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Classroom Managements / Large classes

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Large class strategies
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Classroom Managements / Large classes

  1. 1. Hello everybody. Thank you for being here and having me .
  2. 2. Discuss the following questions, writing down your ideas. 1.How are such places physically organized? In your experience, are they effective at moving large numbers of people quickly? Do they encourage people to communicate with each other? 2. How is information about navigating through these places communicated, both at the group and at the individual level? 3. Is there a set of logistics that are common to such situations? If so, list some. If not, list some that you think might be useful. 4. Is there an airport or railway station or market place culture? If so, what are some characteristics of it that contribute to successful travel? If not, is there away such a thing could be established to facilitate travel ?
  3. 3. https://www.youtube.com/watch?v=QnnNNjJWv8U
  4. 4. TPS Think individually Pair (With your colleague ) Share ( In groups of four )
  5. 5. 1.It’s effective discipline 2.It’s being prepared for class 3.It’s motivating your students 4.It’s providing a safe, comfortable learning environment 5.It’s building your students’ self esteem 6.It’s being creative and imaginative in daily lessons And ……………………………………… It s different for EVERYONE!!
  7. 7. Answers Teaching Styles Personality/Attitudes Student population Not all management strategies are effective for every teacher. So …………. …….Try different strategies to see if they work for you
  8. 8. video https://www.youtube.com/watch?v=RqvBjvbsUxs
  9. 9. Managing Large Classes SAW or DIDN’T SEE? 1. Rules posted on walls. __________ 2. Teachers shouting to be heard._________ 3. Teachers scolding or punishing students.________ 4. Teachers highlighting positive student behaviors._________ 5. Long, complex teacher instructions for activities._________ 6. Quick and fair systems for calling on students._________ 7. Quick and smooth transitions between tasks.__________ 8. Students off task or not participating._________
  10. 10. 1. Rules posted on walls. 2. Teachers shouting to be heard. 3. T’s scolding or punishing students. 4. T’s highlighting positive student behaviors. 5. Long, complex teacher instructions. 6. Quick and fair systems for calling on students.
  11. 11. 7. Quick and smooth transitions between tasks. 8. Students off task or not participating
  12. 12. Preview vocabulary Can you match each definition with the right term
  13. 13. Teaching approaches, methods, materials, and techniques. Pedagogy
  14. 14. Classifying people (students) into categories, using incomplete information. Calling a student “stupid” or “lazy” is labeling. Labeling
  15. 15. Something that gives a name or an identity to individuals. In a classroom, this can be a name tag, name cards on desks, group names, etc. Identifier
  16. 16. The predictable organization of the classroom and lessons. Established framework
  17. 17. All aspects of the classroom the teacher may have some influence over, e.g., physical arrangement of space, student motivation, teaching approach, lesson plans, disciplinary techniques, etc. Classroom management
  18. 18. Results of an event or a behavior. In the classroom, it usually refers to the results of negative behavior. Consequences
  19. 19. A list of classroom activities for that day, usually written on the blackboard in the order that the activities will be covered. Agenda
  20. 20. Feedback from friends or other students in the class that supports positive behavior and/or learning. Peer reinforcement
  21. 21. Proactive teacher behaviors are those that anticipate student behaviors and reactions and plan the classroom to avoid problems. Student behavior then tends to be more positive and constructive than negative. Reactive behaviors are those that react to student behavior after a problem develops. Proactive vs. Reactive
  22. 22. To make easier; help something to happen more smoothly. Facilitate
  23. 23. Tests given at any time during the term, frequently at the beginning, in order to determine student strengths and weaknesses. Results provide help in planning future lessons. Diagnostic tests
  24. 24. Always reacting the same way, or applying rules and expectations in the same way for all students at all times. Consistency
  25. 25. A large fish with reddish meat. Sockeye salmon
  26. 26. Practical arrangements needed to make the classroom operate successfully, e.g., attendance, homework collection, paper distribution and collection, student movement, etc. Classroom logistics
  27. 27. A form or outline that busy teachers can use for planning all of their lessons. The form is general enough that it can be adapted to the specific needs of each class. Lesson plan template
  28. 28. Many language teachers hold a negative view of teaching English in large classes. Often can we hear them say such words as : It's difficult to keep good discipline going in a large class.
  29. 29. How can you develop a good discipline in a large class ?
  30. 30. 1. A good lesson preparation helps you to dominate the class.
  31. 31. 2. Setting up different teaching objectives or assigning different homework for different level of students.
  32. 32. 3. Providing more chances for students to participate through individual work – pair work – group work and whole class work.
  33. 33. 4. Moving aroud the class.
  34. 34. 5. Lowering the voice if the class is too noisy.
  35. 35. 6. Use rewards for positive behaviour
  36. 36. 7. Establish a code of behaviour that is created by teachers and learners together.They should state clear basic rules of conduct that learners understand, such as : . They have to work quietly. . They may talk but not loudly . Children who have finished the lesson task can read a book to keep them busy.
  37. 37. 8. Appoint responsible group leaders who can help maintain discipline. They can give out and take in work for the groups and explain what the groups must do.
  38. 38. 9. Plan the group work using the seating plan (regular groups)
  39. 39. 10. Organizing cooperative learning activities such as think-pair – share, Three step interview and jigsaw to develop students’ comprehensive language competence and cooperative skills.
  40. 40. 11. Making use of modern teaching means e.g using multimedia instructions, using internet techniques
  41. 41. Problems and advantages of teaching large classes.
  42. 42. Problems
  43. 43. * To keep good discipline of the class. * Lack of individual intention * Hard to organize class activity * Lack of time and space. * Difficult to provide equal chances for the students to participate and practise. * Difficult to evaluate. * Difficult to teach students with mixed abilities. * You may not have enough teaching and learning aids.
  44. 44. Advantages Large classes can :
  45. 45. Provide richer human resources and greater opportunities for creativity.
  46. 46. More students mean more ideas and therefore provide more opinions and possibilities
  47. 47. Provide more opportunities for co-students’ interaction. Foster an atmosphere of cooperation and encourage creativity and innovation.
  48. 48. Bring not only challenges but also opportunities for teachers.
  49. 49. During project work, children can learn to share responsability and help each other. This also brings variety and speeds up the work.
  50. 50. Men s Classroom ManagementsVsWomen s Classroom Management. Are women better at cooking than men ? Are women more skillful at housekeeping than their rivals ? Are women more intelligent than men ? Can women teachers master their pupils and classes better than men teachers ? It s very hard to take a decision .
  51. 51. https://www.youtube.com/watch?v=0BxckAMaTDc
  52. 52. Think of « 2 » stars and « 1 » wish • I like the way you…………… • You provided a lot of samples of…….. wish • I wish to see more of ………