by: amy lingenfelter senior english language fellow 2013-2015

By: Amy LingenfelterSenior English Language Fellow

2013-2015

OUTLINE

1. What is considered a large

class size?

2. Why do teachers generally

dislike large classes?

3. What are some common problems

teachers face in teaching a large

class?

4. Name/guess five essential

teaching strategies to

succeed with a large class?

5. Which conclusions can you make about large classes?

In groups of 3, please discuss answers to the following

questions:

Depends on the type

of class

:

• Writing class• Reading class • Speaking/Listening

classAccording to

a survey

done in

2008 (in

more

than 30

countries

):

• Its purpose: find out teachers’ perceptions on how many students constitutes a large class

• Conclusion: around 30 students or more

What is considered a large class?

Assessment Challenge

• Grading written assignments and individual presentations are time-consuming!

Classroom Manageme

nt

• Difficulties controlling improper behavior

• Difficulties keeping track of all students

• Extreme frustration!

Differentiation

• Different learning styles and intelligence types are not considered

• Wide range of learning paces and English levels

Why do teachers dislikelarge classes?

1) Classroom management• Hard to maintain

students’ concentra-tion and attention

• Not easy to learn students’ names

• Cheating is prevalent

• Lack of attention to individual issues

• Not sufficient material/resources

• Lack of physical space

2) Assessment• Feedback to students

takes longer• Grading turns into a

complicated issue• Easy to resort to

multiple choice and avoid assigning large writing assignments

• Teacher can’t identify students’ flaws

• No chance to correct every mistake

3) Differentiation• Difficult to attend to

differences among students (learning styles, multiple intelligences, learning pace, and English levels)

• Teachers can’t dedicate time to help weaker learners (individual attention impossible)

• Not all the students have the chance to participate according to their abilities

Common problems in large classes

Gardner’s Theory of Multiple Intelligences (1983):

Four Main Learning Styles:

ESSENTIAL STRATEGIES FOR teaching LARGE CLASSEs

successfully

• How do you monitor ALL students in a class of 40-plus students?

• How do you put students into groups and make sure they’re on task?

• How do you ensure that each and every student will be able to practice speaking and listening to English as much as possible??

Help: Too many students in my class!

Some suggestions:• “Butterfly teacher” is key!• Random selections (e.g. name

cards, popsicle sticks) so students must constantly be “on toes.”

• Make students do the work and help/teach each other!

• Students must be responsible for “note-taking:” recording everything that their classmates and/or teacher are saying!

Strategies for large classes

Some suggestions:• Make sure students are constantly

DOING something, proving that they’re working at all times, and are responsible for their own work (writing, recording, speaking in pairs or groups, reading silently or outloud, etc.)

• Use time limits, clocks, etc. to motivate and keep students on task

• Students can and should practice speaking in English to each other as much as possible!


Some suggestions:• Use mingling, pair, and group work

often!• Requires students to constantly talk

(maximizes conversational English!)• Group students strategically based

on mixed abilities and social relationships

• Pairings: pair strong students with weaker ones

• Groups of 3 or more: strategic grouping is essential

• Within the group, give each student a role for which they must be held accountable


Using structured groups• A structured group is an organized team with a task

allocation for every member. The teacher supervises each group while it’s working to achieve a common goal, “butterfly style.”

• Using structured groups is a great option to manage large classes since within the group, students have the chance to interact in English and learn, and are held accountable for their own work.

• Working in groups allows:• More time for practice• Students to manage both themselves and

their group mates• Individual vs. group accountability- both are

key• Practice without teacher’s continuous

monitoring• Better student support for struggling students

(due to groups of mixed ability)• Students can teach each other!

Assigning responsibilities to each student group member is beneficial because:• It improves class discipline • It keeps students constantly busy• It makes every student as well as the group accountableSuggestions:• Assign team leaders to support their team members and

assign ongoing roles• Have students monitor themselves.• Have students monitor (and support) each other.• Require students to record in writing what their group mates

are doing or saying at all times (take notes)

Increasing student responsibility

Group Roles

The Leader: Starts and leads the discussion. Makes sure that all topics are being discussed. Makes sure that all ideas are being discussed in a logical manner. Summarizes the discussion to the rest of the class.

