Chapter 15 Classroom Management

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Chapter 15 Classroom Management

• Lenin G. Salazar

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Classroom Management

• Objectives
• Recognize physical features in the classroom
  environment that affect the success of a lesson.
• Monitor your voice and body language and make
  changes as necessary.
• Apply guidelines for dealing with unexpected,
  unplanned moments, and turn them to your (and
  students) advantage.
• Develop some strategies for teaching large
  classes.
• Model roles and styles that are appropriate for a
  given lesson and audience.
• Create a positive classroom climate

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Classroom Management

• Is teaching an art or a science?
• Are teachers born or made?
• What does classroom management include?
• Physical arrangement of classroom
• Teaching styles
• Classroom energy

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Classroom Management

• The Physical Environment of the Classroom
• Sight, sound, and comfort
• Neat, orderly, clean classroom.
• Boards are erased.
• Well used bulletin boards, if any.
• External noise.
• Tolerable acoustics
• Heating or cooling systems are operating.
• Seating arrangements
• Avoid military formations (columns).
• Try configurations so interaction is most
  feasible.
• You may or may not use different mixes of
  students.
• Board use
• Use the board, be neat and orderly, erase as
  necessary.
• Equipment
• Smart board, computer, video/audio systems,
  projectors
• Do not assume anything!!

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Classroom Management

• Your Voice and Body Language
• Good voice projection.
• Articulate clearly more that slow down
• Language studentes rely on nonverbal language to
  decipher what youre saying
• Body posture show confidence.
• Face optimism, brightness, and warmth.
• Facial and body gesture enhance meaning
• Eye contact
• Move around not so much
• Follow rules of proxemics (distance) and
  kinesthetics (touching).
• Dress appropriately, considering the expectations.

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Classroom Management

• Unplanned Teaching Midstream Lesson Changes
• What would you do if you planned your lesson
  thoroughly, but Ss became engaged in a related
  conversation. They are alert, enthusiastic,
  participating, using fairly complex English?
• Classroom management involves decisions about
  what to do when
• Your Ss digress or you digress.
• An unexpected, yet pertinent question comes up.
• Techical problems arise.
• A disruptive student.
• A question whose answer you dont have.
• Not enough time at the end to finish an activity
  that already has started.
• POISE is the key. Stay calm, assess quickly, make
  a change to your plan, and allow the lesson to go
  on.

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Classroom Management

• Teaching Under Adverse Circumstances
• Institutions and People are imperfect
• Teaching large classes.
• Teaching multiple proficiency levels in the same
  class.
• Using English only in the classroom?
• Compromising with the institution.
• Disciplining.
• Dealing with cheating

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Classroom Management

• Teachers Roles and Styles
• Roles
• Teaching Styles
• Cultural Expectations
• Roles
• Authority figure, leader, knower, director,
  manager, counselor, guide, friend, confidante,
  parent, etc. (culture determines prominence)
• Rules of thumb
• Accept the fact that each S will perceive you
  differently.
• Know yourself limitations strengths, likes
  dislikes
• Be consistently fair.

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Classroom Management

• Teaching Styles
• Usually consistent with personality
• Where do you place yourself?
• What do you think the formula is?

shy gregarious
formal informal
reserved open,transparent
understated dramatic
rational emotional
steady moody
serious humorous
restrictive permissive
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Classroom Management

• Cultural expectations (Where do we fall?)

Ts are expected to have all answers Ts are allowed to say I dont know
Ts are expected to suppress emotions (and so are Ss). Ts are allowed to express emotions (and so are Ss).
Ts interpret intellectual disagreement as personal disloyalty. Ts interpret intellectual disagreement as a stimulating exercise.
Ts rewards Ss for accuracy in problem solving. Ts reward Ss for innovative approaches to problem solving.
Students admire brilliance in teachers. Ss admire friendliness in teachers.
Ss should speak in class only when called upon. Ss are encouraged to volunteer their thoughts.
Ts should never lose face to do so loses the respect of Ss. Ts can admit when they are wrong and still maintain Ssrespect.
Ss expect the t to show them the way. Ts expect Ss to find their own way.
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Class Mangement

• Large classes
• Challenges
• Can we give students personal attention?
• How can we enhance interaction?
• Is smooth and effective organization possible?
  How?
• Advantages (Hess, 2001)
• Always enough Ss for interaction.
• Rich variety of human resources.
• Many possible teachers
• The challenge is so great that its impossible to
  get bored.

