CLASSROOM

MANAGEMENT

Classroom management through diversifying exercises and activities

Prof. Naima TRIMASSE

Prepared by: Sophia AKDIM Ahmad DAKHISY Mohamed AIT MADANI Omar TAKY EDDIN Brahim MEZGAR

Initiating interaction

By : OMAR TAKY EDDIN

I- What is interaction?

• Interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people, resulting in a reciprocal effect on each other.

• " Telling is not teaching: listening is not learning” • “Teaching is listening, learning is talking.”

• A.Theory of language • a) The structural view :

• b).The functional view:

• c) The interactional view: sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. Language is seen as a tool for the creation and maintenance of. social relations.

II-Interactive principles

Automaticity: true human interaction is best accomplished

when focal attention is on meanings and messages and not on grammar and other linguistic forms.

Risk taking: interaction requires the risk of failing to produce

intended meaning, of failing to interpret intended meaning…

Communicative competence: all of the elements of communicative competence

(grammatical, discourse, sociolinguistic, pragmatic, and strategic) are involved in human interaction.

III- Roles of the interactive teacher:

• 1.the teacher as Controller• 2.the teacher as Director• 3.the teacher as Manager• 4.the teacher as Facilitator• 5.the teacher as Resource

IV- Questioning strategies for interactive learning

Categories of questions and typical classroom question words:

1) Knowledge questions: common question words: define, tell, list, identify, desciribe..who? What? Where?when?..

2) Comprehension questions: explain, define, locate, select, indicate, summarize…

3) Application questions: demonstrate how, use the data to solve, illustrate how, show how apply. What is (…) used for? What would result? What would happen?

4) Inference questions: common question words: how? Why? What did(…) mean by? What does (…) believe? What conclusions can you draw from..?

5) Analysis questions: distinguish, diagram, chart, plan, deduce…what is the relationship between? What is the function of? What motive?

6) Synthesis questions: compose, combine, develop…what if? What would you have done in this situation? What would happen if?

7) Evaluation questions: evaluate, defend, decide which, select, judge…which is best? Which is more appropriate?

Sustaining interaction through group work

by: Sophia Akdim

I- Group work

It ’s a generic term covering a multiplicity of techniques in which two or more students are assigned a task that involves collaboration.

II- Advantages

It encourages the development of critical thinking skills.

It requires the establishment of an environment of support, trust and co-operation.

learning can be nurtured.

Students have the opportunity to learn from and to teach each other.

It promotes student learning and achievement.

Deep rather than surface approaches to learning are encouraged.

It facilitates greater transfer of knowledge and learning. The focus is on student centered approach to teaching

and learning, and assessment.

Students are involved in their own learning.

It enhances social skills and interactions.

Learning outcomes are improved.

Group work offers an embracing affective climate.

Group work promotes learners responsibility and autonomy.

It’s a step toward individualizing instruction.

III- Excuses for avoiding group work

The teacher is no longer in control of the class.

We Can’t Tell Who’s Done What.

Group Work is Unfair.

Allocating Different Marks is Too Time Consuming to Track.

Students are Not Responsible (Mature) Enough for Team Work.

Students Don’t Perform At “Their” Level In Group Work.

Students will use their native language.

We Can’t Mark Them Separately so Freeloaders get it Easy.

Teachers can’t monitor all groups at once.

Some learners prefer to work alone.

IV- Rules for successful group work

Selecting appropriate group Techniques: Games Role-play and simulations Drama Interview Brainstorming Information Gap Jigsaw Problem solving and decision making. Opinion Exchange

Planning group work: Introduce the technique Justify the use of small groups for the techniques Model the technique Give explicit detailed instructions Divide the class into groups Check for clarification Set the task in motion

Monitoring the task

Debreifing:

Reporting on task objectives.Establishing affective support

Small group work

By: Mohamed AIT MADANI YOUSSEF

Taking cultural expectations and belief systems into account.

The teacher should emphasis on the group harmony.‘the nail that sticks out is hammered down.’ proverb

A belief in group work requires teacher to accept that students learn best when they work together.

Arranging the classroom space for active student participation

The seating arrangement in the classroom should facilitate small group learning.

Students should be able to interact in a face to face manner.

Emphasizing the importance of group work

point out to students that all members will benefit.

Let students know that they will be expected to work in groups composed of culturally and linguistically diverse members.