The Moderator / Negotiator: Makes sure that everybody gets a f air chance to speak. Makes sure that everybody understands what is being discussed and

that everybody is speaking clearly. Makes sure that all ideas are expressed in a polite and appropriate

manner.

The Timekeeper: Makes sure that the group discussion is moving along in a timely

f ashion. Makes sure that all topics are being discussed within a proper

amount of time.

The Recorder / Organizer: Writes down all important ideas that are being discussed. Makes sure that all important ideas are being discussed in an

organized way.

Increasing student responsibility

• Be very organized ahead of time (e.g. create student folders, notebooks, etc.) that have the same location and function for every class

• Students are responsible for handling their own work and materials in a routine/structured way

• Teacher periodically checks students self-managed folders and notebooks

• Make “buddy system” so buddies motivate each other to complete work within a time frame, organize their work, and relay homework in case of absence

• Peer and self-assessment is key IF task is easy enough

classroom routines Rule!

Routines enable students to:• Work with less specific

guidance• Operate more independentlyTeachers should:• Emphasize the goal and steps

of instruction at the beginning of every class.

• Establish explicit procedures for how students should behave in groups and in other class activities

• Dedicate a lot of time to establishing routines in the first month of school- you won’t regret it!

• Write all rules/procedures down and make visible in classroom!

classroom routines Rule!

EMPHASIZE POSITIVE BEHAVIORS TO IMPROVE CLASSROOM MANAGEMENT

• Build habits of good behavior in students

• Create a “good behavior” culture in the classroom

• Make sure you explicitly distinguish between “good behavior” and what´s unacceptable for a variety of example behaviors

• Praise/offer rewards for “good behavior” for others to imitate (e.g. “point system)

• Make consequences of unacceptable behavior very clear and follow through on them

• Have students create their own rules that the teacher approves. This increases feeling of student “ownership”

• Be consistent: respond to the same type of behavior in the same way!

classroom management!Classroom Expectations

1. I will WORK HARD and grow – DESI RE and

I NTELLI GENCE/ ABI LI TY I S NOT ENOUGH!!! Eff ort contributes 90% to everything good that happens in this world! (A f amous person once said: “Be the change you wish to see in the world!”)

2. I am destined f or GREATNESS in the area of greatness that fi ts ME!!!

3. I LEARN f rom my f ailure!!! I CELEBRATE my success (my own and everyone else’s)!

4. I take f ull responsibility f or my WORDS, because words are the most powerf ul f orce in the universe!!

5. I seek FI RST to understand, THEN to be understood.

“The price of greatness is responsibility.” –Winston Churchill

Classroom Discipline Plan

Classroom Rules: 1. Respect others and yourself at all times. We NEVER insult

one another.

2. Raise your hand and wait f or permission to speak.

3. Follow directions the fi rst time.

4. Laugh with anyone, but never AT anyone.

5. Be open to new ideas. Participate – TAKE RI SKS. Honor others taking risks.

classroom management!Behavior Consequences:

1. First off ense: you will be given a verbal warning.

2. Second off ense: you will be assigned an af ter-school detention with me OR a lunch detention and a phone call (in Spanish or English) will be made to your parents.

3. Third off ense: you will be ref erred to Mr. Petit pending a

parent conf erence.

Rewards:

1. High-quality education – the joy and f un of learning!

2. Positive calls / notes home.

3. Self -discipline- which will help you in almost all areas of your lif e f or the rest of your lif e!!

4. Good enough grades in English class to attend a college of your choice. The key to a better f uture, and the world’s f uture, is a college education!!

classroom management!Classroom Procedures

1. Agenda Board: As you enter class please read the white board or

screen (usually a quote) and begin journaling af ter the bell f or 10-15 minutes.

2. Writing Utensil: I f you need a writing utensil, it is your responsibility to take a pen / pencil and return it at the end of class. (Don’t just sit there). Also make sure you sign your name in the sign-out sheet when you take and return it.

