CLASSROOM MANAGEMENT

AND CLASSROOM INTERACTIONSecond Term Guide

Learning Activity 2.2Katherine Feijoo

ENGLISH METHODOLOGY

CLASSROOM MANAGEMENT  it is a term teachers use to describe the

process of ensuring that classroom lessons run smoothly despite disruptive behavior by students.

Creating a safe, inclusive enviroment for all students

The teacher must be able to observe all students at all times and to monitor work and behavior.

Some degree of decoration will help add to the attractiveness of the room.

CLASSROOM MANAGEMENTTHE TEACHER IN THE CLASSROOM PROXIMITY

Teachers need to consider how close they should be to the students they are working with

APPROPRIACY It is important to consider what kind of effect such

physical behavior has so that we can behave in a way which is appropriate to the students and the relationship we wish to create with them.

MOVEMENT Most successful teachers move around the classroom

to some extent. That way they can retain their students’ interest

AWARENESS It means assessing what students have said and

responding appropriately.

CLASSROOM MANAGEMENTUSING THE VOICE AUDIBILITY

The teacher must be sure that the students at the back of the class can hear them just as well as those at the front

VARIETY It is important for teachers to vary the

quality of their voices - and the volume they speak at - according to the type of lesson and the type of activity

CONSERVATION It is important that they breathe correctly so

that they don’t strain their larynxes.

CLASSROOM INTERACTION Classroom Interaction is a practice that

enhances the development of the two very important language skills which are speaking and listening among the learners. This device helps the learner to be competent enough to think critically and share their views among their peers.

OBJECTIVES Help the learner to come face to face

with the various types of interaction that can take place inside the classroom

Classroom Interaction aims at meaningful communication among the students in their target language

This practice will help the teacher to have a detailed study of the nature and the frequency of student interaction inside the classroom

TYPES OF CLASSROOM INTERACTION

Collaborative Learning

Discussions and Debate

Interactive Sessions /

question and answer

Reading aloud

Telling story

Conversation with learners

Role Play

Games

CLASSIFYING FORMS OF INTERACTION

TT= teacher very active, student only receptive

T= Teacher active students mainly receptive

TS= teacher and students fairly equally active

S= students active, teacher mainly

receptive

SS= students very active, teacher only receptive

STUDENT-TEACHER INTERACTION This type of interaction is vital for

students because it compares to the relationships they'll have in their lives, such as the relationship with a boss or superior. Students must learn to interact respectfully, but must also learn how to be assertive without being rude, so that their points and opinions are heard without disruption

STUDENT-STUDENT INTERACTION One-on-one student interaction is

important because it allows students to understand what it means to work with a partner

Students must learn to rely on one other person and must be able to evaluate what their own strengths and weaknesses are as they try to complete a task.

INTERACTION PATTERNS Group work

Students work in small groups on tasks that entail interaction: conveying information, for example, or group decision-making. The teacher walks around listening, intervenes little if at all

Closed-ended teacher questioning Only one 'right' response gets approved.

Sometimes cynically called the 'Guess what the teacher wants you to say' game.

Individual work The teacher gives a task or set of tasks, and

students work on them independently; the teacher walks around monitoring and assisting where necessary

INTERACTION PATTERNS Choral responses

The teacher gives a model which is repeated by all the class in chorus; or gives a cue which is responded to in chorus

Collaboration Students do the same sort of tasks as in

‘Individual work', but work together, usually in pairs, to try to achieve the best results they can. The teacher may or may not intervene

Student initiates, teacher answers For example, in a guessing game: the students

think of questions and the teacher responds; but the teacher decides who asks.

INTERACTION PATTERNS Full classroom interaction

The students debate a topic or do a language task as a class; the teacher may intervene occasionally, to stimulate participation or to monitor

Teacher talk This may involve some kind of silent student

response, such as writing from dictation, but there is no initiative on the part of the student.

Self access Students choose their own learning tasks, and work

autonomous Open-ended teacher questioning

There are a number of possible 'right' answers, so that more students answer each cue