Classroom Management Principles PDF

CLASSROOM MANAGEMENT  Classroom Management CLASSROOM TALK Interaction Teacher talk Learner talk CORRECTIVE FEEDBACK Errors and mistakes (just to mention) SITTING ARRANGEMENT U – Style V –Style Rows Groupings DISCIPLINE Definition Wha...

CLASSROOM MANAGEMENT  Classroom Management CLASSROOM TALK Interaction Teacher talk Learner talk CORRECTIVE FEEDBACK Errors and mistakes (just to mention) SITTING ARRANGEMENT U – Style V –Style Rows Groupings DISCIPLINE Definition What and Why THE USE OF L1  Classroom Management THE USE OF L1 Introduction Towards a moderate view Using the L1 in the classroom  Classroom Management INTRODUCTION Learning a language is essentially an individual activity. Given that the supposed role of the classroom and the teacher is to facilitate learning for the individual learner, being aware of what actually happens in that classroom - what is said and done, to whom and how, and what effect this has on learners - is of vital importance when trying to assess the effectiveness of classroom instruction.  1. CLASSROOM TALK 1.1. INTERACTION WHAT IS CLASSROOM INTERACTION? Interaction in the classroom involves the process of communication. This can take place between teacher and student(s), between individual or groups of students, or even between student(s) and a textbook or cassette.  Classroom Management 1.1. INTERACTION SEVERAL FORMS OF CLASSROOM INTERACTION Group work. Pair work. Closed-ended teacher questioning. Choral response. Collaboration. Teacher talk.  1. CLASSROOM TALK 1.1. INTERACTION Group work Students work in small groups on tasks that entail interaction: conveying information, for example, or group decision-making. The teacher walks around listening, intervenes little, if at all. Closed-ended teacher questioning Only one 'right' response gets approved. Sometimes cynically called the 'Guess what the teacher wants you to say' game. Individual work The teacher gives a task or set of tasks, and students work on them independently; the teacher walks around monitoring and assisting where necessary.  1. CLASSROOM TALK 1.1. INTERACTION Choral responses The teacher gives a model which is repeated by all the class in the chorus; or gives a cue which is responded to in chorus. Collaboration Students do the same sort of tasks as in 'Individual work', but work together, usually in pairs, to try to achieve the best results they can. The teacher may or may not intervene. Student initiates, teacher answers For example, in a guessing game: the students think of questions and the teacher responds; but the teacher decides who asks.  1. CLASSROOM TALK 1.1. INTERACTION Full-class interaction The students debate a topic or do a language task as a class; the teacher may intervene occasionally, to stimulate participation or to monitor. Teacher talk This may involve some kind of silent student response, such as writing from dictation, but there is no initiative on the part of the student. Self-access Students choose their own learning tasks, and work autonomously. Open-ended teacher questioning There are a number of possible 'right' answers  1. CLASSROOM TALK 1.2. TEACHER TALK WHY IS THE TEACHER TALK IMPORTANT? What the teacher says, and the way he/she says it, is assumed to aid learners' comprehension in the classroom, and therefore their learning. This is based on Krashen's Comprehensible Input Hypothesis  1. CLASSROOM TALK 1.2. TEACHER TALK WHY IS THE TEACHER TALK IMPORTANT? Nunan (1995:189) identifies two main reasons for the importance of focusing on teacher talk: Teacher talk is of crucial importance, not only for the organisation of the classroom but also for the processes of acquisition. It is important for the organisation and management of the classroom because it is through language that teachers either succeed or fail to implement their teaching plans. In terms of acquisition, teacher talk is important because it is probably the major source of comprehensible target language input the learner is likely to receive.  1. CLASSROOM TALK 1.2. TEACHER TALK Quantity WHY IS THE TEACHER TALK IMPORTANT? In L1 classrooms, research has shown that teachers speak about 60% of the time, and L2 research has generally reflected these findings, putting the percentage of teacher talk even higher in most cases - around 70% to 80% (Legaretta 1977; Enright 1984; Ramirez et al. 1986).  1. CLASSROOM TALK 1.2. TEACHER TALK Quantity WHY IS THE TEACHER TALK IMPORTANT? What is perhaps of particular importance is not so much the quantity, but the quality of teacher talk. If there is a lot of teacher talk which aids learner intake, then all well and good, but if there is a lot of teacher talk which does not enhance learning, then this is bad news for learners. But what kind of teacher talk is 'good' and what kind is 'bad'?  