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TASK FOR SBE

DEVELOPING CLASSROOM SKILLS

1.0.1 INTRODUCTION

In developing classroom skills, teachers need to analyze their classroom. They

need to know the students background, the number of students in class, their attitude,

their behaviour, what strategies that suitable to be applied in the class, what subject

they want to teach and many more, so that teacher can develop classroom skills. In

brief, we need to find the factors that influencing the students so that we can develop

classroom skills.

Classroom skills are techniques that teachers apply in their classroom. The skillscan be in how the teachers manage their class, how they organize class, how they

teach the students and how they play their role as a teacher.

In this topic, I have to analyze the classroom instructional language, learners

and teachers roles, managing large and mixed ability classes, managing group work

activities, questioning techniques and related these sub-topic with the topic developing

classroom skills.

To complete this task, I have done my School Base Experience (SBE) in Sek.Keb

Pasir Putih, Keningau from 17 August to 21 August 2009. There I met with the language

teachers Madam Dang Nor Intan, Miss Genevie, Mr Carlson, and Mr Jessen and they

become my facilitators during my SBE.

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1.1 CLASSROOM INSTRUCTIONAL LANGUAGE

1.1.1 PRE-VISIT

Before visit the school, I gathered some information about the instructional

language. According to Freer, Patrick K in his journal entitled teacher instructional

language and students experience in middle school rehearsal stated that;

The language of two teachers during 20 rehearsals was recorded and examined for

evidence of instructional scaffolding and sequential units of instruction; student self-

reports of affect, challenge and skill were correlated with the teachers' language.

Students reported higher levels of challenge and skill (often referred to as "flow

experience") during rehearsals with greater use of scaffolding language. Analysis

suggests that a strong positive relationship exists between teachers' use of scaffolding language, complete sequential units of instruction, and quality of student experience

According to Nik Peachey from Morocco;

..If you provide your students with 'scaffolding', you are providing them with

expectations and support to help them understand. An example of this might be raising

their awareness of some of the features of genre before doing a listening or reading

exercise. Because most genre of audio or written texts have common features, raising

awareness of the one they may be trying to understand gives students a framework

around which to develop their understanding of what they hear or read. Exercises that

involve a list of events which the students read first and then put into the correct order in

response to a text would provide scaffolding, because the students would expect those

events to be included within the text and they would know what they had to watch out

for.

Scaffolding can be the instructional language in the classroom. Teachers can use

scaffolding as their instructional language to help student to see the next step and then

help them to achieve it.

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1.1.2 WHILE VISIT

During my visit to the school, I observed the language teacher, Madam Juliana

taught in her class. I observed how she using instructional language in her classroom.

The instructional language that she used is scaffolding language. Scaffolding can be

mentioned as construct and rebuild. Madam Juliana helped her students to construct

and build knowledge by giving framework and exercises then she guide them to see the

next step and help them to achieve it.

1.1.3 POST VISIT

After my visit to the classroom, I listed down what have Madam Juliana done in her teaching and learning session. She used instructional language in her classroom by;

a) Plan a daily lesson plan.

b) Giving explanation to her students clearly.

c) Answer questions that have been asked by the students.

d) Give the framework.

e) Guide the students in the framework (as a facilitator).

f) Give them exercise.

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1.1.4 REFLECTION

The weakness that I can see here is some language teachers do not use

instructional language in their classroom fluently. They take it easy as a simple and

easy work to do. They dont realize that the instructional language has a great effect on

the students. The strength here is some teachers use instructional language greatly and

students enjoy in their teaching and learning session, where positive environment for

classroom is created. In my suggestion, teachers should use instructional language in

their class to ensure that students will understand what they teach to them.

