Chapter III
Managing the Classroom
1- The teacher in the classoom
Using
the Voice
A teacher I remember well from highschool. Her
overall performance was okay, but she used to be quite rude and always
critizing students from our school and other schools from Santa Rosa, for
instance, her general presence in the class reduced significantly.
My own analysis: (second
chart)
I shoud improve audivility by asking more student situated
at the back. The rest of the items depicted in the copy are improving considerably
class by class.
What
information would you get over if you wanted to explain how to…?
A-
Change a
tyre?
B-
Use a cash
mahine?
C-
Fry an egg?
2-
Students
talk and teacher talk
In class of twienty students, (working as a whole group), and
one teacher, how much speaking time will each student have in a fifty-minute
kanguage practice class.
Make an A and D chart (see page 186) for teacher talking
time, and student talking time in an English lesson.
3-
Using
Language 1
Rewrite the following statement so that it reflects your
opinion.
“Students and teachers should not be discouraged from using
the students Language 1 in the classroom.
4-
Creating
lesson stages
Number the following ways of
regaining the initiative in anoisy class in order of personal preference and
give your opinion and effectiveness.
|
|
Alexis Brito; Natalia EVangelista-UNLPam
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2-
Talking to students
Giving Instructions
What information would you have to get
over if you wanted to explain how to?
Based
on the theory on page 46, there are two rules to give young learners
instructions. They must be as simple as possible, and they must be logical.
Furthermore, teachers should ask themselves a series of questions such as: what
is the important information that I am trying to convey? What information do
they need first? What should come next? And of course, checking whether
students understood the proposition or not.
·
Change a tyre?
·
Use a cash machine?
·
Fry an egg?
Instructions for children to use an ATM
1-
Insert your Card.
2-
After a few seconds, insert your private PIN (make sure
no one is watching).
3-
Select Withdraw.
4-
Select the account.
5-
Select the amount of money you would like to withdraw.
6-
Select EXIT Print receipt.
7-
Take your card.
8-
Take your money.
9-
Then put
everything into your wallet/purse.
3- Student Talk and
Teacher Talk
a-
In a class of twenty students (working as a whole group) and one
teacher, how much speaking time will each student have in a fifty-minute
language practice class?
Supposing that the teacher speaks for
about twenty-five minutes in total (including taking the register etc.), the
maximum time any one student may talk would be one minute and fifteen seconds.
b-
Make an A & D chart (see page 186) fir teacher talking time (TTT)
and student talking time (STT) in an English lesson.
Specific Talking Time
|
Advantage
|
Disadvantage
|
Teacher Talking Time
(TTT)
|
·
It is a good language model
·
Good Ts are good “Rough-Tuners”- so their language is
useful for the student’s acquisition
·
SS like listening to the T.
·
T can focus the attention and energy of the whole
group.
|
·
SS need speaking practice, not the teacher!
·
It can be boring if it goes too long.
·
It means students are only listening- which cuts out
the learning potential that speaking. Reading and writing offer.
|
Student Talking Time
(STT)
|
·
SS need practice!
·
STT can provide rehearsal
·
STT gives T and SS good information about how well the
students are doing.
|
·
It can be very chaotic- especially in groups, etc.
·
It may be less efficient than TTT for getting across
specific information.
·
It is easy for individual SS to dominate
|
4- Using the Language
1
Rewrite
the following statement so that it reflects your own opinion.
“Students
and teachers should be discouraged from using the student’s mother tongue (L1)
in the classroom”
Using
L1 is not the problem. The problem is when and how to use it. Before answering
this question, it should be born in mind that L1 use must be considered “as a
means to an end”. The target language must be used where possible and L1 when
necessary. Here are some examples of appropriate use of L1 in EFL
classes.
§
Beginners
The mother tongue can be probably more beneficial to beginners. As they
progress in their learning the target language will take the lead.
§
L1 can be time-saving.
