WEEK 29 - 11 OF OCTOBER, 2023
CLASSROOM MANAGEMENT
COMPONENTS
− Giving Instructions
− Timing
− Monitoring
− Voice Projection
− Eye Contact
− Giving Feedback
− Error Correction
− Classroom Dynamics
− Body Language
− Use of the Whiteboard
DEFINITION
It is a collection of techniques that teachers use to encourage effective learning by minimizing
distractions and disruptions.
A teacher can have great lessons plans and materials. However, if a teacher cannot manager her/his
class, effective learning will not happen.
So, what are the essential elements of good classroom management?
- Build your community
- Create a safe, supportive and energetic environment (Dynamics with the sts)
- Know your students
- Create classroom guidelines/expectations, and include students in this process
- Be fair and consistent with all students
- Deal with disruptive behavior quickly
- Use praise but make it sincere
- Keep lessons engaging and relevant to students
- Challenge your students
- Start strict and relax later
- Be passionate about teaching
GIVING INSTRUCTIONS
A2 - FIND SOMEONE WHO...
T provides a chart with characteristics for them to find classmates who meet them
FIND SOMEONE WHO...
HAS PETS
LIKES GOING TO THE PARK
COLLECTS COMIC BOOKS
LOVES MOVIES
PLAYS BASEBALL
...
Walk around, talk to your classmates and ask them questions to complete your chart.
B1 - SPEED DATE
10 ACTIVITY
LETS DIVIDE IN HALF AND MAKE TWO CIRCLES, ONE INSIDE ONE OUTSIDE, FACING EACH OTHER.
FIND SOMETHING YOU HAVE IN COMMON WITH YOUR CLASSMATE. YOU HAVE 1 MINUTE PER
CLASSMATE THEN OUTER CIRCLE ROTATES TO THE LEFT.
TTT vs. STT
Teaching Talking Time refers to the amount of class time the teachers spends speaking to the class,
either part of a lecture or in a discussion.
- How much time do you spend talking?
- How much time do your students spend talking?
- What can you do to provide students with enough opportunities to speak?
- Evaluate your teaching practices and see how can you increase student talking time.
BICS AND CALP
BICS = social language
Basic Interpersonal Communication Skills (BICS) refer to linguistic
skills needed in everyday, social face-to-face interactions. For
instance, the language used in the playground, on the phone, or to interact
socially with other people is part of BICS. The language used in these social
interactions is context embedded. That is, it is meaningful, cognitively
undemanding, and non-specialized. It takes the learner from six months to
two years to develop BICS.
EXAMPLES:
− observing speakers’ non-verbal behavior (gestures, facial expressions and
eye actions);
− observing others’ reactions;
− using voice cues such as phrasing, intonations, and stress;
− observing pictures, concrete objects, and other contextual cues which are
present
− asking for statements to be repeated, and/or clarified.
CALP = academic language
Cognitive Academic Language Proficiency (CALP) focuses on
proficiency in academic language or language used in the classroom
in the various content areas. Academic language is characterized by being
abstract, context reduced, and specialized. In addition to acquiring the
language, learners need to develop skills such as comparing, classifying,
synthesizing, evaluating, and inferring when developing academic
competence. It takes learners at least five years to develop CALP.
Research from Collier and Thomas (1995) has shown that it may take children
with no prior instruction or no support in native language development at
least seven years to develop CALP.
EXAMPLES:
− non-verbal clues are absent;
− there is less face-to-face interaction;
− academic language is often abstract;
− literacy demands are high (narrative and expository text and textbooks
are written beyond the language proficiency of the students); and
− Cultural/linguistic knowledge is often needed to comprehend fully.
CALP can even be something native speakers of English need to acquire
The Types of Words to Learn (TESOL)
High frequency words. The 2,800 most-frequent word families cover 90 percent of all that is spoken
and written in English. A current source for this vocabulary is the New General Service List
([Link]).
Sight words. These are the most-frequent written words, which every learner should recognize
automatically without sounding them out--to build speed and fluency in reading.
General academic words. Some academic vocabulary is less subject-specific. These terms are cross-
curricular and thus useful in every discipline. A current source is the New Academic Word List
([Link]/), which contains 960 headwords.
Content vocabulary commonly used in the elementary grades. These terms are specific to a content
area and to the grade level. A notable collection is Words Worth Teaching (Biemiller,
2010), which focuses on the meanings known by children in K-2 and 3-6. In addition, some districts
have developed their own curricular content word lists by grade and by subject.
BICS OR CALP? Plan an activity
Lu & Santi
Reading: read passages of people talking about their costumer services experiences.
Quotes
Stage Objectives Timing Skill and/or Strategies Interaction Procedure
Post- To create and 15 Speaking Pairs Each sts picks from different bowls:
reading roleplay a A company, a product/service and
dialogue role company representative or
requesting for a client.
product/service
to be fixed Jointly they draft bullet points on
what the problem is and a possible
solution and proceed to role play.
The client explains the problem and
asks for solutions.
CSR paraphrases the problem to
reconfirm. And proposes a solution.
CSR should ask at least 3 questions
for context and clarification
Students need to reach an
agreement on a solution they are
both comfortable with