1.1.5 RESOURCES

http://www.teachingenglish.org.uk

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1.2 LEARNERS AND TEACHERS ROLES

Schools are one of the first places where kids behavior and future educational

success is shape. Teachers are carriers of either positive or negative behavior toward

students. The reason why the first years of school are so critical is because kids learn

the base of their educational life. I believe that teachers must love their career in order

for them to pass enthusiasm, to assists, and to provide a warm environment to the

students. In my opinion teachers are the second mothers for the students because

students spend a lot of time with their teachers. At the same time, I believe a real

teacher becomes through many years of training and experiences in the field. The same

way, mothers are not born being great mothers but as their experience with their kids

expands they become experts on the field. We know that mothers look the best for their

kids and one of their goals is to raise their kids so they can become professionals andpioneers for the society. Some of the mothers role toward kids is to give them care,

love, respect, lead, instruct and to try to form a safe and pleasant environment at their

homes.

A teacher carries a big responsibility in her classroom. One reason is that all

students depend on her/him. Everything the teacher says will have an impact on the

students. If the teacher feels joy of feels anger, it will be spread among children

because the attitudes of the teacher gets contagious. If the teacher laughs, students

also laugh, why? Because teachers are responsible for the social behavior in the

classroom. If something goes wrong the only responsible is the teacher even if it was

not their foul.

The teacher must create a warm and protective environment but at the same

time professional. If students feel secure in the classroom the result will be shown in the

academic progress. A good star could be a mutual trust with each student. Teaches

have the responsibility to know his/her students in the classroom. Each day, the

teachers show one of their attitudes that the students are unaware. Also, the students

do the same in order for the teacher to get to know them, too. This is a good exercise to

do because it benefits the whole class to break the ice. The first days most of the

students are afraid of the teacher because they do not know how the teachers

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personality is. It will change until the point that the teacher and students discover to

have common hobbies with each other.

The learner roles in classroom are to give cooperation to the teacher in class

activities, complete all task given, give attention to the class, and actively participate inlearning experiences and study. In general, we can define Teachers roles in a table

below;

Teachers Roles

1. Teacher as a participant

2. Teacher as a resource

3. Teacher as controller

4. Teacher as manager

5. Teacher as prompter

6. Teacher as a friend

Adapted from Hanmer

The Sub-Roles Of Teacher (Eric Hoyles)

1 . R epresentative of society (inculcates moral precepts)

2. Judge (gives marks and ratings)

3. R esource (Possesses knowledge and skill)

4. Helper (Provides guidance for pupils difficulties)

5. Settles disputes amongst pupils

6. Detective (discover rule-breaker)

7. Object of identification (possess traits which children imitate)

8. Ego-supporter (helps pupils to have confidence in themselves)9. Parent surrogate (acts as object of bids for attention from younger children)

1 0. Target of hostiles (acts as object of aggression arising from frustration created by

adults)

11 . Friend and confidante (establish warm relationship with children)

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1 2. Object of affection (Meet the psychological needs of children)

1.2.1 PRE-VISIT

Before make a visit to the class, I have listed down the roles of teacher. In myopinion, teacher has many roles to play especially in the classroom. Teacher and

students are interacting with each other to ensure the teaching and learning sessions

are occur in a conducive situation. The roles of teacher are:

a) Manage classroom

b) Planning daily lesson plan

c) Apply teaching strategies in classroom

d) Use and follow the daily lesson plan.e) Using teaching and learning aids in class.

f) And ensure that all students understand what have been taught to them.

As a language teacher, especially English Second Language (ESL) teacher, there

are specific roles that they need to do in managing classroom to become conducive

and effective classroom. The roles are;

a) Use first and second language in the classroom.b) Use approaches methods and techniques in teaching and learning sessions.

c) Developing classroom skills in language.

d) Managing multiple classroom teaching.

e) Use remedial and enrichment activities.

f) Use suitable materials follow the daily lesson plan.

Before entering classroom, the teacher bring teaching and learning aids, textbook,

exercise book and white board marker and students get ready to learn.

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1.2.2 WHILE VISIT

During my visit to the classroom in Sek.Keb Pasir Puteh, Keningau, I observed

what and how teachers teach students effectively. Teacher is not born as a real teacher

at first, from the experience in teaching their learnt how to teach students and how tomanage the classroom. In the classroom I take some pictures, record how the teacher

handling teaching and learning session, make survey form and analyze the teacher role

in classroom and teacher role in using black board.