Instead of going through a long explanations in the target language, it is
sometimes easier and more efficient to give a translation of a vocabulary item
or an explanation of a grammar point. Imagine a teacher who wants to
teach the word “car” to French students and start by phrasing the explanation
as follows “a car is a road vehicle with an engine, four wheels, and seats for
a small number of people” while a simple translation of the word ( or perhaps
the use of visual aids) would be enough.
§ Comparison
A comparison of English and the mother tongue can be a very enriching
experience. In fact, discovering the similarities and differences of both
languages can enhance the TL acquisition. This comparison can be done at
different levels:
§
Vocabulary
– Exploring the nuances of vocabulary items in both languages
– Building bilingual (or even multilingual) semantic maps
§
Grammar
– A comparison between L1 grammar and TL grammar yields interesting results.
– This comparison will highlight the differences between the two languages.
Teachers and learners may build on these differences to avoid negative transfer
( L1 transfer which may be a source of errors.)
– The comparison also shows the similarities which will undoubtedly boost the
internalization of the TL grammar.
§
Culture
Language is a vehicle for cultural aspects. If teachers ban the use of the
mother tongue, this underlies an ideological conception of L1 culture as being
inferior. Alternatively, cultural differences and similarities can be
highlighted to help learners accept and tolerate differences while at the same
time preserve their cultural uniqueness. This can be done through various
activities where L1 plays an important role.
§
Proverbs
Students may be given a set of proverbs in the TL and be asked to find the
corresponding ones in their mother tongue if they exist. If not they try to
translate the proverbs into their language.
§
Idiomatic Expressions
Again, finding the corresponding idioms or a translation of TL idioms might be
very helpful to detect cultural differences or similarities
§ Songs
Translation of lyrics
§
Jokes
Funny EFL activities can be built on jokes. Students may translate and tell or act
TL jokes to create a free stress environment and spot TL cultural
specificities.
§
Stress
Using L1
gives a sense of security and acknowledges the learners identity, allowing them
to minimize the stress they may feel in EFL classrooms. With careful use of L1
learners may become willing to experiment and take risks with English.
§
Needs
Learners
needs must be expressed in L1 since the TL is not yet mastered. Learners will
never be able to express and communicate their needs with a language they speak
poorly.
§
Classroom management
Management
of conduct and discipline is sometimes hard to be done in the target language.
For instance, if a serious problem emerges in the classroom, will the teacher
really insist on an English-only policy when coping with it?
§
Grammar
L1 can be of great help when teaching grammar. Translation exercises for
example may be the perfect practice when there is a grammar point that is
causing trouble to students.
§
Instructions
According to my experience with EFL classes, I can dare say that so many
failures in tests were due to learners’ lack of understanding of instructions.
L1 can be used to redress this issue, helping students to understand what is
exactly asked from them.
§
Rationale
Students need to understand the rationale behind activities or methods. It is
important that they know where they start and what they will able to do. They
should understand what lies behind the methods the teacher is using. This can
only be done at this level through the students’ native language.
§
Errors
Discussion of some recurring errors. It is true that a lot of errors are caused
by L1 transfer. French students, for example, say “I’m agree” instead of “I
agree” which is an error due to L1 transfer. A discussion in L1 of such errors will help
students overcome these problems.
Of
course, the list may be extended to other areas of foreign language teaching.
Part
of the information introduced in this answer was taken from Teaching EFL Classes
5- Creating Lesson Stages
From
where I stand, I believe that if a teacher shouts at
students to be quite, and, if the teacher speaks quietly in the hope students
will quieten down to listen are not as effective as the other ones.
Furthermore, the former (shouting at students) is a kind
of violent strategy (as opposed to louden the voice). The same happens with the
one in which the teacher stands in front of the class with arms folded, action
should be taken. On the other hand, the others better ranked are wonderful
strategies both to avoid distraction and maintain children’s attention properly
directed.
6-Different Seating Arragements
What is the best seating arrangement for the following
situations?
a-
A team game with a class of
forty.
