Classroom management: main issues Becoming a good classroom manager Developing a positive classroom atmosphere (including rules and disciplines) Organizing pair and group work Giving feedback (including reward system) 1 .2 .Kinds | Classroom management: main issues Becoming a good classroom manager Developing a positive classroom atmosphere (including rules and disciplines) Organizing pair and group work Giving feedback (including reward system) Kinds of classroom manager Describe one teacher you like and one teacher you don’t like. (Moon 2000, task 1, p. 41) Share your description in groups. Make a list of positive qualities a teacher should have. Pupils want their teacher to do a lot of games and parties never get angry teach them in a fun way bring surprise be ‘cool’ pronounce well help them if they don’t understand never hit them be ‘pleasant draw well How atmosphere affects us Complete the charts: Atmosphere Effects on pupils Tense and unfriendly Angry, rude and ignorant people Warm and relaxed Friendly, supportive people Insecure Unhappy Little / No motivation Secure Confident Lots of motivation Positive learning environment What factors create a positive learning atmosphere? Positive atmosphere Positive teacher / student relationship Motivating learning materials Students actively participating Students productively engaging (British Council 2009) A well-managed classroom positive learning atmosphere To create a positive atmosphere 2 things are important: a sense of security (Moon 2000, tasks 3 & 4, 44 – 46) a sense of self-esteem and confidence (Moon 2000, 48 – 49) How would you managing these classroom behaviours: Being too late for the class Easily distracted Moving around Laughing / chattering / gossiping Teasing classmate / name calling / mimicking Passing notes Positive atmosphere Students pay attention listen to teacher and each other understand what they have to do respect each other and teacher (British Council 2009) Problems Children are easily distracted not able to organize themselves well not aware of the intellectual reason for pair/group work can’t work in pairs / groups well without careful teacher’s guidance. Build up ability to co-operate and communicate with others Using different techniques to engage children’s interest make pair/group work meaningful Demonstration Find your partner Find your group Musical circle Get together (Moon 2000, ) Building up ability to co-operate and communicate with others Using different techniques to engage children’s interest make pair/group work meaningful Demonstration Find your partner Find your group Musical circle Get together (Moon 2000, ) Choosing suitable pair/group work tasks A task must have a reason for children to work together. Demonstration Bring me Bingo Which task provides children a reason to work together? (Moon 2000, . 55 -56) Grading activities for pair/groupwork Demonstration Simon says How much children control over their work (task 10, Moon 2000, . 56 – 57) Making a surprise picture Describe and color Describe and draw Do what I say not what I do Types of feedback Positive feedback Praise (‘Very good’, ‘Excellent’, ‘Your pronunciation is good’, ‘You finished the exercise very quickly’, etc.) Rewards (clap hands, sweets, stickers, small gifts, etc.) Negative feedback