1. CLASSROOM TALK 1.2. TEACHER TALK Quantity WHY IS THE TEACHER TALK IMPORTANT? There are a number of factors which we need to take into account when deciding how appropriate (or not) teacher talk is. Nunan (1995: 190) identifies three factors: 1. The point in the lesson in which the talking occurs. 2. What prompts the teacher talk: whether it is planned or spontaneous, and, if spontaneous, whether the ensuing digression is helpful or not. 3. The value of the talk as potentially useful for acquisition.  1. CLASSROOM TALK 1.2. LEARNER TALK Swain's Output Hypothesis: One function of output is that it provides the opportunity for meaningful use of one's linguistic resources. (It has been argued) that one learns to read by reading, and to write by writing. Similarly, it can be argued that one learns to speak by speaking. (Swain 1985:248)  1. CLASSROOM TALK 1.2. LEARNER TALK Firstly, the idea that learners develop their L2 competence by generating input from others, and secondly that learners develop their L2 competence by engaging in communicative tasks that require the negotiation of meaning (based pm Swain’s Hypothesis). CORRECTIVE FEEDBACK 2. CORRECTIVE FEEDBACK 2.2. ERRORS AND MISTAKES A mistake is a kind of 'slip of the tongue'. A learner, or a native speaker, makes a mistake when he/she says something incorrect but which the learner is capable of correcting. In other words, he/she 'knows' the correct form, but merely makes an absent-minded 'mistake'. An error, on the other hand, cannot be self-corrected, simply because the learner does not 'know' the form. It is not part of that learner's current interlanguage.  2. CORRECTIVE FEEDBACK 2.2. ERRORS AND MISTAKES Types of error: Errors are usually categorised under four broad areas: a) grammar b) pronunciation c) meaning d) appropriacy NOTE: There are a number of far more detailed taxonomies for error description, but for the purposes of this subject we will focus on this simplified version  2. CORRECTIVE FEEDBACK 2.2. ERRORS AND MISTAKES It has been pointed out (e.g. Vigil and Oller 1976) that corrective feedback will affect a learner along a positive, neutral or negative emotional continuum. The emotional (or affective) effect will interact with the learner's cognitive strategies, and influence the learner's attempts to 'take on board' the correction Krashen too lays great emphasis on the importance of minimising learners' "affective filters" if language is to be 'acquired' successfully A crucial function of giving feedback or assessment is to maintain and promote a positive self-image of the learner as a person and a language learner. Non-judgmental feedback is considered to be an effective way of doing this.  2. CORRECTIVE FEEDBACK 2.2. ERRORS AND MISTAKES Thus it is vitally important that corrective feedback is not interpreted by learners as evidence of 'failure' (MacFarlane 1975), if correction is to be motivational in the classroom, which it has the potential to be. Annett (1969), for example, identifies 3 separate functions which feedback performs: "reinforcement", "information" and "motivational CORRECTIVE FEEDBACK SITTING ARRANGEMENT 3. SITTING ARRANGEMENT  3. SITTING ARRANGEMENT 3.1. U - STYLE Benefits Great for getting around the class and amongst your pupils. Good visibility for pupils. A standard pattern so pupils won’t worry about finding seats. Traditional and business like. Drawbacks Rowdy classes will communicate with each other across the room. Not very conducive to group work. Those sat at the front ends are facing the board at an angle.  3. SITTING ARRANGEMENT 3.2. V - STYLE Benefits Great for visibility. Great for teacher / pupil contact. Less formal than the U-shape. Drawbacks Takes up loads of space – best with a small group. Not ideal for group work.  3. SITTING ARRANGEMENT 3.3. GROUPING Benefits  Great for group work.  Informal – encourages pupils to participate in discussion.  Easy for the teacher to circulate. Drawbacks  Some pupils will have poor visibility and may even have their backs to you.  Lack of attention and chatting can be a problem – harder to control behavior.  Encourages pupils to sit in friendship groups, which doesn’t always help create the ability or social mix that you need. CORRECTIVE FEEDBACK 3. DISCIPLINE  3. DISCIPLINE 3.1. DEFENITION Ur (1996:270) offers the following definition of discipline: Classroom discipline is a state in which both the teacher and learners accept and consistently observe a set of rules about behaviour in the classroom whose function is to facilitate smooth and efficient teaching and learning in a lesson  3. DISCIPLINE 3.2. WHAT AND WHY Ur goes on to state that "the relationship between discipline and learning in a lesson is a crucial one" (ibid:260), not least because if a teacher can get learners to do what he/she wants, they will presumably be spending time on task, thus getting valuable exposure to language, and consequently, (so the argument goes) learning it. There are problems with this assumption, however, as Ur herself points out, in that unless the tasks are themselves meaningful and useful to the students, learning may not be taking place, despite there being an orderly or 'disciplined' atmosphere in the classroom.  