1. CLASSROOM MANAGEMENT

2. 1. WHAT IS CLASSROOM MANAGEMENT? Teacher´s most important job is “to create the conditions in which learning can take place”. GROUPING AND SEATING ACTIVITIES AUTHORITY CRITICAL MOMENTS TOOLS AND TECHNIQUES WORKING WITH PEOPLE

3. It also involves both: DECISION AND ACTION 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 them, WHO will do them.

4. The “right” way Experience Essential basic skill LOOK OPTIONS ACTIONS (events) (finding options & making decisions)

5. INCREASING YOUR OPTIONS Recall what happened Reflect on Observing other teacher at work. Getting feedback from observers. Ways increasing your range of options. Deciding and acting on decisions appropriately.

6. HOW CAN YOU DECIDE WHAT´S BEST TO DO? Here are some factors to bear in mind:  What is the aim of these activity?  What would the best thing to do now?  How do the Ss.feel?  Is it time for a change of mood or pace? CLASSROOM DECISIONS & ACTIONS ARE ALSO GREATLY DETERMINED BY YOUR OWN ATTITUDES, INTENTIONS, BELIEFS & VALUES.

7. 2.CLASSROOM INTERACTION DIFFERENT ARRANGEMENTS:  Varying groupings  Use of pairs  Small groups  Whole-class work

8. TEACHER TALK AND STUDENT TALK Student learn:  The instructions  The discussions  The jokes GIVE LEARNERS OPPORTUNITIES TO HAVE USEFUL INTERACTION WITH OTHER PEERS. BE INVOLVED IN A LESSON.

9. MAXIMISING STUDENT INTERACTION IN CLASS: SOME IDEAS  Ask questions rather than giving explanations.  Allow time for Ss.to listen, think, process their answer & speak.  Really listen what they say.  Increase opportunities for STT ( Student Talking Time).  Allow Ss.to finish their own sentences.  You don´t always need to be at the front of the class.

10. SEATING CHANGING Ss. ARRANGEMENTS. MOVEMENT STRETCH THEIR LEGS.

11. FIXED, SIME-FIXED & LARGE SEATING The T. has to consider whether a long-term rearrangement might be useful.

12. The horseshoe arrangement, proved very suitable for the English classes.

13. MOVEABLE SEATING If the classroom is too noisy, make the discussion of that. If the Ss.normally sit in rows, try forming a circle. Intentionally place your seat off-centre(not at the front). How can we reorganise this classroom to make it a nicer place to be?

14. SEATING POSSIBILITIES IN A STANDARD CLASSROOM

15. 4.GIVING INSTRUCTIONS  How to talk to Ss.become crucial when we give them instructions.  The best activity in the world is a waste of time if the Ss.don´t understand what it is they are supposed to do.

16. HOW CAN WE GIVE CLEARER INSTRUCTONS? THERE ARE 5 STEPS: 1.LISTEN TO YOURSELF or RECORD YOURSELF. 2.PREPLAN ESSENTIAL INSTRUCTIONS. 3.MAKE EYE CONTACT. 4.DEMOSNTRATE RATHER THAN EXPLAIN. 5.CHECK THAT Ss. HAVE UNDERSTOOD WHAT TO DO.

17. HOW TO GET LEARNER´S ATTENTION Here are some tips of getting attention before giving an instruction, explanation, etc.  MAKE EYE CONTACT.  GESTURE.  JUST WAIT.  ESTABLISH YOUR AUTHORITY.  PROJECT YOUR VOICE CLEARLY.

18. 5.PARTICIPATE, MONITOR OR VANISH? DECIDING ON YOUR ROLE WHILE Ss.DO AN ACTIVITY STEP 1: THE FIRST 30 SECONDS: ARE THEY DOING THE TASK SET? STEP 2: THE TASK ITSELF  MONITOR DISCREETLY OR VANISH.  MONITOR ACTIVELY OR PARTICIPATE.

19. 6.GESTURES SPECIFIC WAYS. DEVELOP A RANGE OF GESTURES.

20. TO BE CONTINUED…