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Celta Classroommanagement

This document provides an overview of classroom management strategies including feedback, interaction patterns, grouping, and questioning. It discusses: 1) Different feedback methods like teacher nominating students to read answers, writing answers on the board, and distributing an answer key. It also asks questions to consider for feedback planning. 2) Common interaction patterns like plenary work, individual work, pair work, and group work along with their advantages and disadvantages. 3) Potential problems with grouping like some groups finishing early, using their native language, dominance issues, and uneven group numbers. It offers strategies to address these. 4) The importance of effective questioning and providing the teacher's contact information.

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Nahla Leila
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35 views25 pages

Celta Classroommanagement

This document provides an overview of classroom management strategies including feedback, interaction patterns, grouping, and questioning. It discusses: 1) Different feedback methods like teacher nominating students to read answers, writing answers on the board, and distributing an answer key. It also asks questions to consider for feedback planning. 2) Common interaction patterns like plenary work, individual work, pair work, and group work along with their advantages and disadvantages. 3) Potential problems with grouping like some groups finishing early, using their native language, dominance issues, and uneven group numbers. It offers strategies to address these. 4) The importance of effective questioning and providing the teacher's contact information.

Uploaded by

Nahla Leila
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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INPUT SESSION

CLASSROOM
MANAGEMENT
By Muge Akgedik Akoglanoglu
language

expectations

distinguish

board

instructions

gestures

strategies
Session Outline
Feedback

Facilitating Interaction

Grouping Problems

Effective Questioning
Feedback
o Teacher nominates learners to read out answers
o Teacher reads out/plays the CD for the answers
o Learners nominate each other to read out answers
o A learner leads the feedback session with an answer key

o Teacher distributes answer key


o Teacher writes/projects answers on the board
o Learners write answers on the board
Feedback
WHO
is involved in
feedback?

WHY
WHAT
did the learners do the
task? exactly is being
checked?

HOW LONG HOW OFTEN


should the feedback do you use this feedback
take? method?
Planning feedback stages

time method

wrong answers
Interaction patterns
Plenary
• sense of
belonging and
adv security
• easy to gauge
mood

• not
individualized or
disadv communicative
• low level of
participation

• giving
best instructions
for • presenting
material
Individual work
Advantages Disadvantages Used best for
- T can respond to - doesn’t encourage - reading and
individual differences cooperation listening
- less stressful for sts - if you have to give comprehensio
- promotes learner different tasks, takes n tasks
autonomy more time and effort - controlled
- less noisy language
practice
Pair work
Advantages Disadvantages Used best for
- increases speaking - teachers worry about - information
opportunities for losing control gap tasks
individuals - difficult to monitor - comparing
- promotes learner - use of L1 answers
independence and - not liked by some - freer spoken
cooperation students (thinking peers practice
- quick and easy to are linguistically weak; - writing
organize not liking their peers dialogues
- opportunities for etc.)
learning from peers
Group work
Advantages Disadvantages Used best for
- increases speaking - difficult to monitor - writing group
opportunities for - noisy stories
individuals - fossilized group roles - chain
- different opinions and (dominant and shy speaking
varied contributions learners) - role plays
- encourages - difficult to group, begin - decision
cooperation and and end the activity making tasks
negotiation - not liked by some
- promotes learner students
autonomy
Grouping Problems

some groups finish early

Ø have spare activities or task extensions in hand


Ø monitor closely to gauge the situation to decide
when to stop the activity
Ø ask early finishers to compare answers
Grouping Problems

some groups use L1

Ø make sure they have the necessary knowledge &


preparation time to carry out the task in English
Ø monitor closely
Ø talk openly about the rationale behind English use
respond to English only
Grouping Problems

some learners are


dominant/shy

Ø group accordingly when possible


Ø give clear roles (reporter, note taker etc.)
Ø design the task accordingly (e.g. giving a number of
cards to use every time you speak)
Grouping Problems

there’s an odd number of


learners

Ø anticipate and plan for it


Ø have variations in case of a group of three instead of
a pair – be very specific i.e. decide which task could
be modified and how.
Grouping Problems

groups started doing the


wrong thing

Ø stop the activity and give instructions again in


plenary to save time
Ø script instructions and ICQs next time
Grouping Problems

groups don’t want to stop


the activity

Ø decide if you can postpone the things planned for


the rest of the class if they are highly engaged
Ø have a signal you always use to indicate the ending
of an activity and train learners
Reasons of Questioning
Effective Questioning
Teacher Questions
Teacher Questions
Teacher Questions
Teacher Questions
Teacher Questions
[email protected]

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