Classroom Management

True (A)

Creating a sense of community and trust.

<p>anxiety</p> Signup and view all the answers

<p>Reduced distractions and disruptions = Creates a structured and organised learning environment Increased student confidence = Helps students feel safe and comfortable Facilitation of differentiated instruction = Encourages student collaboration and active participation Improved language acquisition = Creates a positive and supportive learning environment</p> Signup and view all the answers

<p>Eye contact (B)</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>Fidgeting can distract students and make the teacher appear nervous or unconfident.</p> Signup and view all the answers

<p>posture</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Eye contact = Conveys interest and engagement Facial expressions = Express emotions and gauge reactions Gestures = Support and emphasize verbal communication Posture = Project authority and confidence Movement = Create rapport and personalize instruction</p> Signup and view all the answers

<p>Traditional Classroom (A)</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>Cluster seating facilitates peer-to-peer interaction and group work, beneficial for collaborative activities.</p> Signup and view all the answers

<p>U-shaped</p> Signup and view all the answers

<p>Traditional Classroom = Encourages student interaction and discussion Horseshoe Shape = Suitable for lectures and presentations Cluster Seating = Facilitates peer-to-peer interaction and group work Concert Seating = Enhances the sense of community and collaborative learning U-Shaped Classroom = Ideal for discussion-based activities and promotes interaction</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>Increases student anxiety and stress levels (A)</p> Signup and view all the answers

<p>Scaffolding involves providing support to students during their learning process, allowing them to grasp new concepts more easily.</p> Signup and view all the answers

<p>differentiate</p> Signup and view all the answers

<p>Using complex vocabulary to challenge students (D)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Simplifying instructions for lower-level students ensures that they can comprehend the tasks and participate effectively in the learning process.</p> Signup and view all the answers

<p>visual</p> Signup and view all the answers

<p>Use simple language = Ensures clarity and comprehension Use visual aids = Makes instructions more accessible and understandable Use gestures and body language = Aids in understanding, especially when combined with spoken instructions Check for understanding = Confirms that students have grasped the instructions correctly Provide written instructions = Provides a visual reference for students to refer to Simplify instructions for lower-level students = Ensures accessibility and comprehension for all students</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>To ensure students understand the instructions correctly.</p> Signup and view all the answers

<p>simple, clear</p> Signup and view all the answers

<p>Yes/no questions = Questions that can be answered with a simple 'yes' or 'no' Multiple-choice questions = Questions that offer a range of options for students to choose from Fill-in-the-blank questions = Questions that require students to complete a sentence or phrase Open-ended questions = Questions that allow students to provide detailed answers in their own words</p> Signup and view all the answers

<p>Who is speaking in the conversation? (B)</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>By asking students to explain concepts in their own words, using formative assessments, or seeking feedback from students.</p> Signup and view all the answers

<p>idiomatic, colloquialisms</p> Signup and view all the answers

<p>Playing videos (D)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Students can take turns adding ideas, words, or phrases to the board.</p> Signup and view all the answers

<p>writing framework, graphic</p> Signup and view all the answers

<p>Vocabulary and grammar practice = Promotes visual learning and memorization. Interactive exercises = Engages students actively in language practice. Structured writing tasks = Provides a framework for writing and helps to organize ideas. Visual aids = Offers visual representations to enhance understanding. Error correction = Provides immediate feedback and helps students learn from their mistakes. Collaborative board work = Encourages student participation and interaction.</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Sports (B)</p> Signup and view all the answers

<p>taboo</p> Signup and view all the answers

<p>Politics = Discussions can quickly become heated and potentially divisive. Alcohol = Consumption can be a sensitive topic in cultures that do not condone it. Religion = Religious beliefs are personal and sensitive, and it is generally best to avoid religious discussions. Sex = Discussions about sexuality can be inappropriate and potentially offensive. Narcotics = Drug use is illegal and harmful, and discussions about it are generally considered taboo. Isms = Ideologies, such as racism, sexism, and nationalism, are generally considered inappropriate and potentially offensive. Pork = Pork consumption can be a particularly sensitive topic in some cultures.</p> Signup and view all the answers

