Methodologies remain a matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher holds grading educational psychology. A large part of traditional classroom management involves behavior modification, although many teachers see using behavioral approaches alone as overly simplistic. Many teachers establish rules and procedures at the beginning of the school year. They also try to be consistent in enforcing these rules and procedures. Many would also argue for positive consequences when rules are followed, and negative consequences when rules are broken.
There are newer perspectives on classroom management that attempt to be holistic. One example is affirmation teaching, which attempts to guide dents toward success by helping them see how their effort pays off in the classroom. It relies upon creating an environment where students are successful as a result of their own efforts. By creating this type of environment, students are much more likely to want to do well. Ideally, this transforms a classroom into a community of well-behaved and self-directed learners.
Here are some situations mentions In our book: 1 . The biggest mistake new FEEL teachers make is to talk too much and not create opportunities for students to communicate in the target language. Briefly
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Then the teacher must respect the percentage to be talking in class (TTT 20%) and let the students to practice with the activities that the teacher decides to make. A) The teacher lists vocabulary on the board and defines the words verbally, using visuals ND gestures, then asks the students if they understand. (100% TTT). In this case if teachers questions if students understood, the students will always answer yes, then you will never be sure if they really understood.
It is better to ask if they can do things like a sentence with one of the words that are on the board, also another option it is to fill in the blanks of sentences that the teacher decides to use the words that are being practiced. B) The teacher reads the passage of text from the course book aloud, the true/false questions, and asks if students have any questions (100% TTT). This is good that the teacher reads the passage from the book to find out if students have good understanding with the English, but the true/false questions the students have to read it and answer themselves.
And to a little more practice to ask some of them to read the true/false question and then say the answer and so compared to the other students if the response is good and so the teacher can also check the student’s pronunciation. C) The teacher explains the directions for a pair activity, then talks for two minutes about how to form the pairs (by numbers, hair lour, shoe size, etc. ), then re-explain the directions to each pair, then gives the answers to each pair. (95% TTT).
Okay first the teacher says the instructions of the activity and after how to form the teams but is worth re-explain the instructions of the activity to each team, must do so only with the team asked or see disoriented and it is so bad to give them the answers. The teacher’s work also is to let the students think and end when all the students finished giving the answers to compare, but asking in groups to compare. Well if the teacher gives the answers to each team the detent is not learning anything. The student it is the one who should make the activity. 2.
A teacher gives the following instructions: “In English we have lots of rules that have to be followed in order to speak correctly. I know you all want to speak correctly, so listen closely. In English, the adjective comes before the noun, not like you mother tongue where you put the adjective after the noun most of the time. Don ‘t ask me why, Just follow the rule when you do the exercises, okay? ” List the problems you see with these instructions. How else could the teacher have given instruction? First of all when teaching a topic you put the sentence structure then it is not necessary to give all the speech of the subject and the noun.
The right way to give instructions is to teach about the topic you are going to see and then if any student which asks why the adjective comes before the noun could you explain that this is how it is used to speak in the English language and must respect grammatical rules. 3. The teacher has ten extra minutes at the end of class and nothing planned as an activity. She lets the students make cell phone calls and speak in their Al until the bell rings. The next day in class, phones are ringing and all conversations are in Al . What can the teacher do to get the class back on task and speaking the LA?
In this case the teacher should seen and have time we should have planned extra activities like games that go with the topic or where you practice English. Probably promote a conversation among the group, and ask what they will do on the weekend as (What are you going to do this weekend? ), or they do during the week if you work or study? (What do you do in you week? Do you study o work? ) I mean promoting the student to know and understand hat the knowledge gained can hold a conversation. 4. A teacher asks his students if they understand what the word “whether” means.
When they say, no he uses the word I a sentence, and again asks them if they understand. They say they still don ‘t understand, and he use another sentence. What is the problem with this technique and certain words? Here the teacher only uses the word in sentences and the students do not understand, then you can try to explain the word with some synonyms of the same word. 5. A teacher calls on the same two students every class because they speak better than otter students. Explain owe this might cause problems for the teacher, and how it may affect the other students ‘learning.