Classroom management Flashcards
Whats the experimental learnong cycle
Prepare => Do => Recall => Reflect => Conclude (circle)
3 groups of teachers
-
The explainer
= focus on subject matters -
The invlover
= focus on methofdology to work with the subject matter in an efficient mway -
The enabler
= enables students to work with the subject matter in the most efficient way
What makes an efficient teacher (give 6)
- really listen to students
- does not unnecessary complicates things
- gives clear, positive feedback
- shows respect
- has sens of humor
- is patient
- kwows his subhect
- inspires confidence
- trusts pupils
- empathizes with students
- us well-organized
- paces lesson well
- is enthousiastic
- can be autoritative withoyt being distant
- is honest
- kwows the way of the world
What makes an efficient learner
- on timr
- intrinsic motivation (likes english)
- asking questions
- having a go a every opportunity
- reflecting on how individual learning takes place
- doing homework
- looking for examples of english outside the classroom
- learning how to use dictionaries and grammar books, apps, sites, media
- getting enough sleep
Age groups vesrus ability levels
- wich age groups are there
- wich ability groups are there
age groups : children, adolescent and adult
Ability levels :
**- beginner **
* starter / zero beginner
* false beginner
* elementary level
intermediate:
- pre/lower intermediate
- intermediate
- upper intermediate
advanced
What are the essential teaching skills (without explaining) (7)
- planning and preparartion of a lesson
- lesson presentation
- lesson management
- classroom climate
- discipline
- assessing pupils’ progress
- reflection and evaluation
Explain the essential teaching skill : Planning and and preparation of a lesson
- lesson plan is clear and well-structured
- material and resources are well prepared and adapted to pupils and context
- the lesson will evoke pupils’ interest and involvement
Explain the essential teaching skill : lesson presentation
- T is confident and know his subject = expert
- t gives clear intructions and explanation matched to needs
- t varies type of question
open
closed
predictive
conclusive
evaluating - t uses a variety of engaging activating learning activities
- pupils are actively involved in their own learning
- t shows respect for pupils contributions
- t uses a variety of materials/resources
Explain the essential teaching skill : lesson management
- smooth beginning of lesson = teaser
- t invloves P
- t monitors p’ progression / constructive feedback
- smooth trabsition between activities
- t guards time management
- pace of lesson is adjusted to pupils
- lesson plan = work in progress and adjusted when appropriate
- smooth ending/closure
Explain the essential teaching skill : classroom climate
- sense of order
- safe learning environment
- matual respect P/T
- t boosts P self-esteem through constructive feedback
- classroom apearance : position of benches, decoration of walls
Explain the essential teaching skill : discipline
- good order = based on positive classroom climate, lesson presentation and lesson management
- authoroty of T is accepted by p
- clear rles and expectations
- t pre-empts misbehaviour
- appropriate counselling/reprimands/punishment
- t avoids/defuses confrontation
Explain the essential teaching skill : assessing pupils’ progress
- marks p’ worj in constructive manner + returs it on time
- feedback involves follow-up
- variery of assessment tasks (formative and summative)
- t keeps records of progress
- assessment is used to indentify difficultuies, effectiveness of teaching
- t assesses study skills and learning strategies of pupils
Explain the essential teaching skill : reflection and evaluation
- t evaluate and reflects upin lesson
- t regularly reviews strategies a d techniques in order to improve them
what essential skills are ilportants in clasroom management ?
BEFORE :
planning / preparation
DURING :
- lesson presentation
- lesson management
- classroom climate
- discipline
AFTER :
- reflection
what is classroom management ?
- most important job T: create condition in wich learning can take place
- CM: recognize options, make decisions ans turn thel into actions
- experiece make you aware of possible grow
Classroom management style (4)
Autothoritarian style
= strong control over students
= verbal exchange/discussion duscrouraged
students follow direction without always knowing why
hardly any positive feedback
Authoritative style
= control over student, but explains reasons behind rules/decisions
= open to verbal interaction
= encourages self-reflection
Laissez-faire style
= very permissive
= well-being is more important than class-control
= inconsistent demand, control and disciplne
= want to be friends
indifferent style
= few demands on students
= appears generally uniterested
= minimal effort put into class preparartion
= classroom discipline migt be missing
= few opportunities for students to practise their skills
types of pupils grouping (5)
- whole class working togheter with T
- class mixing together as individuals
- small groups
- pairs
- individual work
interaction patters
self acces = students chose their own tasks and work autonomously
= SS
group wordk = students work in small groups
= s
individual work = P gives set of tasks and student work independently
= s
collaboration = student do as “individual work” but in pairs
= s
full-class interaction = students debate/make a task as a class, teacher may intervene
= s
student initoate, teacher answers = but teacher decides who asks the question
= ST
Open-ended teacher questionning = number op possible correct answers so that more students can answer
= TS
Close-ended teacher questionning = only one ‘right’ answer
= T
choral response= t gives a model/a cue which is repeated by/responded by al in the chorus
= T
teacher talk = no initiative on the part of the students
= TT
How to maximize pupil interaction
- see things from their perspective
- safe learning environment
- ask open questions/concept questions instead of giving explanation
- allow p tim to think
- really listen and let it affect what you do next
- pair work and small group work
- arrange seatings
- get pupils to give explanations to eachother/paraphrase = encourage interaction
- co-operation before competition
- let pupils take decisions for themselfves (responsible for own leraning process)
what are potential problems ?
- TTT to kill the silence
- echoing
- compicated/unclear instructions
- not checking understanding of instrction
- insufficient authority
- lack of confidence
- over helping / over organizing
- flying with the fastest
- not really listening to the message (e.g. only to the language problems)
