classroom management pot

Visual aids and main teaching purposesBlack board/ White board - Writing words and ideas that come up during the lesson - Drawing or displaying pictures - Building up ideas in diagrams,

CLASSROOM MANAGEMENT

ELT METHODOLOGY

Visual aids

 What are visual aids?

 What are the main purposes of using visual aids?

 What are the advantages and disadvantages of visual aids?

Teaching aids….

…… are the resources and equipments available to teachers in the classroom , as well as the resources teachers can bring into the classroom

Visual aids and main teaching purposes

Black board/ White board - Writing words and ideas that come up during the

lesson

- Drawing or displaying pictures

- Building up ideas in diagrams, word maps, etc

- For learners to write answers

- For whole- class compositions

The teacher Gestures/ action/ facial expression

to help show meanings of words

To illustrate situations

To prompt practice

Realia (real objects brought

into the classroom)

 present new language (vocab or structure)

Help students get into character when acting out a dialogue or role play

Used as props for dialogues or role plays ( real money for a shopping scene, etc.)

Notes on using the board

 Don’t hide the board when you are writing

 Stand sideways, half facing the board and keep “eye

contact” with class as you write

 Write clearly and large enough

 Talk as you write/ Ask students to suggest what to write

 Organize the board (H model)

Visual aids and main teaching purposes

Pictures and images

(flashcard/ large wall pictures/

photographs/ illustrations/ cue

cards)

Structure practice

Used in drills (grammar items, cueing sentences, practicing vocabulary)

Communicative games (describe and draw…)

Creative writing (from a series of pictures)

Discuss the advantages and disadvantages of using visual aids

 Why eliciting?

 Types of eliciting

Why eliciting?

 Involve the class by focusing students’ attention and making them think

 Encourage students to draw on what they already

know or partly know useful for mixed ability class/ those from different backgrounds

 Give teachers a chance to see what students know

and what they don’t  T adapt their presentation

Note: Eliciting usually takes more time than

straight forward presentation

Types of eliciting

 Using pictures

 Using games or activities

 Using texts and dialogues

 Miming: Using gestures, facial expression, body language

 Using questioning techniques

(Doff, 1988)

Giving and checking instructions

 Why giving and checking instructions?

 Techniques to give and check instructions.

Why giving and checking instructions?

 To let students know what they are expected to do about the tasks/ activities

 To check whether students have understood the instructions

Techniques to give and check instructions

 “Step-by-step” or “feed- in” approach

Break the instruction into separate steps

 Demonstrate it, “model” it, “show- don’t- tell”

A demonstration is easier to understand than an explanation, and reduces teacher’s talking time.

 Say- Do- Check

T say instruction- S do it- T check

 Student recall

T may ask S to recall in Vietnamese helpful for students of low level

 Not What but How

Vietnamese or English: NOT important

 Attitude towards mistakes and correction

 Correction techniques:

 Correcting during ORAL WORK

 Correcting WRITTEN WORK

Attitudes towards mistakes and correction

Attitude to mistakes Attitude to correction

Traditional attitude -Mistake = a bad thing

-A perfect lesson = a lesson without mistakes

-No attention was paid to correcting students’ mistakes

- Correcting mistakes = giving the correct model + ask Ss to repeat

The communicative

approach

-Mistakes = positive steps towards learning

-No mistakes in the lesson =

NO real learning has taken place

-A perfect lesson = a lesson full of mistakes and Ss

correcting themselves and each other

-Correction = a technique to get Ss refine what they want

to say

-Correction = integral part of a lesson

-Positive attitude to correction Correction techniques are used to encourage Ss

-Self and Peer Correction are both encouraged

Correcting during ORAL WORK

 Focus on what they have got right not what they have got wrong

 Praise students for correct answers or even partly correct answers

 Avoid humiliating students or making them feel that making a mistake is bad

 Give students chance to correct themselves by pointing out what

is not good enough If they can not, quickly correct the errors

5 Student-to- student Correction

6 Modeling (Teacher- to- student)/ Back- chaining

7 Delayed correction

Correcting WRITTEN WORK

 Correcting simple written work in class

 Correcting students’ work individually

Correcting simple written work in class

 Write the correct answers on the board (either T or S)

 Students correct their own work

Teacher moves around to supervise what they are doing

Students can exchange notebooks and correct each other’s work

 When teacher notices errors made by a number of

students draw attention to these mistakes for the benefit

of the whole class

Correcting students’ work individually

 Only correct errors that seem most important or only errors

of certain kind.

 Reduce the amount of underlining  Write correction in the margin (this would make the page look less heavily

corrected)

 T could simply indicate the errors and ask students to

correct them themselves.

Teaching large class

Problem: • insufficient time for students’ talk

• it’s hard for teachers to maintain good rapport with a very large classroom

 The lessons tend to be impersonal Teacher: Lecturing role

Suggestions Pair- work

Class section

Group- work

Chorus response

Team- teaching

What is motivation?

 Motivation is the thoughts and feelings we have which make

us want to do something, continue to want to do it and turn our wishes into action.

 Motivation influences:

 Why people decide to do something

 How long they want to do it for

 How hard they are prepared to work to achieve it

(Spratt, M., Pulverness, A., Williams, M., 2005)

 Motivation is very important in language learning It helps make

learning successful

Arouse students’ motivation by….

 Involving learners in decision making

 Recognizing students as individuals

 Building up their belief in themselves, in what they are doing and their chance of success

 Helping students move towards a mastery oriented style (mastery of the target language)

Characteristics of motivating tasks

Keeping disciplines

DISCUSSION