W5 Developing Classroom Skills

8/2/2019 W5 Developing Classroom Skills

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DEVELOPING

CLASSROOM

SKILLS

DEVELOPING

CLASSROOM

SKILLS


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CONTENTSCONTENTS

The roles of a teacher The roles of a learner

Managing large and mixed

ability classes Managing group work

activities

The roles of a teacher The roles of a learner

Managing large and mixed

ability classes Managing group work

activities


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If you are a gardenerIf you are a gardener

What would you plant?

Flowers, schrubs, bushes,

big trees ..?

What would you plant?

Flowers, schrubs, bushes,

big trees ..?


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What is a teacher?What is a teacher?

Actors? Always on the stage

Orchestral conductor? Direct

conversation and set thepace and tone

Gardeners?plant seeds andthen watch them grow

Actors? Always on the stage

Orchestral conductor? Direct

conversation and set thepace and tone

Gardeners?plant seeds andthen watch them grow


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The roles of a teacherThe roles of a teacher

Facilitator

- Facilitate learning in a learner-centred

lesson Controller

-in charge of the class & activity takingplace

-tell learners,organise drills-exemplify the qualities of teacher-fronted classroom

-transmission of knowledge

Facilitator

- Facilitate learning in a learner-centred

lesson Controller

-in charge of the class & activity takingplace

-tell learners,organise drills-exemplify the qualities of teacher-fronted classroom

-transmission of knowledge


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Organiser

-organising students to do variousactivities

-getting students involved

-giving information to students

-telling them how to do activities

-putting them in pairs/groups-closing things down when time to

stop

Organiser

-organising students to do variousactivities

-getting students involved

-giving information to students

-telling them how to do activities

-putting them in pairs/groups-closing things down when time to

stop


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Assessor-offering feedback on performance- corrections and grading students

in various waysCritical issue here is Fairness-we have to be sensitive to the

students possible reactions

-students want credit for goodperformances and constructivecriticism for poor performances

Assessor-offering feedback on performance- corrections and grading students

in various waysCritical issue here is Fairness-we have to be sensitive to the

students possible reactions

-students want credit for goodperformances and constructivecriticism for poor performances


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Prompter

-encouraged students when they losethe thread of whats going on

-or when they are unable to proceed-occasionally offer words/phrases

suggesting students say something

-prompting has to be done sensitively,encouragingly and with discretion

Prompter

-encouraged students when they losethe thread of whats going on

-or when they are unable to proceed-occasionally offer words/phrases

suggesting students say something

-prompting has to be done sensitively,encouragingly and with discretion


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Participant

-join in the activity not as ateacher & to take part in adiscussion

-Reasons : to enliven things upfrom the inside

-caution : since teachers can easilydominate the proceedings, greatskill and sensitivity is needed toavoid this situation

Participant

-join in the activity not as ateacher & to take part in adiscussion

-Reasons : to enliven things upfrom the inside

-caution : since teachers can easilydominate the proceedings, greatskill and sensitivity is needed toavoid this situation


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ResourceResource

Offer guidance as to wherestudents can go for the

information encourage students to use

resource materials for

themselves Teachers must be helpful

and available

Offer guidance as to wherestudents can go for the

information encourage students to use

resource materials for

themselves Teachers must be helpful

and available


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TutorTutor

Working with individuals/small groups , pointing

them in directions they havenot thought of

-more personal contact so

that learners feel that theyare supported

Working with individuals/small groups , pointing

them in directions they havenot thought of

-more personal contact so

that learners feel that theyare supported


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ObserverObserver

Observe what students doto give useful group and

individual feedback Watch to judge the success

of the different materials

and activities that they takeinto lessons

Observe what students doto give useful group and

individual feedback Watch to judge the success

of the different materials

and activities that they takeinto lessons


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PerformerPerformer

knowing that differentteachers act differently

individual teachers vary theirbehaviours, depending onwhat they do, gives us

insight into classroombehaviour

knowing that differentteachers act differently

individual teachers vary theirbehaviours, depending onwhat they do, gives us

insight into classroombehaviour


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The teacher as a teaching aidThe teacher as a teaching aid

Teacher as teaching aid

-mime & gestures

-language model Provider of comprehensible input

-the ways we use our voice, theways we model language,

employ gesture and expressionare important teaching skills

Teacher as teaching aid

-mime & gestures

-language model Provider of comprehensible input

-the ways we use our voice, theways we model language,

employ gesture and expressionare important teaching skills


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The roles of a learnerThe roles of a learner

Cognitively and Actively participating.