3. Emergency Evacuation Drill: When the emergency evacuation alarm sounds we immediately stop what we are doing, and in complete SI LENCE line up at the door. We exit right out of the room. The last person out of the room shuts the door.

4. Question: When you have a question, please raise your hand- NO exceptions.

5. Open Conversations: We will have open conversations about lif e and literature; you must be sensitive to everyone’s right to express themselves and respect opinions that are diff erent f rom your own.

6. Lavatory Use: I t is expected that you will take care of personal business during class changes- which allow more than enough time!

7. Buddy System: Everyone will be assigned a ‘buddy’ in case you are absent. Buddies will take extra handouts, record assignments f or each other, off er notes taken in class, and refer to the correct assignment on my website. I t is your responsibility to check with your buddy. Many assignments are also available on the class website.

8. Dismissal: The bell does not dismiss the class – I do. Please do not stand before I dismiss you.

9. Transitions: When I need to transition the class to another activity, I will ring the bell; when I do please give me your f ull attention.

10. Failure: Failing is part of learning; we all experience f ailure. We all hate f ailure. Whenever a classmate f ails in some way we will acknowledge that it is hard to do and thank them for helping us learn. Then we help them learn so they don’t f ail again (3 claps!)

classroom management!Group Procedures

1. You must complete each group activity and individual report. 2. Play your role in the group as best as you can. 3. You have the right to ask anyone else in your group f or help. 4. You have the responsibility to assist anyone who asks for

help. 5. Help other group members without doing their work f or

them. 6. Everybody helps.

Group Roles: The Leader:

Starts and leads the discussion. Makes sure that all topics are being discussed. Makes sure that all ideas are being discussed in a logical

manner. Summarizes the discussion to the rest of the class.

The Moderator / Negotiator: Makes sure that everybody gets a f air chance to speak. Makes sure that everybody understands what is being

discussed and that everybody is speaking clearly. Makes sure that all ideas are expressed in a polite and

appropriate manner.

The Timekeeper: Makes sure that the group discussion is moving along in a

timely f ashion. Makes sure that all topics are being discussed within a

proper amount of time.

The Recorder / Organizer: Writes down all important ideas that are being discussed. Makes sure that all important ideas are being discussed in

an organized way.

classroom management!

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________________________________________

Efficient Teacher Assessment

• In your original groups of 3, please discuss 5 efficient and fast ways that teachers can assess written assignments.

• Share here: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Some Strategies for Teaching writing to large classes

• Jigsaw writing/”story chain” (whole class or groups)

• Shorter but more frequent writing assignments with targeted grammar or other language points

• Self and peer-editing• Provide model text (for lower levels,

fill in the blanks)• Provide non-examples

PEER AND SELF-ASSESSMENT ARE important IN LARGE CLASSES

• It doesn’t mean students grade each other instead of the teacher!

• Students only assess each other on points they already should know that have been covered in class (the rest the teacher corrects).

• The students are given checklists/graphic organizers to complete with their peers.

• Students learn from their peers and while they’re assessing others.

• The students are able to demonstrate their abilities by sharing with others.

• Teacher corrects papers that have already been revised by students.

PEER AND SELF-ASSeSSMENTEditor’s Name ________________________________ Peer’s Name ________________________________

Peer/Self- Editing Worksheet: List of Error Symbols

S- Spelling

P- Punctuation

VT- Verb Tense

SV- Subject/Verb Agreement

U/L- Upper/Lower Case

S/P- Singular/Plural

G- General or Unknown Grammar (other)

WC- Word Choice

WO- Word Order

WM- Word Missing/ Insert Word

WF- Word Form/Change suffi x

I /F- I nformal/Formal

SF- Sentence Flow

R- Redundancy

O- Organization

V/S- Voice/Style


Peer/Self- Editing Worksheet

Original Error Correction/s Made Reason / Rule

Spelling

(S)

I like it becaose it’s

beautiful.

