group 4 - management skill for teacher paper

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PART 4

MANAGEMENT SKILLS FOR TEACHER

Chapter 16

Classroom Manaement

Classroom management skills in relation to three main areas: creating and maintaining

motivation, maintaining classroom control and discipline, and organizing classroom

activities.

A! Mot"#at"on

Motivation refers to feelings, a goal, a mental process, a certain type of behavior or personal

characteristic. More recently, motivation has been set of beliefs, thought and feelings that are

turned into action.

$! Classroom %ontrol an& &"s%"pl"ne

Five main areas that help to create an effective learning environment:

Establishing routines

Children learn how to cope with the demands of school and the stress of being in a large

class, receiving little individual attention and facing unfamiliar rules and conventions. Young

children gradually become familiar with established classroom routines that help to make

them confident.

Finding a balance

Finding the right balance between order and fleibility is very important. !he most effective

environment for learning is often found in a classroom where the teacher is firm but kind and

encourages so that pupils, especially for young children, feel confident and happy.

Getting the pupils’ attention

"teps to gain the attention of the whole class:

• Firmly name the children still talking: Jules and Michelle, stop talking please and

maintain eye contact. #s soon as the children become $uiet, give a short verbal instruction,

such as Let’s begin.

• "tart a well%known activity or routine or give instructions for a new activity to keep the

pupils& attention. 'eep eye contact with talkative children for a while to show them their

behavior is being monitored.• (ait for $uiet before beginning a new activity.



• )nce these routines have become established, you should be able to cut down on the

amount of time you spend disciplining pupils.

Finding an acceptable noise level

*f the children are engaged in communicative activities to develop fluency in pairs or group,the noise level will inevitably rise. Most language teachers would find this acceptable as long

as the talk is +on%task&.

Giving praise

You can $uickly establish good relationship good relationships with your pupils by praising

good behavior, commenting o good work, making helpful suggestions, and encouraging

pupils& efforts. !his is important in setting the right atmosphere, providing a good models for

pupils to follow and boosting pupils& confidence and self esteem.

(e can use words like: well done, brilliant!, superb, good writing/reading/spelling what a

good listener/speaker/reader/writer/speller, what neat work, ver good behaviour/"anners.

C! Oran"'"n learn"n a%t"#"t"es

(hen children endlessly repeat activities on the same topics or when language activities are

pitched at the wrong level or are too mechanical, they are liable to become frustrated and

noisy. *n some contets, pupils& main motivation is to pass nglish tests and they may be less

willing to engage in activities which they think do not prepare them for these. *n these cases,

teachers must determine an appropriate balance between teaching to the tests and other

language learning.

#ealing with bilingual pupils

(e need strategies to encourage pupils who may already speak nglish well because they an

nglish%speaking parent or have more advanced nglish level because they have etra

nglish lesson outside school hours to not get bored or disrupted.

Managing pair and group work

-erman /0012 suggests that very young learners prefer working alone and can be reluctant to

share. *mposing pair or group of work on pupils who are not ready yet for it can sometimes

have negative effect.

!here are several ways of organizing groups to work together:

• #sk pupils who sit near one another to form a pair or group

• 3se the children&s choice

Friendship groups are probably the most popular with pupils and these may work well.



• Choosing group members using features of a pro4ect the pupils may be doing, or language

they have 4ust learned.

# move to more independent learning also changes the role of the teacher and pupils and has

several implications for the way of organizing resources, monitoring the tasks differentchildren work on, providing kind of learner training, the way of progress recording. 5upils

need to be clear about teacher&s epectation.

$he E%%ects o% #i%%erent &inds o% 'lassroo" (ctivities

• !eacher should be aware of impact from different activities in classroom that encourage

students to be physically or mentally active in learning process.

• !here should be the activities that calm and settle the students as well.

$he Mi)ed (bilit 'lass

• Class consists of students that have different language level and ability.

• !eacher need to balance the easy and difficult task.

• !eacher should give the key or important part of each lesson, so students could really

comprehend the materials that are given.