In my observation, I can conclude that teacher still strongly depends in using

black board / white board. Even though the facilities are fully complete but teacher still

use black board and sometimes they use technology to teach students depending on

what they want to teach them according to the daily lesson plan. They write on the black

board to give students information and they hang some other teaching and learning aids

on the black board. In brief, black board still plays an important role to the teacher in this

school.

During my visit also, I can see how teacher and students performed their roles

where; when teacher entered the class, students will stand up and greet the teacher.

Then, teacher greets them too. Teacher ask the students what they have learnt in theprevious lesson, students give good response to teacher. After that, teacher showed

them pictures with words and gives example how to make sentences using those words

and pictures. Lastly, teacher gives time to the students to make 5 sentences subject.

1.2.3 POST VISIT

I have give survey forms to every language teacher in the school. In the every

survey form, I asked them the role of teacher in using black or white board. They give a

positive response where they answer all the questions given. From the survey forms, I

can brief that in teaching and learning sessions most of the teacher uses white board,

LCD projector, worksheets, manila card, and mahjong paper.

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Teachers also uses white board as writing notes and exercise, hang the teaching aids,

stick the teaching aids, and to write new vocabulary.

Picture 1 Teacher stick the teaching aids on the white board

Picture 2 Teacher give explanations about the teaching aids

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1.2.4 REFLECTION

The weaknesses that I can see in the role of teacher using white board are they

are too depending with white board and they not use technology to teach students. It

makes their teaching and learning session quit bored because there are no interestingactivities that can excite students. The strengths that I can see in the role of teacher

using white board are they can use the white board every inch to explain a topic, and

they can explain information clearly. In my suggestion, teachers and students should

play their roles in teaching and learning sessions together and teacher need to push the

students to play their roles. Teachers need to realize that not only they have to play

roles, students also have big and important roles in teaching and learning sessions.

1.2.5 RESOURCES

www.csun.edu

http://answers.yahoo.com/question/index

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1.3 MANAGING LARGE AND MIXED ABILITY CLASSES

The definition of large classes; large classes are defined by the number of students

or pupils in the class and mixed ability classes defined; a class which has students who

are having different levels in cognitive aspects.

According to article of Teacher Development Forum TDF dated 29 November

2004;

Mixed ability classes may arise when grouping is based on anything other than linguistic

skill or ability.

It may arise due to

a) Grouping by age (the norm in a secondary school and university),

b) Grouping by department or job (e.g. all secretaries together),

c) An inadequate or non-existent level placement system, (e.g. a level test that is only

written and doesn't show differences in spoken ability),

d) A restricted budget (a company has a budget and wants to train as many people on

one course as possible. Unfortunately, this is re-enforced by the opinion that all

training is about imparting knowledge, rather than practicing skills)

e) Excessive absenteeism by some students and then falling behind

Mixed ability becomes more of a challenge to handle, the lower the real level of the

class. Differences between higher-level students are less noticeable than differences

between lower level ones.

According to the website of http://www.eslhq.com/forums/esl-forums/teaching-esl/your-

strategies-large-classes-12647/ stated that the challenges, strategies, and classroom

environment in large and mixed ability classes;

CHALLENGES:

* Getting all the students to learn and participate.

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* Stronger students easily get bored.* Avoiding loss of face. These maybe older students in front of younger ones,bosses in front of secretaries.* Planning different activities for different students in one group.* Weaker students may refuse to go to a lower group because they believethey can keep up by working hard.* Stronger students, mainly children, cover the back of weaker students bywhispering answers or "helping" by doing the work for the weaker student.

STRATEGIES:

HELP

H ave "assistants" to give remedial work.If the teacher is a native English speaker, it could be a good idea to have aChinese teacher gives a follow up class. This will allow Ss to check things in amore familiar environment.

Give extra classes (is the teacher willing? Will the student pay?)

Be available for the Ss to consult you individually (in class, in the break, afterclass)

HOMEWORK

Setting extra homework for weaker students!This was actually considered a bad move, as it will demotivate. Also, Ss mayfeel it's a punishment and hence see homework as a negative thing. Theremay be a case for giving weaker Ss less homework, so they are challengedbut not demotivated, and stronger ones can get more homework to push themmore.T could prepare 2 sets of homework (low and high level) and then let Sschoose which one they want to do.

