Class management

1. Classmanagement

2. Whatisimportant : • Knowyourself • Knowyour school • Know your students • An encouraging class atmosphere • The classroom itself • Be prepared • Lesson routines • Using audio-visual aids • Reducing the teacher`s workload

3. Know Yourself • Your language ability • Your talents( e.g.:drawing,acting) • Your specialist knowledge(e.g.:Geography, Math...) • Your general knowledge(e.g.:English speaking countries) • Your teaching skills(reading aloud, writing on the board,using equipment) • Your attitude to discipline(How do you maintain order in your class?How much noise do you consider „tolerable“?Do you punish students who misbehave?) • Opportunities for self-development

4. Know your school • The “philosophy” of the school • Other teachers attitudes • The extent of your responsibilities • The general pattern of staff behaviour

5. Know your students • Their names • Their backgrounds • Their interests • Their previous experience of learning Englishor other subjects • Their attitudes to English/other subjects • Keeping records

6. An Encouraging class atmosphere • Giving a sense of purpose to the class: 1.Address every student by name and encourage the rest of the class to do so too. 2. Always be polite to your students and expect them to be polite to each other as well as to you. 3. Make sure that you do not show favouritism towards particular students. 4. Plan clearly what you are going to do in each lesson 5. Tell the students what you want to achieve in the lesson and then, at the end, say how successful you think you have been. 6. Include every student in some way during each lesson. 7. Provide opportunities for the students to talk and listen to each other. 8. Say what you mean and mean what you say. 9. Do the things which you have told the students you will do. 10. Be consistent in how you deal with your students.

7. Ensuring that English is spoken • Balancing fluency and accuracy • Using appropriate language(social expressions, instructions,...) • Giving encouragement • Involving all the students • The place and time of examinations and test • Extra-curricular activities(film or video show, play-readings, food preparation...)

8. The classroom itself • The lightness/brightness, • The temperature and fresh air • The acoustics • The lines of vision • The layout of desks • The possibility of moving desks • The other furniture • The facilities for displaying pictures/charts

9. Be prepared • A scheme of work • Lesson plans • Timing of lesson • Coping with emergencies

10. Lesson Routines • General classroom behaviour • Beginning a lesson • try to arrive with everything you need for the class, • glance around to see that room is ready, • look around to see where students are sitting, • be sure you are ready before you beginning actual lesson, • make a clear and definite start, • say briefly what the plan for lesson is

11. Changes of activity • all students listening to the teacher, • all students listening to recorded material • Students repeating individually or chorally • Individual student responding to the teacher • Reading section of students book(silently or reading aloud) • Students making notes in notebooks • Students completing written exercises individually • Students working in pairs to complete written exercises • Students doing oral practise in pairs • Students solving problems in groups • Students preparing material(stories, questions) in groups • Group discussion of a topic • Students completing tests individually

12. Forming pairs/groups • Ending a lesson • Keep an eye on the time • Give the homework towards the end • Finish a little early rather than late • Leave the classroom itself in good order • Conclude the lesson,rather than just stop

13. Using audio-visual aids • The black/white board • The projector • The CD player • The language laboratory • The video recorder • Your “resource box”

14. Reducing the teacher`s workload • Collaboration • Marking in class • Using pair and group work • Limiting activities • Prioritising your work

15. The role oftheteacher • The teacher as controller-control not only what the students do, but also when they speak and what language they use • The teacher as assessor- teacher's job is to assess the students` work, correction and organising feedback • The teacher as organizer- the most important and difficult role, the main aim is to tell the students what they are going to talk about (lead/in), give clear instruction about what exactly their task is and finally the teacher initiates the activity. • The teacher as prompter- the teacher needs to encourage students to participate or needs to make suggestions about how students may proceed in an activity where there is a silence or when they are confused about what to do next.

16. The teacher as participant- the teacher shouldn't be afraid to participate, he improves the atmosphere in the class and gives the students chance to practise English with someone who speaks it better than they do • The teacher as resource-the teacher should always be ready to offer help if it is needed • The teacher as tutor-the teacher acts as a coach and as a resource where students are involved in their own work • The teacher as investigator- the teacher investigates what is going on, observes what works well in class and what doesn't, tries out new techniques and activities and evaluates their appropriacy.

17. In-training oportunities • University requirements: -Full university education in Slovakia lasts five years. The university title (Mgr.) is obtained after writing a diploma thesis and passing state exam on a graduation ceremony. (it isn`t necessary additional qualifying study of pedagogy if university study is at the Faculty of Education) • Number and types of exams: - During university study students pass about 50 exams and finish study with state exam and writing a diploma thesis.

18. In-training oportunities • Contact hours with students A. While University • 10 hours observing in a class,10 classes of real teaching if study is at the Faculty of Education • 5 hours observing in a class, 5 classes of real teaching if it`s additional qualifying study of pedagogy B. After University • Beginner teacher graduates adaptive education during the first school year at school where he/she works, beginner teacher attends inspection of his initiatory teacher and also inspection of other teachers and initiatory teacher attends inspection of beginner • At the end of testing education beginner teacher realizes so-called open class, where are attended headmaster and deputy headmistress