managing the classroom by jeremy harmer how to teach english: presented by keri and kaan
TRANSCRIPT
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MANAGING THE CLASSROOM
BY JEREMY HARMER
How to teach English:
Presented by Keri and Kaan
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Managing the classroom
Classroom managementThe teacher in the classroomUsing the voiceTalking to studentsGiving instructionsStudent Talk and teacher talkUsing the L1Creating Lesson stagesDifferent seating arrangements & student
groupings
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Classroom Management
Variables
Space
Students : groups vs alone
Classroom Time
Appearance
Voice
Talking to students
Mother tongue role
Difficult situations
Classroommanagementonline.com
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Teacher in the
classroom
Proximity
Appropriacy
Movement
Awareness
Physical Location?
Standing ?
How close ?
Still or walking around ?
The teacher’s primary responsibility is response-ability (Wilberg, as cited by Harmer, 2007, p. 35)
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Self Awareness
How our students see us
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Importance of Attire (Roach, 1997)
“Dress Professionally”“Relationship of GTA dress with student
perceptions of affective/cognitive learning, student misbehaviors, and student ratings of instruction”
GTA training often disregard “Non-verbal” factors.
Attire = attitudes, beliefs, values, socio-economics
True? False? Perception is everything
Persuasiveness Competence, credibility & professionalism.
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…in the Classroom.
Different setting = different effectsOften no official dress code but strong
unofficial preference & effectivenessDress Seminars ? “One of the reasons the teachers are not paid
as professionals is that they don’t look like professionals” (Molloy as cited by Lang in Roach, 1997, p. 129)
Respect? Approachability?
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Teacher Assistant Attire….
Negative Impact ? Positive Impact?
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…Conclusion
“In light of study results, elevated TA attire levels create a positive, professional impression on students that is reflected in student attitudes toward the course, the instructor, the content, etc.” (Roach, 1997, p.137)
strange-lands.com
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Using the Voice
Audibility
Variety
Conservation
Audibility Voice quality – projection – Volume
Variety Type of voice Type of
lesson
Conservation Care of voice – breathing – conserve
energy
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Talking to students
Manner Empathy Rapport Teacher – Student Parent – ChildRough Tuning
It is the simplification of language which both parents and teachers make in order to increase their chances of being understood.
Adjust language use : Grammatical complexity, vocab use, Tone.
Kind of language; what they wish to say & Manner.
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Giving Instructions
2 Rules:
Simple & logical
Check understanding
Mother tongue &
Translation
ilookchina.net
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Student Talk Time (STT)(STT)Student Talk Time (STT)(STT) Teacher Talk Time (TTT)Teacher Talk Time (TTT)
Not enough ? Too much ?
Student Talk & Teacher Talk
TTQ Teacher Talking Quality
Student centered or Teacher centered ?
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Using the L1
L1 L2
Giving complicated instructions Use L1 when other ways of
explaining meaning are ineffective
May aid in pronunciation Help make connections and see
differences between L1 & L2
L2 should predominate Use L1 only when other
ways of explaining meaning are ineffective
Progression from L1 to L2
Beginner level Advanced level
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Creating lesson stages
Arouse student’s interest
Signal beginning of activity or lesson
Hold and/or regain students’ attention
Signal ending of activity or lesson
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Different seating arrangements
Different seating arrangements indicate a number of different approaches.
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More than just seating arrangement
“In classroom settings where students are required or elect to bring several items to class, for example, a backpack, jacket, and handbag, in addition to notebooks and textbooks, defining one’s own territory may become increasingly important as a means of comfortably engaging in active learning” (Burgess & Kaya, 2007, p. 872).
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Different student groupings
Whole ClassPresenting material (lectures)Drills/practiceCreates sense of belonging
Less individual attentionInhibition because perceived as more demanding
Group/Pair workCooperative and interactiveIncreases independenceIncreases participationTeacher can work with a group while other groups work
CompatibilityDominant vs. subordinateMay encourage disruptiveness
PROS CONS
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Different student groupings
PROS CONS
SoloStudents work at own paceGives students thinking timeAllows individuality
?
Class to ClassInteraction between othersMay encourage positive feelings and higher motivation
Can be time consuming
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Discussion Questions
Harmer does not mention this in the chapter, but to what degree do you think culture (the teacher’s and the students’) plays a role in how the teacher manages the classroom?
How important is the teacher’s appearance? Clothes? Grooming? Hygiene?
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References
2 homeless men [Cartoon]. (n.d.). Retrieved January 31, 2012 from, http://www.cartoonstock.com/directory/s/ shabby.asp.
Burgess, B., & Kaya, N. (2007). Territoriality: Seat preferences in different types of classroom arrangements. Environment and Behavior, 39(6), 859-877. Retrieved January 27, 2012, from the Sage Publications database.
Can you help me, Mrs. Martin? [Cartoon]. (n.d.). Retrieved January 31, 2012 from, http://classroommanagement online.com.
Dress code [Cartoon]. (n.d.). Retrieved January 31, 2012 from, http://strange-lands.com/2010/07/dress-code-for-men- and-women-in-public-schools.html
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References
Harmer, J. (2007). How to teach English. Essex, UK: LongmanMale holding a book [Clipart]. (2012) Retrieved January 31,
2012 from, http://www.graphicsfactory.com/ Clip_Art/ Education/teacher401_138795.html
Teaching before and after-edited [Cartoon]. (n.d.). Retrieved January 31, 2012 from, http://ilookchina.net/?
s=cartoon