by : amy lingenfelter senior english language fellow

By: Amy LingenfelterSenior English Language

[email protected]

www.peopleleap.com

WHILE Maximizing Student Engagement and Saving YOU Time!

Help! There are simply too many students in my class!

Have you ever had any of these thoughts?• I’ll never be able to teach anything

in a class this big! • I won’t be able to learn all their

names, so I won’t even try. • My students’ behavior will be out of

control!• It’s impossible to have students

work in groups and interact in a class this size.

• I´m going to lose my students completely.

Help: Too Many Students in my Class!

1. What is considered a large

class size?

2. What are some common problems that teachers face when teaching a

large class?

3. Guess at least 5 essential teaching

strategies to succeed with a

large class

4. Any conclusions you can you make

about large classes?

With a partner, please discuss answers to the following

questions:

• How do you monitor ALL students at the same time? Make sure they’re all on task

during independent/group work? Monitor correct English speech if

all students are talking at the same time?

Ensure good/appropriate behavior?

Help: Too Many Students in my Class!

1) Classroom Management• Hard to maintain

students’ concentra-tion and attention

• Hard to learn students’ names

• Cheating is prevalent

• Lack of attention to individual issues

• No materials/ resources

• Small physical space

• Bad behavior!

2) Assessment• All feedback and

grading takes more time

• Easy to resort to multiple choice and avoid assigning large writing assignments

• Teacher can’t identify students’ flaws and there is 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

• 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):

THREE Main Learning Styles:

Believe that your students:• Will learn in this class as much as

they could in a smaller one. • Will respect each other, their

teacher, and the classroom. • Will enjoy this class. • Will learn English with the materials,

time, and space that exists. Believe that as a teacher, I will be able

to:• Respect individual needs and

differences as much as possible and even use them to MY ADVANTAGE in the classroom!

Don’t Lose Hope: Think Positively!

Now for some general essential strategies for

teaching large classes. . .

DO USE...• Routines and structure• “Butterfly teacher” method• Random student selections• Random grading and collecting• Student note-taking/recording

and/or reporting about what a classmate said

• Time limits and rewards to motivate and keep students on task

GENERAL Strategies

• Make sure students are: Constantly DOING something

(engaged) Can prove that they’re working at

all times Are responsible for their own

work Acting as helpers, “teachers,”

and the main “workers” of the classroom!

GENERAL Strategies

• Students must practice speaking everything they learn as much as possible

• Grouping: use mingling, pair, and group work often! Requires students to constantly

talk• Group students strategically based

on mixed abilities and social relationships

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

• Assign students ongoing roles as team leaders/partners/”buddies” of others

GENERAL Strategies

Using structured groups will “keep students in check”. . .

Using Structured Groups• A structured group is an organized

team with a task allocation for every member.

• The teacher supervises each group “butterfly style” while it works to achieve a common goal.

Using Structured GroupsWorking in groups allows:• More time for conversation

practice, without a teacher’s continuous monitoring

• Students to manage both themselves and their group members: Individual vs. group

accountability- both are key!• Students to teach each other

Better support for struggling students

Example: Using Structured Groups

Group Roles

The Leader: Starts and leads the discussion/activity. Makes sure that all topics are being discussed and tasks are

being completed. Summarizes the group discussion, topic, or activity to the rest

of the class. The Moderator / Negotiator: Makes sure that everybody gets a fair chance to speak and

participate. Makes sure that everybody understands what is being discussed

and that everybody is speaking in a clear and logical manner. Makes sure that all ideas are expressed in a polite and

appropriate manner. The Timekeeper: Makes sure that the group discussion/activity is moving along in

a timely fashion. Makes sure that all topics and assignments are being covered

and completed with not too much or too little time given to each one.

The Recorder / Organizer: Records all important ideas that are being discussed and what

group members are saying (including dictation if necessary). Makes sure that all important ideas are being discussed and

activities being completed in an organized way.

Establishing classroom routines & procedures will

create “order from chaos”. . .

• Routines enable students to: Work with less specific guidance Work more independently

• Routines should be: Predictable and automatic Organized ahead of time

• Teachers should: Dedicate time to establishing

routines in the first month of school

Write all rules/procedures down

Classroom Routines & Procedures

• Teachers should: Establish explicit procedures for

how students should behave in each class activity

Periodically and randomly check students’ self-managed materials

Emphasize the objective and steps of instruction at the beginning of every class

Use introduction of routines & procedures to teach language points

Classroom Routines & Procedures

Example: Classroom ProceduresClassroom 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. Asking a 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. Bathroom 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!)

Example: Group Procedures

Group Procedures 1. You must complete 1) each group activity and 2) individual

report, per assignment. 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 for

them. 6. Everybody helps everybody!

Positive behavior management strategies create positive

results every time. . .

