Wk4 CLASSROOM INSTRUCTIONAL LANGUAGE.ppt

7/27/2019 Wk4 CLASSROOM INSTRUCTIONAL LANGUAGE.ppt

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CLASSROOM

INSTRUCTIONAL

LANGUAGE


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INTRODUCTIONGiving instructions for activities in

English during an English

Language lesson is and should be

the norm, but some problems with

comprehension may occur whichresults in teachers resorting to the

native language.

It is helpful if teachers can createan English atmosphere in the

classroom.


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Complex instructions.Ok,everybody ,would you,Maria ,sit down.

Now what you have to do is, whenyou,you take this sheet of paper that Imhanding out now and keep it a secret,andsome of you are A ,its written at the top,and some are labelled B . Ok can yoisee that? Dont show your paper toanyone and then you have to describe toyour partner; sit face to face. Could youmove your chairs around and describe

whats on your paper so that your partnercan find out whats different ,and you mustagree; when you find something, draw iton your paper? Ok. Do you understand?


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Comments

Typical ofunplanned instruction.

Teachers often unaware they talk in that wayuntil they stop and try to listen to what they

are saying.

A video recording can be very helpful here.Those instructions difficult for students to

follow.

What the students have to do is embedded in

confusing unnecessary babble.

A simple activity became impossible because

didnt understand what T wanted them to do.

Actually T failed to clarify what was required.


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How can I give clearer instructions?

5 steps:

1. Become awareof your own instruction-giving ( listen to yourself, record yourself;ask others to watch you and givefeedback).

2. Preplan essential instructions. Analysethe instructions beforehand to include onlythe essential information in simple, clearlanguage and sequenceit in a sensible

order. Use short sentences-onesentencefor each key piece ofinformation.Dont say things that are visibleor obvious. Dont give instructions that they

dont need to know at that point in time.


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3. Separate instructions clearly from

the other chit-chat, telling off,joking,etc.Create a silence beforehand, make eye

contact with as many students as

possible, find an authoritative tone,make sure they are listening before

you start. Use silence and gestures to

pace the instructions and clarifymeaning.

4. Demonstrate rather than explain

whenever possible.


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5. Check that students have

understood what to do. Dont assume.

Get concrete evidence that they know

what is required. Getting one or two

students to tell you what they are goingto do is one simp[le way of achieving

this.


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Planning simpler instructions

Try this in pairs.Look again at the 1st example just

now. 1.Identify the essential

instructions theteacher wanted to give.

2. Delete unnecessary language.

3. Write out the instructions in theright order.


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ANSWERSay Sit opposite your partner.

Wait while they move.

Some of you are A (gesture to letter A on thehandouts).

Some are B(gesture)

Dont show your paper to anyone(mime hiding).

Distribute the handout.Some things in picture A are different from picture B.

Describe your picture.

When you find something different draw it.(mime)

Check understanding of instruction: What are yougoing to do? Students answer with brief explanation.


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IMPROVING INSTRUCTIONSSimplify the following instructions using

less confusing language or gestures.1. Now, actially , I would really like you,if you

could , now stand up, yes everyone,

please.

2. Its on the unit on, er,travel, somewhere-its

near the middle, pages 35 and 36,can you

find that? Have you got it? No, not that one,

the next unit, and take a look at theintroduction , read it through quickly and jot

down your answers to the questions at the

top of the page over there, above the

illustration.


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Answer

1. Gesture ( or Stand up).

2. Page 35.( Wait quietly till they have

found the page).

Read these questions. (Show

questions.)

Read this.( Show text)

Write your answers.


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HOW TO GET LEARNERS ATTENTION

One reason why learners may not

follow activity instructions is because

that they didnt actually hear them,

they wewrent paying attention whenthe instructions were given.

Teachers need to win attention before

instructions are given. Its a vital step.


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GETTING ATTENTION.Start by making eye contact with as many people as

possible.Establish gesture that means you want to speak..(cupped hand to your ear / holding your hand up).

Just wait.

Dont look impatient / anxious. Keep moving youreyes around the room from person to person,patiently.

Think of this as gathering attention Enjoy it.

Wait as long as necessary until there is silence and

people are looking your way.If this doesnt work, dont change it dramatically. Justadd in clear attention-drawing word such as OK.Sayit once and then go back to the waiting.


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GETTING ATTENTION

You need to establish your authority

and use it appropriately. Project your

voice clearly, speak not shout.

Control the quantity and complexity of

what you say.

Say what you need to as simple and as

clearly as possible.


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Teachers role:

participate, monitor or vanish?

What is teachers role once activity hasbeen set up?

Sit down and read a book?

Go out of the room and have a cup ofcoffee?

Sit down and work with separate groupsone by one, joining in the tasks as a

participant?Listen to as many students as possible,going over and correcting mistakes whenyou catch them, offering ideas when

students get stuck,etc?


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Teachers role

Step 1: the first 30 seconds: are they doing

the task set?Need to check to make sure that the ss are

doing the activity that you asked them to do

and they have understood the basic

instructions and mechanics of the activity.

Wander around the room, listen in briief to

snatches from the many groups and assure

yourself that the students are doing whatthey are suppose to . This is called

monitoring to check mechanics.


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Teachers role

Step 2 : The task itself.

In many activities, aim is to get learners

to work on their own, speaking fluently

& trying out things without too much

interference & correction.

If they do the task correctly, you dont

need to interfere.

If you are around and visible, they may

look to you for language items and help

whenever they hit a problem.


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Teachers role

In some tasks however, where ssmight not move forward quickly,

where they need ongoing advice,

support & encouragement then youmay play an active role, probably

monitor actively or participate.


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Teachers roleDiscreet monitoring:

You maintain minimal presence in the

room, but do not overtly offer help,

interfere, correct, etc.

Ss know you are there, watching &listening doesnt disturb them.

You are sending a message that you are

interested, but that the main task is for

them to do using their own resources asmuch as possible.


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Teachers role

Vanish

Cases when Teacher presence can actuallyinterfere with and diminish the usefulness of

work being done.

Best option is for T to vanish, ie. Get out ofimmediate eyeshot.

Go to a corner of the room and sit quietly.

Keep a small percentage of attention on the

room,in order to know when activity isreaching an end or a crisis point.


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Teachers role

Monitor actively

Be more visible, allow students to bemore aware of your presence and the

possibility of calling on you for help and

advice.Walk around, view and listen in to

many different groups and frequently

offer spontaneous advice andcorrections,, respond to requests and

questions from students.


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Teachers role

Participate

You may sit down and join a group.

Take part as if you were one of the

group, offering ideas, helping with

questions, joining discussions.

Move to other groups as well.


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Other instructions

Working on pairs

Working in groups

Using gestures / facial expressions.

Teachers have to decide which type to

use in a class depending on yourstudents and the activity you want to

carry out.


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THE

END

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Wk4 CLASSROOM INSTRUCTIONAL LANGUAGE.ppt