Teach students how to work cooperatively

Students should be taught group work skills and terms related to it.

Share ideas take turn Assign roles student teacher

Conflict should not be viewed negatively.

Assigning group roles

Group task is best accomplished by assigning roles to each member.

Define and model roles for students.

Take into account English proficiency level of students when assigning roles.

Strategies for engaging students in group work

•Showdown•Round tabl•Three minutes review•Talking chips•Fan and pick•Numbered heads together•Jigsaw•Think-pair-share

Reflection and self-assessment

Students should reflect on:How they work together.

Individual participation

Difficulties

Good way to work more effectively

USING TEXTBOOKS

M.A TEFL & ICT

CLASSROOM MANAGEMENT COURSE

Prof Naima TRIMAS

Ahmed dakhissi

1

2

3

4

Reasons for / against textbook use

Options for textbook use

Going beyond the textbook

Concluding remarks

Outline:

1. Reasons FOR / AGAINST textbook use

FOR

Textbooks provide an attractively presented teaching material

Textbooks are well structured (consistent grammar, appropriate vocabulary exposure and practice, a range of skills and tasks,…

Textbooks are time saving (it takes less time to prepare a lesson from a textbook)

Textbook’s teacher guide helps teachers with methodology

Textbooks are reassuring for ss (they allow to review what has been done and prepare for what’s coming)

1. Reasons FOR / AGAINST textbook use

Against

Textbooks are boring (Teacher and ss are just page turners)

Textbooks are lacking variety

Textbooks are not always appropriate (every context is unique)

Textbooks are endangering the engagement which a student centered classroom offers

Textbooks are only proposals for action, not instruction for action

WHEN TEACHERS (FOR WHATEVER REASON) DECIDE TO AMEND PARTS OF A TEXTBOOK, THEY HAVE FOUR ALTERNATIVES:

2. Options for textbook use

OmitReplace

Add

Adapt

WHEN THE LESSON IS NOT APPROPRIATE, THE TEACHER CAN SIMPLY OMIT IT AND GET ON WITH STH ELSE. SS MAY, HOWEVER, WONDER WHY THEY’RE USING THE TEXTBOOK IF MANY PAGES ARE OMITTED.

2. Options for textbook use

Omit

THE TEACHER CAN REPLACE THE TEXTBOOK’S LESSON WITH ONE’S OWN. THIS WILL FIT MORE THE SPECIFIC CONTEXT AND SS’ NEEDS

2. Options for textbook use

Replace

THE TEACHER MAY ADD TO WHAT IS IN THE TEXTBOOK. WHEN THE TEXTBOOK’S LESSON DOES NOT ALLOW INTERACTION AND SS’ ENGAGEMENT, THE TEACHER MAY ADD ACTIVITIES, EXERCISES… TO ACHIEVE THAT.

2. Options for textbook useAdd

THE TEACHER CAN ADAPT CREATIVELY THE TEXTBOOK LESSON BY REPLACING SOME (NOT ALL) OF THE SUGGESTED ACTIVITIES, REWRITING PARTS OF IT, REORDERING OR REDUCING ACTIVITIES

2. Options for textbook use

Adapt

Using textbooks creatively is one of the teacher’s premier skills

There are no perfect textbooks, usually advantages outweigh drawbacks

Accessing a multitude of teaching materials is no longer a problem, but using effectively and how using can be.

3. GOING BEYOND THE TEXTBOOK

3.1) Reasons for G.B.T

3.2) How to G.B.Tise?

3.3) G.B.Tising constraints

3.1) REASONS FOR GBT

it’s challenging, esp in EFL situation, to find a real life context in which the target lge can be used meaningfully

GBT exposes SS to a rich linguistic and conceptual context

3.1) REASONS FOR GBT

•

•

GBT allows the teacher to address a multitude of Lge skills and facilitates skills integration

GBT allows SS to process information differently based on their different learning styles and intelligences

3.1) REASONS FOR GBT

•

• •

GBT enhances teacher creativity

SS appreciate the personal touch of their teacher on teaching materials

Varying sources and dealing with them eclectically motivates SS

3.2) HOW TO G.B.TISE?

Relevance to SS needs: do my SS really need this?

Appropriateness to SS’ linguistic and cultural background

Relevance to official guidelines

3.2) HOW TO G.B.TISE?

