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Transcript of Classroom management
Classroom management April 7, 2012 Classroom management Physical environment
Voice and body language
Teaching under adverse circumstances
Teacher’s roles and styles
Creating a positive classroom climate Question:
Think of some situations about the classes you have been in (or taught) where something went wrong with the psysical environment of the classroom. What did you do? What should you have done? What does classroom management mean? The ability to effectively and efficiently lead a classroom towards specific ……….. and …………...
This is done by organizing the students using routine procedures and assignments to keep them engaged so they will not be inclined to cause …………….. The physical environment of the
classroom 1. Sight, sound and comfort
2. Seating arrangements
3. Board use
4. Equipment Voice and Body Language Good voice projection
Rate of delivery
Natural flow of your language Body posture
Facial and hand gestures
Frequent eye contact
Move around the classroom
Distance and touching Unplanned teaching:
midstream lesson changes How would you react in the following situations?
Your students/You digress and throw off the plan for the day;
Some technicality prevents you from doing an activity; You are asked an unexpected question you don’t know the answer to;
There isn’t enough time at the end of the class period to finish an activity that has already started. Strategies for coping with
large classes Try to make each student feel important
Assign students as much interactive work as possible
Reduce marking and preparation time
Don’t collect written work from all of your students at the same time
Share your e-mail address B.Teaching multiple proficiency
levels in the same class Suggestions to consider:
1. Do not overgeneralize your assessment of students’ proficiency levels by classifications ( “good students” –”bad students”)
2. Identify the specific skills and abilities of each student
3. Offer choices in individual techniques that vary according to needs and challenges. 4. Take advantage of whatever learning centers may be available in your institution.
5. The tenor of classroom teacher talk need to be gauged toward the middle of the levels of proficiency in the class. C. Compromising with the
“institution” Administrative constraints:
-classes that are far too large
-onerous physical conditions
-imposed constraints (curriculum/methodology)
-courses that are test-focused rather than language-focused D. Discipline Reasons for misbehaviour:
1. They want to test whether caregivers will enforce rules.
2. They experience different sets of expectations between school and
3. They do not understand the rules, or are held to expectations that are
beyond their developmental levels.
4. They want to assert themselves and their independence.
5. They feel ill, bored, hungry or sleepy.
6. They lack accurate information and prior experience.
7. They have been previously “rewarded” for their misbehavior with
8. They copy the actions of their parents.
Q: Is punishment a solution? Q: How do you maintain the discipline in your class?
Possible solutions: gain the respect of your students, state clearly what your expectations are, try to resolve disciplinary problems outside of class time, try to find the source of the problem rather than treating symptoms. E. Cheating What is cheating?
Cheating refers to an immoral way of achieving a goal. It is generally used for the breaking of rules to gain advantage in a competitive situation.
Why do students cheat?
What can a teacher do to minimize opportunities to cheat? Teachers’ roles and styles Roles:
Parent Styles shy -----> gregarious
formal -----> informal
reserved -----> open, transparent
understated -----> dramatic
rational -----> emotional
steady -----> moody
serious -----> humorous
restrictive -----> permissive Creating a positive classroom
climate Establish rapport (the relationship or connection you establish with your students)
Balance praise and criticism
Generate energy References Brown, Douglas H., 2000, Teaching by Principles- an interactive approach to language pedagogy, Longman;
Harmer, Jeremy, 1992, The practice of Enghish Language Teaching, Longman;
Underwood, Mary, 1991, Effective Class Management, Longman;
http://www.images.google.ro/ THANK YOU AND HAVE
A NICE WEEKEND!