Orderly
Rows (clear view) (maintain eye contact)
b-
A class discussion with
fifteen students.
Circle
(greater feeling of equality) (students see each other)
c-
Pair work in a group of
thirty students.
Separate
Tables (easier for the teacher to help students out while the rest get on with
their own work)
d-
A reading task in a group
of ten.
Separate
tables (ideal to check whether students are facing difficulties in the task or
not)
e-
Students design
advertisement in groups.
Separate
Tables (collaborative writing)
f-
Students all listen to an
audio track.
Orderly
Rows (the whole class gets the same messages)
g-
The teacher explains a
grammar point.
Orderly Rows (clear view)
(maintain eye contact).
§
7- Different Student Groupings
A-
Make an A&D chart (see page 186) for whole
class, group work, pair work and solo work
Class
Style
|
Advantages
|
Disadvantages
|
Whole
Class
|
·
Creates a sense of group
identity.
·
Suitable for T-as-controller
activities.
·
Ideal for showing things.
|
·
Favours groups over individuals
·
Does not encourage SS to take
responsibility for their own learning
·
Is not good for decision
making, discussion, etc.
|
Group
Work
|
·
Increases speaking time for
individuals (in contrast to whole-class grouping).
·
Opportunities for lots of
different opinions.
·
Encourages learner’s
self-reliance through group decision-making.
|
·
Can be noisy
·
Some students get “lost” in
groups
·
Some students end up always
fulfilling the same group role.
·
Can be difficult to organize.
·
Some SS prefer whole class
grouping.
|
Pair
work
|
·
Dramatically increases speaking
time in contrast to whole-class grouping.
·
Students work/interact
independently.
·
Two heads are far better than
one!
·
Easy to organize.
|
·
Can be very noisy
·
SS may veer off the point of
activity.
·
SS are not always keen on pair
work.
·
It depends who individuals are
paired with.
|
Solo
Work
|
·
Allows SS to work at their own
pace.
·
Less stressful than whole group
performance.
·
Quiet.
|
·
Does not necessarily help group
solidarity.
·
More work for the teacher.
|
B-
What
is the best grouping for these activities?
Put W= Whole Group Class, P= Pair Work, G= Group Work, or S= Solo Work
in the boxes.
Alexis Brito
Natalia Evangelista
Chapter 14: What if?
A
Students are all at different levels (pages
176-177)
1
a)
Mixed abilities classes represent a
great challenge for the teachers.
b)
There are some possible solutions in
order to deal with a mixed ability class: use different materials /technology,
do different tasks with the same material/technology and use the students.
c)
Most classes are heterogeneous.
2
a)
I would use the same material with
the whole class but I would give the students different tasks according to
their abilities. Students with a low level of English could work with the
interview and spot more basic aspects: who the participants are, age, name, profession,
etc and students with a high level of English could answer a set of more
complex questions.
b)
I would work in groups of three or four and I
would try to mix students with a high level of English with those who have a
low level of English. I would provide them with a model of how they should
write the story: introduction, development and end. I would give them the idea
of working with a kind of brainstorming before writing the story itself. In
this way, all students would participate in their groups because each of them
should contribute with at least one or two ideas. Another option is to give the
students a topic (ghosts, haunted houses, monsters, witches, zombies, etc) for
each of the groups so it is easier for them to focus in one idea and not in
many.
c)
I would work in pairs and again I
would try to mix students with a high level of English with those who have a
low level of English. First, I would present on the board the new topic (ways
of agreeing and disagreeing) and then I would perform a debate showing how they
should do it. After that, I would give each pair a card with a topic (related
to the vocabulary that we would be working with) and they should talk about it.
