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Unit 2 - Chapter 3

The document discusses classroom management techniques for teachers including setting up and monitoring activities, grouping students, maintaining authority, critical moments in lessons, tools and techniques, and working with students. It emphasizes reading the mood of the class and learning from mistakes. Homework involves reading tasks on interaction, seating, instructions, monitoring, and gestures.

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23 views

Unit 2 - Chapter 3

The document discusses classroom management techniques for teachers including setting up and monitoring activities, grouping students, maintaining authority, critical moments in lessons, tools and techniques, and working with students. It emphasizes reading the mood of the class and learning from mistakes. Homework involves reading tasks on interaction, seating, instructions, monitoring, and gestures.

Uploaded by

fokin avocado
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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UNIT 2 - Chapter 3: Classroom management

Part 1

Definition: to create the conditions in which learning can take place.

An important part of this is to do with your attitude, intentions and personality and your relationships with
the learners. However, you also need certain organisational skills and techniques. Such items are often
grouped together under the heading of 'classroom management'.

 Activities

Setting up activities: Step 1 – Context // Step 2 – What are the students required to do? // Step 3 –
Materials and aids to be used.

Giving instructions: simple language – gestures and body language - same language for the same activity

Monitoring activities: how to check students’ work and assessment

Timing activities and the lesson as a whole: always a problem (explain)

Bringing activities to an end: signal that time is up

 Grouping and seating: as usual

 Authority

Gathering and holding attention

Deciding who does what (ie answer a question, make a decision, etc)

Establishing or relinquishing authority as appropriate

Getting someone to do something

 Critical moments

• Starting the lesson

• Dealing with unexpected problems

• Maintaining appropriate discipline

• Finishing the lesson

 Tools and techniques

• Using the board and other classroom equipment or aids

• Using gestures to help clarity of instructions and explanations

• Speaking clearly at an appropriate volume and speed

• Use of silence

• Grading complexity of language

• Grading quantity of language

 Working with people


• Spreading your attention evenly and appropriately

• Using intuition to gauge what students are feeling

• Eliciting honest feedback from students

• Really listening to students

LESSON PLANNING IS MAKING DECISIONS


CLASSROOM MANAGEMENT IS ALSO MAKING DECISIONS, BUT MANY TIMES ON THE SPOT.
READ THE MOOD OF THE CLASS!!!
IT DOES TAKE TIME – GIVE YOURSELVES THE CHANCE TO MAKE MISTAKES AND LEARN FROM THEM.
Homework: Read tasks 3.1 and 3.2 and the commentaries

 How can you decide what's best to do? Teacher reads aloud:

Classroom decisions and actions are also greatly determined by your own attitudes, intentions, beliefs and
values.

What do you believe about learning?

What is important for you in learning?

What is your genuine feeling towards your students?

For example, you may ask a student to write their response on the board. This decision may have grown from
your intention to involve students more in the routine duties of the class. This may itself have grown from
your belief that trusting your students more and sharing some responsibility with them is a useful way of
increasing their involvement in the learning process.

Part 2: Classroom interaction

Read and find out

What is the rationale for making use of pairs and small groups as well as whole-class work?

Choose two of the ideas for maximising student interaction in class and explain why you have chosen
them.

Part 3: Seating

Read the different seating arrangements and decide what could be advantageous about them.

Part 4: Giving instructions

Read this part of the chapter and make sure you understand it -but always bearing in mind that we teach
non-multilingual classes and that English is a foreign language for us.

Part 5: Monitoring

Why are the two steps important?

What is meant by “vanishing”?

Part 6: Gestures

Please, work on task 3.13 (page 68)

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