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Learning Contexts

• Large Classes
• Be organized
• Establish routines
• Use a diferent pace for different activities.
• Maximize individual work.
• Use students
• Use worksheets
• Use pairwork and groupwork
• Use chorus reaction
• Take account of vision and acoustics
• Use the size of the group to your advantage

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Classroom Management

• Managing mixed ability
• Major concern, but its only natural.
• Given multiple intelligences differing primary
  perceived systems.
• To kind of solve problem placement exams
  streaming.
• Tomlinson (1995) speaks of a differentiated
  classroom. ???????????
• Its not always possible nor desirable.

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Classroom Management

• Working with different content
• Tailored or chosen according to individual needs.
• For that, give Ss options or give them some
  freedom.
• Obvious disadvantages
• Different student actions/responses
  (Lindstrombergs flexible tasks)
• Give students different tasks for same material
• Give students different roles (conversations/debat
  es)
• Reward early finishers with extension tasks.
• Encourage different student responses (high
  limits, creativity)
• Identify student strengths (linguistic or
  non-linguistic) so everybody shines, thus
  motivating them to learn.

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Classroom Management

• What the teacher does
• Responding to students
• Feedback, as a tutor, as a resource, as a
  monitor, etc.
• Consider feelings, personalities, learning
  styles, do they need mechanics or challenge,
  organization or communication.
• Being inclusive
• High achievers-more able/low achievers-less able.
• Start at the same level, once engaged, allow for
  differentiation.
• Flexible groupings (heterogeneous-homegeneous)

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Classroom Management

• Realistic mixed-ability teaching
• Is it the same to do mixed-ability teaching in a
  small class than in a large class? Is it the same
  to do mixed-ability teaching with your homeroom
  than when you have to teach 5 or 6 different
  large gruops like in Relaciones?
• Should we always differentiate? Is it better to
  have Ss work in teams than to have them work
  individually?

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Classroom Management

• Creating a Positive Classroom Climate
• Roles Styles Tools positive,
• stimulating and energizing climate
• Establishing rapport
• Balancing praise and criticism
• Generating energy

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Classroom Management

• Establishing rapport What is rapport?
• Rapport is the relationship built on trust and
  respect that leads students to feeling capable,
  competent, and creative.
• How can a teacher build that relationship?
• Interest,
• Feedback on progress,
• Solicit ideas and feelings,
• Value and respect the above,
• Laugh with,
• Work with not against,
• Rejoice on their learning and/or success.

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Classroom Management

• Balancing praise and criticism
• With genuine praise SS welcome and use
  criticism

Effective Praise Ineffective Praise Adapted by Brown (2007) from Brophy (1981)
Shows genuine pleasure and concern. Is impersonal, mechanical, and robotic.
Shows verbal and nonverbal variety. Shows bland uniformity.
Specifies the particulars of an accomplishment, so Ss know exactly what was performed well. Is restricted to global comments, so Ss are not sure what was performed well.
Is offered in recognition of noteworthy effort on difficult tasks. Is offered equally strongly for easy and difficult tasks.
Attributes success to effort, implying that similar success can be expected in the future Attributes success to ability, luck, or other external factors
Fosters intrinsic motivation to continue to pursue goals Fosters extrinsic motivation to perform only to receive more praise
Is delivered without disrupting the communicative flow of ongoing interaction. Disrupts the communicative flow of ongoing interaction.
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Classroom Management

• Generating energy (Define it (I) (G) (C))
• Brown suggests its a force, electricity, an aura,
  released in the classroom and started by the
  teacher. Its only perceived by a sixth sense.
• Its that something that makes you say and feel
  what a great class that was! after you leave a
  classroom.
• How?
• Solid preparation,
• Confidence in your ability to teach,
• Genuine belief in your students ability to
  learn,
• Sense of joy in what you do,
• And perhaps above all,
• by manifesting overtly all of the above.

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Classroom Management