How to teach English:

1. How to teach English: Managing the classroom by Jeremy Harmer Presented by Keri and Kaan

2. Managing the classroom • Classroom management • The teacher in the classroom • Using the voice • Talking to students • Giving instructions • Student Talk and teacher talk • Using the L1 • Creating Lesson stages • Different seating arrangements & student groupings

3. Classroom Management Variables Space Students : groups vs alone Classroom Time Appearance Voice Talking to students Mother tongue role Difficult situations Classroommanagementonline.com

4. Teacher in the classroom Proximity Appropriacy Movement Awareness Physical Location? Standing ? How close ? Still or walking around ? The teacher’s primary responsibility is response-ability (Wilberg, as cited by Harmer, 2007, p. 35)

5. Self Awareness How our students see us

6. Importance of Attire (Roach, 1997) • “Dress Professionally” • “Relationship of GTA dress with student perceptions of affective/cognitive learning, student misbehaviors, and student ratings of instruction” • GTA training often disregard “Non-verbal” factors. • Attire = attitudes, beliefs, values, socio-economics True? False? Perception is everything Persuasiveness Competence, credibility & professionalism.

7. …in the Classroom. • Different setting = different effects • Often no official dress code but strong unofficial preference & effectiveness • Dress Seminars ? • “One of the reasons the teachers are not paid as professionals is that they don’t look like professionals” (Molloy as cited by Lang in Roach, 1997, p. 129) • Respect? Approachability?

8. Teacher Assistant Attire…. Negative Impact ? Positive Impact?

9. …Conclusion “In light of study results, elevated TA attire levels create a positive, professional impression on students that is reflected in student attitudes toward the course, the instructor, the content, etc.” (Roach, 1997, p.137) strange-lands.com

10. Using the Voice Audibility Variety Conservation • Audibility • Voice quality – projection – Volume • Variety • Type of voice Type of lesson • Conservation • Care of voice – breathing – conserve energy

11. Talking to students • Manner Empathy Rapport • Teacher – Student  Parent – Child • Rough Tuning • It is the simplification of language which both parents and teachers make in order to increase their chances of being understood. Adjust language use : Grammatical complexity, vocab use, Tone. Kind of language; what they wish to say & Manner.

12. Giving Instructions 2 Rules: Simple & logical Check understanding Mother tongue & Translation ilookchina.net

13. Student Talk Time(STT) Teacher Talk Time (TTT) Student Talk & Teacher Talk TTQ Teacher Talking Quality Student centered or Teacher centered ? Not enough ? Too much ?

14. Using the L1 L1 L2 Giving complicated instructions Use L1 when other ways of explaining meaning are ineffective May aid in pronunciation Help make connections and see differences between L1 & L2 L2 should predominate Use L1 only when other ways of explaining meaning are ineffective Progression from L1 to L2 Beginner level Advanced level

15. Creating lesson stages • Arouse student’s interest • Signal beginning of activity or lesson • Hold and/or regain students’ attention • Signal ending of activity or lesson

16. Different seating arrangements • Different seating arrangements indicate a • number of different approaches.

17. More than just seating arrangement “In classroom settings where students are required or elect to bring several items to class, for example, a backpack, jacket, and handbag, in addition to notebooks and textbooks, defining one’s own territory may become increasingly important as a means of comfortably engaging in active learning” (Burgess & Kaya, 2007, p. 872).

18. Different student groupings

19. Different student groupings

20. Discussion Questions • Harmer does not mention this in the chapter, but to what degree do you think culture (the teacher’s and the students’) plays a role in how the teacher manages the classroom? • How important is the teacher’s appearance? Clothes? Grooming? Hygiene?

21. References 2 homeless men [Cartoon]. (n.d.). Retrieved January 31, 2012 from, http://www.cartoonstock.com/directory/s/ shabby.asp. Burgess, B., & Kaya, N. (2007). Territoriality: Seat preferences in different types of classroom arrangements. Environment and Behavior, 39(6), 859-877. Retrieved January 27, 2012, from the Sage Publications database. Can you help me, Mrs. Martin? [Cartoon]. (n.d.). Retrieved January 31, 2012 from, http://classroommanagement online.com. Dress code [Cartoon]. (n.d.). Retrieved January 31, 2012 from, http://strange-lands.com/2010/07/dress-code-for-men- and-women-in-public-schools.html

22. References • Harmer, J. (2007). How to teach English. Essex, UK: Longman • Male holding a book [Clipart]. (2012) Retrieved January 31, 2012 from, http://www.graphicsfactory.com/ Clip_Art/ Education/teacher401_138795.html • Teaching before and after-edited [Cartoon]. (n.d.). Retrieved January 31, 2012 from,http://ilookchina.net/?s=cartoon