TIẾNG ANH CHUYÊN NGÀNH Chapter 3

Teacher’s physical presence in class  Proximity: - short distance: Ss uncomfortable - long distance = coldness  Teachers should consider how close they want to be to Ss  Appropr

Chapter 3

How to manage teaching

& learning

 Teacher’s physical

presence in class

 Teacher’s voice

 Marking stages of the

lesson

 Seating arrangement

 Groupings

 Evaluating a lesson (success or failure)

1 Teacher’s physical presence

in class

 Proximity:

- short distance: Ss uncomfortable

- long distance = coldness

 Teachers should consider how close they want to be to Ss

 Appropriacy:

Deciding how closely teachers should work with Ss

 Movement

- Teacher’s movement: retaining Ss’ interest

- How much? Depending teacher’s personal style

- Motionless teachers bore Ss.

- what Ss are doing

- how they are feeling

- the nature of contact  varying

2 Teacher’s voice

Teacher’s most important instrument

 Audibility:

- to be audible, not shouting

- to get balance b/w audibility & volume

 Variety:

- varying the quality of voice (depending the type of lesson/activity

Conservation: taking great care of voices

3 Marking stages of a lesson

 Start the lesson where possible &

appropriate (kind of lesson, learning

activities, objectives)

 Not always explaining exactly what to do maintaining an element of surprise

4 Seating arrangement

 Orderly rows

 Circles & horseshoes

 Separate tables

 Orderly rows

- Advantages:

 Having a clear view (T Ss & T Ss )

 Maintaining eye contact (Ss/ individual)

 Suitable for explaining grammar points,

watching video, using the board,

demonstrating text organization, language practice (choral drill….)

 The best or only solution: large classes (40-200Ss)

 Circles & horseshoes

 Ideal for small classes

 Teacher’s position: less dominating

 Lowering the barriers b/w T & Ss

 Easy to share feeling & information through talking, eye contact & body movements

 Separate tables

 Easy to check Ss’ work, help weak Ss &

prompt & explain sth to Ss

 The class atmosphere: less hierarchical

 Its own problems: Ss dislike working with the same partners; difficult for ‘whole class’ teaching

5 Different student groupings

 Whole class

 Group work & pair work

 Solo work

 Whole class

 The best type of classroom organization

 Classroom activities:

- choral drill (structural drill)

- introducing the new lesson

- checking Ss’ reading tasks after pair work or group work

 Group work & pair work

 Giving Ss chances for greater independence

(making learning decision, sharing responsibilities)

 Giving teachers opportunities to work with individual Ss

 Tasks for group work: discussing a topic, doing a role play, solving a problem

 Problems of group work

 Some Ss don’t like working with partners

 Strong Ss dominate # others : silent

 Encouraging Ss to be more descruptive

 Ss with the same L1: reverting to their L1 if the teacher is not working with them

 Solo work

 Allowing Ss to work at their own speed, thinking time & to be individuals

 Relaxing & considering their own needs & progress

 pair work, group work or solo work

depending teacher’s style & Ss’

preference

6 Evaluating the success or

failure of the lesson

 Getting feedback from Ss by asking some simple questions

 Inviting colleagues to observe & make

suggestions (the lesson is videoed)

 Homework assignment, speaking activities (observing/scoring Ss’participation,

progress tests in class)

Activity 1: Choose appro situations for the behaviors below of the teacher

 the teacher shouts

 the teacher is in front of the class

 the teacher is at the back of the class

 the teacher is sitting on the floor

 the teacher is ‘sitting’ on the table round which four students are working

Activity 2: Choose the most suitable

interaction patterns for the activities below

 Learners do an information-gap with two sets of information

 Learners write their own stories

 Learners take part in an oral drill

 Learners decide together how to report

their conclusions to the rest of the class

 Learners do a written test

Activity 3:What is the best seating

arrangement for each situation below.

in groups

over 40 learners

them to work in pairs