Class management
A) Discuss and identify some 7 or more characteristics of effective teaching?
B) What if Ss keep using their own language?
i.e. What action can Ts take if Ss use their own language in class all the time?
C) What if Ss are not cooperative?
D) What if Ss don’t want to talk?
A)
1. Instruction is guided by a preplanned curriculum.
2. There are high expectations for student learning.
3. Students are carefully oriented to lessons.
4. Instruction is clear and focused.
5. Learning progress is monitored closely.
6. When Ss do not understand, they are retaught.
7. Class time is used for learning.
8. There are smooth and efficient classroom routines.
9. Instructional groups formed in the classroom fit instructional needs.
10. Standards for classroom behavior are high.
11. Personal interactions between teachers and students are positives.
12. Incentives and rewards for Ss are used to promote excellence
B)
1. Talk to them about the issue.
2. Encourage them to use Eng. appropriately.
3. Only respond to Eng. Use.
4. Create an Eng. Environment.
5. Keep reminding them.
C)
1. Talk to individuals.
2. Write to individuals.
3. Use activities.
4. Enlist help (peer observation)
5. Make a language – learning contract
D)
1. Use PW
2. Allow them to speak in a controlled way at first.
3. Use “acting out” while reading out loud.
4. Use role-play.
5. Use the tape recorder The phrase ‘class management’ has for most teachers an immediate and clear meaning, but it is in fact quite a complex concept, and hard to define in words. A possible definition might be classroom management is a state in which both teachers and learners accept and consistently observe a set of rules about behavior in the classroom whose function is to facilitate smooth and efficient teaching and learning in a lesson.
Characteristics of a well managed class
Here is a list of suggested characteristics of a well managed class:
By : Iraj mokhtarnia
1.The teacher is in control: The fact that a teacher is in control of proceedings does not necessarily mean that he or she is standing in front of the class telling everyone what to do. The initiative may have been handed over to the students to do what they decided in a particular activity. Nevertheless, it was the teacher who took and implemented the decision that there should be such a handover of initiative, and who may, at any point, take it back.
2.Teacher and students cooperate smoothly: Cooperation between students, or between students and teacher, is not necessarily either willing or democratic, it may well be the result of fear.
3.It is quiet: well managed classes may or may not be quiet , unmanaged ones are usually noisy. There is therefore, arguably some positive correlation between quietness and the level of control. 4.Learning is taking place: It seems fairly clear that in a well managed classroom it is easier to activate students in a way the teacher wants, and that time will probably be spent on the task, rather than wasted on organizational problems or disruptive behavior. Yet, the existence of a well managed classroom does not , in itself necessarily imply that learning is taking place.
5.Students are motivated: The correlation between the two is not absolute. The association is one of probability, if the class is motivated to learn, it is more likely to be easy to manage.
6.The lesson is proceeding according to the plan: A lesson which is going according to plan is more likely to be manageable. Yet, changes and improvisations do not necessarily lead to mismanagement ,and may even prevent it.
7.Teacher and students are aiming for the same ive.
To recap: some important factors that contribute to classroom management and are potentially (unlike the eighth item) within control of, or influenced by, the teacher are:
- Classroom management
- Methodology
- Interpersonal relationship
- Lesson planning
- Student motivation Although the immediate responsibility for the maintenance of classroom management is the teacher"s, the ultimate goal is to reach the point where learners take on or at least share this responsibility.
Advice on dealing with management problems
This part deals with practical recommendations as to how teachers could prevent and treat management problems as they arise in class, rather than, as to now, on the creation of a managed atmosphere in the first place. In spite of the preive tone, do not treat the directions in the following box as any kind of ive "truth"!
They should be regarded as one possible expression of classroom realities, which can be tested against your experience and may furnish a starting-point from which you may develop strategies that work for you.
1. BEFORE PROBLEMS ARISE
- Plan and organize your lesson carefully
- Make sure instructions are clear, assertive, brief
- Keeping in touch with what is going on.
2. WHEN PROBLEMS BEGIN
-Deal with the problem quietly; prevent escalation
- Keep your cool, don’t take things personally
- Don’t use threats (unless you are prepared to implement) them)
3. WHEN A PROBLEM HAS EXPLODED
‘Explode’ yourself (loud and assertive command
- Give in
- Make them an offer they can’t refuse (postponement, arbitration, compromisث
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