teaching english 10. lesson planning and classroom management
TRANSCRIPT
Teaching English
10. Lesson planning and classroom
management
Nancy Grimm – Michael Meyer – Laurenz Volkmann
0. Table of contents
1. Lesson frameworks
2. Using the textbook and other material
3. Planning a lesson
3.1 Advance reflection
3.2 Structuring a lesson
3.3 Models for lesson planning
3.4 Generic structure of a lesson plan
3.5 Assessing and evaluating lessons
4. The lesson in progress
4.1 Teacher talk and student talk
4.2 Optimizing classroom interaction
5. Recommended reading
6. Acknowledgements
2Chapter 10: Lesson planning and classroom management
Discuss:
Look at the cartoon. Does a good lesson need exact pre-planning? What do teachers need to consider when planning a lesson? What would be a generic structure of a good lesson?
3Chapter 10: Lesson planning and classroom management
1. Lesson frameworks
41. Lesson frameworks
Think about the metaphors for
a lesson and discuss which of
them seem closest to your
vision of an ideal lesson.
based on Ur 1996: 213
1. Lesson frameworks – functions of a lesson
51. Lesson frameworks
Elements of…
an exchange
an interaction
a goal-oriented
effort
an enjoyable
experience
a ritualized construct
a series of free choices
cf. Ur 1996: 214
1. Lesson frameworks
6
Life is what happens while you are making plans.
– John Lennon
1. Lesson frameworks
Good lessons
impromptu modifications
improvisation
pre-given structure
pre-planning
1. Lesson frameworks – dilemmas
81. Lesson frameworks
As an avid fan of Shakespeare, can a teacher still use a
complete play, maybe even a complex one like Hamlet with advanced
classes?
?
Given the fact that textbooks apparently seem to spoon-feed
students all the input they need, do teachers still need to consult the
curriculum or use teaching material other
than the textbook?
?
Given the dominant standardization and
output-orientation, how do teachers deal with physically or mentally
handicapped students in inclusive classes who will
not achieve the same level of proficiency?
?
How do teachers foster life-long and
autonomous learning, as propagated by all the
political documents on FL teaching, if they are
pressed to ‘teach to the test’?
?
2. Using the textbook and other material
10
• mechanical, inauthentic, vague, simple, complicated
• autonomy
Methods
• monoto-nous, difficult, simple
• context
Language & content
• different learning styles / learner types
Appeal to learners
• too much emphasis on an isolated skill?
Balance of skills
• Processa-bility Hierarchy
• staging
• input
Progression & grading
• appropriate
• up-to-date
Cultural content
• quality
• functional / decorative
• too much or too little
Visuals
2. Using the textbook and other material
Islam & Mares 2003: 88-89, adapted
2. Using the textbook
and other material
112. Using the textbook and other material
Media package (Lehrwerk) Authenticity?
Additional
material?
Selection?
Reality shock?Adaptation?
Consult the homepages of textbook publishers (e. g., www.klett.de, www.cornelsen.de, www.diesterweg.de). Look for supplementary material to the EFL textbooks offered by theses publishers. Consider the following questions:- Is the material provided appealing and comprehensive? - How much is free of charge?- How is it related to the textbook? - How motivating and useful do you consider the material?
132. Using the textbook and other material
3. Planning a lesson
Discuss the statement below and rephrase it so that it reflects your own attitudes:
“Good teachers plan their classes minutely so that everything they do is prearranged. Once they are in the classroom, they follow their plan without deviation, always watching out for irrelevances which the students may bring up and which would disrupt the plan.” (Harmer 2000: 138)
143. Planning a lesson
3.1 Advance reflection
153. Planning a lesson
Needs and goals before
methods
based on Richards & Rodgers 1986: 159
3.2 Structuring a lesson – “no plan is written on tablets of stone”
163. Planning a lesson
Take notes with the overall structure to
class!
What can go wrong?
Time management!
Write down key questions and instructions!
A good lesson has a certain
composition!
A good lesson should be clearly structured with
smooth transitions.
Variation!A sense of
achievement!
