Factor in the classroom management Teacher in the classroom Using the voice Talking to students Speech modifications Seating arragements Classroom interaction Group work organization Criteria for effective questioning Teacher objective and learners activation

1. ACTIVITY 2.2
CLASSROOM MANAGEMENT AND CLASSROOM INTERACTION
TUTOR: ING. NESTOR BONILLA
MARGARITA PAZMIÑO

2. Contents
- Factor in the classroom management
- Teacher in the classroom
- Using the voice
- Talking to students
- Speech modifications
- Seating arragements
- Classroom interaction
- Group work organization
- Criteria for effective questioning
- Teacher objective and learners activation

3. “Successful classroom management also involves being able to deal
with difficult situations”.
Keys Factor in classroom
management
- How the classroom space is organised.
- Whether the students are working on their own or in groups.
- How teachers organise classroom time.
- How teachers use their voice
- Who talk most in the lesson

4. Teacher in the
classroom
Proximity
awareness
appropiacy
movement
Some students feel unconfable if teacher
sits close of them.
Some students think that distance is a sign
of coldness.
Creatimg an extremely friendly
atmosphere
Sitting on diffents seats, creating
realtionship with students according the
situation.
Succesful teacher move around the
classroom to some extrem.
Teacher movements in the classroom allow
to identy personal style.
Teacher has to be aware of what students
are doing.
It means assessing what students have said
and responding appropiately.

5. Using the
voice
audibility
variety
conservation
Teachers
need to
be audible
Voice
quality Teacher do
not have to
shout.
Teachers
have to take
care of their
voices
Teacher
should
breathe
correcty
Teachers
should avoid
shouting
Vary the
quality of
their voices
Vary the
volumen of
their voice
according
the situation
Use a tone
of voice for
give
instruction

6. TALKING TO STUDENTS
ADAPT THE LANGUAGE
USE
ROUGH TUNE MOVEMENTS AND GESTURE
INCREASE THE CHANCE OF BE
UNDERSTOOD
DEMOSTRATE ACTION OR FEELINGS
ALL SPEAK IN THE SAME LEVEL
FACIAL EXPRESSION AND BODY
MOVEMENT

7. Speech modification
-
 Rates of speech appear to be slower
 Pauses
 Pronunciation tend to be exagerated and simplified
 Vocabulary use is more basic
 Degree of subordination is lower.
 More declaratives and statements are used than question.
 Teachers may self – repeat more frequently
- (Chaudron 1988:85)
-

8. SEATING
ARRAGEMENTS
 Olderly
rows
 Separate
tables
 Circle and
horseshoe
- Clear view of all students
- Teachers work with the whole class
- Can explain grammar points
- It is useful in mixed- ability clases
- Students can work around a
computer screen.
- It makes teaching more difficult.
- .
- Teacher is less dominant.
- All students can see each other.
- There are more eye contact and
body movements.

9. Conceived classroom fuctions of teacher.
Feedback
Managenal and
pedagógica aspects
Develop awarenes Monitor who gets the
feedback.
classification
positive negative
More effective in
changing pupil
behavour
Fuctions
To let students know
that have performed
To increase motivation
through praise
Some teachers use a
rising intonation

10. Forms of interaction
 TT= Teacher very active, students only receptive.
 T= Teacher active, students mainly receptive.
 TS=Teacher and students farly equally active.
 S= Student active, teacher mainly receptive.
 SS= Students very active, teacher only receptive.

11. Student groupings
advantage disadvantage
Whole class It is useful for presenting information
and for controlled practice.
It can be dinamic and motivating.
It is less efective if we want to
encourage individual contribution.
Groupwok
and pair
work
It fosters cooperative activity.
Students tend to participate more
actively.
Give teachers more opportunity to
focuss attention.
Only one student work, other stay
in silent.
Students use only the mother
tongue when teacher is not there.
solowork It allows students to work at their
own speed.
It often provides welcome relief.
Students can relaxe their public
faces.
Do not share ideas with other
classmates.
Class to
class
Students often feel positive.
Teachers are flexible.
They can interact with other
students of diferent class.

12. Group - work
organization
presentation
The instructions
are very
important
Preliminary
quick review
process
Provide support
and aproval
Ending
Finish the tlask
before the
times is out.
feedback
Giving the right
solution

13. Interaction
patterns
Self accesss
Group works
Open and
teacher
questioning
Closed ending
teacher
questioning
Individual
work
Choral
responses
collaboration
Students
initiate,
teacher
answer
Full-class
interaction
Teacher talk

14. Criteria for efective
questioning
clarity
Availability
Learning value
Interest
Teacher reaction
Learns immediately
grasp
Stimulate thinking
and response.
Learners find the
question interesting
Invite and encourage
extended answer
Teacher respects
answers.

15. Teacher objectives and learners
activation.
a. Comprehension check
b. Familiarization with text
c. Oral fluency
d. Grammar check
e. Writting
f. Grammar practice
g. New vocabulary

16. “End”