<p>Increased teacher workload (C)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>To avoid topics and materials that could be offensive or insensitive to students from different backgrounds.</p> Signup and view all the answers

<p>Personal interest of the teacher (A)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Real-life applications of learning.</p> Signup and view all the answers

<p>respect</p> Signup and view all the answers

<p>Showing concern for student problems = Empathy Creating real-life context for learning = Authenticity Using polite language with students = Respect Acknowledging students' contributions = Engagement</p> Signup and view all the answers

<p>Offering support during personal emergencies (D)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>embarrassing</p> Signup and view all the answers

<p>It hinders the development of English language skills. (D)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Using L1 intentionally and strategically, for specific purposes, rather than as a primary language of instruction.</p> Signup and view all the answers

<p>negative</p> Signup and view all the answers

<p>Using L1 to discuss a topic before engaging in English discussion = Improving Production of L2 Using L1 to ask questions and clarify instructions = Brief Explanations Using L1 resources like videos to spark student interest = Engaging Students Using L1 to compare linguistic features of English and the students' native language = Contrastive Analysis</p> Signup and view all the answers

<p>Engaging students with L1 resources like videos. (B)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>It is crucial to limit the use of L1 and focus on teaching English as the primary language of instruction.</p> Signup and view all the answers

<p>Spending equal time with each student or group (C)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>To identify struggling students and support their learning needs.</p> Signup and view all the answers

<p>group</p> Signup and view all the answers

<p>Discreet note-taking = Observing errors without interrupting the flow of the lesson Positive demeanor = Using a cheerful expression to encourage participation Physical arrangement = Creating clear pathways for better visibility Flexible monitoring = Adjusting position based on classroom layout</p> Signup and view all the answers

<p>To understand class progress and individual development (D)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>adjusting</p> Signup and view all the answers

<p>It eliminates the need for other teaching materials. (A)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Clear handwriting and accurate language model.</p> Signup and view all the answers

<p>sections</p> Signup and view all the answers

<p>New vocabulary = Introducing new words and phrases. Grammar = Demonstrating grammatical structures and rules. Feedback = Providing feedback on student work or progress. Example sentences = Providing examples of correct and incorrect sentences.</p> Signup and view all the answers

<p>Short</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>They provide an opportunity for students to practice their English. (B)</p> Signup and view all the answers

<p>To ensure all students can see the referenced materials and participate actively in the instruction.</p> Signup and view all the answers

<p>Horseshoe shape = Encourages student interaction and discussion. U-shape = Provides a clear view of the teacher and materials. Cluster seating = Facilitates group work and collaboration.</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>Keep It Simple, Stupid</p> Signup and view all the answers

<p>Grabbing attention = Ensures students are focused and listening Testing material = Checks students' prior knowledge and introduces the topic Following the KISS principle = Provides clear and concise instructions Using instruction-checking questions = Ensures student understanding of the instructions Giving instructions before handouts = Minimizes distractions and keeps students focused Demonstrating activities = Clarifies instructions and ensures understanding</p> Signup and view all the answers

<p>Accurate (C)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Reduced language use</p> Signup and view all the answers

<p>advanced</p> Signup and view all the answers

<p>Accurate = Models correct language use Graded = Adapted to students' levels Natural = Reflects real-world language Reduced = Minimized Teacher Talk Time</p> Signup and view all the answers

<p>Graded language usage (D)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Adjusting language use</p> Signup and view all the answers

<p>U-Shape (A)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>It is effective for activities like using coursebooks and controlled practice.</p> Signup and view all the answers

<p>Group Table</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>The teacher guides students through the task, asking questions and waiting for responses. (A)</p> Signup and view all the answers