Responsible for their own learning

Learners have different roles according to their learning styles Concrete learnersLearning strategies: games/pictures/films/cassettes Analytical learnersLearning strategies : Studying grammar/reading

newspaper/problem-solving/studying alone Communicative learnersListening to native speakersUsing English for communication outside class

Learning new words by hearing them Authority-oriented learnersPrefers teachers explanationStudies grammarLikes to write everything in a notebook

Cognitively and Actively participating.

Responsible for their own learning

Learners have different roles according to their learning styles Concrete learnersLearning strategies: games/pictures/films/cassettes Analytical learnersLearning strategies : Studying grammar/reading

newspaper/problem-solving/studying alone Communicative learnersListening to native speakersUsing English for communication outside class

Learning new words by hearing them Authority-oriented learnersPrefers teachers explanationStudies grammarLikes to write everything in a notebook


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Managing large classesManaging large classes

Catering to the students needs-provide opportunities to use the

language

-provide for individual practice inlistening n speaking activities

-effectively be carried out throughpair work and group work

-an effective technique is to teamteach : a colleague working withyou, demonstrating teachingpoints and acting as facilitators

Catering to the students needs-provide opportunities to use the

language

-provide for individual practice inlistening n speaking activities

-effectively be carried out throughpair work and group work

-an effective technique is to teamteach : a colleague working withyou, demonstrating teachingpoints and acting as facilitators


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Managing large classesManaging large classes

Organising student-centredactivities

-demands careful planning

-group work/pair work as well asself directed learning

-plan organisation of seatingpositions and movement oftables n chairs

Organising student-centredactivities

-demands careful planning

-group work/pair work as well asself directed learning

-plan organisation of seatingpositions and movement oftables n chairs


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Organising the physicalenvironment

-clean, well arrangedclassroom with attractivewall-displays to stimulate

learning

Organising the physicalenvironment

-clean, well arrangedclassroom with attractivewall-displays to stimulate

learning


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Managing mixed ability classesManaging mixed ability classes

A language class that is made up of :highly proficient, proficient and lowproficiency students

Careful thoughts are : -Student organisation: whole class,

groups, pairs, individual- Begin with a whole class approach-Teaching-learning materials: gradedobjectives using and devising

materials of different levels ofcomplexity

A language class that is made up of :highly proficient, proficient and lowproficiency students

Careful thoughts are : -Student organisation: whole class,

groups, pairs, individual- Begin with a whole class approach-Teaching-learning materials: gradedobjectives using and devising

materials of different levels ofcomplexity


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Managing group work activityManaging group work activity

Students are organised ingroups according to either

: mixed ability(heterogeneous)

:same ability

(homogeneous)

Students are organised ingroups according to either

: mixed ability(heterogeneous)

:same ability

(homogeneous)


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Managing group workManaging group work

Decide on the appropriate size Plan the movements of students so that they

get into groups effectively Devise appropriate activity

Allow them to use what English they know Allocate enough time Do not change the composition of a group Give clear instructions Do not interfere with group work unless

students requested for help

Do not correct errors Allow for feedback

Decide on the appropriate size Plan the movements of students so that they

get into groups effectively Devise appropriate activity

Allow them to use what English they know Allocate enough time Do not change the composition of a group Give clear instructions Do not interfere with group work unless

students requested for help

Do not correct errors Allow for feedback


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TUTORIALTUTORIAL

Analyse learners role andteachers role

Discuss ways of managing - large and mixed-ability

classes

- group work activities

Analyse learners role andteachers role

Discuss ways of managing - large and mixed-ability

classes

- group work activities

Documents

W5 Developing Classroom Skills