Authenticity (esp. in listening materials)

Lay out: good presentation to

interest SS

3.2) HOW TO G.B.TISE

Flexibility: continuous reflection on own materials so that these materials don’t become other textbooks

Variety to touch different learning styles and intelligences

example

Please observe the rules prohibiting the combustion of vegetable material and the exhalation of noxious fumes in this auditorium

No smoking

Learners don’t care how much

you know until they know how

much you care.

3. GBT CONSTRAINTS

How to find appropriate materials among the vast amount of information available (esp on the net)

How to find appropriate materials for my

specific context. It’s preferable for materials to

focus on local or known context which allows

SS to focus on lge use rather battling with

unfamiliar contexts

3. GBT CONSTRAINTS

Fitting syllabus objectives: the teacher should know well the syllabus

Financial constraint

3. GBT CONSTRAINTS

Time pressure: the syllabus length doesn’t allow the teacher to go beyond the textbook

Large classes

4. CONCLUSION NOTES

Teaching can never be based on a

single textbook, no textbook can fit

all teaching/learning situations (one

size does not fit all)

4. CONCLUSION NOTES

Textbooks don’t have meaning,

teachers give textbooks meaning

4. CONCLUSION NOTES

Varying teaching materials is a very

important aspect of teacher’s

professional development. The more

various ways you use the more SS

you reach

4. CONCLUSION NOTES

The textbook is a dead material,

it needs to be spiced up with

supplementary material

4. CONCLUSION NOTES

It’s not the question of adopting or

adapting a textbook, it’s “How” which

matters.

“a poor teacher will manage to ruin the

perfect textbook while the good teacher

can work miracles with the world’s worst

textbook”

Keith Walters

YOU’VE BEEN A WONDERFUL

AUDIENCE

THANK YOU

John came back home late, his mother asked

him: John, where were you? I was looking for

you. John replied: well mum, I was teaching

my dog how to play piano.

The mother said amazingly: “and now, can

your dog play the piano?

John said: how can I know mum? I said I was

teaching the dog, I don’t know whether the

dog learned that or not.

The ONLY objective of teaching is LEARNING

by: BRAHIM MEZGAR

Authentic activities/tasks/materials

I- authentic avtivities/tasks

“Tasks with a real-world rationale require learners to approximate, in class, the sorts of behaviours requeired of them in the world beyond the classroom.”

An example of real world task might be : “the learner will listen to a weather forecast and identify the predicted maximum temperture for the day”

DAVIDNUNAN

II- Authentic Materials

DAVID NUNAN stated that a rule-of-thumb definition of authentic materials is any material which has not been specificully produced for the purposes of language teaching.

III-Types of authentic materials Gebhard suggested many types of authentic

materials:1. Authentic Listening/Viewing Materials

2. Authentic Visual Materials

3. Authentic Printed Materials

4. Realia (Real world"objects)

IV- Types of authentic activities

Interactive Simulations

Listening Activities

Listening/ Viewing Activities

Activities Using Cultural Objects

V- Advantages of authentic materials / tsks/ activities

It provides students with the opportunity to make use of non-linguistics clues ( lay out, pictures, colours, symbols, the physical sitting in which it occurs) and so more easily to arrive at meaning from the printed word.

Adults need to be able to see the immidiate relevence of what they do in classroom to what they need to do outside it, and real life reading matter treated realistically makes the connection obvious

It’s a way to bring real world experiences into the classroom by focusing on practical language skills.

Motivation and renewed interest in the subject matter will be incresed in students because they deal with content and situations that are meaningful for them.

authentic texts are often regarded as more interesting than textbook materials because they

can be more up-to-date, and relate to everyday issues and activities

Authentic materials, particularly audio-visual ones such as films and TV shows, offer a much richer source of input for learners

making connections between the classroom world and the world beyond it makes the learning process more easier

Exposed to more authentic activities, students can increase confidence in using the language.

VI- Problemes with authentic activities / materials

Special preparation is necessary which can be time consuming

With listening, too many differnt accents can confuse students perception of the in put

grammatical items show up unexpectedly, and without warning, which require students to have mastered a core knowledge of grammar

VII- Classroom management and authentic tasks/materials

They make students more likely to love the subject, which makes them attend on time so that  interuptions caused by lateness can be avoided.

They cupture and stumulate the learners interest which can contrebute to decreasing disruptive behaviours

Setting arrangement