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Classroom Management

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Sabino Mário

on 28 August 2014

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Transcript of Classroom Management

Classroom Management

Classroom management is the process of ensuring classes run smoothly and the results of disruptive behaviour are minimised.

It is arguably the most difficult part of teaching young learners, and the most important.
Learning outcomes
Identify a variety of factors which affect the learning conditions of your classroom.

Determine the organization of your classroom space according to the activity/activities you are doing.

Assess your use of classroom time.

Put into practice a variety of techniques to help you learn about the students in your class.

Choose an area of classroom management which you think you need to develop, and carry out the relevant action.
What is classroom management?
The aim of classroom management is to create the conditions in which learning can take place.

It covers the whole setting:
the seating arrangements,
your positioning in the classroom,
your management of groups and pairs,
how you deal with disruptive students,
and your instructions.
L1 or not L1?
L1 is a person's first language or mother tongue.


One important classroom management issue is how much English and how much L1 you speak in class when teaching.
L1 Discussion
1. How can you encourage your SS to speak as much English as possible?

2. What factors influence how much English you speak in class?

3. What can you do to encourage your SS both to begin to speak English and to keep speaking English?

Classroom interaction patterns and Organisation
How to set up the classroom

Working in groups and pairs

Classroom organization
Classroom interaction patterns
How to group young learners together in the classroom can maximize learning? There are five main types of groupings:
Classroom interaction patterns
In any one lesson you may include activities that involve a number of these different arrangements.

Varying groupings is one way of guaranteeing a variety of experiences for your children.
SEE YOU SOON!
Classroom Management
DIRETORIA DE ENSINO LESTE 4

Orientação Técnica
Anos Finais do Ensino Fundamental

RESPONSÁVEL: MÁRIO SABINO

Leitura 1
L1 Questionnaire
Classroom interaction patterns and Organisation
How to set up the classroom

Working in groups and pairs

Classroom organization
The whole class working together with the teacher
The whole class mixing together as individuals
Small groups
Pair work
Individual work.
Pairs X Groups
Once your SS have formed groups or pairs, give simple, clear instructions about what you want them to do

As the children work, move around the class listening and giving help where necessary

Don't allow the group work to go on for too long.
Classroom Organisation Discussion
1. How are the desks set up?

2. What have you done with furniture in the past to create a good learning environment?

3. What would your ideal set up be like?
Classroom Control and Discipline
Discipline and classroom control have a major effect on the classroom environment and the amount of effective learning that takes place.
How do you maintain order in your class?

How much noise do you consider acceptable?

What do you consider unacceptable behaviour?

Do you punish SS who misbehave?
Out of Control?
Some factors, such as the size of the classroom, are factors in the classroom that teachers cannot control.

The lesson content is something that teachers do have a degree of control over.
Leitura 3
What other factors can you think of that are within and out of a teacher's control?
Activity 2
Issues and Strategies
The issues above are global, but there are a number of more immediate factors involved in the daily classroom management of young learners
Think about the daily issues that many teachers face in the classroom:

getting SS attention
maintaining a low noise level
calming a class down
developing responsible behaviour

Perhaps you experience or have experienced some of them. What do/did you do?
1. Getting SS attention

Make an attention-gaining noise or clap your hands

Give a short verbal instruction

Quietly name the SS still talking

Raise your voice

Move to the centre of the room

Do a TPR activity

Change the intonation of your voice

Remain silent yourself - silence can be deafening.
2. Maintaining a low noise level
Go near the SS making a noise and talk to them in a low voice.

Remember!

The noisier the teacher is, the noisier the children will become.
3. Calming a class down
Change direction.

Don't necessarily change the content of your lesson/activity but do it in a different way.
4. Developing responsible behaviour
Develop or negotiate a classroom contract where, together, you and the SS agree on the rules of the class.

The rules should be personal to the class and not include the general school rules, which the SS should already be aware of.

Don't have too many rules as there will be too many for the SS to remember.

Also try to word them in a positive way, for example Listen to your teacher rather than Don't talk in class.


Time Management
Teaching young learners can be difficult and exhausting.

Teachers, both inexperienced and experienced, often have time problems.
Time management tips
There are certain aspects of our job which are the same no matter where we teach but, at the same time, there are some responsibilities that are particular to the school we work in.

Here are some ideas for reducing your workload concerning more general, time-consuming tasks.
Time management - Discussion


Describe ways in which you think you already do well in saving time.



Describe an area where you think you could improve.
Rapport
Over our teaching careers we may come to teach hundreds and hundreds of SS.

And each one of those SS is completely unique.

The question that this raises is, do you really know the children you teach?

Turn it into a poster and get all the SS to sign it. A poster on the wall is easy to refer to.
In order to devote more time and energy to your students, as well as time developing yourself, it is important to find ways of reducing the amount of repetitive work you have to do.
Activity 3
O que é Rapport:
Rapport é um conceito do ramo da psicologia que significa uma técnica usada para criar uma ligação de
sintonia
e
empatia
com outra pessoa.


Esta palavra tem origem no termo em francês rapporter que significa "
trazer de volta
".

O rapport ocorre quando existe uma sensação de sincronização entre duas ou mais pessoas, porque elas se relacionam de forma agradável.

A nível teórico, o rapport inclui três componentes comportamentais: atenção mútua, positividade mútua e coordenação.
Learning names
The first step in getting to know your children is learning their names.
Classroom management problems
Classroom management quiz
Assignment
Describe a classroom management problem you have in your class.

Think of a possible solution.

Write in group using the headings below to help you.

The final aspect of classroom management will identify ways in which you can find out about your SS.
http://www.significados.com.br/rapport/
What are the advantages of learning your SS names?


What activities/techniques do you use to help you remember?
Activity 5
Assignment
What is the problem? Give an example of this problem in class.

What level class do you have this problem with?

Has this problem occurred only once or many times?

Have you had this problem before with another class?

When did the problem start?

Has it always been a problem area for you?



Explanation of how you handled the situation

How did you decide on the action you took?

What exactly did you do?



Was it successful?

Did your learners react to your actions?


Would you use this technique again? Why? / Why not?

Do you feel that you have learned something?

Why do you think it worked / didn't work?
Introduction
Explanation of how you handled the situation
Learner reaction
Reflection
Leitura 4
Match the problems with the descriptions.
Activity 4
What is classroom management?
Porque sua aula é essencial?
IT'S TIME FOR A BREAK!
Sharing Ideas
Prof. Ednei Carmo: Curso intensivo Cultura Inglesa

Prof. Elisângela Cardoso: Atividade com celular

Prof. Cristina Faustino

Full transcript