classroom management for language teachers · 04.02.2017 · classroom management for language...
TRANSCRIPT
Ministry of Public Education, Costa Rica – February 15, 2017Maria Dantas-Whitney, Ph.D. – Western Oregon University - [email protected]
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!