• !eacher can use key factors in organizing learning activities. !hey are the tet used, the

task used, the support provided, the outcome demanded, the ability group used, the range

of activities used 6 the choice of activity.

$i"e Manage"ent

• *n teaching learning process, teacher should set the time to be effectively used in

classroom activities.

• !eacher should be able to plan the classroom activities, deliver the important part of

lesson, give the eplanation and eample before giving homework to students, etc.

'lassroo" *rgani+ation and Laout

• )rganizing the classroom could be beneficial to make en4oyable circumstance to students,

like set the seats and use the additional media, such as computer, screen, cassettes player,

etc. !here should be the use of effective space in classroom to enhance the $uality of

learning activities itself.

&eeping $eaching ecords

• !eachers should have the good self ability in teaching and look after it in their teaching

career. *t covers the memory aid or reminder of language points from prior and current

knowledge. *t will help teacher to create the better teaching learning process.

Chapter 1(

Lesson Plann"n



7ivers /01/:8182 reminds us that # lesson is not a haphazard more or less interesting items,

but a progression of interrelated activities which reinforce and consolidate each other in

establishing the learning towards which the teacher is directing his or her efforts.

-earing this advice in mind, this chapter aims to develop a more critical awareness of the

lesson planning process.

A! )hat "s a oo& lesson*

# good lesson is adaptable and fleible9 is a back%up system9 has clear ob4ectives9 has a

variety of activity, skills. *nteraction, materials9 caters for individual learning styles9 has

interesting, en4oyable content9 has an appropriate level of challenge and is well prepared, well

planned and well timed.

$! )h+ plan a lesson*

Children learn more easily when they know what to epect in a lesson and what the teacher

epects of them. *t makes them feel more secure and more confident. *t also enables them to

predict situations and the language and behavior likely to be used in them. # well%planned

lesson makes a teacher feel more confident and professional. Finally, lesson planning

provides accountability by providing a record of work which can be shown to school

authorities, inspectors and parents, or used by another teacher who may have to substitute for

the class.

C! )hat "s "n#ol#e& "n the lesson plann"n pro%ess*

!he lesson planning process is comple events which includes a variety of aspects that are

intertwine. (e will consider the different aspects of the lesson planning process, in order to

find practical solutions in these problems.

,! )hat "s m+ s+lla-.s*

-asically, a syllabus provides a list of the language items that are to be taught, how they are

to be taught, in which order, and how long it should take to teach them. !he syllabus is

provided through the content page, the course map or a scope and se$uence chart. !he

accompanying teacher&s guide to a course will usually provide detailed guidelines on how to

teach each lesson but may prefer alternative ways of approaching a lesson than those

suggested.



E! )hat are m+ learners/ nee&s*

!he needs of the children and how they learn must be considered first so that teacher achieves

a balance between the language aims of the syllabus and the needs of children, which involve

their all round general education. # ma4or consideration when planning a lesson, the, is how

to provide optimal conditions for learning so children re motivated and interested in learning,

understand what they are being asked to do and why, get plenty of meaningful eposure to

the language, get plenty of variety and are allowed to work at their own pace, eperience

success, feel confident and secure to try out language, have plenty of opportunities to use

language, and opportunities to review and reflect on what they have done and why.

F! )hat %ontent areas0 mater"als0 an& metho&olo+ %an I .se*

valuating whether the sub4ect matter or content, material, and the methodology is

appropriate for students.

!he methodology can be sort of activities such as songs, games, pair work, stories, role%plays,

etc.

G! Ho %an I str.%t.re a lesson0 sele%t0 se2.en%e0 an& t"me a%t"#"t"es*

!he typical structure of most lessons consists of three main stages:

– # beginning

– # middle

– #n end

(hen selecting and se$uencing activities, we need to think in terms of variety:

• !ypes of activities

• !ypes of interaction

• anguage skill

• !empo;pace

• "tir;settle, involve;occupy

• <ifficulty

• evel of pupil responsibility

• Classroom arrangement

• Materials

H! Ho %an I r"te a lesson plan*

(e should give a clear pictures of what we intend to do the aims2 and how we intend to

achieve them the procedures2



!he linguistic aims are listed starting with grammatical structures, language functions,

vocabulary, pronunciation, and skills.