Send e-mails (such as articles) to Ss after class. In the class ask the strongerones to summarise one.

Review the last lesson in L1 (i.e. the Ss' mother tongue)This way Ss themselves can clear up any misunderstandings. It's done in aninformal environment where weaker Ss are not limited by the level of English.

Preview and review.An excellent study technique (often underused!) to help keep Ss up to thesame level.

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WORKING TOGETHER

Stronger Ss help and support weaker Ss.They can even teach some points (Peer Teaching). It's often easier to leansomething from someone at higher level than you, but of your ownnationality, than from a native-speaker.

When Ss work in groups (e.g.5 groups of 4 Ss) distribute the top 5 Ssamongst these groups. They then work as activity coordinators.In one class we discussed the Ss, who were doing a survival English coursebefore going abroad, discussed their fears and feelings about the foreignculture. By using lots of visual aids and tapping into their personal lives,feelings and emotions, they were able to take the focus off their linguisticdifferences.

Pair stronger Ss with weaker ones.This way they can lead them. H owever, to avoid boredom, pairs should bechanged regularly, so strong ones are not always with weak ones. It's a goodidea at the start of a course to explain to Ss that changing partner and place isgoing to be an important part of the course and they need to get used to itand to do it speedily!To make changing places more fun, ask them to sit next to someone born inthe same month or someone younger than them, etc.

Group weak Ss separately from strong Ss.This is basically in-class streaming! It can be done for communicativeactivities; so weaker Ss are not dominated or inhibited by stronger ones. Atthe same time, stronger ones are more challenged and can push each othermore.

TASKS AND FOCUS

F ocus on the middle level.

Set different activities for different Ss.H ere, in reading or listening for example, you can have 2 levels of tasks orquestions (based on one text) or alternatively, have 2 different levels of materials /texts. The difficulty of an activity is often not to do with the level of the "text", but with the difficulty of the task/questions.

Teach formulaic language.F or example, for teaching SUGGESTIONS some set, or formulaic, phrasescould be "Would you mind..?" "If I were you,....."H owever, the teacher wouldn't explain the grammar only the usage. This way,weaker as well as stronger Ss have the tools to communicate and carry out an

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activity.

Likewise the T could focus on skills rather than language.F or example, writing a letter or e-mail. Again, Ss are given formulaic phrasesand shown how to write a letter.

F ocus less on language and more on content.Project work or task-based teaching will allow all Ss to express themselves,personality and all, to the best of their ability. Level is less important asachievement is based on doing the task not just on their ability to use thelanguage perfectly.

Task management.If Ss have to do a presentation for example, don't handle weak and strong Ssin the same way. Let strong ones get up and speak for 5 minutes, but don't letthe weak ones have the floor. 2 minutes of unintelligible ummming and erringmay send everyone to sleep!It would be better to guide them through the points via short headings (Theintroduction..., Now the first point...) or questions. The key is for the T tocontrol the situation and the time, whilst allowing the S to have a go, of course.

CLASSROOM ENVIRONMENT

Read written work aloud in order to identify mistakes. Mistakes are extremelyuseful for learning, especially fro peers. Depending on the class atmosphere,this may want to be done anonymously .

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1.3.1 PRE-VISIT

Before entering the class, I have asked the language teacher what they

understand with managing large and mixed ability classes. They responses I listed

down in the collaboration form.

Then I gathered some information about the large and mixed ability classes.

Large means the number of the students in the class and mixed ability class means a

class that combine the different ability of students, especially in cognitive aspect. There

must be a fast leaner, medium learner and slow learner.

Then I gave each language teachers a survey form for them to answers all my survey

on this topic. They give positive responses where they answer all the questions in my

survey form. In the survey form, I asked them how they manage large and mixed ability

classes.