<p>It demonstrates the ability to make instructions clear for students using appropriate means.</p> Signup and view all the answers

<p>Students may speak over each other (C)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Nominating students to speak</p> Signup and view all the answers

<p>rapport</p> Signup and view all the answers

<p>Students speak over each other = Nominating students to speak Students dominate the conversation = Nominating other students Students may not volunteer = Providing examples</p> Signup and view all the answers

<p>Difficulty managing discussions (A)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Adults want to be treated with respect</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Teachers have more control over the classroom. (C)</p> Signup and view all the answers

<p>Quiet classrooms discourage student interaction and speaking practice, which are essential for language development.</p> Signup and view all the answers

<p>positive noise</p> Signup and view all the answers

<p>Teacher-centered = Quiet, teacher-dominated environment Student-centered = Noisy, student-led activities Communicative = Emphasis on student interaction and speaking practice Traditional = Teacher-directed lessons with little student participation</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>The communicative approach</p> Signup and view all the answers

<p>Encouraging students to speak their native language (D)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Using an open palm gesture</p> Signup and view all the answers

<p>cultural</p> Signup and view all the answers

<p>Pointing at students = Threatening or disrespectful Exaggerated gestures = Distracting and uncomfortable Open palm gesture = Respectful and less threatening Nodding head = Agreement or understanding Shrugging shoulders = Confusion or uncertainty</p> Signup and view all the answers

<p>Snapping fingers (A), Giving a thumbs-up (B), Making a peace sign (D)</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>To avoid using gestures that could be offensive or misinterpreted in different cultures.</p> Signup and view all the answers

<p>grades</p> Signup and view all the answers

<p>Snapping fingers = Arrogance or disrespect Giving a thumbs-up = Offensive in some cultures Making a 'V' sign = Offensive in Britain, Australia, and New Zealand Smiling = Positive and welcoming</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>It can provide a clear model for pronunciation. (B)</p> Signup and view all the answers

<p>Reformulation provides a correct model for language use by rephrasing a student's incorrect response.</p> Signup and view all the answers

<p>Instruction Checking</p> Signup and view all the answers

<p>It can create a more natural and authentic learning environment. (D)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Echoing might be appropriate when a student's pronunciation is significantly hindering comprehension, but should be used minimally and only when necessary.</p> Signup and view all the answers

<p>Builds student confidence (A)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Classroom space and manageable group sizes.</p> Signup and view all the answers

<p>needs</p> Signup and view all the answers

<p>Being assertive and using positive body language (D)</p> Signup and view all the answers

<p>Changing partners regularly = Promotes different perspectives Varying grouping methods = Engages different learning styles Developing hand gestures = Enhances clarity in communication Using a commanding voice = Encourages active participation</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>It increases Student Talking Time.</p> Signup and view all the answers

The process of organizing and conducting a class to create a positive learning environment.

Methods that engage students and enhance their focus on learning tasks.

Clearly defined rules that guide student behavior in class.

A well-organized classroom that promotes student comfort and confidence.

Creating strong connections between teachers and students for a supportive atmosphere.

Reducing student nervousness to promote a sense of belonging.

Teaching tailored to meet individual student needs and styles.

Students working together to solve problems and enhance language skills.

Making direct eye contact with students to show engagement and trust.

Using emotions like happiness or concern to convey messages.

Using hand movements to support and emphasize what is said.

Maintaining an upright and confident body position while teaching.

Walking around the classroom to interact with students and provide feedback.

Nervous habits like pacing that distract from teaching.

Leaning back or to the side, which can seem disengaged or unprofessional.

Unwanted physical contact which can create discomfort or misunderstandings.

Questions used by teachers to ensure students understood instructions correctly.

The process of carefully reading instructions to find key points for students.

Different formats to check understanding, such as yes/no or multiple-choice questions.

Using present tense in questions to focus on immediate understanding of instructions.