For example: climate change, deforestation, global warming, in danger species,
pollution, etc. It is important to say that one student should be in favour
(ways of agreeing) and the other against (ways of disagreeing). Then, they
could change their roles.
d)
Again I would work in the same way as
I would do with the interview in A. I would use the same material with the
whole class but I would give the students different tasks according to their
abilities. Students with a low level of English could work with the poem and
create a picture dictionary or a glossary with the new words that they do not
know. In this way, they would enlarge the amount of vocabulary they can manage
and using images or pictures (visual aids) helps them to remember easily.
Students with a high level of English could work with a literary orientation
analysing comparisons, metaphors, rhyme, repetition, word chain, etc (always
adapted to their level).
e)
I would prepare more complex and special
activities for them.
f)
I would work in pairs and I would try
to mix students with many mistakes with those who had only some mistakes so
they can compare both pieces of writing and I would ask the students to
re-write the written work. Of course, I would explain on the board the most
repetitive mistakes and I would help the students to correct them.
B
The class is very big (pages 177-178)
1
Small
classes
|
Big
classes
|
-
Close contact with students
-
Individual attention and feedback
-
More personal
-
Quiet atmosphere
|
-
Assigning roles: helpers
-
Group work (three or four people)
-
Performing a story
-
Using games and songs
|
2
a)
the teacher’s voice: teachers should
ensure that what they say to the whole group can be heard.
b)
the teacher’s place in the class:
teachers should ensure that students can see them when they are at the front.
They should also monitor the whole class walking around.
c)
the teacher’s board work/overhead
projector use: teachers should ensure that what they show or write can be seen.
d)
using the tape recorder: teachers
should ensure that what they play to the whole group can be heard. Besides,
since it becomes difficult to use individual repetition and control practice in
a big group, it may be more appropriate to use students in chorus. The class
can be divided into two halves. Each half can then speak a part in the
dialogue, ask or answer a question, repeat sentences or words, etc.
C
Students keep using their own language (pages
178-179)
1
·
Talk to them about the issues:
teachers should talk with the students about the importance of speaking English
in class. Students should understand that the overuse of their own language
interferes with the learning process and do not allow them to practice English in
class.
·
Encourage them to use English
appropriately: teachers should explain the students that it is not prohibited
to use their own language bust it is important to know when to use it. There is
no problem in using their language during a writing activity but is not the
same during a speaking activity because if they talk in their own language they
are losing the purpose of the activity.
·
Only respond to English use: teachers
can decide to use merely English and ignore what students say in their own
language. In this way, the students would understand that they should speak
English.
·
Create an English environment:
teachers should speak English all the time so together with the listening
activities and videos students would be exposed to English during the whole
class.
·
Keeping reminding them: teachers
should walk around the class when students are doing a speaking exercise trying
to encourage them to use English and also helping them.
2
I
would be happy (or at least not unhappy) for students to use their own language
in:
d)
Students are checking that they understand the instructions for an activity.
e)
Students are doing a group writing task.
D
Students don’t do homework (pages 179-180)
A
|
B
|
Homework task
|
7
|
5
|
Students
do a fill-in exercise, choosing between going to and will.
|
2
|
7
|
Students
interview residents/tourists in the street and bring the results to the next
lesson.
|
9
|
9
|
Students
learn a list of words by heart to be tested by the teacher in the next
lesson.
|
6
|
4
|
Students
prepare a presentation which they will give (individually) in the next
lesson.
|
4
|
8
|
Students
prepare roles for next week’s role-play.
|
5
|
3
|
Students
read a text and answer multiple-choice questions.
|
8
|
6
|
Students
write six sentences using past continuous.
|
3
|
1
|
Students
write a composition about environment.
|
1
|
2
|
Students
write a publicity leaflet based on something in the course book.
|
E
Students are uncooperative (pages 180-182)
1
·
Bad behaviour (bullying, insults,
violence, etc) against the teacher or the rest of the students.
·
Arriving late to class.
·
Do not do the homework.
·
Do not bring the materials to class
(booklet, course book, notebook, etc).
·
Using cell phones.
·
Constant chattering in class.
·
Not listening to the teacher.