3. DISCIPLINE 3.2. WHAT AND WHY Nevertheless, most teachers would agree that discipline plays a central role in many classrooms:...there is universal agreement that the teacher must establish and keep sovereignty over classroom affairs... beginning teachers soon learn that if their capacity to maintain 'classroom control' is in doubt they may be fired. (Lortie 1975:51)  3. DISCIPLINE 3.2. WHAT AND WHY....beginning teachers, when encountering difficulties in the classroom, tend to respond to them with strategies they are familiar with from university or college. Such strategies are in essence cognitive ones, e.g. more and better preparation. In following these strategies they pay too much attention to the 'task side' of their job and therefore fail to address what might have caused their difficulties in the first place: the emotional relations in the classroom. Their increased effort may well yield no better result because it has the wrong target. (ibid:14) CORRECTIVE FEEDBACK 4. THE USE OF L1  4. THE USE OF L1 4.1. INTRODUCTION The uses and abuses of the mother tongue in the foreign language classroom has been a topic of debate in our field for a very long time, and it is a debate which is still not entirely settled)  4. THE USE OF L1 4.2. TOWARDS A MODERATE VIEW Until fairly recently socio-political reasons continued to influence the case for the exclusion of the L1 from the classroom: The development of ELT as a casual career for young people visiting Europe encouraged teachers to make a virtue of the necessity of using only English. Added to this, the subsequent growth of a British- based teacher training movement out of the need to provide training for teachers working with multilingual classes served to reinforce the strategy of mother tongue avoidance. (Harbord 1992:350)  4. THE USE OF L1 4.2. TOWARDS A MODERATE VIEW Nevertheless, in SLA research circles from about 1970 there was a shift towards accounting for second language learning in crosslingual terms. Interlanguage theory, for example, backed up the idea that we learn a foreign language by developing a system based on our first language system. (see the subject Second Language Acquisition for a review of interlanguage theory). According to O'Malley and Chamot:...L2 learners activate L1 knowledge in developing or using their interlanguage... The process may either support (positive transfer) or detract (negative transfer) from learning... There are strong elements of inferencing and hypothesis testing involved in transfer insofar as learners use linguistic knowledge to build a representation of the second language skills. (1990:148)  4. THE USE OF L1 4.3. USING THE L1 IN THE CLASSROOM There are no hard and fast rules for L1 use or non-use in CLT, and teachers are encouraged to respond flexibly to students' needs. In Prodromou's words:...there will be times when the use of L1 can provide support and security for the less confident learner, as well as acting as a launching-pad for communicative activities...The learner's mother tongue can be viewed as a source of strength rather than a skeleton in the cupboard, and its potential as an aid to both student and teacher alike should be maximised. (1995:63)  4. THE USE OF L1 4.3. USING THE L1 IN THE CLASSROOM Three possible reasons for allowing limited L1 use in the classroom have been outlined (Atkinson 1987:422): It is a 'learner preferred strategy'. Given the opportunity, learners will choose to translate without encouragement from the teacher, particularly at lower levels. Translation and transfer appear to be natural phenomena, an inevitable part of SLA. Thus teachers should try to work with this natural tendency rather than against it. Allowing students to use their L1 is a humanistic way of teaching because it allows students to say what they want, thus avoiding frustration. Nevertheless, this does not mean that a major return to L1 use in the classroom is called for, rather that students should be encouraged to use the L2 as far as possible to explain themselves, but that L1 use should not be 'banned'. Use of L1 explanations, for example of grammar points, or the giving of complex instructions can be justified on the grounds that it saves time.  4. THE USE OF L1 4.3. USING THE L1 IN THE CLASSROOM Although there may be a role for the use of the L1 in the classroom, it is important to bear in mind that, as we have seen in Chapter 1, interaction in the target language plays a vital part in promoting language learning. Thus excessive dependency on the L1 is to be discouraged, as it may result in the following (Atkinson 1987:426): 1. The teacher and/or the students begin to feel that they have not 'really' understood any item of language until it has been translated. 