Lecture Chapter 3 How to manage teaching & learning presented content: Physical presence in class, teacher’s voice, marking stages of the lesson, seating arrangement, groupings, evaluating a lesson (success or failure). | Chapter 3 How to manage teaching & learning Teacher’s physical presence in class Teacher’s voice Marking stages of the lesson Seating arrangement Groupings Evaluating a lesson (success or failure) Teacher’s physical presence in class Proximity: - short distance: Ss uncomfortable - long distance = coldness Teachers should consider how close they want to be to Ss Appropriacy: Deciding how closely teachers should work with Ss Movement - Teacher’s movement: retaining Ss’ interest - How much? Depending teacher’s personal style - Motionless teachers bore Ss. Contact: helping teachers to be aware of - what Ss are doing - how they are feeling - the nature of contact varying 2. Teacher’s voice Teacher’s most important instrument Audibility: - to be audible, not shouting - to get balance b/w audibility & volume Variety: - varying the quality of voice (depending the type of lesson/activity Conservation: taking great care of voices 3. Marking stages of a lesson Start the lesson where . | Chapter 3 How to manage teaching & learning Teacher’s physical presence in class Teacher’s voice Marking stages of the lesson Seating arrangement Groupings Evaluating a lesson (success or failure) Teacher’s physical presence in class Proximity: - short distance: Ss uncomfortable - long distance = coldness Teachers should consider how close they want to be to Ss Appropriacy: Deciding how closely teachers should work with Ss Movement - Teacher’s movement: retaining Ss’ interest - How much? Depending teacher’s personal style - Motionless teachers bore Ss. Contact: helping teachers to be aware of - what Ss are doing - how they are feeling - the nature of contact varying 2. Teacher’s voice Teacher’s most important instrument Audibility: - to be audible, not shouting - to get balance b/w audibility & volume Variety: - varying the quality of voice (depending the type of lesson/activity Conservation: taking great care of voices 3. Marking stages of a lesson Start the lesson where possible & appropriate (kind of lesson, learning activities, objectives) Not always explaining exactly what to do maintaining an element of surprise 4. Seating arrangement Orderly rows Circles & horseshoes Separate tables Orderly rows - Advantages: Having a clear view (T Ss & T Ss ) Maintaining eye contact (Ss/ individual) Suitable for explaining grammar points, watching video, using the board, demonstrating text organization, language practice (choral drill .) The best or only solution: large classes (40-200Ss) Circles & horseshoes Ideal for small classes Teacher’s position: less dominating Lowering the barriers b/w T & Ss Easy to share feeling & information through talking, eye contact & body movements Separate tables Easy to check Ss’ work, help weak Ss & prompt & explain sth to Ss The class atmosphere: less hierarchical Its own problems: Ss dislike working with the same partners; difficult for ‘whole class’ teaching 5. Different student groupings Whole class Group work & pair work .
