Classroom Management

Gina Camacho Minuche, M.S.Ed.

METHODOLOGY AND DIDACTICS 1

Managing the ClassroomClassroom

management

The teacher in the classroom

Talking to students

Giving instructions

Student talk and teacher talk

Using the L1

Creating lesson stages

Different seating arrangements

Different students grouping

Classroom Management

• Involves everything that a teacher must do to achieve his/her teaching objectives

• It includes preparation of plans and materials, structuring of activities into time blocks, grouping  students, plans for transition periods--changing from one activity to another or from one place to another--student involvement and motivation, and adequate control of pupil behavior.

The teacher in the classroom

• The physical presence of the teacher plays a very important part in the management of the classroom. The degree to which teachers are aware of what is going on makes the difference between successful and less satisfactory lessons.

The teacher in the classroom

Teacher

Appropriacy

Movement

Awareness

Proximity

Voice

AudibilityGood voice projection

VarietyDifferent kind

of voices

ConservationBreath Properly

Using the voice

Talking to studentsTeacher needs to establish a good rapport

with students.Rough-tuning is the simplification of

language in order to increase their chances for being understood.

Teachers adjust their language according to students’ needs.

•What kind of language•What they wish to say•The manner in which they will speak (intonation, tone of voice

Giving Instructions

• Instructions must be both simple and logical.

• Questions to keep in mind: What is the important information I’m

trying to convey?What must the students know if they are

to complete this activity successfully?What information do they need first?Which should come next?

Student Talk and Teacher Talk

• Maximize student talking time(STT) and minimize teachers talking time (TTT)

• Teachers need to offer students the right kind of talking, that is to say the teacher talking quality (TTQ) has to be considered when helping students to understand and acquire the language.

• Good teachers use their common sense and experiences to make the balance right.

Creating Lesson StagesStart the lesson• Engage students• What they are going to do• Makes students aware of when one activity

has finished and when another starts.

Get students’ attention• Speak loudly, saying thank you, speak

quietly, raise hands

Lesson is almost finished• Summary of what have happened• Prediction of what will take place in the

next lesson

Different Seating Arrangements

Orderly rowsTeacher has a clear view of all the ss and ss can all see the teacher.It makes lecturing easier.Useful in certain kinds of language practice

Circle and horseshoes

There is a feeling of equality, because everybody is sitting in a circle.Students can see each other

Separate tables

Useful in mixed-ability classes where different groups of ss can benefit from concentrating on different tasks.When ss are engaged in collaborative writing

Different students groupings

Whole class Useful for presenting information and

for controlled practice.

Group work and pairwork Foster cooperative activity and give ss

chances for greater independence

Solowork S Students can work at their own speed.

Class-to-class Two classes are joined, so they can

interact with each other.

THANKS