1. Managing the class

2. 1. Use of eye contact, gesture and the voice Eye contact (1) How can you use eye contact? (2) When should you avoid eye contact? (3) Is there any point in encouraging the students to look at each other? (Yes, very much so.

3. 1. Use of eye contact, gesture and the voice Use of gesture, facial expression and mime (1) Conveying meaning (2) Managing the class (3) Is there anything to be avoided? (unclear, ambiguous, rude gestures & irritating habits)

4. 1.Use of eye contact, gesture and the voice Using the voice to gain attention (1) when students are standing around at the beginning of a lesson, talking; (2) when you want to stop a group activity; (3) when there’s a lot of general noise and you want to regain control.

5. 1.Use of eye contact, gesture and the voice Using students’ names It is important to make sure you know everyone’s name and that they know both yours and each other'

6. 2. Classroom arrangement Students’ seating arrangements (1) their attitude to each other and to you; (2) your attitude to them; (3) how they interact; (4) the types of activity they can do.

7. 2. Classroom arrangement The teacher’s position and movement (1) what type of activity it is; (2) what your role is; (3) what the students’ role is expected to be; (4) who you are attending to and not attending to; (5) whether you expect a student to talk to you or not.

8. 3. Attention spread How can you give individual attention? What about students who don’t want ‘public’ attention? Attention during pairwork and groupwork.

9. 4. Teacher talk and student talk Advantages vs. disadvantages of teacher talk How can you help the students understand what you say? How can you avoid unnecessary and unhelpful TTT?

10. 5. Eliciting, giving instructions and setting up activities Usually eliciting consists of giving clues and prompts in order to get the students to make an appropriate contribution. Eliciting should never be simply guessing what’s in the teacher’s head.

11. 5. Eliciting, giving instructions and setting up activities Use simple language and short expressions. Be consistent. Use visual or written clues. Demonstrate. Break the instructions down. Target your instructions. Be decisive. (How can you make your instructions effective?)

12. 5. Eliciting, giving instructions and setting up activities Different types of activities: Controlled activities / Guided activities / Creative or free communication Why are pairwork and groupwork useful? Planning the activity Organizing the class: putting the students into pairs/groups Random pairing / You choose the grouping / You let the students choose who to work with

13. 6. Monitoring Monitoring the class Monitoring groupwork Monitoring pairwork Monitoring individuals

14. Managing groupwork Stand back Quickly check Don’t interrupt unless: Spread your attention Be easily accessible If you need to feed in ideas Provide encouragement Give correction and/or gather data for feedback

15. 7. Starting and finishing the lesson Punctuality How can you make the starting point of a lesson clear? Should you announce what the class is about?

16. 7. Starting and finishing the lesson Summarizing and evaluating Making announcements Farewells and socializing

17. 8. Establishing rapport and maintaining discipline Establishing rapport and motivating students How can you establish a good working relationship with your students? How can you establish a good working relationship with your students? How can you encourage good group dynamics and interdependence between students? Maintaining discipline How do you deal with problem students? How do you control noise levels in the class?

18. How can you establish a good working relationship with your students? Don’t prejudge a class Look as if you enjoy your job Be positive Show personal interest in the students Personalize materials and activities Respond and react to what students say Be interested in their progress Ask for comments on the classes

19. 9. The monolingual and the multilingual class Advantages and disadvantages of teaching a monolingual and a multilingual group Avoiding the use of the mother tongue in pairwork and groupwork