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Module Classroom Language

The document provides an introduction and overview of a course on classroom management for language teachers. It discusses the aims and objectives of the course, indicative content which will be covered, including topics like the teacher's physical presence in class, classroom language, questioning techniques, and the use of the mother tongue. It also outlines the approaches that will be used to teach the course through task-based work, discussions, readings, reflections and observations.

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Evgeniya Yugay
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34 views23 pages

Module Classroom Language

The document provides an introduction and overview of a course on classroom management for language teachers. It discusses the aims and objectives of the course, indicative content which will be covered, including topics like the teacher's physical presence in class, classroom language, questioning techniques, and the use of the mother tongue. It also outlines the approaches that will be used to teach the course through task-based work, discussions, readings, reflections and observations.

Uploaded by

Evgeniya Yugay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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THEME: INTRODUCTION AND OVERVIEW OF

THE COURSE. CLASSROOM MANAGEMENT


Aims:To provide students with guidance and assistance in using
English effectively as a medium of communication in the classroom
Objectives:
By the end of the course students will
- get practice in the language skills specific to language teachers
be able to use English as a means of instruction, elicitation, and
class organization to promote a meaningful language practice
have a basis for deciding on the use of the target language and the
mother tongue in class
- practice the appropriate use of body language and voice projection
Indicative content:
Introduction to and overview of the course
Teacher’s physical presence in class
Body language
Voice
Classroom language
Creating an English environment
The language of the classroom
Questioning
Giving instructions
Giving oral feedback
The use of the mother tongue
Approaches to teaching and learning
Task-based practical work
Discussion of key issues
Reading assigned readings
Self-study
Structured reflection as a learner and future teacher
Case studies
Observations
Micro-teaching
Learning outcomes:
By the end of Year 3 students should have a practical understanding of the importance of
social, personal and organisational issues of classroom language developed a range of teaching
skills including questioning, eliciting, giving instructions, etc., to promote communication in
the classroom developed an ability to critically analyse different samples of classroom
language
LITERATURE WHICH CAN BE USED:
1. Doff, A (1988) Teach English, Teachers workbook,
Cambridge University Press. ISBN 0 521 34863 3
2. Spratt, M (1994) English for the Teacher, Cambridge
University Press. ISSN 0 521 42676 6 Spratt. M, Pulverness A,
Williams M. (2005) The TKT Course, Cambridge University Press,
ISBN 978 0 521 60992 0
3. Wainryb R, (1992) Classroom Observation Tasks,
Cambridge University Press, ISBN 0 521 40722 2
4. Willis, J (1981) Teaching English through English,
Longman, Pearson Education, ISBN 0 582 - 74608 6
At the end of the lecture, the students are expected to be
able to:
1. Describe ideal classroom atmospheres
2. Understand the definition of classroom management
3. The students are able to mention the purpose of
classroom management
Lead in activity:

Reflect back on all the classes and classrooms in which you


were a pupil. Remember the class you loved the most. Then
answer the questions:
What does your classroom look like?
What is the teacher appearance (facial expressions,
gestures…)
And remember the class you hated going to the most.
Then answer the questions:
What does your classroom look like?
What is the teacher appearance (facial expressions,
gestures…)
Brainstorming

what do you think the term Classroom Management


means and what area it covers?
Classroom management is everything that the teacher
does and prepare to organize students, space, time and
materials so that student learning can take place (Wong and
Wong). It is somehow a more specific term for the
organizational talent in setting up a good learning /teaching
environment.
Since teachers most likely teach in a classroom, this skill is
called “classroom management”
In classroom management, teachers need to establish
good control of the class. This means that teachers should
know what they are doing in the class and be consistent
with it, they should establish classroom rules and
procedures, and they also need to know their professional
responsibilities in a language classroom.
THERE ARE FIVE PRINCIPLES OF CLASSROOM
MANAGEMENT:
1. Building a good relationship between teacher and
students
Build up rapport with the students is essential because a
strong relationship between teacher and students will create
a positive atmosphere in classroom so it's worth spending
time and energy to get it right. Positive atmosphere in the
classroom will more likely to increase students’ learning
outcomes because it provides students with encouraging and
engaging activities.
There are several ways that a teacher can do to build up
rapport with the students:
a. Respect students.
b. Sense of humor.
c. Don’t be a nightmare. Loud voice and anger often make
students not at ease when they are in the classroom.
d. Talk positively.
e. Knowledge is the key. Not only that this includes
knowledge on the subject that is delivered in the lesson, but
also knowledge on how to manage the class, when to be strict
and when to be humorous.
f. Remember names.
2. Setting rules, routines and procedures
3. Managing self
This contains being fair to the students, being firm and
strict and yet can also be friendly, be optimistics and
determined (since these feelings can transfer to the students
so that they can also become optimistics and determined
during lessons) as well as maintaingin personal and
professional image.
4. Maintaining students’ appropriate behaviour
a. Actively monitor students bahaviour
b. Preventing is better than controlling (Enforce classroom
rules promptly and consistently from the very first day of
the class)
5. Techniques of motivating
a. Explain
b. Reward
c. Teach inductively
d. Use positive emotions to enhance learning and
motivation
Answer these following questions
1. What is classroom management?
2. What are the actions considered to be ways of managing
classrooms?
3. How do you think is the best ways to motivate students in
your classroom contexts?
4. What do you think are the impacts of classroom
management and discipline strategies on student learning?
5. How do you think technology can be used to support
classroom management?
Teacher to
student:
Student to
teacher:
ACTIVITY 2: THINK ABOUT NEXT QUOTES
HOMETASK:
HOMETASK
Read Jack C. Richards “Reflective Teaching
in Second Language Classrooms” on pages 138-144,
Answer on the question p.141-144

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