classroom management for language teachers · 04.02.2017 · classroom management for language...

Ministry of Public Education, Costa Rica – February 15, 2017Maria Dantas-Whitney, Ph.D. – Western Oregon University - dantasm@wou.edu

Fulbright Scholar 2016-17 (Universidad Latina/Panama Bilingüe)

Classroom Management for Language Teachers

SessionOverview

•  CaseStudyAnalysis

•  ComponentsofClassroomManagement

Prepara&on

Rou&nes

Behavior

CaseStudy

•  Firstgrade

•  About20students

•  Classheldincomputerlab

•  Teacherturnedoffallcomputers;arrangedthechairsinasemicirclewithallstudentsfacingthescreen

•  Thewholeclasswasconductedinthisarrangement

•  Firstac&vity:Songsplayedoncomputer(withimagesonthescreen)

•  Everyonewasenthusias&candparEcipatedfully

•  Secondac&vity:Flashcardsofanimalsonthescreen(wordsorimages).Studentsweretorepeatinachorusthenamesoftheanimals

•  StudentsstartedoffparEcipaEng,butsoongot&redandbecamedisrup&ve•  talkingtotheirneighbors•  playingwithpencilcases•  somegotupandmovedaround

•  Toencouragediscipline,theteacher:•  Keptaskingstudentstobequiet,pay

aKenEon,andkeeprepeaEngthenamesoftheanimals

•  “Wehaveaspecialguest.Pleasebehave!”•  Separatedsomestudentsbyaskingthemto

changeseats•  TookoneofthemostdisrupEvestudents

outoftheclass

CaseStudyAnalysis

Discussingroups:•  Successes

•  Challenges

•  RecommendaEons •  Prepara&on•  Rou&nes•  Behavior

ClassroomManagement

•  OrganizaEonofstudentmovement,interacEonandbehaviorbytheteacher

•  Theteachermusttrainthestudentstomove,interact,andbehaveinappropriateways

•  Theendgoalistomaximizestudentlearning

Preparation

•  Beingwellpreparedhelpstheteacherremainconfidentandkeepcoolduringthelesson

clearlessonobjecEves

(languageandcontentobjecEves)

transparentexpectaEonsandassessments

appropriatesequencingof

acEviEesacEve

learning

student-centered

environment

GradualReleaseofResponsibility

Modeling

hKps://www.mheonline.com/_treasures/pdf/douglas_fisher.pdf

VideoIDo,WeDo,YouDo--ScaffoldingReading

•  Asyouwatch,takenotesonthefollowingthemes:

clearlessonobjecEves

(languageandcontentobjecEves)

transparentexpectaEonsandassessments

appropriatesequencingof

acEviEesacEve

learning

student-centered

environment

hKps://www.youtube.com/watch?v=gleNo8dqHb8

KeyFeaturesofEffectiveInstruction

•  ClearobjecEvesthataremeasurable•  Appropriateandchallengingmaterial•  AcEvaEonofbackgroundknowledgeandpriorlearning•  Clearinput,teaching,andmodeling•  StructuredpracEce,focusedinteracEons(T-stsandsts-sts)•  ApplicaEonofnewlearningandtransfertonewsituaEons•  AcEvestudentengagementandpromoEonofautonomy–

studentsdevelopcapacitytoguidetheirownlearning•  Periodicreview•  Frequentfeedback,assessments,withre-teachingasneeded

GoKlieb&Ernst-Slavit,2014

DesigningEffectiveLessons

•  DimensionsofLanguage:Analysisoftalk,texts,tasks,andtests

•  Languagefunc&ons(e.g.,describe,compare/contrast,proposiEon/support)

•  Languageforms(e.g.,complexsentences,transiEonwords,adjecEves)

•  Vocabulary

talk(oral–speakingandlistening)

texts(wriKen–readingandwriEng)

tasks(interacEon,projects,products)

tests(formaEveandsummaEveassessments)

Lesson Planning Grid

PreparingLearners

IcebreakerBuildbackgroundknowledgeRelatecontenttostudents’livesIntroducevocabularyandconceptsincontext

Interac&ngTeacher-Students:TeachermodelingDirectinstrucEonifneeded

Student-Student:GrouppracEce(closelymonitoredbytheteacher)

ExtendingUnderstandingApplynewlygainedknowledgetonovelsituaEonsoruseittoproblem-solve