I like it because it’s

beautiful. None- memorize it!

Punctuation

(P)

I went to China the

country was beautiful.

I went to China. The country was beautiful. OR

I went to China, and the country was beautiful.

Two independent

clauses should be

separated by a period

or conjunction.

Verb Tense

(VT)

Yesterday, I go home.

He is teach me how to

speak English.

I wanted to left my

country.

Yesterday, I went home.

He is teaching me how to

speak English.

I wanted to leave my

country.

Use past simple tense

verb when referring to

1 event in the past.

Use “ing” for present

progressive with “be”

After “to” the verb is

always the base form.

Subject/Verb

Agreement

(SV)

They is going to school.

She go home every day

after school.

They are going to school.

She goes home every day

after school.

With plural subjects

use “are” for “be”

Add “s” to the verb

with third person

present simple tense

Upper/Lower

Case

(U/L)

my mother was born in

Somalia.

My Mother was born in

Somalia.

My mother was born in

Somalia.

My mother was born in

Somalia.

Start a sentence with

an uppercase letter,

but nothing should be

capitalized in the

middle except proper

nouns.

Singular/

Plural

(S/P)

I had many friend.

I have one friends.

I had many friends.

I have one friend.

Add “s” when

referring to more than

1 noun.


Original Error Correction/s Made Reason / Rule

Grammar

(G)

I have saw it many

times in my life.

I have seen it many

times in my life.

Must use past

participle after “have”

in the present perfect

tense

Word Choice

(WC)

The math test was so

incredible, I failed.

The math test was so

difficult, I failed.

Word is wrong for the

meaning you’re trying

to express.

Word Order

(WO)

I and my family went to

the supermarket.

My family and I went to

the supermarket.

“I ” must always go

after when listed with

other subjects

Word Missing

(WM)

She was good sister to

me.

She was a good sister to

me.

Use indefinite article

“a” to express a

nonspecific sister

Word Form/

Change suffix

(WF)

I want to be a biology

when I grow up

I want to be a biologist

when I grow up

Suffix “ist” is added

to some words to

describe a person who

does something for a

career

I nformal/

Formal

(I /F)

My friend & I called

the cops.

My friend and I called

the police.

“&” is only used

informally and “cops”

is slang


Possibilities:• Writing checklists (did students

have or not have what teacher required)?

• Focus on one grammar/language point only per assignment:• For example: correct use of past

simple only, correct use of vocab only, organization only, creativity only, etc.

• Writing “error deduction” method (should only be used for items that students are expected to know or could research easily)

Efficient Teacher AssessmentPossibilities:• Teach “Words Never to Use in

Formal Writing”• Use Writing Rubrics• Use pre-writing graphic organizers• For multiple choice assignments,

students CAN grade their classmates using red pen- be EXPLICIT about the negative consequences of dishonesty!!


Body Paragraph #1

TOPIC SENTENCE #1:

Supporting Detail #1: __________________________ _____________________________________________

(For example, __________________________) Supporting Detail #2: __________________________ _____________________________________________


(For example, __________________________)

TITLE / MAIN IDEA OF ESSAY:

Body Paragraph #2

TOPIC SENTENCE #2:




(For example, __________________________)

Body Paragraph #3

TOPIC SENTENCE #3:




(For example, __________________________)

Body Paragraph #4

TOPIC SENTENCE #4:




(For example, __________________________)

Name: _______________

Efficient Teacher AssessmentWriting Rubric

4 3 2 1 MEANI NG/CONTENT Your writing shows that you understood the assignment/ reading and includes all required and related information/ content.

Completely fulfills all parts of the assignment and includes all required and related information/ content.

Fulfills most of the assignment and includes most required and related information/content.

Fulfills some of the assignment and includes some required and related information/content.

Does not include the information/content required.

DEVELOPMENT Your writing develops ideas using related details and examples to support the main idea and topic sentences.

Develops ideas fully using related details and examples to support the main idea/topic sentences.

Ideas are partially developed and there are some related examples and details to support the main idea/topic sentences.

