CLASS MANAGEMENTUNIT I

LEARNERS

REASONS FOR LEARNING

It is on the curriculum.

Target-language community

Specific purpose (ESP) Business English Academic

purposes (EAP) General English

DIFFERENT CONTEXTS FOR LEARNING

As a foreign language (EFL) for traveling

As a second language (ESL) living in the target community

Speakers of other languages (ESOL) for international communication, net

…schools and language schools Schools as part of

the curriculum. Equipment and information technology (IT).

Private language schools. Better equipped, smaller groups, student’s choice (motivation).

…large classes vs one-to-one teaching

One-to-one teaching. Specific needs

Pairwork and groupwork. Large classes

Teacher position

…in school and in company

School policy, syllabus and curriculum decisions by responsible administrators.

Expert teachers going to companies. Teacher negotiate class content.

…real and virtual learning

REAL LEARNING ENVIRONMENT

VIRTUAL LEARNING ENVIRONMENT

LEARNER DIFFERENCES

Age Children 2 to 14

Very young 2 to 5 Young learners 5 to

9

Adolescents 12 to 17

Young adults 16 to 20

CHILDREN

Children seeing, hearing,

touching. pleased to receive

teacher’s approval.

Short attention spam

ADOLESCENTS

Teachers fear to lose control of the class if they don’t like the subject, each other, the teacher or personal issues .

Adolescents Greater capacity for abstract

thought Potential for creative thought Commitment to their interests Search for identity and self-

esteem

ADULTS

Wider range of experiences

More disciplined Apply themselves to the

task of learning Have a clear

understanding of the purpose

Motivation to long-term learning goals

May hamper their progress, nervousness

May be late and fail homework

Can be disruptive and exhausting

If failed, may be prepared for more.

May find classrooms daunting places

May have strong views about teaching methods

PROS CONS

WAYS TO TEACH STUDENTS

Children: offer a greater variety of games, songs and puzzles. Changing activities constantly.

Adolescents: keep in mind the importance of a student’s place within peers. Special care when correcting or assigning roles within an activity. Choice of topics reflecting their interests.

Adults: Focus attention on the topic, prevent problem behavior and respond appropriately if it occurs.

LEARNING STYLES

The Neuro-Linguistic Programming model (NLP) influence by visual, auditory or kinesthetic stimuli.

Multiple intelligences: mathematical, musical, interpersonal, spatial, emotional, etc.

Offer a wide range of different activity types in the lessons in order to provide options for individual differences and needs.

LEVELS

Beginner: don’t know any English. False beginner: actually knows quite a lot. Activation. Elementary: able to communicate in a basic way. Pre-intermediate: have not yet achieved intermediate

competence. Intermediate: basic competence in speaking,

writing, fairly comprehend listening and reading. Upper-intermediate extended knowledge of

grammatical construction and skill use. Advanced : competent level of English.

Unsimplified factual and fictional texts and communicate fluently.

ALTE

Association of Language Testers of Europe Common European Framework - students

‘can do’ levels ranging A1: beginners and false beginners A2: elementary B1: pre-intermediate B2: intermediate C1: upper intermediate C2: advanced

…learners differences

Beginners: success or failure is easy to see.

Intermediate: success is less obvious. Plateau effect: apparent lack of improvement.

Advanced: still danger of the plateau effect. Concentrate on style and perceptions,

appropriacy, connotation (implying), inferences. Discursive essays…

EDUCATIONAL AND CULTURAL BACKGROUND

Educational: family support Cultural

Learning by rote Learning by doing Mother tongue

Multilingual classes

Teachers need to be sensitive and explain what and why things are done in class. Offer a variety of techniques.

MOTIVATION

Extrinsic Intrinsic

Sustaining – challenge Appropriate level of challenge Consider the affect – show caring Agency – delegate responsibility

RESPONSIBILITY FOR LEARNING

Learner autonomy Using dictionary

Monolingual learner’s dictionar Self access centre

Resources comprising books, videos, listening, etc.