Classroom Management Full

Classroom Management
Any extra info?

Find someone who…
3….thinks echoing students is a bad idea
4….agrees with you on the ratio of TTT/STT in class
5….thinks checking answers in pairs is useful
6….thinks there should be no silence during the lesson
7….likes to ask, “Do you understand?”
Feedback
We GET feedback on content
We GIVE feedback on language
Interaction patterns
S (or: Ind. = work individually)
S-S (= work in mini-groups/pairs)
T-SS (or: WC = teacher works with the whole class)
Demonstration Monitoring Paircheck Nominating
Giving instructions Engaging fast finishers
Getting students’ attention ICQs (instruction checking questions)
Eliciting Grading your language Interaction patterns
Feedback
https://jamboard.google.com/d/1IPrqwpmHTstJqNioztxTeTJKbLu8CDD_vclzpp0XJhU/edit?usp=sharing
1. Making sure learners hear your Getting the learners’
instructions and know it's time to listen to you attention
or another member of the class
2. Telling students how to do a task Giving instructions
3. Speaking so that students can understand.
This involves using clear, simple and concise Grading your language
language
4. Doing an example of the task with the
group to show them how to do it
Demonstration
5. Asking a question to make sure learners ICQs (instruction checking
understand the task. Eg questions)
6.Walking around the room and watching/listening to
learners as they work, gathering information about
how well they are doing the task, how much time they Monitoring
need and helping them where necessary
7. Different ways of grouping learners: T-SS (teacher-

centred stages), S-S (pairwork, groupwork, mingling), Interaction patterns
Ind. (individual work)
8. Keeping some learners busy if they finish the task Engaging fast
quickly
finishers
9. Learners working together in pairs to compare their
answers before going over the answers as a class Peer check
10.Getting or giving the answers to a task and going over Feedback

any problem areas with the whole group
11. Getting information from learners rather than providing Eliciting

it for them
12.Indicating which learner should answer a question Nominating

using the learner's name
The Task Cycle
1. Instruct before the task
2. Monitor during the task
3. Feedback* after the task
*on content and language
Giving Instructions – the Instruction Cycle
1. Get students’ attention

2. Display the task on the screen
3. Give clear and concise instructions

4. Give an actual demo where possible
5. Ensure students have understood – get ‘something back’ from them to

confirm this is the case. (instruction checking questions – ICQs)
6. Set a reasonable time limit where necessary

.
Look at the set up to a Find someone who…? Task. Identify:
1. Get students’ attention 4. Give an actual demo where possible
2. Display the task on the screen 5. Ensure students have followed (ICQs or open pairs)
3. Give clear and concise instructions 6. Set a reasonable time limit where necessary. Open BO rooms.
- “Lena, how similar are you to your groupmates? (Lena: I am not sure) Hamid, who do you think you are different from?
(Hamid: Maybe, Gina as she loves music and I don’t). Ok, well we are going to find out how similar or different we all are
by interviewing each other” 1
(Put a copy of the task on the screen) 2
- “Use the prompts to form questions to ask your partner. If your partner says ‘Yes’ ask a follow up question.” 3
- “For example, Som is my partner. The sentence says ‘speaks at least 3 languages’. Som, Can you speak at least three
languages? (Som: ‘Yes, I can’). Som said “Yes, so I’m asking a follow-up question now. What follow up question could I
ask? (Students: ‘Which languages do you speak?”) Ok,, Som, which languages can you speak, then? (Som: Arabic, Chinese
and English) Wow! Which one is the most difficult, what do you think? (Som: ‘Chinese! All those characters!)4
- “Ok, May and Lee can you do one, please? Wow! That’s great. (May/Lee perform). Ok, you have the idea.” 5
- “You will have 5 minutes to interview your partner then I will change you so find out as much as possible. Please click on
the link and go to the breakout rooms” 6
Remember!
Instructing
• Script your instructions beforehand – actually write them out in your plan for assessed lessons
• Avoid loading your instructions up – keep it on a need-to-know basis.
• Engage students in the task set up – put them in an active position rather than keeping them in a
passive positions.
• Remember your students are not idiots – avoid redundant check questions! 
Monitoring
• Do address errors and confusion where appropriate.
• Try to find out the areas struggle with and need further clarification.
• Listen out for interesting ideas to comment on.
Feedback
• Decide which tasks require pair-checks before whole class feedback.
• Make feedback visual where possible.
• Speed up feedback to accuracy tasks by showing answer keys.
• Prioritise the areas students struggled with.
• Avoid ‘creeping death’ feedback – instead try to ‘cherry-pick’ feedback.

Classroom Management Full

Uploaded by

Copyright:

Available Formats

Classroom Management Full

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Classroom Management Full

Uploaded by

Copyright:

Available Formats

Classroom Management

Any extra info?

Giving instructions Engaging fast finishers

Getting students’ attention ICQs (instruction checking questions)

Eliciting Grading your language Interaction patterns

7. Different ways of grouping learners: T-SS (teacher-

10.Getting or giving the answers to a task and going over Feedback

11. Getting information from learners rather than providing Eliciting

12.Indicating which learner should answer a question Nominating

1. Get students’ attention

3. Give clear and concise instructions

5. Ensure students have understood – get ‘something back’ from them to

6. Set a reasonable time limit where necessary

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.