Classroom Management

1. Classroom Management Jeff Bale, Ph.D. FLTA Summer Orientation Tuesday, August 9, 2011 Michigan State University

2. My assumptions • That there is a spectrum of experience as language teachers • Context (school or university, lead teacher or teacher assistant, etc.) • Length of service (a few months to many years) • That what made you a successful language teacher at home may not automatically make you a successful language teacher here

3. Goals for this session To help you feel comfortable, competent, and confident in your new classroom • What should I expect from U.S. students? • How do I structure my classroom to best support language learning?

4. Take 2-3 minutes and write a response to these prompts: • “My role as a teacher in the classroom is…” • “The students’ role in the classroom is…”

5. What should I expect from U.S. students • Extra motivation because you’re here • The potential for different attitudes towards • Rewards for doing work • Who works for whom • Technology (cell phones, laptops, etc.) • Attendance and punctuality • In general: • Be explicit with your expectations • Follow through on consequences • Be consistent with both

6. As you set up your syllabus and lesson plan, what will you do when • a student misses a class? Misses several classes? Arrives late regularly? • There are likely department policies about this - find out. Probably best to follow those policies. • Sends/checks a text message or email during class? • Needs to use the restroom? • Talking out of turn? • Is it related to class activities or not?

7. Redirecting student behavior - what works for me • Confirm the problem before reacting • General reminders - teach your expectations! • I-messages • Discuss with student individually outside of class • Ask for ideas from colleagues who know the specific context • For whatever steps feel comfortable for you: • Be explicit with your expectations • Follow through on consequences • Be consistent with both

8. Changing gears … • Classroom management and language learning aren’t two separate topics • Without effective management, learning is less likely or less successful • Classroom management can itself be the topic • Learners need to hear, see and engage with lots of meaningful language they can understand • Learners need lots of opportunities to use the language for meaningful, believable reasons • Learners need lots of opportunities for interaction • … sometimes with learners at their own level • … sometimes with more proficient speakers

9. Classroom management that supports language learning • Organized by groups • Group 1: the layout of the classroom • Group 2: how to group students to engage with activities • Group 3: staying in the target language (TL) with classroom commands • Group 4: using English strategically • In your group • Use the handout to discuss your topic as a table • Prepare to share what you learned to the whole group afterwards • “With me in three” - time to wrap up

10. As you work, remember: • Learners need to hear, see and engage with lots of meaningful language they can understand • Learners need lots of opportunities to use the language for meaningful, believable reasons • Learners need lots of opportunities to for interaction • … sometimes with learners at their own level • … sometimes with more proficient speakers

11. Check in before we check out • What should I expect from U.S. students? • How do I structure my classroom to best support language learning?