Questions specific to writing tasks, asking about type, length, and key points.

Questions directed at understanding listening activities, such as topic and main idea.

Specific questions aimed at gauging understanding in group discussions.

Adjusting language complexity based on students’ proficiency levels.

Employing simple and straightforward expressions to avoid confusion.

Using relatable scenarios and instances to explain new vocabulary or grammar.

Choosing resources that match students' language abilities appropriately.

Confirming students' grasp of concepts via discussions or quizzes.

Collecting opinions from students about language usage and clarity.

Employing whiteboards for visual support in lessons, like brainstorming and interactive tasks.

Engaging students to work together on the whiteboard, sharing ideas and contributions.

Classroom arrangement with rows of desks facing the teacher, suitable for lectures.

Desks arranged in a semi-circle to encourage discussion and interaction among students.

Desks grouped in small clusters to enhance peer interaction and collaboration.

A semi-circular arrangement of desks close together for a sense of community.

Desks arranged in a U-shape, promoting interaction and discussion.

The process of observing and providing feedback while students engage in tasks.

Monitoring helps teachers recognize students' language skills and areas for improvement.

Providing immediate support and corrections during language learning activities.

Providing temporary support to students as they learn new concepts.

Monitoring increases student motivation and participation in their learning process.

Adapting teaching methods to meet diverse students' needs and learning styles.

Essential for effective ESL/EFL learning, involving simplicity and clarity.

Incorporating charts or pictures to help students grasp instructions better.

Asking questions to ensure students grasp the instructions clearly.

Supplementing oral instructions with written ones to assist understanding.

The relationship between the teacher and students in the classroom.

Caring about students' feelings and understanding their perspectives.

Making the classroom environment natural and relevant to real-life.

Acknowledging students' intelligence and valuing their opinions.

Engaging with students' answers and not moving on too quickly.

Providing sensitive and supportive corrections without embarrassing students.

Encouraging students to express themselves and contribute.

Treating adult students with appropriate methods, not childish ones.

Teachers must maintain professionalism while being approachable.

Use appropriate titles like 'gentlemen' or 'ladies' instead of 'boys' and 'girls.'

Avoid topics that may offend students from diverse backgrounds.

A mnemonic for topics that should be avoided in ELT classes: Politics, Alcohol, Religion, Sex, Narcotics, isms, and Pork.

Discussing politics can create divisive and heated arguments in the classroom.

Pork can be a sensitive topic for students of certain religions.

Building strong connections with students is essential for effective teaching, particularly in CELTA and DELTA assessments.

Proper gestures and body language help convey messages effectively in the classroom.

Using students' native language in mixed language classes is impractical for teaching English.

Constant exposure to English is essential for language acquisition and proficiency.

True beginners can learn English using English only, without L1 support.

Using L1 purposefully in monolingual classes enhances learning, but not as the main instruction medium.

L1 can foster rapport, preserving culture and aiding understanding through translation.

Employ L1 briefly for explanations and discussions to engage students effectively.

Avoid using L1 as the main instruction language or translating every concept.

Comparing features of L1 and L2 enhances understanding and facilitates language learning.

The process of observing and assessing how well students are learning.

Teachers pay attention to student mistakes in language use to guide further instruction.

Keeping students focused on lesson objectives to promote engagement.

Giving tailored support to individual students to help them improve.

Evaluating both individual and overall student development to adapt teaching strategies.

Organizing classroom layout to enhance visibility and movement for monitoring.

Observing student errors during activities without interrupting their flow.

Adjusting monitoring strategies based on classroom size and layout.

Always capitalize the first letter of sentences and avoid mid-sentence capitals.

Ensure uniform punctuation style throughout the whiteboard.

Divide the board into clear sections for vocabulary, grammar, and feedback.

Use legible handwriting and avoid cursive for better readability.

Ensure all information on the board is correct to encourage good writing skills.

Clear instructions are essential for effective teaching and understanding in English classrooms.

