not the class Seek to understand the reason for the disruption Ask the person to recommend a solution Review your expectations of classroom behavior if necessary Try to get agreement on expected norms Explain any consequences of continued disruptions

5. SHARING CHALLENGES (with other teachers)

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

3. USING THE BOARD

Skill which can be developed, and it is a new skill at which everyone can be competent Check that your writing is big enough, legible and straight.

Effective use of the board:

Write clearly and in large enough letters legible Dont jot words and phrases down at random all over the board. Avoid speaking at length while you are writing on the board (back to the class). If you ask the Ss to copy something you have written, stand or sit well away from the board and wait quietly for them to do so. Dont use colours which dont show up well on the board. Plan how you will use the board: you can rub things out. Have different parts for different things: communicate via the board. Encourage Ss to use the board: You may get from it: Movement round the classroom Involvement Engagement Development of skills (communicative skills, social skills)

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

4. TEACHERS PERFORMANCE:
Provide: objectives/contents, instructions, input, exploit grammar, vocabulary, phonetics, teach socio-cultural/linguistic, teach discourse elements, play games, ask, correct/reinforce, assess, use L2, motivate, groupings, use: visual aids, non-verbal communication.

1. Eye-contact: needed for feedback 2. Non-verbal language: reinforcement, more understandable, exaggerates gestures, not to raise voice, to initiate/organize students. 3. Teacher talk: Talking time, tone of voice, speech adjustments, echoing. Clearly heard, adjust volume Control talking time: practice for students, balance between teacher/student talking time. Tone: expressive, non monotonous, to indicate diff. stages. Speech adjustment: to be easily understood (syntax, vocabulary and rate/prosody/phonology). 4. Student-teacher relationships Positive, friendly/caring, cheerful/optimistic approachable, warm/relaxed atmosphere original/creative, show interest on students opinions/reactions/learning/suggestions learn names plan carefully (emphasis on the social nature of language learning and use). Tips: Manage board well, manage the room and the students think and teach visually use pair/group work monitor well use L1 intelligently pause often and elicit fairly exemplify as much as you instruct and avoid echo routines are important but also variety keep trying to improve your timing.

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

PRACTICE 1 Managing large classes

Smaller groups, timing and pacing, optimization of space, names, eye-contact. Personalize learning. Good/bad about managing pair/groupwork

Resources

Active use of threaded discussions and email Case study Clicker technology Concept maps Home-base groups I have a question activity Jigsaw strategy Logical organization of concepts Logical sequencing of concepts Organized lists Peer feedback Peer tutoring Peer writing Role-play exercises Simulation Small group problem solving Student-led discussion groups Tables and charts Teacher as facilitator Think-pair-phare Turn-to-your-neighbor approach Cooperative learning Mix-abilities groups (different roles)

Shaping the Way We Teach English: Module 06, Managing Large Classes

http://www.youtube.com/watch?v=RqvBjvbsUxs 1016

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012

SCENARIOS
#1 You are lecturing in a very large class. The course began well, with most students polite and attentive. However, about halfway through the term, you began to notice that your students were preparing to leave the lecture hall about 5 to 10 minutes before you finished your lecture. You find this annoying and wish that your students would wait until you are finished before they begin collecting their papers and prepare to leave. What do you do? #2 You have been assigned to teach a new course and have been told that it is very important to take down the names of all students who attend each class. Last term, you circulated a paper and asked all students to write down their names. However, you found that you had more names written down than students attending the days class. The term before, you called out the name of the students enrolled in the course and noted who was present and who was absent. This method did not make you very happy because it took a long time at the beginning of the course and you could not note late arriving students. What are some different ways that you can keep attendance this term? #3 It is two weeks before a new term is to begin. Last term, you noticed that fewer and fewer students were attending class. Your attendance numbers dropped as the term continued. What can you do this term to avoid this problem? #4 One student in your class consistently receives mobile phone calls during your lectures. The student loudly answers the phone and leaves your class to complete the call. You tried speaking to this student after class about this and asked the student to turn off the phone. Today, it happened again. What can you do to stop this problem? #5 You have three students who sit in the very back of your class and whisper to one another during your lectures. When you look at them, they stop talking and pay attention to what you are saying. Soon, however, they are whispering again. Other students around them are disturbed by the noise they are making and look at them. This does not stop the whispering. You are concerned about this because the three students are apparently bothering the others sitting near them. How can you stop the whispering? #6 About midway through the term, you realize that students are missing due dates on important assignments and ask questions about when something is due. What could you have done at the beginning of the term to avoid this problem? #7 It is taking a lot of class time to collect and distribute papers. You find that you have less and less time for lectures. How can you avoid this problem?

Gestin, Planificacin y Evaluacin en el Aula LE. NML . 2012