=lobal aims or non%linguistic aims also take into consideration

!hese are the additional we need to consider to purely linguistic aims:

• "ocial

• 5sychological;#ffective

• Cultural

• ducational;cross%curricular

• Citizenship education

<ifferent stages on the plan include:

• 5lan: beginning the lesson

– (arm%up

– 7eviewing of work covered in previous lesson

– *nforming pupils of the lesson aims

• <o: activity cycles2

– 5lan: activity cycles2

– <o: activity cycles2

– 7eview: activity cycles2

– 7eview: nding the lesson

I! Ho %an I e#al.ate a lesson*

>ere are some $uestions for asking ourselves:

• <id * achieve the aims stated on my lesson plan? *f not, why not?

• (as my lesson different from my plan any way? >ow and why?

• >ow did * move from one stage of the lesson to the net? (hat did * say to the class?

• <id * keep my timing? *f not, why not?

• (ere my pupils active and involved in the lesson? (hy? (hy not?

• <id my pupils learn what * set out to teach? >ow do * know?

• <id my pupils respond positively to the materials and in nglish?

• (ere there any problems? *f yes, why?

• (hat would * do differently net time? (hy? (hat did * do better this time than ever

before?



!o help in evaluating your lesson you may like to tape or video recording your lesson, ask the

pupils to comment on your lesson, invite the colleague to sit in on a lessons if possible2.

Chapter 13

Re%or& Keep"n an& Assessment

!hree main aspects of record%keeping and assessment: the reasons why it is used at primary

level, features of the teaching and assessment cycle, and various types of assessment.

A! Iss.es "n assess"n p.p"ls/ lan.ae &e#elopment

#ssessment can be described as an attempt to analyse the learning that a child has achieved as

a result of classroom situation.

#ssessment may include teacher&s sub4ective opinion in terms of attitude, participation and

cognitive development of a child.

$! )h+ eep re%or&s o5 proress an& assess p.p"ls/ Enl"sh*

#ssessment practice in some countries is influenced by several factors, such as regional

educational policy and practice for the primary curriculum, views on teaching and learning

and the views of central groups of people.

Five main reasons make us assessing pupils& nglish on progress:

/. Formative: to increase motivation by making assessment a part of the continuous learning

process.

@. "ummative: to give pupils feedback on their progress or achievement at a particular point

in time.

A. *nformative: to give pupils, parents and other teachers feedback on progress or

achievement.

8. <iagnostic: to monitor individual pupils& needs and help identify pupils who need special

support.B. valuative: to identify pupils& levels of achievement and order pupils according to merit,

to check the effectiveness of teachers, teaching materials or teaching methods.

-adapted %ro" 'akler and (ddel"an, 0001.

*n the 7ea%<ickens and 7ion survey @:102 most teachers used assessment to inform

their classroom planning and action, while a minority were re$uired to assess pupils for

administrative purposes.

C! The tea%h"n an& assessment %+%le



-adapted %ro" 'akler and (ddel"an, 0001.

,! Ono"n re%or& eep"n an& 5ormat"#e assessment

)n going or formative assessment may increase pupils& motivation by making the monitoring

of pupils& progress and achievement a part of their continuous learning process.

Continuous assessment can be used by the teacher as adiagnostic tool which is used tomonitor individual pupils& needs and to help identify any pupils who need special support.

'eeping records might also provide useful information to evaluate a new method of teaching

or new resources you are trying out in your classroom.

E! )hat m"ht re%or& eep"n or %ont"n.o.s assessment loo l"e*

'eeping record could be in formal or informal process. *n formal process the school will

probably have official form. !hese may consist of checklist of language items or skills which

the teacher ticks or comment on. *n informal records the teachers can keep a recording

notebook. )ther way of monitoring progress is to keep a sample of child&s work in a +profile

folder&.

