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  • 2018 STARTALK Spring Conference

    CREATING AND MANAGING A LEARNER CENTERED LEARNING ENVIRONMENT

    University of Nebraska-Lincoln

    Ali Moeller

    Xianquan Liu

  • SESSION OUTCOMES

    • I can describe strategies that build positive student teacher relationships in the language classroom

    • I can describe classroom management approaches that focus and engage all learners in the learning process

    • I can identify and use technology tools that provide formative feedback and involve learners in interactive learning tasks

  • ?• STARTALK Principle: Facilitating a Learner Centered Classroom• Session Focus: Creating a Learner-Centered Classroom• Key Words: Classroom Management; Learner Centeredness; Positive Learning Environment WHY THIS SESSION?

  • What is a Learner Centered Classroom?

  • Learner-Centered Instruction In a student-centered class, students:

    •don’t depend on their teacher all the time •communicate with each other •value each other’s contributions •they cooperate and learn from each other •don’t decide what they want to learn •work alone, in pairs or in groups

    A student-centered classroom may be teacher led:

    •teacher gives instructions •helps with pronunciation •gives feedback •offers suggestions •makes corrections

  • •planner •learning environment creator •motivator •assessor •facilitator •guide

    Role of the teacher

    Learner-Centered Instruction

    Role of the student

    •participant •listener •doer •self-assessor •learner

    http://www.learner.org/libraries/tfl/french/terry/analyze.html

  • Control

    In a learner-centered classroom, the teacher gradually releases control of the learning to the learners

  • Motivation 3 elements of motivation –Autonomy –Competence –Relatedness

  • Relationship with learners (relatedness)

  • Relationships are Important

    § Relationship does NOTmean friend

    § Establish trust § Students will not want to disappoint you.

    § Students more likely to participate in class.

  • Learning is cognitive and emotional

  • The Importance of “Showing Care”

    Relationship-building is identified as “the most important factor in effective classroom management” (Holt, Hargrove & Harris, 2011)

  • To establish relationships…

    § Find out what students are interested in

    § Participate in activities with students

    § Talk with them before class

    § Ask if they are okay when they seem down

  • Knowing your students

  • Fostering positive peer relationships

    Team Building ideas

  • Choice/Voice (autonomy)

  • Task based instruction (competence)

  • Information Gap Pair Work 1.Each partner (A & B) has a picture of a male 2.There are 10 differences in appearance between the pictures that partner A and partner B have

    3.Using only the target language enhanced by any non-verbals or strategies try to identify the 10 differences between these two men

    4.Circle the differences as you identify them 5.You have five minutes to complete the activity

  • Pair Work

  • Numbered Heads Together

  • Numbered-Heads Together § Teacher gives a questions to whole class.

    § All students have thinking + writing time

    § Students put heads together … discuss until consensus.

    § Teacher selects a number at random

    § Numbered students respond in a variety of ways.

  • How can we as teachers establish classroom management in our classroom?

    § Setting up the physical layout of the classroom. § Developing rules and routines. § Plan and implement engaging instruction. § Involving learners actively in first four minutes § Developing relationship with and among the students § Address discipline issues when they arise.

    (Garrett, 2013 pg. 48)

    Establishing Classroom Management

  • Clock Partner

  • Popsicle …

  • Getting Students Talking

  • Authoritarian vs Authoritative

    • Dictatorial & unresponsive to student needs • High standards and empathetic & supportive

    Authority + Warmth

    Warmthority

  • GOLDEN Rules • Be friendly, but firm • Be an ally • De-escalate rather than De-fensive • Balance authority and approachability • Model correct behavior and reward it in students • Keep cool and don’t be baited • Be aware of your voice and non-verbals

  • Fair and firm enforcement of rules with a dash of humor

  • Relate to Learners

  • Behaviors

    • Minor misbehaviors –Noisiness, socializing, daydreaming

    • More serious misbehaviors – Arguing, failing to respond to directive

    • Never tolerated misbehaviors – Stealing, intentionally hurting someone, destroying property

  • Cell phone storage

  • Keep calm

    § Have a calm outlook. If you can't leave the room but are getting annoyed, count silently backwards from 10 and collect yourself.

    § Smile, communicate calm and confidence

  • Adjust the Volume

    § With loud classes, avoid raising your voice

    § Lowering your voice can be much more effective. If the volume of your voice is always high, it loses its effect and doesn't help to control the situation

  • Move around • Your presence is extremely powerful

    § Move around and don't allow the students to become distracted. Talk to them about their task. Give them a definite indication regarding when you will be back to check on their progress. For example say: "I'd love to see how you answer the next question when I come back in a few minutes”

    § Then walk and visit another student/pair but make sure you come back

  • It's your classroom

    § Control your space

    § Stand at the door as they enter. Talk, change moods. Greet the students and make eye contact

  • Be positive

    § Deal with low-level disruptions by using positive language "We don’t use cell phones because it distracts you from fully engaging in the learning process."

    § It doesn't give the learner the opportunity to opt out but also sets the expectation

  • Have routines

    § Having a routine in your classroom can help. Students need to feel secure in their classroom and with their activities.

    § Start and end with can do statements that are performance based learning outcomes that promote motivation and self-assessment and self-regulation

  • Pyramid of Responses • Do nothing

    • Proximity

    • Call on them

    • Pause meaningfully

    • Generic plenary comment

    • Private talk

    • Paper trial

    • Public confrontation

    • Exclusion

  • Non Verbal Intervention

    • The ” teacher look”

  • Level 1 Interventions

    § Teacher look

    § Proximity

    § Tap desk

  • § Quiet one-way conversation while other students are busy

    § Whole group positive correction

    § “Thanks for keeping your

    computers closed”

    § Thanks for listening to the speaker

    Level 2 Interventions

  • § Public Correction – “Ricardo, I need your eyes up here. Thank you” – Then keep going! – These should be specific phrases

    § Hallway – Send the student to the hallway – Get other students started – Go have a private conversation with the student – Use “I” phrases – Set up a quick game plan – Let the student get a drink before coming back inside

    Level 3 Interventions

  • § Office – Use this sparingly! – Follow up with student/administrator

    § After school detention – Make it productive – Have a conversation (Boys v. Girls) – Help the student formulate the solution to the problems he/she is experiencing in the classroom.

    – Clean slate when they come back

    Level 4 Interventions

  • “Withitness” Factor– Kounin, 1970

    Know what’s going on all over the room & students know the teacher knows

  • “Withitness” Eyes & Ears Everywhere Hone observational skills

  • Teacher Observation

    § Rethink “monitoring”à think of group work as an observational opportunity

    § A chance to see how students interact and use information to guide classroom management—acknowledge questions with eye contact, nod, hand gesture – See a problem, step up and guide – Don’t linger (less than 30 seconds) – Listen before jumping in

  • Observing Students in Action

    § Use your eyes: visually skim

    § Use your ears: eavesdropping

    § Use perspective: move front to back and side to side

    § Use proximity: stand off—wide angle view – Stand close—in conversational distance

  • Building Learner Centered Classroom through Digital Tools •Pear Deck

    Example Slides

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