Classroom management in the target language
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World Language Classes and Classroom Management while in the target language
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Classroom management in the target language
- 1. Classroom Management in the Target Language HARD, HARD AND HARDER
- 2. Purpose – Part1 Decrease the amount of time you spend managing behaviors
- 3. Purpose Increase the amount of time your class spends ‘doing’ the language
- 4. Reactive
- 5. Proactive
- 7. Seize the First Day
- 8. Voice
- 10. Decisive
- 11. Simple Redirects
- 12. I know you are done with the test, why don’t you stop playing video games
- 13. Stop Read now
- 14. Compassion
- 15. Relationships
- 21. Front-loading
- 22. Emotions
- 23. Cuing System
- 24. Goal Setting
- 25. Grades
- 26. Scenario 1
- 27. Scenario 2
- 28. Scenario 3
Notas do Editor
- Show confidence Leverage your credibility as someone who successfully using the target language to get what they want Make your teacher persona a little larger than the real
- Show your charisma through your voice.
- Even if you are physically short you can make create a physical presence by…. Standing tall and a little away Good Posture Never sit at your desk. Be everywhere in the room.
- Simple language is indicated for redirects in English, even more so for target language redirects. Use body language use as few words as possible
- IN grading Smile
- Positive interactions 5 to 1, Smile, proximity.
- When students are empowered with an understanding of proficiency – they can also be empowered to create a culture where language acquisition happens. You don’t have to be the policeman, you are enlisting the class
- If you are truly confident you welcome feedback from students
- Language
- Identify emotions and talk about how to tame them in the target language. You can replace the school supplies unit with this.
- Effective – includes visual and verbal indicators
- Students set their own learning goals
- Students set their own learning goals
- Heritage Speakers Read the body language Native Speaker Non-native Speaker
- Heritage Speakers Read the body language Native Speaker Non-native Speaker
- Built me relationship with him first Intentionally elevated him, by using him as an example In the first few weeks, I asked him and his mother if he could stay after school to plan a lesson that we would co-teach During differentiated groups, I had him lead one of the groups