Classroom Management

Jeff Bale, Ph.D.

FLTA Summer Orientation

Tuesday, August 9, 2011

Michigan State University

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

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?

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…”

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

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?

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

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

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

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

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?