2. The teacher and / or the students are unable to see differences between L1 and L2 uses of words, oversimplifying to the point of using crude and inaccurate translations. 3. Students speak to the teacher in the mother tongue as a matter of course, even when they are quite capable of expressing what they mean. 4. Students don't realise that during many activities it is essential that they use only English. 5.Students become passive, since they realise that all they have to do is to wait for the translation. Classroom Management TO CONSIDER: -A GENERAL VIEW- Classroom Management Some times it feels like we are herding cats.  Session Objective We will differentiate between effective and ineffective learning environment and engagement strategies.  Welcome to Classroom Management! If you don’t plan, the student will plan for you!!  Think, Pair, Share Why is having control of the class so important in order to get your message delivered effectively? What are some components of effective classroom management?  What is Classroom Management? Classroom management is ways of organizing the resources, pupils and helpers so that teaching and learning can proceed in an efficient and safe manner.  The biggest deterrent to classroom management issues is proactive, effective lessons. The more you plan, the more effective the lesson and delivery…the less problems with discipline.  Classroom Management Classroom Management involves establishing procedures, having rules, and reducing discipline problems. Why do students cause discipline problems?  Students misbehave for several reasons: They are bored. They don’t know the purpose of your presentation. They don’t understand how the information that you are delivering applies to them. Instruction is uninteresting The pace of the instruction is incorrect (too fast, or too slow). Not enough interaction between and among peers.  "Listen" To The Students’ Misbehavior. Student misbehavior isn't just an annoying disruption --- it's a secret message the student is (unwittingly) trying to convey to you.  Guiding Values of Classroom Management Fairness Firmness Consistency Developmental appropriateness Principles of Classroom Management  Classroom Management Principles Come in with enthusiasm and show you are excited to be there. Make a good first impression: Dressing Appropriately According to Harry Wong, “We are walking, talking advertisements for who we are.” Educators should dress for respect, credibility, acceptance, and authority.  Classroom Management Principles Minimize the power differential in everyday communication. – Sitting behind a desk or standing behind a podium can send the message that you want to create some distance between yourself and the students. – Get down to their level when working with them.  Classroom Management Principles Address problem behavior directly and immediately. – Addressing a problem early lessens the chance that it will expand.  Classroom Management Principles Know the power of proximity – You can accomplish more through your body language than through your voice. – Put your body next to problems. – Put your body in-between students who are disruptive. – Know how to work one-on-one with students while not turning your back on the rest of the class.  Classroom Management Principles Think Prevention – Consider how you can manage the learning process to prevent undesirable behaviors (i.e. classroom set-up, opportunities for students to interact, active involvement, clear communication of expectations, structuring for success).  Classroom Management Principles Model behaviors you expect from the students: mutual respect, active listening, interest in learning, subject enthusiasm, open mindedness, positive attitude.  Classroom Management Principles Know the schools’ procedures regarding such things as code of conduct Make your lessons relevant and interesting to your students. Use examples that interest students. Teach positively and show your enthusiasm. Passion is contagious.  Classroom Management Principles Non-Verbal Cuing. – Non-verbal cues can be effective to show the class that the noise level is too high. – Tell the student up-front what is your cue, and use it throughout the presentation. – Cues can be a bell, a clicker, flipping the light switches. – They can also be facial expressions, body posture and hand signals.  Classroom Management Principles Focusing. Be sure you have the attention of everyone in your classroom before you start your lesson. Don’t attempt to teach over the chatter of students who are not paying attention.  Behavior Scenarios How you handle misbehaviors will matter in your stress level and that of the class. Thank you for taking your time to help educate our youth. We are all just ordinary people trying to do extraordinary things.