Lessons should neither be
predictable nor always the same!
cf. Harmer 2000: 125, Ur 1996: 216-17
3.2 Structuring a lesson – principles
17
Keep the students and their needs in
mind!
different methods
different social forms
indivi-dual
learners
scaffol-ding
material & media
output-&
compe-tences
pre
during
post
3. Planning a lesson
3.3 Models for lesson planning
18
Problems
Pre – while (during) – post
Presentation –Practice –
Production (PPP)
Engage – Study –Activate (ESA)
3. Planning a lesson
3.4 Generic structure of a lesson plan
193. Planning a lesson
Look at the lesson plan:- Where would you find the phases of the PPP and ESA models? - Consider a typical EFL lesson for beginners, introducing new vocabulary, or for advanced learners, tackling a cultural
issue. How would you modify the plan below?
lesson plan based on Farrell 2002: 33, the German terminology follows Benecke 2007: 36-37
3.4 Generic structure of a lesson plan
203. Planning a lesson
Consider the following scenario and discuss how teachers should respond to it:
“[T]he teacher has planned that the students should prepare a dialogue and then act it out, after which there is a reading test and some exercises for them to get through. The teacher has allowed twenty minutes for dialogue preparation and acting out. But when the students start working on the activity, it is obvious they need more time. The teacher then discovers that they would like to spend at least half the lesson on just the acting-out phase which they find helpful and enjoyable. At that moment, he or she has to decide whether to abandon the original plan and go along with the students’ wishes or whether it is better to press ahead regardless.” (Harmer 2000: 5)
3.5 Assessing and evaluating lessons
213. Planning a lesson
Were the learners attentive and active?
Did the teacher respond to students
individually?
What did the students actually
learn?
Was there a phase of consolidating knowledge?
Was English used communicatively
throughout?
What tasks were most successful? Least successful?
Why?
Did the lesson follow a certain trajectory?
Was it finished on time?
What changes (if any) will have to be made in the future in one’s teaching and why?
Put the criteria in an order of priority. Put the most important first, the least important last.
4.1 Teacher talk and
student talk
While people use the structural resources of English to express ideas, they are also using language to pursue relationships.
What is said draws meaning from a vast amount that is left unsaid.
Talk is used to bind people together.
People refer implicitly to what previous speakers have said and anticipate what they might say next.
Especially small talk aims to establish an interactional framework for encounters between people.
Conversations are frequently highly repetitive, marked by turn-taking and rituals.
Intonation and body language significantly convey and inflect meaning.
Exchanges in class need to be more authentic and truer to real-life communicative
situations.
224. The lesson in progress
cf. Maybin 2002: 5-12
Compare each characteristic of verbal interaction in everyday conversation with how language is used in the classroom.
Why is language in the classroom different? Could it use the characteristics of verbal interaction as a benchmark?
234. The lesson in progress
cf. Maybin 2002: 5-12
While people use the structural resources of English to express ideas, they are also using language to pursue relationships.
What is said draws meaning from a vast amount that is left unsaid.
Talk is used to bind people together.
People refer implicitly to what previous speakers have said and anticipate what they might say next.
Especially small talk aims to establish an interactional framework for encounters between people.
Conversations are frequently highly repetitive, marked by turn-taking and rituals.
Intonation and body language significantly convey and inflect meaning.
4.1 Teacher talk and
student talk
Inauthentic classroom communication
244. The lesson in progress
cf. Rowe 1986, Hüllen 1987, Lindner 2011
Classroom interaction
4.2 Optimizing
classroom
interaction
A place of learning & action
254. The lesson in progress
cf. Legutke 2007, 2009
• authentic texts & situations
• more task-oriented with clear goals
• active student participation
• variety of learning resources
• more student-centered evaluation & feedback
• teaching is cooperative and participatory
4.2 Optimizing classroom interaction – optimizing teaching skills
physical presence in class
seating arrangement & student groupings
knowing the problems of ‘teacherese’ and TTT
dealing with uncooperative students
264. The lesson in progress
4.2 Optimizing classroom interaction – physical presence in class
27
proficient
understandable
dress, gestures, expressions, mime
proximity & closeness
appropriacy
movement & voice
4. The lesson in progress
When regarding the teacher’s physical presence in class, one would also need to consider how this affects different learner groups – with regard to age, gender, ethnicity, cultural background, group set-up, etc. How, for example, would a teacher’s physical presence and interaction with studentsdiffer when (1) she or he is teaching grammar in grade 6 to (2) her or him teaching Shakespeare in grade 12?
284. The lesson in progress
4.2 Optimizing classroom interaction – seating arrangement & student groupings
29
counter-productive
seating arrangements
alternative seating arrangements
different student
groupings & social
forms
4. The lesson in progress
4.2 Optimizing classroom interaction – problems of teacherese and teacher talk
30
comprehensible
input
boring,
inauthentic
IRE
4. The lesson in progress
4.2 Optimizing
classroom
interaction
Problems of teacherese and teacher talk
314. The lesson in progress
cf. Lindner 2011: 40, based on Rowe 1986
“What is the capital
of Great Britain?” “London.”
“Very good.”
� If student A fails to respond immediately, another student is asked
until the right answer is elicited.
