Classroom Management in the Target Language

1. Classroom Management in the Target Language Lan-jy Duke 陳蘭芝

2. Warm-up Activities • Name Tag • Venn Diagram – the strengths and the weaknesses of American Students

5. Characters of American Students Six out of 10 American students preferred an “imaginative” style, which stresses discussion of ideas and possibilities. Thomas OaklandA professor of educational psychology at UF

6. Characters of American Students • American students seem to be much more interested in the use of imagination and in flexible work routines, traits that are typically conducive to creative work. Thomas Oakland

7. A Typical Day • Date on the whiteboard/Calendar • New words on the whiteboard • Introduction to the vocabulary • Personal Question and Answers with new words • Quick informal assessment • Small whiteboard activities

8. A Typical Day • Quick informal assessment • Mini-story with TPRS questioning/Reading activities • Quick informal assessment • Chinese songs

13. Why? • District goals • Personal desires • Student expectation

14. District Goals • Focus on students proficiency and summative assessment not just their achievement and formative assessment. • All the FL teachers are supposed to use the target language at least 90% of instructional time. • All the FL teachers are supposed to build a daily routine; how you start the class and how you end the class. • Help students have long-term skills and knowledge in the target language instead of knowledge only.

15. Personal goals • Skills in the language – Able to speak and comprehend • Learn in Fun; Fun in Learning • To reach the district goals • Determination

16. Belief –why? • Story at the airport • Story in Japan 3 same conversations • Errors in speaking and in writing

17. How? • Care and Love • Classroom Setting-up • Procedures/Classroom Rules • Physical Instruction • Walk around the Classroom

18. Care and Love • Build a safe environment; physically and emotionally • Build a trust relationship with students – each student in class will receive at least one time praise or com-plimentfor their work • Show appreciation and care • Assume the Best and Do the Best

19. Assume the Best and Do the Best • "Always do your best, your best is going to change from moment to moment; it will be different when you are healthy as opposed to sick. Under any circumstance, simply do your best, and you will avoid self-judgment, self-abuse and regret." -Toltec agreements

20. Classroom Setting-up • Easy to reach students • Easy for students to reach me • Easy for students to access the supplies

21. Procedures/Classroom Rules • Supplies • Rules – one person talk only, raise hand to talk

22. Physical Instruction • Physical movement/gestures for instruction • Show expectation – eye contact • Counting down • Silent language • Reach students • Ask for help

23. Walk around • Be a Chinese student American teacher

24. Classroom Management in the Target Language Lan-jy Duke 陳蘭芝