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LG 228 WEEK 7.

This resource explores the essential aspects of classroom management focused on the teacher's role. It discusses the organization of learning, management of interactions, and methodologies for teaching. Key areas include defining student expectations, different student groupings (lockstep, individual, pair, group work), and effective seating arrangements. Additionally, it emphasizes giving clear instructions, using native and non-native speakers, and the significance of eliciting questions to enhance understanding. The importance of rapport and discipline in fostering a positive learning environment is also highlighted, supported by various educational references.

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LG 228 WEEK 7.

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  1. LG 228 WEEK 7. CLASSROOM MANAGEMENT

  2. THE JOB AND ROLE OF THE TEACHER • The organization of learning. The management of interaction. Teachers' actions and decisions. What the teacher does, when and why? Teaching as decision making. • What is a role? What is the relationship between role and method/activity? • Importance of clarifying what's expected of students. New methods entail new roles.

  3. Student groupings • 1. Lockstep: whole class works with teacher, together at the same pace/level. • 2. Individual: allows learner to develop autonomy, restores quiet atmosphere • 3. Pair-work: increases student's practice and motivation. • 4. Group-work: more talk, more dynamic, less strain. Problems of noise/mistakes/use of L1

  4. . Seating arrangements • 1) Rows 2) Horse shoe • 3) Circle 4) Separate tables • Giving instructions • Issue of the use of mother tongue • Important to set up activities with care (otherwise misunderstanding/chaos).

  5. The native speaker teacher • Advantages of NST? • Advantages of NNST? • . The role of eliciting/questioning • To draw out language, information, ideas. (Students may know more than you think.) • *To check understanding *To stimulate *To encourage self expression

  6. . Rapport and Discipline • Need to know Ss, listen to them and be fair/’even-handed’ • Agree on a code of conduct from the beginning.

  7. REFERENCES • Gower, R, Phillips, D, and Walters, S.(1995;2009) Teaching Practice Handbook, (ch2)Heinemann • Scrivener, J. (1994;2011) Learning Teaching (chaps. 2 & 8) Heinemann • Nunan, D. & Lamb , C. (1996;2011) The Self-Directed Teacher (chaps. 3-5), Cambridge U.P. • Wright, A. (1987) Roles of Teachers and Learners, Oxford U.P. • Wright, T. 2005. Classroom management in Language Education. Macmillan. • Waters, A. 1998. Managing Monkeys in the ELT Classroom. ELT Journal.1998:52/1. pp11-18.

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