KISS stands for 'Keep Instructions Short and Simple.' Avoid complexity in language when instructing.

Teachers should present instructional materials so students can see and reference them easily during instructions.

Before giving instructions, ensure students are focused and attentive to the teacher.

Specific questions designed to confirm understanding of tasks and instructions.

Keep Instructions Short and Simple; avoid complex language in instructions.

Show students how to perform a task to enhance their understanding of instructions.

The language teachers use to interact with students in a classroom.

Key traits include being accurate, graded, natural, and reduced.

Using precise pronunciation and grammatically correct structures.

Adjusting language complexity to match students' understanding levels.

Language that reflects real-world usage without formal complexities.

Minimizing teacher speech to allow more student speaking opportunity.

Desks placed in a circle, good for discussions but challenging for viewing written material.

Desks grouped together for teamwork, but can hinder presentations and board visibility.

Flexible classroom arrangements adapting to different teaching activities like games or active learning.

Involving students in demonstrations by asking questions and waiting for answers.

Showing the task yourself without involving students; less effective for learning.

Improves grading by showing clarity of instructions for learners.

Guided exercises like asking structured questions and providing model answers.

Allowing adult students to express their thoughts without raising hands fosters a respectful classroom environment.

A suggested method for managing classroom discussions by selecting students to contribute, avoiding chaos.

Issues that may arise from not requiring hand-raising, such as interruptions or dominating speakers.

Skills adult students need to learn in order to interrupt each other respectfully during discussions.

Building respectful relationships with adult students is essential for effective teaching and classroom dynamics.

Using appropriate titles when addressing adult students fosters a respectful classroom atmosphere.

Challenging yet feasible, allowing free speaking in large classrooms requires good strategies for engagement.

Requiring hand-raising may hinder adult engagement and discourage open communication in the classroom.

Student interactions that enhance learning by encouraging communication.

Quiet environments indicating teacher-centered classrooms with minimal student interaction.

Learning that occurs through interaction with classmates, enhancing comfort and understanding.

The incorrect belief that speaking activities reduce classroom control.

Short, clear directives given before each activity, lasting no more than a minute.

Teaching method emphasizing interaction and student communication over traditional lectures.

A classroom setting where students feel comfortable practicing speaking without fear.

Equilibrium between teacher-led input and student-led output in the classroom.

Gestures help convey meaning to lower-level English learners, enhancing communication.

Too many gestures can distract students; balance is key in communication.

Pointing at students is disrespectful; use an open palm instead to invite responses.

Gestures can mean different things across cultures; be aware to avoid offense.

Gestures provide clarity in vocabulary teaching for students with limited English.

Understanding how various gestures are perceived in different cultures is crucial for effective teaching.

Using smiles and positive expressions can enhance student engagement and create a friendly atmosphere.

Using gestures that are considered disrespectful or offensive can harm the teacher-student relationship.

Incorrect use of gestures can negatively affect evaluations in teacher training courses.

Repeating words from students or oneself during teaching.

Rephrasing a student's incorrect response to provide a correct model.

Can create anxiety and diminish student engagement in class.

Rephrasing student responses to correct mistakes subtly.

Teaching proper pronunciation, applicable only for severe mistakes.

Promoting active student involvement without over-relying on echoing.

Encouraging students to speak more, not just repeating their words.

The practice of organizing students into pairs or small groups to enhance speaking skills and confidence.

The portion of class time that students spend speaking or interacting with each other.

The amount of time a teacher spends speaking during a lesson, ideally minimized to promote student participation.

Considering classroom space and student numbers to create effective group dynamics.

Using different techniques to group students to keep engagement high and cater to multiple learning styles.

Adjusting group activities based on students' individual needs and preferences to enhance participation.

Understanding students' previous experiences and contexts to form balanced groups for discussions.

Frequently switching partners in group work to promote diverse interactions and perspectives.