Classroom Management Workshop November 17, 2006 Language Institute Rutgers

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Classroom Management WorkshopNovember 17,
2006Language InstituteRutgers

• Karen H. Sanchez, Ed.D.

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Make optimal use of attention span

• Know your students
• Consistency
• Overall class structure
• Use the board
• Novelty
• Vary activities
• Vary groups
• Limit time for task

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Planning is the key

• Plan tightly
• Know and state your objectives what will the
  students be able to DO
• Sequence activities to support objectives
• Make work relevant, realistic, engaging,
  cognitively challenging
• Transition smoothly
• Have all materials ready to be used in sequence

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Know and state your objectives

• What will the student be able to DO after this
  class
• In terms of language function
• In terms of culture

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Language Functions
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Plan tightly

• Base teaching on prior knowledge
• Recycle familiar material
• Calculate the time per activity
• Include all modes of communication
• Include activities that appeal to a variety of
  learning styles
• Assess as you go
• Reflect on assessment
• Adjust plans

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Attention span

• Change the pace every 20 minutes
• First 20 minutes-most attentive
• Second 20 minutes
• Third 20 minutes-
• Final 20 minutes
• Engage students every 8 minutes

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Sequence activities

• Interpretive provide several models of what you
  want the students to do
• Interpersonal-
• controlled
• structured
• free
• Presentational-

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Refine questioning technique

• Who has?
• Yes/no answer
• Choice
• What is?

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How to manage

• late arrivals
• students who finish early
• odd man out
• pairs and small groups
• collaborative learning-
• recorder
• researcher
• presenter

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What isnt working for you?

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Teaching paradigms

• The transmission model characterizes the activity
  of teaching as the imparting of knowledge and the
  activity of learning as the absorbing of
  knowledge
• The engaged critical model of teaching, on the
  other hand, sees teaching and learning more in
  terms of a dialogue. Students, each with a unique
  life experience, and the teacher, also with a
  unique life experience, engage in a mutual and
  creative dialogue.
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  1999, Kolitch and Dean