F! Classroom test"n an& s.mmat"#e assessment

Formal tests are less useful for providing information on learner&s willingness to

communicate, take risks or their ability to get their meaning across, even if the language is

full of mistakes.

(ssess"ent procedures



# teacher may have to write end of term or year tests her;himself or s;he may be preparing

learners for tests from outside.

!he aims may include testing relevant and meaningful use of language and testing fairly and

accurately.

(ssess"ent activities

Many intelligence tests tend to focus on the first three kinds of intelligence: linguistic

intelligence, logical intelligence, and spatial intelligence, which ignores the potential of

learners with different kinds of intelligence.

(hether we use formative or summative assessment children need some idea of their

progress. !his can be done through spoken discussion or written comments.

G! Peer ro.p assessment

5eer group assessment is where the pupils become involved in monitoring other progress.

!he advantage is it may be motivating for pupils to become involved in the process, pupils

receive more individual attention than otherwise, and it may sometimes help in classroom

control.

H! Sel5assessment

#ccording to Ca4kler and #ddelman @2, self%assessment is not as successful or as

convincing as peer assessment although it is an important part of learning to learn. !he reason

for this is the belief that the more pupils are encouraged to be responsible for their own

learning and assessment.

Chapter 17

Parental In#ol#ement

7esearch has shown McConkey /01B:/A2 that children benefit in many different ways when

their parents are interested and involved in their education.

A! )or"n "th parents

!eachers need to be prepared and willing to take on working with parents by making

themselves available to talk to parents about what their child is doing and why, and to

regularly update them on their child&s progress.



5arents need to understand that the teaching of foreign languages to young learners

contributes to their global development and also offers important personal, cognitive,

cultural, social, and affective gains, although, these are more difficult to perceive and to

evaluate.

5arent often have strong views on how languages are learned and how they should be taught.

5upils also need to eplain to their parents what and how they have learned in a meaningful

way.

$! Foster"n parental "n#ol#ement

Dale in earl bird /002 an activity%based nglish course, provide a model letter to be

translated if necessary2 and given to parents, provide short guidelines on how to foster

parental involvement.

C! Pro#"&"n 8parent tra"n"n/

!he main focus of parent training is to help parents understand how their children can learn a

foreign language and how they can support them.

• Course brochures and guides written record, photograph, eample of pupil&s work2

• )pen days demonstration lesson2

• Meetings to discuss issues informally2

• Courses or workshops courses for parents2

• >andbook

,! ,"spell"n %ommon m"s%on%ept"ons or 5"9e& att"t.&es

5arents sometimes have misconceptions about their children. !hen try to give eplanation or

ask them why they feel like that. (ith meetings or discussion groups can be the way out."ome misconceptions that can we find such as:

M child is bilingual

5arents sometimes overestimate what they believe to be their children9 they think their

children can speak two languages perfectly.

M child is gi%ted, " child is useless

5arents think if their children have a low ability to learn @.

2ut " child’s got karate at that ti"e



5arents think if another activity is more important that learning nglish. #ctually learning

nglish need long time and hard work, continuity is important too. !hen if learning process

no continues that make learning harder.

2ut 3 hear the teacher speaking 4panish -L51 in the classroo"

5arents think if teaching nglish must use nglish all time, actually we can use / to

facilitate students in learning process.

E! Pro#"&"n parent %are

5arents are our customers and as professionals we must take great care to think about the

relationship we develop with them and the service EweE offer. "ome teachers welcome

dialogue with parents while others avoid it because they may feel threatened or attacked or

they may simply prefer to keep a social distance. (e can provide $uality parent care by

implementing some or all of the following actions:

• #rrive in class ten minutes early to greet parents and make yourself available for

$uestions.

• Make sure parents receive regular information from class teachers or the head in the form

of letters, information sheets, termly reports, meetings, etc

• 5rovide a suggestion bo for parents to leave $uestions or suggestions.

• "hare information with parents and eplain what you are doing and why develop mutual

respect.

group 4 - management skill for teacher paper

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