Positive Behavior Management• Create a “good behavior” culture in

the classroom• Make sure you explicitly distinguish

between “good” and “bad” behavior

• Make expectations more positive• Use positive reinforcement more

often than negative reinforcement (punishment) Offer/praise “replacement

behaviors”• Praise/offer rewards for “good

behavior” for others to imitate

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

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

• Let problem students help out and feel “special”

• Have students create their own rules as a class that the teacher approves

Positive Behavior Management

• If possible, post in the classroom or hand out the “5 Classroom Management Essentials,” in a positive tone:

Expectations Rules Consequences Rewards Routines/Procedures

• They can also be used in a language lesson

Positive Behavior Management

Example: Positive behavior ManagementClassroom Expectations

1. I will WORK HARD and grow – DESIRE and

INTELLIGENCE/ABILI TY IS NOT ENOUGH!!! Eff ort contributes 90% to everything good that happens in this world! (A famous person once said: “Be the change you wish to see in the world!”)

2. I am destined for GREATNESS in the area of greatness that fits ME!!!

3. I LEARN from my failure!!! I CELEBRATE my success (my own and everyone else’s)!

4. I take full responsibility for my WORDS, because words are the most powerful force in the universe!!

5. I seek FIRST to understand, THEN to be understood.

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

Classroom Rules

1. Respect others and yourself at all times. We NEVER

insult one another.

2. Raise your hand and wait for permission to speak.

3. Follow directions the first time.

4. Laugh with anyone, but never AT anyone.

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

Behavior Consequences

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

2. Second off ense: you will be assigned an after- 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 referred to the principal

pending a parent conference.

Rewards

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

2. Positive calls / notes home.

3. Self- discipline- which will help you in almost all areas of your life for the rest of your life!!

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

Example: Positive behavior Management

Example: Rewards

PPAASSSSPPOORRTT ooff

________________________________________

ooff

ffrroomm

________________________________________

Help! I have to grade 250 assignments!. . .

1. Efficiency strategies for assessing writing:

The most time-consuming assessment of all!

Efficient Assessment of Writing: Do you Agree or disagree?

In pairs or groups of 3, please discuss:1) It’s impossible to assign writing

assignments larger than a few sentences in large classes

2) You should correct every single error in every single assignment

3) Peer and self editing saves the teacher time and helps the students

4) Writing rubrics are difficult to use5) You should collect and grade every

writing assignment

Strategies for Teaching/Grading Writing in Large Classes

• Assign shorter but more frequent writing assignments with targeted grammar or other language points Focus on one grammar/language

point only per assignment• DO USE:

Self and peer-editing Pre-writing graphic organizers Writing rubrics

Example: Efficient Teacher Assessment

• 100% random collection of work• Jigsaw writing/”story chain”• Provide model examples• Provide non-model (opposite)

example• Teach “Words Never to Use in

Formal Writing”• Writing “error deduction” method

for things students are expected to know

Strategies for Teaching/Grading Writing in Large Classes

I am a student at ABC High school. I want to be a soccer player when I grow up because I like to compete and move my body. I think a soccer player is a good profession for me because I am very athletic and cooperative and play well in teams. However, sometimes I want to be a politician because I want to change my country. I think I would be a good politician because I am hard-working, friendly, logical, and confident. Although many real politicians are not compassionate, I will be one of the few!

When I was a child, I played in a soccer league with children who were older and stronger. However, I was very brave, and I learned a lot because I wasn’t cautious. Our team won the championship that year.

Model Paragraph (Full)

Model Paragraph (Full)In my first year of high school, I was the

student leader of my class. There were also two other leaders and we worked together. We were all decisive and organized, so we made a lot of good changes in the school. This experience gave me skills to be a confident politician in my country, Ecuador, when I grow up.

I hope that my dream comes true someday. Now, can you guess who I am?

I (be) a student at _________. I want to be a _________ when I grow up because I like to _________ and _________. I think a _________is a good profession for me because I (be) very _________ and _________. However, sometimes I want to be a _________ because I want to _________. I think I would be a good _________ because I (be) ________, ________, and _______.

When I (be) a child, I _________. In my first year of high school, I (be) _________. There (be) _________. We (be) _________. This experience gave me skills to be a _________ _________ when I grow up.

I hope that my dream comes true someday. Now, can you guess who I am?

Model Paragraph (Stuctured)

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

Example: Efficient Teacher Assessment

2. Peer and self-assessment: Hallelujah!!

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

• Works best for topics that students are already expected to know

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

Peer and Self-Assessment

• Students use checklists/graphic organizers with peers or self

• For multiple-choice assignments students can grade each other

• In the end, the teacher corrects work that has already been revised by students

Peer and Self-Assessment

Editor’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 suffix

I /F- I nformal/Formal

SF- Sentence Flow

R- Redundancy

O- Organization

V/S- Voice/Style

Example: Peer and Self-Assessment


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


3. They’re all talking at the same time!

Teaching and grading speaking & listening. . .

• Class should be student-centered: students should be talking more than the teacher! 75/25 rule

• Nobody likes waiting their turn to speak!

