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Open books open minds. Teacher as manager. deciding on interaction patterns. controlling the group dynamic. demonstrating tasks and activities. motivating learners. giving instructions. praising learners. maintaining discipline. encouraging learners.
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Teacher as manager deciding on interaction patterns controlling the group dynamic demonstrating tasks and activities motivating learners giving instructions praising learners maintaining discipline encouraging learners responding to classroom problems as they happen developing rapport
Write down your age (37). • Write down animportant year in your life • (1995 entered university). • Write down the number of years that have • passed since that important year (19). • Write down your year of birth (1977). • Add the four numbers up. 4020
Guidelines on giving effective explanations and instructions • Prepare • Make sure you have the class's full attention • Present the information more than once • Be brief • Illustrate with examples • Get feedback
Compare In what ways did they follow or differ from the guidelines? Were they effective? How could they be improved?
Classroom groupings 1 s sssss ↓ ↓ ↓ ↓ ↓ ↓ s sssss ↓ ↓ ↓ ↓ ↓ ↓ ↑ ╥ B. Students work with the teacher in open class or whole class: the teacher leads the class and all of the students are focusing on the teacher, rather than working alone or in groups.
Classroom groupings 2 s ↔ s s ↔ s s ↔ s s ↔ s s ↔ s ╥ s ↔ s s ↔ s s ↔ s s ↔ s s ↔ s A. Students working in closed pairs: students work with a partner doing pairwork (not in front of the class).
Classroom groupings 3 s s s s s s s s s s ╥ s s s s s s C. Students working individually: students work alone.
Classroom groupings 4 ╥ s⇆s ⇅ ⇅ s⇆s s⇆s ⇅ ⇅ s⇆s s⇆s ⇅ ⇅ s⇆s s⇆s ⇅ ⇅ s⇆s D. Students working in groups: students work in small groups talking together (not in front of the class).
Practical hints regarding classroom discipline • Start by being firm with students: you can relax later. • Get silence before you start speaking to the class. • Know and use the students’ names. • Prepare lessons thoroughly and structure them firmly. • Be mobile: walk around the class. • Start the lesson with a ‘bang’ and sustain interest and curiosity. • Speak clearly. • Make sure your instructions are clear. • Have extra material prepared (e.g. to cope with slower/faster-working students.) • Look at the class when speaking and learn how to ‘scan’. • Make work appropriate (to pupils’ age, ability, cultural background). • Develop an effective questioning technique. • Develop the art of timing your lesson to fit the available period. • Vary your teaching techniques. • Anticipate discipline problems and act quickly. • Avoid confrontations • Clarify fixed rules and standards, and be consistent in applying them. • Show yourself as supporter and helper to the students. • Don’t patronize students, treat them with respect. • Use humour constructively. • Choose topics and tasks that will activate students. • Be warm and friendly to the students.