·
Disparagement of what’s going on (a
kind of passive resistance).
·
Blunt refusal to do certain
activities.
·
Students who are too shy.
·
Sleepy or tired students.
·
Students who are hungry.
2
THE LANGUAGE
LEARNING-CONTRACT
|
|
TEACHER
|
LEARNER
|
As
your teacher I will... not allow bullying, insults and violence against the
teacher or the rest of the students, arrive on time, prepare my classes, not
use the cell phone, correct students’ homework on time and give feedback to
them, offer help all time, take into account students’ preferences (likes and
dislikes) in order to plan the classes, make the class enjoyable.
|
As
a learner I will... not misbehave, arrive on time, do my homework,
bring the materials to class, not use the cell phone, listen to the teacher
and participate in class.
|
As
your teacher I expect... not bad behaviour, not arriving late, do
your homework, bring the materials to class, not using the cell phone,
listening to the teacher and participating in class.
|
As
a learner I expect... the teacher does not allow bad behaviour, the
teacher arrives on time, the teacher prepares the classes, the teacher does
not use the cell phone, the teacher corrects the homework on time and she/he
gives feedback, the teacher helps students, the teacher considers students’
opinions, the teacher makes the class enjoyable.
|
F
Students don’t want to talk (pages 182-183)
Action
|
Consequences
|
·
Use pair work.
·
Allow them to speak in a controlled way at first.
For example: dictating a sentence that they have to complete, then practice
and finally read it aloud.
·
Use “acting out” and reading aloud.
·
Use role-play.
·
Use recording.
|
(+)
When they are with one, two or three students they are not under so much
pressure as when they are in front of the whole class.
(-)
That they do no not want to work in pairs or groups or that they do not have
a good relationship with some of their partners.
(+)
Psychologically, they are more likely to be able to respond.
(-)
For some outgoing students the activity could be boring or too easy.
(+)
It is one way of encouraging quiet students.
(-)
Some students who do not like dramatising.
(+)
Students speak more freely when they are playing a role and when they do not
have to be themselves. It can be very liberating.
(-)
Some students do not like the role that they were assigned.
(+)
The students can record whatever they want to say.
(-)
They have to work alone at home without the teacher’s giddiness.
|
G
Students don’t understand the audio track (pages
183-184)
1
Some
general problems that students have when listening to audio tracks in class
are:
·
the audio track is too fast for the
students to follow it
·
the audio track has got too difficult
vocabulary for the students to understand
·
the audio track is not very clear or
it is not loud enough to hear it
·
students get lost because they cannot
listen to the audio track and solve the activity the teacher ask them
simultaneously.
There
are different methods in order to help students to overcome these difficulties.
Teachers can:
·
Preview interview questions: students
can be given some questions before listening with the purpose of predicting
what will happen then.
·
Use “jigsaw listening”: the teacher
divides the class in small groups and each group will have a different part of
the audio track. Once the students listen to the audio track, they will have to
put all the pieces together.
·
One task only: students will have to
solve only one simple task.
·
Play a/the first segment only:
instead of playing the whole recording, teachers can just play the first
segment and then let’s students predict what is coming next.
·
Play the listening in chunks: break
the audio into manageable chunks so that students understand the content of a
part of it before moving on to the next one.
·
Use the audio script: there different
ways of using the audio script to help students who are having difficulties:
ü
The teacher can cut the script into
bits so that the students put them in the right order as they listen.
ü
The can let the students see the
first part of the audio script before they listen.
ü
The students can read the audio
script before, during and after they listen but it will have some words or
phrases blanked out.
·
Use vocabulary prediction: the
teacher can give to the students some “key” vocabulary and ask them to predict
what the recording will be about. Knowing some of the words, they will probably
understand more.
·
Have students listen all the time: encourage
students to listen to English all the time when they are outside the classroom.
For example: in their car or MP3 players, listen to the news in English on the
radio or the Internet. They have to know that the more they listen, the easier
it gets.