1.3.2 WHILE VISIT

Date : 22 August 2009

Class : 4 KelisaSubject : English

Teacher : Madam Dang Nor Intan

Duration : hour

Class enrolment : 21 pupils (10 boys, 11 girls)

I have observed 4 Cemerlang class from 11.20 a.m to 12.00 p.m. In the class,

Madam Nor Dang teach them English language. The class consists of 30 pupils (12

boys and 18 girls). The class is mixed ability class where fast, medium and slow

learners are combined in the same class.

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In the large and mixed ability class, Madam Dang managed the class by;

a) Arrange the tables and chairs in group and put the students into 5 groups. Each

group consists of 6 members.

b) The arrangement of the tables and chairs are tidy and neat.c) In the group, teacher combine the six members are from fast, medium and slow

learner. The different cognitive of each must be emphasized for every group so that

the different ability of each students will make some variations to the group. The fast

learner will help the slow learner. This also can motivate the students where the slow

learner will work hard to reach the achievement of the fast learner.

d) Madam Dang also makes a daily schedule for the students to clean up the

classroom.

e) Plan various activities that suitable to their ability in the teaching and learning

session.

f) Make rules and procedures for class. The rules and procedures must be obeyed by

the students.

g) Teacher chose a class monitor to monitor the class when she absent.

1.3.3 POST VISIT

After my visit to the classroom, I analyze the survey form. From the survey form, most

language teachers have managed the large and mixed ability class by;

a) Put the students into group. Each group contains students with different type of

abilities.

b) Teachers give variety of activities such as group discussion, framework, quiz and

exercise.

c) Teacher give remedial and enrichment activities to students.

d) Teachers use approaches and strategies in teaching and learning session that very

suitable for large and mixed ability class. Example; constructivism strategy, and

student-centered approach.

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Picture 3 Large and mixed ability class

1.3.4 REFLECTION

The strengths in managing large and mixed ability class are teachers able to

manage the students by using grouping, teacher use variety activities that very suitable

and teacher use suitable strategies and approaches that suitable for large and mixed

ability class. The weakness is teacher having difficulty in ensuring the different ability of

students in achieving the learning outcome. My suggestion is teacher should improve

her skills in managing the large and mixed ability classroom, so that the class can bemore effective.

1.3.5 RESOURCES

http://www.tdf-esl.com

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1.4 MANAGING GROUP WORK ACTIVITIES

According to Barbara Millis in her article managing and motivating distance

learning group activities;

To promote learning, you will want to structure online activities to encourage the

kind of student interactions and active learning that foster deep learning. Deep

approaches to learning, learning for understanding are integrative processes where

students synthesize and connect material to existing knowledge. Deep learning, which

has an extensive international research base, is predicated on four key principles. As

R hem summarizes:

Assignments should motivate students to learn and they should build on acarefully structured, integrated knowledge base. Learning should include active student

involvement and interaction among students. Careful planning can support the first two

principles. The latter two can be fulfilled in part by pairing students or placing them in

small groups/teams. But, simply putting students into groups, as numerous studies have

indicated, does not accomplish the desired results. Principles of cooperative learning,

as outlined by Millis and Cottell must be applied to achieve maximum results. Effective,

creative uses of technology should rest on all we know about human learning.

David Campbell has warned, If you dont know where youre going, youll

probably end up somewhere else. This saying is certainly true for group activities.

As a general rule, you will want to ask yourself the following questions: a) What will you do?

b) Why are you doing it?

c) How will this activity further your course objectives?

d) How will you introduce this activity to students?

e) How will you form groups?

f) How will you monitor students' interactions and learning?

g) How will you foster positive interdependence (goal, resource materials,

evaluation methods, roles, etc.)?

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h) How will you maintain individual accountability?

i) What problems/challenges do you expect?

How to manage group work activities (Barbara Millis)

1. Be certain that group activities further the course objectives

2. Explain to students the nature and value of the proposed activities

3. Be certain to give clear instructions.

4. Provide students with a sense of closure.

5. Keep the group size small

6. Unless there is a compelling reason to do otherwise, aim for heterogeneous

groups.7. To ensure heterogeneity, form teacher formed teams.

