Classroom Management

CLASSROOM CLASSROOM MANAGEMENTMANAGEMENT

Departamento de Lenguas Extranjeras, Departamento de Lenguas Extranjeras,

Facultad de Ciencias Humanas ,UNLPam. Facultad de Ciencias Humanas ,UNLPam.

Práctica Educativa II, Prof. Estela N. Braun (2012)Práctica Educativa II, Prof. Estela N. Braun (2012)

MAIN ASPECTSMAIN ASPECTS

ROLES OF THE TEACHERROLES OF THE TEACHER..

STUDENT GROUPINGS.STUDENT GROUPINGS.

DISRUPTIVE BEHAVIOURDISRUPTIVE BEHAVIOUR..

Teacher’s ROLESTeacher’s ROLES

The most effective techniques The most effective techniques can be made useless if the can be made useless if the teacher does not organize them teacher does not organize them properly”.properly”.

The teacher as CONTROLLERThe teacher as CONTROLLER

Some stages of the lesson require this role, Some stages of the lesson require this role, e.g. presentation.e.g. presentation.

InstructInstruct CueCue Nominate CYCLENominate CYCLE ++ All attention is focused at the front of the class. All attention is focused at the front of the class. + All students work at the same beat.+ All students work at the same beat. Teachers do most of the talking.Teachers do most of the talking. It is vital that control be relaxed if the students It is vital that control be relaxed if the students

are to be allowed a chance to learn. are to be allowed a chance to learn.

The teacher as ASSESSORThe teacher as ASSESSOR

There are two types of assessment: There are two types of assessment: correction correction and and organizing feedback.organizing feedback.

During During accurate reproduction stageaccurate reproduction stage correction is essential.correction is essential.

During the stage of immediate creativity During the stage of immediate creativity gentle correction gentle correction is needed.is needed.

ORGANIZING FEEDBACK:ORGANIZING FEEDBACK: Content Feedback:Content Feedback: Assessment of how well students have performed a Assessment of how well students have performed a

TASK.(e.g. role-play)TASK.(e.g. role-play) Form Feedback:Form Feedback: Tells students how well they have performed Tells students how well they have performed

linguistically; how accurate they have been.linguistically; how accurate they have been. Ways of recording errors and organizing feedback:Ways of recording errors and organizing feedback: Pen and paper: Vocabulary, pronunciation, style, Pen and paper: Vocabulary, pronunciation, style,

appropriacy.appropriacy. Tape-recorder.Tape-recorder. Video.Video. Feedback also means telling students what went right.Feedback also means telling students what went right.

ORGANISERORGANISER

Planning.Planning. Organizing the activity.Organizing the activity. Instructions/Rubrics.Instructions/Rubrics. Organization of an activity can be Organization of an activity can be

divided into different stages.divided into different stages.

Stages in a ClassStages in a Class

LEAD IN:LEAD IN: Introduction to the activity. The hook.Introduction to the activity. The hook. INSTRUCT:INSTRUCT: Rubrics: make sure the students have Rubrics: make sure the students have

understoodunderstood.. Model the activity. (Demonstrate).Model the activity. (Demonstrate). INITIATE THE ACTIVITY:INITIATE THE ACTIVITY: ORGANIZE FEEDBACK.ORGANIZE FEEDBACK.

Other teacher roles:Other teacher roles:

PROMPTER/ PARTICIPANT/ PROMPTER/ PARTICIPANT/ RESOURCE/ TUTOR/ RESOURCE/ TUTOR/ COUNSELLOR/ MONITOR/ COUNSELLOR/ MONITOR/ RESEARCHER.RESEARCHER.

STUDENT GROUPINGS:STUDENT GROUPINGS:

LOCKSTEP:LOCKSTEP:

FORFOR Everybody concentrates.Everybody concentrates. Very dynamic (choral repetition, etc).Very dynamic (choral repetition, etc). Comforting for students.Comforting for students. AGAINST:AGAINST: Little chance for students to talkLittle chance for students to talk.. Sometimes wrong speedSometimes wrong speed: either too fast or : either too fast or

too slow.too slow.

PAIRPAIR-WORK/-WORK/GROUP WORKGROUP WORK::

FOR:FOR: It fosters cooperation.It fosters cooperation. Communication of ideas.Communication of ideas. Very dynamic.Very dynamic. Enormous potential for MI and different Enormous potential for MI and different

learning styles.learning styles. Flexible groups: form, re-form them.Flexible groups: form, re-form them.

DRAWBACKS:DRAWBACKS:

Analytic learners prefer individual work.Analytic learners prefer individual work. Selection of group members/ roles.Selection of group members/ roles. Group size.Group size. INDIVIDUAL WORK.INDIVIDUAL WORK.