How to teach English MANAGING THE CLASSROOM BY

How to teach English: MANAGING THE CLASSROOM BY JEREMY HARMER Presented by Keri and Kaan

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 L 1 Creating Lesson stages Different seating arrangements & student groupings

Classroom Management Variables Space Students : groups vs alone Classroom Time Appearance Voice Talking to students Mother tongue role Difficult situations Classroommanagementonline. com

Physical Location? Teacher in the classroom Proximity Appropriacy Standing ? How close ? Movement Awareness Still or walking around ? The teacher’s primary responsibility is response-ability (Wilberg, as cited by Harmer, 2007, p. 35)

Self Awareness How our students see us

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.

…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 don’t look like professionals” (Molloy as cited by Lang in Roach, 1997, p. 129) Respect? Approachability?

Teacher Assistant Attire…. Negative Impact ? Positive Impact?

…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

Audibility Using the Voice Audibility Voice quality – projection – Volume Variety Type of voice Type of lesson Conservation Variety Conservation Care of voice – breathing – conserve energy

Talking to students Manner Empathy Teacher – Student Rapport 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.

Giving Instructions 2 Rules: Simple & logical Check understanding Mother tongue & Translation ilookchina. net

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 ?

Using the L 1 Progression from L 1 to L 2 Beginner level L 2 Advanced level Giving complicated instructions Use L 1 when other ways of L 2 should predominate explaining meaning are ineffective May aid in pronunciation Help make connections and see differences between L 1 & L 2 Use L 1 only when other ways of explaining meaning are ineffective

Creating lesson stages Arouse student’s interest Signal beginning of activity or lesson Hold and/or regain students’ attention Signal ending of activity or lesson

Different seating arrangements indicate a number of different approaches.

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 one’s own territory may become increasingly important as a means of comfortably engaging in active learning” (Burgess & Kaya, 2007, p. 872).

Different student groupings PROS CONS Whole Class Presenting material (lectures) Less individual attention Drills/practice Inhibition because perceived as Creates sense of belonging more demanding Group/Pair work Cooperative and interactive Compatibility Increases independence Dominant vs. subordinate Increases participation May encourage disruptiveness Teacher can work with a group while other groups work

Different student groupings PROS CONS Solo Students work at own pace Gives students thinking time ? Allows individuality Class to Class Interaction between others May encourage positive feelings and higher motivation Can be time consuming

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

References 2 homeless men [Cartoon]. (n. d. ). Retrieved January 31, 2012 from, http: //www. cartoonstock. com/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/dress-code-for-menand-women-in-public-schools. html

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/teacher 401_138795. html Teaching before and after-edited [Cartoon]. (n. d. ). Retrieved January 31, 2012 from, http: //ilookchina. net/? s=cartoon