8. Keep groups together long enough to establish positive working relationships.

9. Allow time for team building.

10. Encourage students to monitor, as you will, group processing.

11. Use Classroom Assessment Techniques (CATs) to determine student progress.

12. Encourage students to practice and reinforce positive social skills.

13. Structure activities to promote positive interdependence

14. Promote individual accountability.

15. Set up a clear, non-competitive, criterion-referenced grading scheme.

16. Anticipate problems and dont be afraid to seek constructive help.

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1.4.1 PRE-VISIT

Before visiting the classroom to see how language teacher manage the group

activities, I gathered information from internet and book to know how teacher should

manage the group activities. According to Barbara Millis, there are 12 steps in

managing group work activities as above. Teacher need to manage and control

students in group work activities using correct instructional language. So that, the class

session will flow smoothly.

1.4.2 WHILE VISIT

During my visit to the Madam Juliana English class, I listed down how shemanaged group work activities.

Class: 5 Kelisa

Duration: 1 hour

Subject: English Language

Pupils: 25 (15 girls/10 boys)

Group: 5 groups

Teacher: Mr Carlson

Mr Carlson managed group work activities by;

1. Put the students into 5 different groups which consists 5 members each. Boys

and girls are mixed in the group.

2. Give explanation and clear instruction about the topic she want to teach. The

topic that she taught is building sentences.

3. He gives the students interesting activities, where each members of the group

play roles to discuss, give their opinion and complete the task which is building

sentences from the pictures given.

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4. He asked the students to present in front of the class the result of their group

discussion in building the sentences.

5. He reinforced the students and gave them motivation after the presentation of the

students.

1.4.3 POST VISIT

After the visit, I do some self reflection about the strengths, weakness and suggestion

for the class. I read the notes how Mr Carlson manage the group activity in her class

again and again. Then I wrote the reflection.

1.4.4 REFLECTION

The strengths that I can see from Mr Carlson class are she able to manage the group

work activities even though she gave them simple activity. Mr Carlson also great in

communication skills and she can make all the students participate her lesson. The

weakness is some students do not give full cooperation because they play with their

peers during discussion session. My suggestion here is teacher should chose one

monitor in every group to monitor the discipline of each members of the group.

1.4.5 RESOURCES

http://www.tltgroup.org/resources/millis.html

(Myint Swe Khine, A, Lourdusamy, Quek Choon Lap, Angela F.L Wong, 2004) -

Teaching and Classroom Management

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1.5 QUESTIONING TECHNIQUES

According to the ELT Methodology, principles and practice 2 nd edition;

Central to interactive teaching is the active use of question. Questions help to;

a) Actively involve students in the lesson;

b) Arouse students interest and curiosity;

c) Focus attention on a particular point or concept;

d) Encourage students to form and express ideas based on what is discussed; and

e) Encourage students to form the habit of asking questions.

The number and type of questions we ask increase the amount of student talk in thelesson. Questions also encourage pupils to actively participate in the lesson,

contributing their experience, opinions and perspective in relation to the topic being

discussed. Word questions clearly. Make sure they are of an appropriate level and type.

Techniques of questioning

It has been said that to question well is to teach well. Questions should not only be of

the appropriate level and type but should be asked well. Here are the techniques of questioning;

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1.5.1 PRE-VISIT

As usual, before visiting to the class session, I gathered some information that

about the questioning techniques. I got the information from the ELT methodolgy,

principle and practice book. There are 4 techniques in questioning students which are

distribution, wait time, redirection and phrasing. The explanation of the teachniques are

as above. Before entering the class also do some colaboration with the ESL teachers

and ask them about the questioning techniques.

do not direct question at a few, bring students to or use mechanicalsystem such as procedding row by row. Distribute questions at random tocover thewholeclass.

1. Distribution

students need time to think of their answers. They need time to fomulatean answer as well as build confidence to make response. The amount of wait time would depend on how complex the question is.

