•Classroom Classroom ManagementManagement

Run byRun by

Mrs. Faiza YOUSFI-Tipaza-AlgeriaMrs. Faiza YOUSFI-Tipaza-Algeriatipazaenglish@hotmail.frtipazaenglish@hotmail.fr

List 5 features List 5 features of a successful of a successful lesson.lesson.

Clarity of aims Clarity of stagingClarity of

meaning Maximum

opportunity for practice

A humanistic approach

Variety of pace

Variety of activities

Variety of interactions

Variety of skillsVariety of

approachRelevanceClear instructionsFlexibility

Classroom ManagementClassroom Management

–The teacherThe teacher–Instructing Instructing –Seating Arrangement Seating Arrangement –Students groupings Students groupings –Creating lesson stagesCreating lesson stages

What’s a What’s a good good teacher?teacher?

• Parent Parent • ResourceResource• Informer Informer • DiagnosticianDiagnostician• Manager Manager • Monitor Monitor • PlannerPlanner

1.1. Prepares and thinks through the Prepares and thinks through the lesson in detail before teaching.lesson in detail before teaching.

2.2. Gives the learners detailed Gives the learners detailed information about the language …information about the language …

3.3. Sets up rules and routines.Sets up rules and routines.4.4. Goes around the class during Goes around the class during

individual, pair and group work individual, pair and group work activities.activities.

5.5. Comforts learners when being Comforts learners when being upset.upset.

6.6. Is able to detect the cause of Is able to detect the cause of learners difficulties.learners difficulties.

7.7. Can be asked for help or advice.Can be asked for help or advice.

Instructing Instructing ““Good teaching is more a giving of right Good teaching is more a giving of right

questions than a giving of right answers.”questions than a giving of right answers.” Josef AlbersJosef Albers

Your instructions must be Your instructions must be ClearClearConcise Concise Unambiguous Unambiguous

• Simplify the following instruction:Simplify the following instruction:

““Now actually I would Now actually I would really like you if you really like you if you could now stand up yes could now stand up yes everyone please.”everyone please.”

Group work:Group work:

• Flash-cards Flash-cards

Seating Arrangements

Separate tables

Solowork circle horseshoeOrderlyRows

Interaction Patterns

Solo work

Pair work

Group work

Whole classWork

Overcoming Diff icult ies in Pair and Group Overcoming Diff icult ies in Pair and Group Work by Work by John WheelerJohn Wheeler

“… “…in my first teaching position at a university in my first teaching position at a university in Turkey, I favored in Turkey, I favored the "safe" traditional the "safe" traditional methodsmethods that I had used in my own learning that I had used in my own learning of foreign languages. Years later, I started to of foreign languages. Years later, I started to feel the need for a feel the need for a more interactive more interactive approachapproach to language teaching and to language teaching and learning. I started to experiment with learning. I started to experiment with pair pair and group workand group work , but as any novice in any , but as any novice in any field, I found that the going was not always so field, I found that the going was not always so smooth. Some of the problems I encountered smooth. Some of the problems I encountered were:were:

• The students often spoke in their native language. The students often spoke in their native language. • One student would dominate while the others One student would dominate while the others

listened (or maybe did nothing at all). listened (or maybe did nothing at all). • Students might learn each others mistakes by Students might learn each others mistakes by

practicing English together. practicing English together. • Students were not clear about how to go through an Students were not clear about how to go through an

activity. activity. • Some students, being loner types, were simply Some students, being loner types, were simply

uninterested in working with others. uninterested in working with others. • The class became very noisy with so many people The class became very noisy with so many people

speaking at once. speaking at once. • The class seemed to be in a state of chaos.The class seemed to be in a state of chaos.

•Add more problems Add more problems you faced.you faced.

•What are the What are the suggested solutions?suggested solutions?

Some suggested solutionsSome suggested solutions• Explain the activityExplain the activity • Arrange the groupsArrange the groups• Set roles Set roles • Set time l imitsSet t ime l imits• Give examples or Give examples or

demonstrationsdemonstrations• CirculateCirculate• Follow upFollow up• Discuss the activityDiscuss the activity

Roles to group membersRoles to group members• Here are some roles that can be used:Here are some roles that can be used:

1.1. TimekeeperTimekeeper – makes sure the group finishes on time.– makes sure the group finishes on time.2.2. ReaderReader – reads the text or questions to the group. – reads the text or questions to the group.3.3. Secretary/scribe/recorderSecretary/scribe/recorder – writes down the group’s – writes down the group’s

ideas.ideas.4.4. LeaderLeader – makes sure that everyone is taking turns and – makes sure that everyone is taking turns and

answering questions.answering questions.5.5. EncouragerEncourager – encourages learner to participate. – encourages learner to participate.6.6. Presenter/spokesperson/speakerPresenter/spokesperson/speaker – presents the – presents the

group’s ideas to the class.group’s ideas to the class.7.7. MonitorMonitor – makes sure that the group completes the – makes sure that the group completes the

task and speaks in English.task and speaks in English.8.8. SpySpy – can check and see what other groups are doing. – can check and see what other groups are doing.

Creating lesson stagesCreating lesson stages

• Lesson ObjectivesLesson Objectives• Stages Stages • Activities Activities • AssessmentAssessment