� If student A fails to give the correct answer, another student is
asked, with the teacher signaling verbally or non-verbally that
student A answered incorrectly.
� Often there is a chain of such ‘teacher questions.’
4.2 Optimizing
classroom
interaction – TTT
Inauthentic classroom communication
324. The lesson in progress
cf. Lindner 2011: 40, based on Rowe 1986
“What is the capital
of Great Britain?” “London.”
“Very good.”
Consider the following statistics (Lindner 2011: 49):� A teacher asks a question every 37 seconds.
� A class of students asks the teacher 2.2 questions a lesson.
� A student asks a question every 3 days.
� A teacher asks more than 800 questions in the course of three days.
Suggest ways to improve communication in EFL classes.
4.2 Optimizing classroom interaction – good teacher questions
334. The lesson in progress
Prepare short, unambiguous, and simply structured questions.
Raise demanding, meaningful, and open questions with a clear topic.
Use learner-centered questions which include everyone
Employ questions to gain students’ co-operation and to emphasize important learning goals or organizational aspects.
Use alternatives to questions such as impulses and non-verbal communication.
Allow enough time to prepare the answers and do not repeat students’ answers (Lehrerecho).
based on Lindner 2011
4.2 Optimizing classroom interaction – clear and unambiguous instructions!
344. The lesson in progress
Convey only important information and clear instructions.
Consider what students need to know to tackle and complete an activity successfully.
Clearly communicate the steps of an activity.
Provide a time frame.
Check whether students understood the instructions.
Harmer 2000: 4
4.2 Optimizing classroom interaction – dealing with uncooperative students
35
distractive,
disruptive
refusing to
take part
rude & undisciplined
behavior
4. The lesson in progress
4.2 Optimizing classroom interaction – dealing with uncooperative students
364. The lesson in progress
Teachers convey the impression that they are on top of the teaching scenario and group dynamics.
Teachers are able to ‘multitask.’
The session proceeds fluently and smoothly and at an appropriate pace.
The whole class stays involved.
4.2 Optimizing classroom interaction – 10 rules for classroom performance
374. The lesson in progress
1
Avoid translating where you can demonstrate.
2
Avoid explaining where you can act.
3
Avoid making a speech when you can ask questions.
4
Avoid speaking too much when you can make your students speak.
5
Avoid using your textbook solely.
6
Avoid jumping around and appearing unstructured.
7
Avoid going too fast or too slow.
8
Avoid speaking too slowly or too quickly.
9
Avoid gearing your lessons toward just a few students.
10
Try not to be impatient; ‘take it easy.’
cf. Richards & Rodgers 1986: 10
Recommended reading
Benecke, Ingrid (2007). Zur Grobstruktur von Englischunterricht: Eine Planungshilfe. In: Praxis Fremdsprachenunterricht 4.6, 35-38.
Farrell, Thomas S. C. (2002). Lesson Planning. In: Jack C. Richards & Willy A. Renandya, eds. Methodology in Language Teaching: An Anthology of CurrentPractice. Cambridge et al.: Cambridge University Press, 30-39.
Finkbeiner, Claudia (2007). Lehrplan – Lehrwerk – Stoffverteilungsplan –Unterricht. In: Johannes-P. Timm, ed. Englisch lernen und lehren: Didaktik des Englischunterrichts. Berlin: Cornelsen, 36-44.
Harmer, Jeremy (2000). How to Teach English: An Introduction to the Practice of English Language Teaching. Harlow: Longman.
Lindner, Michael (2011). Gute Frage! Lehrerfragen als pädagogische Schlüsselkompetenz. Marburg: Tectum.
Meyer, Hilbert (2006). Criteria of Good Instruction: Empirical Findings andDidactic Advice. Trans. Dave Kloss. http://www.member.uni-oldenburg.de/hilbert.meyer/download/Criteria_of_Good_Instruction.pdf.
38Chapter 10: Lesson planning and classroom management
Acknowledgments
Benecke, Ingrid (2007). Zur Grobstruktur von Englischunterricht: Eine Planungshilfe. In: Praxis Fremdsprachenunterricht 4.6, 35-38.
Farrell, Thomas S. C. (2002). Lesson Planning. In: Jack C. Richards & Willy A. Renandya, eds. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge et al.: Cambridge University Press, 30-39.
Harmer, Jeremy (2000). How to Teach English: An Introduction to the Practice of English Language Teaching. Harlow: Longman.
Hüllen, Werner (1987). Englisch als Fremdsprache: Beiträge zur Theorie des Englischunterrichts an deutschen Schulen. Tuebingen: Francke.