2. Wait time

increas the amount of students participat ion by asking a number of students to respond to the same question.3. Redirection

questions should be clearly phrased and should not be more complexthan the answers required. Ask questions which are relevant to yourlesson objectives using language that is familiar and easily understood.4. Phrasing

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1.5.2 WHILE VISIT

I discussed with other language teacher to ask their permission to entered their teaching

and learning session. I met with Mr Carlson and Madam Dang. During their class, I

observed how they post questions and use the questioning techniques in the classroom.

I entered they class in different day. Here are the result of my observations;

Questioning

Techniques

Mr Carlson Madam Dang

Distribution

Wait time

R edirection

Phrasing

1.5.3 POST VISIT

After the visit, I make self reflection on what I have learnt from the class session.

To teach well in the class, we need to question well. Questionings students will make

the class more interesting and exciting.

I analyze the survey form and from the analysis, I found that teacher use

questioning techniques in classroom by manipulating the placement and timing of

question during lessons, using probing, redirect and reinforcement strategies and

training students in responsding ti higher cognitive question, making inference, etc.

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1.5.4 REFLECTION

The strengths that I can see while my visit to the classroom are teachers are able

to use questioning techniques effectively in their classroom, teachers able to interact the

students to participate in the questioning session, teachers able to control their studentsand students give full involvement in participating the activity. The weakness is teachers

not use different level of questions to challenge the students. My suggestion is teacher

should use different level of questions so that students will be challenged to use their

cognitive ability.

1.5.5 RESOURCE

http://changingminds.org/blog/blog.htm

(Nesmalar Chitravelu, Saratha Sithamparam, Teh Soon Choon, 1995)

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2.0 MULTIPLE CLASSROOM TEACHING

2.1 MANAGING MULTIPLE CLASSROOM TEACHING

According to Franciso, Joseph s, Nicol, Gayle, Trautman, and Marcella in the

journal of integrating Multiple Teaching methods into a general chemistryclassroom;

Four different methods of teaching--cooperative learning, class discussions,

concept maps, and lectures--were integrated into a freshman-level general chemistry

course to compare students' levels of participation. Findings support the idea that

multiple modes of learning foster the Metacognitive skills necessary for mastering

general chemistry. Different approaches reinforce the concepts and aid in mastery of

the material. (PVD)

Multiple classroom teaching can be cooperative learning, class discussion,

concept maps and lectures.

2.1.1 PRE-VISIT

Before visit to the classroom, I gathered some information from the internet.

Multiple classroom teaching can be defined as teaching in the classroom that is

involved many and variety activities. The activities are cooperative learning, classdiscussions, concept maps and lecture and many more.

I have noted down the management of multiple classroom teaching which are;

a) Teacher prepare lesson plan

b) Teacher apply the lesson plan in the classroom

c) In the lesson plan contains different type of activities, approaches and strategies.

d) Teacher prepares teaching and learning aids and they use the aids in the

classroom.

e) Teacher gives students tests to see whether the students have achieved the

learning outcomes or not. This will show the teacher has reached the goal to

deliver the knowledge or not.

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2.1.2 WHILE VISIT

During my visit to the class, I observed how the teachers managed multiple

classroom teaching.

Picture 5 Teacher use variation of activities during the class session

Picture 6 Teacher use teaching and learning aids in managing multiple classroom

teaching

Teachers required experience in managing multiple classroom teaching. When they

become expert, it is easy for them to manage the multiple classroom teaching. By thetime, teachers need to improve their skills in managing the multiple classroom teaching

because the education will become more advance from year to year.

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2.1.3 POST VISIT

After visited the classroom, I reflect what have I learnt from the class. I write simple

reflection in my note book. Sometimes in teaching, we need to use variety activities,

strategies, techniques and approaches. Multiple classroom teaching is some other wayto teach students. This is because, we need to make our teaching interesting and

students do not bored with us.

2.1.4 REFLECTION

The strengths are teacher able to manage multiple classroom teaching, they use variety

activities, and the activities are fun and enjoyable for students. The weakness isstudents easily feel exhausted because there are too many activities that they want to

participate. My suggestion is teacher should make the activities simple and short but

meaningful. So that, students will not easily feeling lose in the classroom.

2.1.5 RESOURCES

Journal

http://www.eric.ed.gov/

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