Post on 15-Apr-2017
CLASSROOM MANAGEMENT
AND CLASSROOM INTERACTIONSecond Term Guide
Learning Activity 2.2Katherine Feijoo
ENGLISH METHODOLOGY
CLASSROOM MANAGEMENT it is a term teachers use to describe the
process of ensuring that classroom lessons run smoothly despite disruptive behavior by students.
Creating a safe, inclusive enviroment for all students
The teacher must be able to observe all students at all times and to monitor work and behavior.
Some degree of decoration will help add to the attractiveness of the room.
CLASSROOM MANAGEMENTTHE TEACHER IN THE CLASSROOM PROXIMITY
Teachers need to consider how close they should be to the students they are working with
APPROPRIACY It is important to consider what kind of effect such
physical behavior has so that we can behave in a way which is appropriate to the students and the relationship we wish to create with them.
MOVEMENT Most successful teachers move around the classroom
to some extent. That way they can retain their students’ interest
AWARENESS It means assessing what students have said and
responding appropriately.
CLASSROOM MANAGEMENTUSING THE VOICE AUDIBILITY
The teacher must be sure that the students at the back of the class can hear them just as well as those at the front
VARIETY It is important for teachers to vary the
quality of their voices - and the volume they speak at - according to the type of lesson and the type of activity
CONSERVATION It is important that they breathe correctly so
that they don’t strain their larynxes.
CLASSROOM INTERACTION Classroom Interaction is a practice that
enhances the development of the two very important language skills which are speaking and listening among the learners. This device helps the learner to be competent enough to think critically and share their views among their peers.
OBJECTIVES Help the learner to come face to face
with the various types of interaction that can take place inside the classroom
Classroom Interaction aims at meaningful communication among the students in their target language
This practice will help the teacher to have a detailed study of the nature and the frequency of student interaction inside the classroom
TYPES OF CLASSROOM INTERACTION
Collaborative Learning
Discussions and Debate
Interactive Sessions /
question and answer
Reading aloud
Telling story
Conversation with learners
Role Play
Games
CLASSIFYING FORMS OF INTERACTION
TT= teacher very active, student only receptive
T= Teacher active students mainly receptive
TS= teacher and students fairly equally active
S= students active, teacher mainly
receptive
SS= students very active, teacher only receptive
STUDENT-TEACHER INTERACTION This type of interaction is vital for
students because it compares to the relationships they'll have in their lives, such as the relationship with a boss or superior. Students must learn to interact respectfully, but must also learn how to be assertive without being rude, so that their points and opinions are heard without disruption
STUDENT-STUDENT INTERACTION One-on-one student interaction is
important because it allows students to understand what it means to work with a partner
Students must learn to rely on one other person and must be able to evaluate what their own strengths and weaknesses are as they try to complete a task.
INTERACTION PATTERNS Group work
Students work in small groups on tasks that entail interaction: conveying information, for example, or group decision-making. The teacher walks around listening, intervenes little if at all
Closed-ended teacher questioning Only one 'right' response gets approved.
Sometimes cynically called the 'Guess what the teacher wants you to say' game.
Individual work The teacher gives a task or set of tasks, and
students work on them independently; the teacher walks around monitoring and assisting where necessary
INTERACTION PATTERNS Choral responses
The teacher gives a model which is repeated by all the class in chorus; or gives a cue which is responded to in chorus
Collaboration Students do the same sort of tasks as in
‘Individual work', but work together, usually in pairs, to try to achieve the best results they can. The teacher may or may not intervene
Student initiates, teacher answers For example, in a guessing game: the students
think of questions and the teacher responds; but the teacher decides who asks.
INTERACTION PATTERNS Full classroom interaction
The students debate a topic or do a language task as a class; the teacher may intervene occasionally, to stimulate participation or to monitor
Teacher talk This may involve some kind of silent student
response, such as writing from dictation, but there is no initiative on the part of the student.
Self access Students choose their own learning tasks, and work
autonomous Open-ended teacher questioning
There are a number of possible 'right' answers, so that more students answer each cue