OCTOBER 2014

SECRETARÍA DE EDUCACIÓN EN TAMAULIPASSUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE INGLÉS EN EDUCACIÓN BÁSICAÁREA ACADÉMICA

Classroom Management

OCTOBER 2014

• One of the teacher´s key roles is the management of learning.

• This means the best use of the available time and resources.

Classroom Management

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What is being managed in the classroom, when we talk about Classroom

Management?

Student’s behavior in the classroomStudent’s movement around the classroomStudent’s interaction in the classroom.student’s time spent in activities

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What are the benefits?

Children learn best in a safe and secure environment.

More time teaching/learning – less time on “crowd control”.

Easier to engage students and get them on task.

Invaluable life/learning skill.

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The teacher’s role in the classroom

On each and every one of the next subjects, think about YOUR ROLE AS A TEACHER.

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CLASSROOM MANAGEMENT

GIVING INSTRUCTION

TIMING

BEHAVIOR SEATING ARRANGEMENT

GROUPING

MATERIALS

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Make your instructions precise and concise.

Use puppets to help with classroom management. Puppets can whisper in the teacher's ear, and they can write messages to the class.

Don’t speak when children aren't listening and ready. Wait.

Turn off the lights.

Clap a pattern with your hands.

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Giving Instructions

Using the voice

• The most important instrument for teachers is voice. How they speak and what their voice sounds like, have a crucial impact on classes.

• There are three issues to consider: 1- Audibility: Teachers need to be audible. Audibility always must

join voice quality.2- Variety: it is important to vary the quality and volume of voice according to the type of lesson and activities. • 3- Conservation: Teachers must have a great care of their• voices. It´s important to breathe correctly.• Breathe properly means being relaxed.

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Talking to students

• The way that teacher talk to students – the manner in which they interact with them – is one of the crucial teacher skills, but it does not demand technical expertise. It does, however, require teachers to empathize with the people they are talking to by establishing a good rapport with them.

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Rough- tune

the language

• It is a skill that teachers and parents have in common. Rough – tuning is the simplification of language which both, parents and teachers, make in order to increase the chances of being understood.

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• Kind of language students are likely to understand• What teachers wish to say to students and how best

to do it.• The way of speaking ( in terms of intonation, tone of

voice, etc)Teachers must also use physical movements and

gestures, as well as mime to increase students’ comprehension of the topic. Non verbal language is as important as verbal language.

In order to rough – tune their language, teachers need to be aware of three things:

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Establish clear routines

There are 3 points in a lesson where routines are particularly important:

Starting the lesson.

Transitioning between stages/activities.

Ending the lesson.

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TIMING

Starting the lesson:

Start a lesson the way you want it to continue. If you want a calm, well-managed class, then you need to start it that way.

Some suggestions:

Ask the children to sit/stand in a circle on the floor and to greet each other in turn.

Ask a different child each lesson to write the date on the board.

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Moving between stages in the lesson:It’s not easy to get a class of elementary students to stop one activity, pay attention to the instructions for the next and get started on it.

Some suggestions:

Use a transition marker to get everyone’s attention. This might be clapping your hands in a particular rhythm for the students to join in with, it might be saying a chant, singing a short song or as simple as ringing a bell or standing with your arms folded at the front of the room.

Don’t raise your voice to go over the top of their noise – there are more of them than you – they can always be louder! Instead, go quiet and whisper, this way they’ll have to be quiet to hear what you’re saying.

Have a menu of lesson activities/stages on the board. Focus the class on the one just completed, ticking it off together , before drawing attention to what comes next. OCTOBER 2014

Ending the lesson:

It’s a good idea to have your lessons end off on a positive note so students have positive attitude to English and are motivated to continue studying it.

Some suggestions:

The last activity of the lesson should be relatively easy and something students can do without a great deal of concentration and effort - this is when their brains are at their most tired!

Repeat the activity from the start of the lesson or close with a favorite game, song or activity.

Don’t start the last activity simply because it’s on your plan, unless there’s time to do it. Save it for the next lesson!

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Techniques for Inattentive and Overactive Children

• Working effectively with highly active or inattentive children isn’t easy. Ask the child’s parents what methods have been successful in the past, every child is different.

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Create a positive atmosphere

Have a positive attitude. Smile! Whatever happens, try to be positive and optimistic. Make an angry face when the students are naughty but don't shout. Children have to know that you are also their friend.

Praise and reward. Nothing works better for students than a decent amount of praise but never stoop to bribery or material rewards.

Remove distractions (bags, coats, pencil cases, books) when not needed - out of sight, out of mind!

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Problematic students

Have clear and agreed consequences for both positive and negative behavior.

Remember to praise any naughty kid for any good thing they do in front of all the other children.

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Movement

Young learners have loads of energy.

Take advantage of this energy by making them move as much as you can. Think of games that involve running, races, coming to the blackboard. If you use songs or chants, create movements to accompany them.

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Students’ Seating

• The way the students are seated in the classroom will often

determine the dynamics of the lesson. Indeed, a simple

change in the seating pattern can make an incredible

difference to group coherence and student satisfaction.

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Seating Arrangement

• Orderly Rows• Circle• Horseshoe• Separate tables• Solo work

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Students Grouping

• Whole Class• Group work• Pair work• Solo work• Class to class

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4. Using Pair and Group work

Language is best learned through close collaboration and communication among students.

Pair work and group work can motivate students to participate in the lesson.

Students love competitions. Take every opportunity to turn an activity into a contest.

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Materials used in class

Teaching materials are very important!

• The quality and type of the materials used - printed or multimedia - influence greatly the students learning of the English language.

• Materials designed for teaching should reflect the characteristics of those used in real life.

• They should have a clear social and communicative purpose.• As far as possible take advantage of Information and Communication

Technologies (ICTs). These include computer related tools, radio, TV and video / DVD, internet, etc.

• It is important to use the necessary types of materials for the different types

• of learning: Visual, Auditive, KinestheticCopyright © 2011 Edusoft Ltd. All rights reserved.

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VISUAL.- See

Visual learners learn best by looking at graphics, watching a demonstration, or reading.

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AUDITORY.- Hear

Auditory learners would rather listen to things being explained than read about them.

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KINESTHETIC.- Touch

Kinesthetic learners process information best through a “hands-on” experience.

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Thank you for your attention

OCTOBER 2014