Islam, Carlos & Chris Mares (2003). Adapting Classroom Materials. In: Brian Tomlinson, ed. Developing Materials for Language Teaching. London: Continuum, 86-100.
Legutke, Michael (2007). Handlungsraum Klassenzimmer and beyond. In: Johannes-P. Timm, ed. Englisch lernen und lehren: Didaktik des Englischunterrichts. Berlin: Cornelsen, 93-109.
39Chapter 10: Lesson planning and classroom management
Acknowledgments
Legutke, Michael (2009). Lernerwelt Klassenzimmer: Szenarien für einen handlungsorientierten Fremdsprachenunterricht. In: Gerhard Bach & Johannes-P. Timm, eds. Englischunterricht. Tuebingen, Basle: Francke, 91-120.
Lindner, Michael (2011). Gute Frage! Lehrerfragen als pädagogische Schlüsselkompetenz. Marburg: Tectum.
Maybin, Janet (2002). Everyday Talk. In: Janet Maybin & Neil Mercer, eds. Using English: From Conversation to Canon. London et al.: Routledge, 5-27.
Richards, Jack C. & Theodore S. Rodgers (1986). Approaches and Methods in Language Teaching: A Description and Analysis. Cambridge et al.: Cambridge University Press.
Rowe, Marry Budd (1986). Wait Time: Slowing Down May Be a Way of Speeding Up. Journal of Teacher Education 37.1, 43-50
Thaler, Engelbert (2012). Englisch unterrichten: Grundlagen – Kompetenzen –Methoden. Berlin: Cornelsen.
Ur, Penny (1996). A Course in Language Teaching: Practice and Theory. Cambridge et al.: Cambridge University Press.
40Chapter 10: Lesson planning and classroom management
Acknowledgments
The cartoons at the beginning of each ppt were designed by Frollein Motte, 2014. If not otherwise indicated, the copyright of the figures lies with the authors. The complete titles of the sources can be found in the references to the units unless given below. All of the websites were checked on 10 September 2014.
� Slide 4: Metaphors for a lesson, based on Ur 1996: 213
� Slide 8: https://pixabay.com/en/drama-comedy-and-tragedy-theater-312318, https://pixabay.com/en/cardboard-box-open-sheets-box-297587, http://bildungsblog72.blogspot.de/2013/02/sitzen-bleiben.html, https://pixabay.com/en/road-sign-right-of-way-test-361513
� Slide 15: The reflection process, based on Richards & Rodgers 1986: 159
� Slides 22 & 24: https://pixabay.com/en/personal-people-talk-discussion-9441
� Slides 24, 31, 32: https://pixabay.com/en/teacher-class-classroom-students-44735
� Slide 25: https://pixabay.com/en/network-cobweb-fig-figures-63770
� Slides 26, 27, 29, 30, 35: https://pixabay.com/en/direction-information-stairs-climb-44069, https://pixabay.com/en/man-male-silhouette-body-fig-100667, https://pixabay.com/en/layout-classroom-seating-chairs-36508, https://pixabay.com/en/megaphone-loudspeaker-speech-talk-155780, https://pixabay.com/es/ni%C3%B1a-enojado-cara-malestar-infeliz-308980
41Chapter 10: Lesson planning and classroom management
Acknowledgments
� Slide 27: http://www.opentapestry.com/tapestries/bus403-negotiations-and-conflict-management, https://pixabay.com/pl/d%C5%82o%C5%84-r%C4%99ka-gest-trzyma%C4%87-biznes-427521, https://jodiscurriculumcorner.files.wordpress.com/2013/12/tree-200795_640.jpg, https://pixabay.com/en/photos/tie%20suit, https://pixabay.com/fr/personnes-foule-individus-groupe-304353
� Slide 29: https://pixabay.com/en/teaching-classroom-teacher-311356, https://pixabay.com/pt/ferradura-brown-ouro-cavalo-sapato-309891, https://pixabay.com/en/jigsaw-puzzle-puzzle-pieces-pink-494510
� Slide 30: https://pixabay.com/en/customer-family-magnifying-glass-563967, https://pixabay.com/sv/uttr%C3%A5kad-likgiltig-sjukt-tristess-478651, https://pixabay.com/en/chain-links-connection-metal-steel-309566
� Slides 31 & 32: The IRE pattern, adapted from Lindner 2011: 40
� Slide 35: https://pixabay.com/en/emoticon-quite-quiet-shoo-25532, https://pixabay.com/en/smiley-smiling-smile-face-tongue-42842, https://pixabay.com/en/angry-face-emoticon-animations-33059
42Chapter 10: Lesson planning and classroom management