Connectideaslearnedtootherideasinpreviouslessonsorintherealworld

Independentprojectsandtasks

FormaEveAssessment/Checkfor

Understanding

FormaEveAssessment/Checkfor

UnderstandingSummaEveAssessment

Objec&ves(content) Objec&ves(language)

KeyVocabulary Materials/Resources

IceBreaker&BuildingBackground LessonDelivery

RouEnes

Smoothtransi&ons

ANen&ongeNers

Sea&ng

arrangements

Structuresfor

languageprac&ceand

Talkmoves

SeatingArrangementshKp://www.displays2go.com/ArEcle/EffecEve-Classroom-SeaEng-Arrangements-32

FactorsinconsideringdifferentseaEngarrangements:•  ClassroomSizeandShape•  StudentAgeandSize•  TeachingStyle&LessonObjecEves

•  Teacher-CenteredClass•  Learner-CenteredClass•  Both

•  Howdoyouwanttheclasstointeract?•  Minimal•  SmallGroups•  LargeGroups

Ingroups:ChooseoneoftheseseaEngarrangementsDiscusspossibleprosandcons

Smoothtransitions

•  BuildingsmoothtransiEons

hKps://www.teachingchannel.org/videos/smooth-transiEons-in-classroom

hKps://s-media-cache-ak0.pinimg.com/564x/ba/91/f2/ba91f2ccf0694d85e2f2767a1db4bc95.jpg

Attentiongetters

hKps://sites.google.com/site/shinjinshil/resourceshKps://www.youtube.com/watch?v=itobpaEVuEs&list=PLC3A685D09803559E&index=1

1-2-3EYESONMETeacher:1-2-3eyesonme!Students:1-2-3eyesonyou!

Thenstudentsshouldhavetheireyesontheteacher

WHENISAY____,YOUSAY____!Teacher:WhenIsaypeanut,yousaybuKer!Peanut!Students:BuKer!Teacher:Peanut!Students:BuKer!

ILOVEENGLISH!IloveEnglish!IloveEnglish!Yes,Ido!Yes,Ido!Comeandbemypartner.Comeandbemypartner.Let’sbegin!Let’sbegin!

READY?OK!Studentscanlookateachotherandsay,“Ready?OK!”

Shin&Crandall(2014)

NON-VERBALSIGNSTurnofflightsOnehandup

StructuresforLanguagePractice

•  Inside/OutsideCircle--LinesofCommunicaEon

•  TalkingSEck--TalkingChips

•  NumberedHeadsTogether

•  Think-Pair-Share

•  StayandStray

•  WhipAround

ProductiveTalkMoves

•  ImprovingPar&cipa&onwithTalkMoves

hKps://www.teachingchannel.org/videos/student-parEcipaEon-strategy

•  TalkMoves:HighSchoolELDClass

https://www.teachingchannel.org/videos/analyzing-complex-texts-ells-ousd

•  Par&cipa&onProtocol:MiddleSchoolLanguageArts

https://www.teachingchannel.org/videos/participation-protocol-ousd

TalkMovesandPar&cipa&onProtocol

Learner Training

•  MoststudentsarenotusedtocertainrouEnes,soitisimportanttotrainthemtobesuccessful

•  MakeobjecEvestransparent

•  CarefullyexplainthepurposeofeachrouEne

•  WhenintroducinganewrouEne,thestepsabovemustbetaught,modeled,andprac&ced

•  Helpstudentsusethelanguagetheyneedtocompletethetask

•  Showthemhowtohelpeachother

Behavior

•  Beamentor,notafriend,andearnthestudents’trustbybeingfirm,fair,andconsistent

•  Showcareandrespectforstudents

•  PraiseandencourageposiEvebehavior

•  EncourageposiEveidenEtyinvestment•  uElizestudents’“fundsofknowledge”•  incorporatetheirinterests•  tapintotheirexperiences•  displaystudentwork

RulesandExpectations

•  InvolvestudentsincreaEngclassrules

•  Enforcerulesconsistentlyandfairly

Behaviorcharts

ProsandCons

hKp://www.teachinginprogress.com/2012/10/why-i-will-never-use-behavior-chart.html

Torecap…

Prepara&on

•  Basicprinciples

•  Fourzonesofteachingandlearning

•  BDAmodel

Rou&nes•  SeaEng

arrangements

•  SmoothtransiEons

•  AKenEongeKers

•  StructuresforlanguagepracEce

Behavior

•  PosiEvebehaviorandidenEtyinvestment

•  RulesandexpectaEons

•  Behaviorcharts

Discussion,Questions,Reflections

Thankyou!!Gracias!