Ideas are developed very little and there are few related examples and details to support the main idea/topic sentences.

Shows little or no details or examples to support the main idea/topic sentences.

ORGANI ZATION Your writing shows organization, direction, cohesion, and appropriate transition words.

Well organized introduction, body paragraphs, and conclusion. Appropriate transition words are used.

Introduction, body paragraphs, and conclusion are partially organized and some transitions words are used.

Introduction, body paragraphs, and conclusion are not or only slightly organized and transition words are not used properly if at all.

Introduction, body paragraphs, conclusion, and transition words are not evident.

VOCABULARY/ LANGUAGE Your writing shows appropriate word choice, variation in vocabulary, and good/ varied sentence structure.

Uses appropriate and good range of vocabulary to convey meaning. Words flow in well-developed, complete sentences, with good variety in sentence structure.

Uses mostly appropriate vocabulary and some range to convey meaning. Words flow in mostly complete sentences, with some variety in sentence structure. Some repetition may be present. Errors do not interfere with meaning.

Errors in word choice sometimes interfere with meaning. Words may be repetitive or basic. Displays little variety in sentence structure; the writing may be choppy or abrupt.

Shows poor word choice and limited range of vocabulary, which interferes with meaning. Contains few, if any, complete sentences; the writing may seem inappropriate or incoherent.

MECHANI CS Your writing shows correct grammar, spelling, punctua-tion, and capitalization.

No/few mechanical errors in grammar, spelling, punctuation, and capitalization.

There are a few mechanical errors in grammar, spelling, punctuation, and capitalization, but they do not interfere with meaning.

Multiple mechanical errors in grammar, spelling, punctuation, and capitalization that sometimes interfere with meaning.

So many mechanical errors in grammar, spelling, punctuation, and capitalization that it makes it hard to understand/read.

Efficient Teacher Assessment IN FORMAL WRITING, NEVER USE:

Huge VERY GET/GOT THING Happy Sad Wonderful

THEN GOOD SO I ncredible T hing Hard LOL

Terrible Stupid Dumb Dude

A lot of Lots Great OMG Crazy

Awesome Totally a m a z i n g S uper Boring Perfect

Any other tech-based acronym BS STUFF BIG HORRIBLE

S M A L L BAD Sw ag

YOLO Bunch Cool Fun

Usual l y Guy Awful NICE REALLY Funny

Some Strategies for Teaching conversation to large classes

• Students should practice speaking (with a partner or in groups) about whatever they are learning!

• Teacher models pronunciation first• Student-centered: students should be

talking more than the teacher! • 70/30 rule• Require “listeners” to record what

partners say to make all parties responsible and keep students on track (graphic organizers work!)

• If available: individualized audio aids (CDs, language labs, computer games, etc.)

Some Strategies for Teaching reading to large classes

• Jigsaw reading (whole class or groups)• Alternate between students reading

outloud to each other in pairs or groups, and silently

• Read-pair-share• Try to avoid whole class reading where

one student reads outloud- allow for students to read and discuss in smaller groups

• Teacher (or CD) can read text outloud first to model pronunciation

• Assign reading for homework with required in-class task/quiz related to reading

• Use songs as a way of reading poetry!

Working with large groups isn´t easy, but if the teacher uses effective strategies, they can be just as effective as smaller classes.

In order to manage large classes with success, it is essential for the teacher to be clear on academic and behavioral expectations, rules, procedures, routines, consequences, rewards, and means of assessment.

When working with large classes, the teacher should create a state of balance between autonomy/freedom , routine/structure, and group collaboration to maximize learning!

conclusions

• “Essential Strategies for Teaching

Large Classes” by Brock Brady

references

• ANY QUESTIONS?

• MY CONTACT INFO:• Website: www.peopleleap.com (go

to “Resources > “Downloadable Documents, Learning Links, Reading Links, and Teacher Teacher Links!”)

• Email: [email protected]

THE END!THANK YOU!

http://www.peopleleap.com/

mailto:[email protected]

by: amy lingenfelter senior english language fellow 2013-2015

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