• Students should practice speaking in pairs or groups about everything they are learning

Strategies for Teaching/Grading Conversation In Large Classes

• Speaking & listening “maximization” strategies: Take turns speaking in groups Write down/report what was

heard Mingling Inner/outer circle Line pairing Debating AA + BB = ABAB


Example: Mingling Chart

Partner’s Name

Time of Day

Daily Routine

Maria Jose Afternoon She does her homework

Jonathan 6:30 am He brushes his teeth

Example: Debate TopicsDebate/Agree-Disagree Topics:”• What should the legal drinking age be?• Do you believe in aliens/extraterrestrial life

forms?• Can people from different cultures/countries

have a good relationship?• Is it important to speak more than one

language? Which is the most important language to know?

• Do you think violence should be eliminated from movies?

• Should all education be free? Why or why not?• Do you think that men should take a more active

role in household responsibilities (e.g. cooking, taking care of children, cleaning, etc.)?

• If I didn’t have to worry about money but still needed a job, which job would I pick?

• Should governments provide financial support to people?

• Speaking & listening “maximization” strategies: Pull topics out of a “hat” Alternative assignments for fast

and/or bored students Board games: can be used to

practice almost anything!o Have the students create their

own questions on cards first


Example: Conversation board game

Example: board game template

• Speaking & listening “maximization” games: English relay race

(speak and/or write) Blind picture

description Pictionary Charades Running dictation

game Broken telephone


• For listening: activities that require note-taking and “recording charts” that the teacher collects:” Videos/movies Song activities If available: individualized audio

aids and any internet learning activites:o For more info, please visit this

link: http://peopleleap.com/resources/links/


Suggestions for the teacher:• Teacher (or CD) should always

model pronunciation first• Don’t grade “on-the-spot”

speaking, ONLY formal (final) presentations

• You can choose to collect and/or grade note-taking assignments


4. Now for getting students to actually READ. . .

• General strategies: For longer texts: alternate

between students reading outloud to each other in pairs, groups, and silentlyo Try to avoid whole class reading

where one student reads outloud

o Nobody likes waiting their turn to read!

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

Strategies for Teaching/Grading Reading In Large Classes

• General strategies: Require students to underline

and/or record specific details in text

Assign reading for homework with in-class assessment next class


• Reading activities/games: Jigsaw reading activities Read-pair/group-share

o Summarizingo Paraphrasing

Running dictation game Songs as a way of reading poetry Total Physical Response for

details in text


Born on 29th, August 1958, this talented person started his entertainment career as the lead singer of a famous group. The band was made up of his brothers who were all older than him, and was run by his father Joseph. The group did very well and the star of the band was undoubtedly this person at only eleven years of age!

He started singing solo two years later and pioneered the entry of African Americans into the world of pop music. Many different types of people around the world started following his creative music, which gave him instant success. His fans numbered in the millions even though he was just in his teens.

Example: Cough when you hear/read the simple past tense:

In-Class Example:• Topic: “Teaching Daily Routines”• Strategy: AA + BB = ABAB

Question: What do you do in the (afternoon)/at (8:00 am)?

Answer: I (do my homework)1) Discuss question/answer with a

partner2) Get into groups of 4s (combine two

pairs)3) Pairs share their partner’s response

with the other pair until all have shared

4) Each student records partner or groupmates’ answers

5) Lastly, a few students can share what they’ve learned with the whole class

What are some other ways we can group our students for speaking in this activity?

Example: Mingling Chart

Partner’s Name

Time of Day

Daily Routine

Maria Jose Afternoon She does her homework

Jonathan 6:30 am He brushes his teeth

Next Presentation:Presenter: Vicky Holdridge: • Former Senior English Language

Fellow in Peru• English textbook author• (Time: 1:11-33:00)

Now for you to put your skills to the test!

Drum roll please. . .

Your Practice Task:1)Find ONE language

point/assignment in “Postcards” or other textbook

2)Think of at least ONE way you could change that activity to make it work for a large class AND maximize student participation and talking time

3)Prepare a 5-minute mini-lesson using the strategies learned today and write the procedures on large paper

4)Be ready to “teach” this mini-lesson and later justify why you chose this activity to your large group of peers!

• “Essential Strategies for Teaching Large Classes” -by Brock Brady

References

• “Student-Centered Teaching in Large Classes with Limited Resoures” –by Susan Renaud, Elizabeth Tannenbaum, & Phillip Stantial

References

Thank you!Questions? Comments?

• My website: www.peopleleap.com Go to “Resources” and

“Amy’s Professional Blog”• My email:

[email protected]• Shaping the Way We Teach English

Website: http://oelp.uoregon.edu/shaping

• American English Website: http://americanenglish.state.gov

• MOE Resources: http://educacion.gob.ec/documentos-pedagogicos/

My Contact Info:

by : amy lingenfelter senior english language fellow

Documents

sure students

students behavior

struggling students

talkgroup students

structured groups

group accountability

group members

group butterfly style