Teaching and testing Teaching and testing English skills for big English skills for big classes effectively classes effectively

By: Iin Hermiyanto S.pdBy: Iin Hermiyanto S.pd

Large ClassLarge ClassDo large classes affect students learning?

Do large classes affect a teacher’s ability to teach?

How do large classes affect the quality of learning?

3 important factors to 3 important factors to considerconsiderPedagogical Planning

Classroom Learning System

Dealing with students behaviour, or discipline management

Pedagogical Planning Pedagogical Planning Have a diagnostic test at the beginningHelp learners set their own learningThink that the students have range of

abilityIndividualize interactions as much as

possibleCreate a plan that allows us to give

individual attentionEncourage students responsibility and

independence

Classroom Learning Classroom Learning SystemSystemFor the students

Move smoothly from one activity to another

Shift and out of group work quickly

Self check and peer check student work

Classroom Learning Classroom Learning SystemSystemFor the teachersKeep explanation and direction clear

and briefSet up routines for classroom Post the day agenda on the boardCreate purposeful activities that

keep learners on taskGive learners responsibilityDisplay the student work and

projectUse any available aids

Dealing with Students’ Dealing with Students’ BehaviourBehaviourBe proactivePost the class rules and behaviourUse reward system and peer

reinforcementEstablish consequencesBuild into lesson plan both

purposeful and opportunity to move around the class

Try to find reasons for misbehaviour

In handling your large classes In handling your large classes what techniques do you have to what techniques do you have to use?use?

Use planning time efficientlyEstablish rapport with the studentsMonitor individual student workProvide individual attention or feedback

to help students improveDeal with differences in proficiency and

ability levelProvide opportunity for actual language

production and practiceMaintain control and provide discipline in

a way that puts focus on learningProvide activities which can involve

students in groups (such as games, role plays, project work)

Samples of materials for big Samples of materials for big classesclasses

Reading, writing and speaking activity (A SPORTS STAR)

Roger FedererRoger Federer is a great tennis player. In this photo, he is with his girlfriend. They are on a wall. Roger has got long, fair hair. He has got a blue T-shirt and flowered shorts. He hasn 't got shoes or trainers. His girlfriend has got long, dark hair. She has got a pink top and white trousers.

Procedures and Students’ Procedures and Students’ activities:activities:

Attach the paper containing the passage on the board or wall. (copy eight pieces if there are 40 students in the classroom)

Divide the students into group of five.Ask them to stand in row. (there are 8

rows all)Each group stands a few meters from

the attached messageTell them that they have to get the

information from the attached passage in 5 minutes.

Procedures and Students’ Procedures and Students’ activities:activities:They have to determine one them in

each group to write the information they will get.

Ask one sitting in the most front row first to run toward the attached message, read the sentences and try to remember the information in their mind. Then, continue it with the second person till the fourth one. (limit the time, 1 minute for each person)

Procedures and Students’ Procedures and Students’ activities:activities:The first student in each who has got

the information informs it to the one who has to write the information. This activity is followed by others.

one student in each group read the written information while others listen and respond if they find the missing information. (the teacher give signs when they have to stop the activity).

Alternative activity:Alternative activity:Teacher give the copied passage to

one student in each group.Ask him/her to read it for his/her

group.Ask the students in the group draw

while listening to his/her friend reading the passage.

When they finish, compare the picture with the picture that teacher have

Procedures and Students’ Procedures and Students’ activities:activities:Finally, attach the written

information on the board or wall and have them correct the grammatical mistakes.

ConclusionConclusionBy doing the activity, the

students learn to trust their friend in a teamwork and they feel fun. The activity involves mind work by remembering the chunk of information and physical work by running while trying to remember the information.

Teacher's Notes: speaking and grammar (using Teacher's Notes: speaking and grammar (using has got)has got)

Objective: To practise describing people using has got. Materials: None Time: thirty minutes Step 1:

Demonstrate the activity. Describe a famous person and ask the students to guess who it is. They can ask three 'yes/no' questions before they guess. You win if they guess wrongly.

Example

He has got brown eyes and long, dark brown hair. He has got a ponytail. He has got a thin face and big teeth. He's a footballer from Brazil.

(Answer: Ronaldinho). Step 2:

Divide the class into groups of three or four. Students take turns to describe a famous person. They should write down the name of the person on a piece of paper before they begin (they can show this to the group after the others have finished guessing). The others in the group can ask up to three 'yes/no' questions before they guess who it is.

Thank youThank you