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Classroom Management

The document discusses various aspects of effective classroom management for language teachers including understanding student needs, using appropriate teaching methods and technology, and providing clear instructions and guidance to students. It also addresses the different roles teachers take on at different stages of a lesson and considerations for seating arrangements and grouping students for different classroom activities.

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María José Fernandez
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58 views

Classroom Management

The document discusses various aspects of effective classroom management for language teachers including understanding student needs, using appropriate teaching methods and technology, and providing clear instructions and guidance to students. It also addresses the different roles teachers take on at different stages of a lesson and considerations for seating arrangements and grouping students for different classroom activities.

Uploaded by

María José Fernandez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Class Management

I. What are the aspects involved in Classroom management? Make a mind map.

II. What kind of knowledge does a teacher need to be able to….


a) teach grammar, lexis, and phonology? ______________________________
b) use the correct methods, approaches, and techniques? __________________________
c) understand the students’ needs to keep them motivated? _________________________
d) know the importance of cultural aspects while learning a language? __________________
e) use aids such as OHP, computer labs, videos, tape recorders etc.? __________________
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Teacher’s Roles

_______________

The teacher prepares and thinks through the lesson before teaching it .

_______________
T gives the learners detailed information about the language and about an
activity.

_______________
T organizes the learning space, makes sure everything in the classroom is running
smoothly and sets up the rules and routines for behavior.

_______________
T goes around the class during individual, pair-work and group work activities,…..

_______________
T makes sure all the learners take part in the activities.

_______________
T comforts learners when they are upset or unhappy.

_______________
T is able to recognize the cause of learners difficulties.

_______________
T can be used by learners for help and advice.
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Teacher’s Roles

What are the teacher’s roles at each stage of the lesson?

Stage Teacher’s Roles


Before the lesson

In the Presentation/Engage/ study

Practice/ Study

Production/ Activate

CLASSROOM LANGUAGE
 The language teachers use in classroom must be appropriate for:_____________________

 Teachers need to grade their language to suit ___________________________________.

 We need to sequence our language appropriately to provide learner with learning


opportunities. Sequencing means ____________________________________________.

 Learners can learn classroom language just by hearing it again and again. So it is important
to use the same classroom language for classroom functions at the early stages of learning.
For example:________________________

GRADING THE LANGUAGE

Basic Intermediate Advanced

Social Language

Organising

Explaining language
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Appropriacy in the Language Classroom - Worksheet

1. Said to a class of elementary secondary students

‘Please tell me your names.’


   
2. Said to an adult elementary learner

‘I believe that your hard work has really produced results. Congratulations.’
   
3. Said to a teenage intermediate student

‘You clever boy. Your mummy will be pleased with your mark.’
   
4. Said to a group of 9 –10-year-old intermediate students

‘While it is possible to use the past tense here, it’s much more common and natural to
use the present simple instead.’
   
5. Said to a group of advanced adult business students

‘What excellent work. You really have been very, very good students.’
   
6. Said to an elementary adult student

‘This work is awful – careless and poor quality. Do it again.’


   
7. Said to a group of teenage intermediate students

‘Could you get into groups and check your answers together.’
   
8. Said to a group of secondary beginners

‘Just get into groups and do the writing.’


   
9. Said to a group of primary intermediate students

‘Colour the pictures for homework, and write the names of the objects under each
picture. OK?’
   
10. Said to an adult student who is very shy

‘OK. Stand up and sing us the song.’


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After that, I’d like you to get into groups and make a list of all the different ideas you’ve
collected.

But before that we’re going to conduct a survey so you get lots of ideas to put in your
compositions. OK?

Right, now here’s a worksheet for your survey.

Then I’d like you to note down their answers.

OK, then, you can start..........NOW.

I’d like you to mingle round the class asking people their opinions, like the questions on the
worksheet.

Right, well, today we’re going to write a composition.

OK. Is that clear? Has anyone got any questions about what you need to do?

What I want you to do is this:

What’s the correct way to give instructions?


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III. What kind of seating arrangement and interaction patterns would be suitable for the following
activities.
a) A debate
b) An exam
c) A presentation of a new grammar structure
d) A project work
e) A speaking activity (a class survey),
f) What other activities, task, etc.?

1. 2. 3. 4.

5. 6. 7. 8.

9. 10. 11.
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Grouping Learners
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