Managing the classroom

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How to teach English

• Managing the classroom
• by Jeremy Harmer

Presented by Keri and Kaan
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Managing the classroom

• Classroom management
• The teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student Talk and teacher talk
• Using the L1
• Creating Lesson stages
• Different seating arrangements student groupings

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Classroom Management

• Variables
• Space
• Students groups vs alone
• Classroom Time
• Appearance
• Voice
• Talking to students
• Mother tongue role
• Difficult situations

Classroommanagementonline.com
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Teacher in the classroom
Physical Location?

• Proximity
• Appropriacy
• Movement
• Awareness

Standing ? How close ?
Still or walking around ?
The teachers primary responsibility is
response-ability (Wilberg, as cited by
Harmer, 2007, p. 35)
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Self Awareness
How our students see us
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Importance of Attire (Roach, 1997)

• Dress Professionally
• Relationship of GTA dress with student
  perceptions of affective/cognitive learning,
  student misbehaviors, and student ratings of
  instruction
• GTA training often disregard Non-verbal
  factors.
• Attire attitudes, beliefs, values,
  socio-economics
• True?
  False?
• Perception is everything
• Persuasiveness Competence, credibility
  professionalism.

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in the Classroom.

• Different setting different effects
• Often no official dress code but strong
  unofficial preference effectiveness
• Dress Seminars ?
• One of the reasons the teachers are not paid as
  professionals is that they dont look like
  professionals (Molloy as cited by Lang in Roach,
  1997, p. 129)
• Respect? Approachability?

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Teacher Assistant Attire.

• Negative Impact ?

• Positive Impact?

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Conclusion

• In light of study results, elevated TA attire
  levels create a positive, professional impression
  on students that is reflected in student
  attitudes toward the course, the instructor, the
  content, etc. (Roach, 1997, p.137)

strange-lands.com
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Using the Voice

• Audibility
• Voice quality projection Volume
• Variety
• Type of voice Type of lesson
• Conservation
• Care of voice breathing conserve energy

• Audibility
• Variety
• Conservation

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Talking to students

• Manner Empathy Rapport
• Teacher Student ? Parent Child
• Rough Tuning
• It is the simplification of language which both
  parents and teachers make in order to increase
  their chances of being understood.
• Adjust language use Grammatical complexity,
  vocab use, Tone.
• Kind of language what they wish to say
  Manner.

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Giving Instructions

• 2 Rules
• Simple logical
• Check understanding
• Mother tongue
• Translation

ilookchina.net
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Student Talk Teacher Talk

• Student Talk Time (STT)

• Teacher Talk Time (TTT)

• Not enough ?

• Too much ?

TTQ Teacher Talking Quality
Student centered or Teacher centered ?
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Using the L1

• L1

• L2

Progression from L1 to L2
Beginner level
Advanced level

• Giving complicated instructions
• Use L1 when other ways of explaining meaning are
  ineffective
• May aid in pronunciation
• Help make connections and see differences between
  L1 L2

• L2 should predominate
• Use L1 only when other ways of explaining meaning
  are ineffective

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Creating lesson stages

• Arouse students interest
• Signal beginning of activity or lesson
• Hold and/or regain students attention
• Signal ending of activity or lesson

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Different seating arrangements

• Different seating arrangements indicate a
• number of different approaches.

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More than just seating arrangement

• In classroom settings where students are
  required or elect to bring several items to
  class, for example, a backpack, jacket, and
  handbag, in addition to notebooks and textbooks,
  defining ones own territory may become
  increasingly important as a means of comfortably
  engaging in active learning (Burgess Kaya,
  2007, p. 872).

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Different student groupings
PROS CONS
Whole Class Whole Class
Presenting material (lectures) Drills/practice Creates sense of belonging Less individual attention Inhibition because perceived as more demanding
Group/Pair work Group/Pair work
Cooperative and interactive Increases independence Increases participation Teacher can work with a group while other groups work Compatibility Dominant vs. subordinate May encourage disruptiveness
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Different student groupings
PROS CONS
Solo Solo
Students work at own pace Gives students thinking time Allows individuality ?
Class to Class Class to Class
Interaction between others May encourage positive feelings and higher motivation Can be time consuming
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Discussion Questions

• Harmer does not mention this in the chapter, but
  to what degree do you think culture (the
  teachers and the students) plays a role in how
  the teacher manages the classroom?
• How important is the teachers appearance?
  Clothes? Grooming? Hygiene?

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References

• 2 homeless men Cartoon. (n.d.). Retrieved
  January 31, 2012 from, http//www.cartoonstock.co
  m/directory/s/ shabby.asp.
• Burgess, B., Kaya, N. (2007). Territoriality
  Seat preferences in different types of classroom
  arrangements. Environment and Behavior, 39(6),
  859-877. Retrieved January 27, 2012, from the
  Sage Publications database.
• Can you help me, Mrs. Martin? Cartoon. (n.d.).
  Retrieved January 31, 2012 from,
  http//classroommanagement online.com.
• Dress code Cartoon. (n.d.). Retrieved January
  31, 2012 from, http//strange-lands.com/2010/07/d
  ress-code-for-men- and-women-in-public-schools.htm
  l

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References

• Harmer, J. (2007). How to teach English. Essex,
  UK Longman
• Male holding a book Clipart. (2012) Retrieved
  January 31, 2012 from, http//www.graphicsfactory
  .com/ Clip_Art/ Education/teacher401_138795.html
  
• Teaching before and after-edited Cartoon.
  (n.d.). Retrieved January 31, 2012 from,
  http//ilookchina.net/?scartoon