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CLASSROOM MANAGEMENT AND CLASSROOM INTERACTION

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UNIVERSIDAD DE LAS FUERZAS ARMADAS ESPE ACTIVITY 2.2 CLASSROOM MANAGEMENT AND CLASSROOM INTERACTION TUTOR: ING. NESTOR BONILLA MARGARITA PAZMIÑO ENGLISH METHODOLOGY
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Page 1: CLASSROOM MANAGEMENT AND CLASSROOM INTERACTION

UNIVERSIDAD DE LAS FUERZAS ARMADAS

ESPE

ACTIVITY 2.2

CLASSROOM MANAGEMENT AND CLASSROOM INTERACTION

TUTOR: ING. NESTOR BONILLA

MARGARITA PAZMIÑO

ENGLISH METHODOLOGY

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Contents Managing the classroom

- Factor in the classroom management- Teacher in the classroom- Using the voice- Talking to students- Speech modifications- Seating arragements- Classroom interaction- Group work organization- Criteria for effective questioning- Teacher objective and learners activation

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“Successful classroom management also involves being able to deal with difficult situations”.

Keys Factor in classroom management

- How the classroom space is organised.- Whether the students are working on their own or in groups.- How teachers organise classroom time.- How teachers use their voice- Who talk most in the lesson

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Teacher in the classroom

Proximity

awareness

appropiacy

movement

Some students feel unconfable if teacher sits close of them.

Some students think that distance is a sign of coldness.

Creatimg an extremely friendly atmosphere

Sitting on diffents seats, creating realtionship with students according

the situation.

Succesful teacher move around the classroom to some extrem.

Teacher movements in the classroom allow to identy personal style.

Teacher has to be aware of what students are doing.

It means assessing what students have said and responding

appropiately.

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Using the voice

audibility

variety

conservation

Teachers need to

be audible

Voice quality Teacher

do not have to shout.

Teachers have to

take care of their voices

Teacher should breathe correcty

Teachers should avoid

shoutingVary the quality of

their voices

Vary the volumen of their voice according

the situation

Use a tone of voice for give

instruction

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TALKING TO STUDENTS

ADAPT THE LANGUAGE

USE

ROUGH TUNE MOVEMENTS AND GESTURE

INCREASE THE CHANCE OF BE UNDERSTOOD

DEMOSTRATE ACTION OR FEELINGS

ALL SPEAK IN THE SAME LEVEL FACIAL EXPRESSION AND BODY MOVEMENT

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Speech modification - Rates of speech appear to be slower

Pauses

Pronunciation tend to be exagerated and simplified

Vocabulary use is more basic

Degree of subordination is lower.

More declaratives and statements are used than

question.

Teachers may self – repeat more frequently - (Chaudron 1988:85)-

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SEATING ARRAGEMENTS

Olderly rows

Separate tables

Circle and horseshoe

- Clear view of all students- Teachers work with the whole

class- Can explain grammar points- It is useful in mixed- ability

clases- Students can work around a

computer screen. - It makes teaching more

difficult. - . - Teacher is less dominant.- All students can see each other.- There are more eye contact and

body movements.

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Conceived classroom fuctions of teacher.

Feedback

Managenal and pedagógica aspects

Develop awarenes Monitor who gets the feedback.

classification

positive negative

More effective in changing pupil

behavour

Fuctions

To let students know that have performed To increase motivation

through praise

Some teachers use a rising intonation

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Classroom interactionForms of interaction

TT= Teacher very active, students only receptive.

T= Teacher active, students mainly receptive.

TS=Teacher and students farly equally active.

S= Student active, teacher mainly receptive.

SS= Students very active, teacher only receptive.

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Student groupingsadvantage disadvantage

Whole class

It is useful for presenting information and for controlled practice.It can be dinamic and motivating.

It is less efective if we want to encourage individual contribution.

Groupwok and pair work

It fosters cooperative activity.Students tend to participate more actively. Give teachers more opportunity to focuss attention.

Only one student work, other stay in silent. Students use only the mother tongue when teacher is not there.

solowork It allows students to work at their own speed. It often provides welcome relief.Students can relaxe their public faces.

Do not share ideas with other classmates.

Class to class

Students often feel positive. Teachers are flexible.They can interact with other students of diferent class.

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Group - work organization

presentation

The instructions

are very important

Preliminary quick review

process

Provide support and

aproval

Ending

Finish the tlask before the times is

out.

feedback

Giving the right solution

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Interaction patterns

Self accesss

Group works

Open and teacher

questioning

Closed ending teacher

questioning

Individual work

Choral responses

collaboration

Students initiate, teacher answer

Full-class interaction

Teacher talk

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Criteria for efective

questioning

clarity

Availability

Learning value

Interest

Teacher reaction

Learns immediately grasp

Stimulate thinking and response.

Learners find the question

interesting

Invite and encourage

extended answer

Teacher respects answers.

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Teacher objectives and learners activation.

a. Comprehension check

b. Familiarization with text

c. Oral fluency

d. Grammar check

e. Writting

f. Grammar practice

g. New vocabulary

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“End”

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