UNIVERSIDAD DE LAS FUERZAS ARMADAS
ESPE
ACTIVITY 2.2
CLASSROOM MANAGEMENT AND CLASSROOM INTERACTION
TUTOR: ING. NESTOR BONILLA
MARGARITA PAZMIÑO
ENGLISH METHODOLOGY
Contents Managing the classroom
- Factor in the classroom management- Teacher in the classroom- Using the voice- Talking to students- Speech modifications- Seating arragements- Classroom interaction- Group work organization- Criteria for effective questioning- Teacher objective and learners activation
“Successful classroom management also involves being able to deal with difficult situations”.
Keys Factor in classroom management
- How the classroom space is organised.- Whether the students are working on their own or in groups.- How teachers organise classroom time.- How teachers use their voice- Who talk most in the lesson
Teacher in the classroom
Proximity
awareness
appropiacy
movement
Some students feel unconfable if teacher sits close of them.
Some students think that distance is a sign of coldness.
Creatimg an extremely friendly atmosphere
Sitting on diffents seats, creating realtionship with students according
the situation.
Succesful teacher move around the classroom to some extrem.
Teacher movements in the classroom allow to identy personal style.
Teacher has to be aware of what students are doing.
It means assessing what students have said and responding
appropiately.
Using the voice
audibility
variety
conservation
Teachers need to
be audible
Voice quality Teacher
do not have to shout.
Teachers have to
take care of their voices
Teacher should breathe correcty
Teachers should avoid
shoutingVary the quality of
their voices
Vary the volumen of their voice according
the situation
Use a tone of voice for give
instruction
TALKING TO STUDENTS
ADAPT THE LANGUAGE
USE
ROUGH TUNE MOVEMENTS AND GESTURE
INCREASE THE CHANCE OF BE UNDERSTOOD
DEMOSTRATE ACTION OR FEELINGS
ALL SPEAK IN THE SAME LEVEL FACIAL EXPRESSION AND BODY MOVEMENT
Speech modification - Rates of speech appear to be slower
Pauses
Pronunciation tend to be exagerated and simplified
Vocabulary use is more basic
Degree of subordination is lower.
More declaratives and statements are used than
question.
Teachers may self – repeat more frequently - (Chaudron 1988:85)-
SEATING ARRAGEMENTS
Olderly rows
Separate tables
Circle and horseshoe
- Clear view of all students- Teachers work with the whole
class- Can explain grammar points- It is useful in mixed- ability
clases- Students can work around a
computer screen. - It makes teaching more
difficult. - . - Teacher is less dominant.- All students can see each other.- There are more eye contact and
body movements.
Conceived classroom fuctions of teacher.
Feedback
Managenal and pedagógica aspects
Develop awarenes Monitor who gets the feedback.
classification
positive negative
More effective in changing pupil
behavour
Fuctions
To let students know that have performed To increase motivation
through praise
Some teachers use a rising intonation
Classroom interactionForms of interaction
TT= Teacher very active, students only receptive.
T= Teacher active, students mainly receptive.
TS=Teacher and students farly equally active.
S= Student active, teacher mainly receptive.
SS= Students very active, teacher only receptive.
Student groupingsadvantage disadvantage
Whole class
It is useful for presenting information and for controlled practice.It can be dinamic and motivating.
It is less efective if we want to encourage individual contribution.
Groupwok and pair work
It fosters cooperative activity.Students tend to participate more actively. Give teachers more opportunity to focuss attention.
Only one student work, other stay in silent. Students use only the mother tongue when teacher is not there.
solowork It allows students to work at their own speed. It often provides welcome relief.Students can relaxe their public faces.
Do not share ideas with other classmates.
Class to class
Students often feel positive. Teachers are flexible.They can interact with other students of diferent class.
Group - work organization
presentation
The instructions
are very important
Preliminary quick review
process
Provide support and
aproval
Ending
Finish the tlask before the times is
out.
feedback
Giving the right solution
Interaction patterns
Self accesss
Group works
Open and teacher
questioning
Closed ending teacher
questioning
Individual work
Choral responses
collaboration
Students initiate, teacher answer
Full-class interaction
Teacher talk
Criteria for efective
questioning
clarity
Availability
Learning value
Interest
Teacher reaction
Learns immediately grasp
Stimulate thinking and response.
Learners find the question
interesting
Invite and encourage
extended answer
Teacher respects answers.
Teacher objectives and learners activation.
a. Comprehension check
b. Familiarization with text
c. Oral fluency
d. Grammar check
e. Writting
f. Grammar practice
g. New vocabulary
“End”