Dit is een volledige samenvatting van hoofdstuk 3 uit het boek Learning Teaching dat wordt gebruikt voor het vak vakdidactiek op de lerarenopleiding Engels aan de HAN.
Tefl summary chapter 3
Learning teaching by Scrivener
1. What is classroom management?
Your most important job as a teacher is perhaps to create the conditions in which learning
can take place. The skills of creating and managing a successful class may be the key to the
whole success of a course. An important part of this is to do with your attitude, intentions and
personality and you relationship with the learners. However, you also need certain
organisational skills and techniques. Such items are often grouped together under the
heading of ‘classroom management’.
Common classroom management areas include: see LT pg. 54-55.
- activities (route map idea).
- grouping and seating.
- authority (the ability to control (pupils)).
- critical moments (important parts of a lesson).
- tools and techniques.
- working with people.
Classroom management involves both decisions and actions. The actions are what is done
in the classroom. The decisions are about whether to do these actions, when to do them,
how to do the and who will do them.
At any classroom moment, there will be a range of options as to possible actions. At every
step, your decision will take you forward on your particular route. No one can tell you the
‘right’ way to do something.
The essential basic skill for classroom management is therefore to be able to look at and
read classroom events as they occur and think of possible options available to you, to make
appropriate decisions between these options, and to turn them into effective and efficient
actions. As you grow in experience, your awareness of possible options will grow.
Basic skills of classroom management:
?
Options ?
Look
? Finding options ?
Looking at ? Actions
classroom
Making decisions
Events minute Doing the
between one
by minute. chosen action
option and
2. another classroom interaction:
Classroom decisions and actions are greatly determined by your own
attitudes, intentions, beliefs and values.
Some common types of student grouping in the classroom include: individual work, pair
work, small groups (three to six people), whole class (working together with you), whole class
(mingle).
Varying groupings is one way of enabling a variety of experiences for the learners.
, The language classroom is rich in language for learners, quite apart from the language that is
the supposed focus of the lesson. Students learn a lot of their language from what they hear
their teacher say. It would be unsatisfactory of your talk dominated the lesson to the
exclusion of participation from as many learners as possible.
The most efficient way of learning is for a student to be really involved in a lesson.
An essential lesson that every new teacher needs to learn is that ‘taking at’ the learners does
not necessarily mean that learning is taking place; in many cases. TTT
(TeacherTalkingTime) is actually time when the learners are not doing very much and are not
very involved.
3. seating:
Important considerations when making a seating arrangement in class are:
- can learners comfortably work in pairs with a range of different partners?
- can learners comfortably work in small groups with a range of different other learners?
Changing seating arrangements can help students interact with different people, change the
focus from you when appropriate and allow a range of different situations to be recreated
within the classroom, as well as simply adding variety to the predictability of sitting in the
same place every time.
Remain aware of the possibilities of using the space you are in; sometimes a complete
change in the room can make all the difference.
In the long term, if you have exclusive use of a classroom, or share it with other language
teachers, it’s worth considering whether a longer-term rearrangement might be useful.
The horseshoe seating arrangement (halve circle) is proved to be very suitable for English
classes. In a circle or horseshoe, learners can make eye contact with everyone else in the
group and thus interact much more naturally. Weaker students tend to hide away less and
stronger students to dominate less. Having you as a teacher in the circle helps to clarify your
role as an equal rather than as someone separate and different.
4. giving instructions:
In a multilingual class you have to use English for instructions. But in monolingual classes
you have a choice: English, native language or some mixture between both. It is certainly
possible to use only English, but it’s often problematic because of the quantity and over-
complexity of language used.
Five steps towards better instructions:
1. Become aware of your own instruction-giving (listen to yourself; record yourself; ask
other to watch you and give feedback).
2. Pre-plan essential instructions. Analyse the instructions beforehand so as to include
only the essential in simple, clear language, and sequence it in a sensible order. Use
short sentences. Don’t say things that are visible or obvious (eg I’m giving you a
piece of paper). Don’t give instructions that they don’t need to know at this point.
3. In class, separate instructions clearly from everything else that is going on. Create a
silence beforehand, make eye contact with as many students as possible, find an
authoritative tone, make sure they are listening before you start. Use silence and
gestures to pace the instructions and clarify their meaning.
4. Demonstrate rather than explain wherever possible.
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