MANAGING THE CLASSROOM

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MANAGING THE CLASSROOM by Mind Map: MANAGING THE CLASSROOM

1. Proximity

1.1. -Teachers need to consider how close they should be to the students they are working with

1.2. -Take this into account when assessing their students’ reactions

1.3. -Teachers should, if it is necessary, modify their behavior

2. The teacher in the classroom

2.1. -The way we move and stand

2.2. -The degree to which we are physically demonstrative

2.3. -The way we are able to respond to what happens in class

3. Movement

3.1. -How much we move around in the classroom will depend on our personal style

3.2. –At the front of the class -To the side -In the middle -Walking from side to side -Striding up and down the aisles between the chairs

3.3. -Most successful teachers move around the classroom to some extent

4. Appropriacy

4.1. -All the positions teachers take, it makes strong statements about the kind of person the teacher is

4.2. -Sitting on the edge of table -Standing behind a lectern -Standing on raised dais, etc

4.3. -It is important to consider what kind of effect such physical behavior has so that we can behave in a way which is appropriate to the students we are teaching and the relationship we wish to create with them.

5. Awareness

5.1. -The teacher has to be aware of what students are doing and, where possible, how they are feeling

5.2. -Awareness means assessing what students have said and responding appropriately

5.3. -We also need to be selfaware, in order to try to gauge the success (or otherwise) of our behavior and to gain an understanding of how our students see us.

6. Audibility

6.1. -Audibility cannot be divorced from voice quality: a rasping shout is always unpleasant

6.2. -Teachers do not have to shout to be audible

6.3. -Good voice projection is more important than volume (though the two are, of course, connected)

7. Conservation

7.1. -Avoiding shouting wherever possible, so that they can conserve their vocal energy

7.2. -Conserving the voice is one of the things teachers will want to take into account when planning a day's or a week's work

7.3. -Just like opera singers, teachers have to take great care of their voices

8. Giving instructions

8.1. -The best activity in the world is a waste of time if the students don't understand what it is they are supposed to do

8.2. -There are two general rules for giving instructions: 1.They must be kept as simple as possible 2.They must be logical

8.3. -Before giving instructions, therefore, teachers must ask themselves the following questions: 1.What is the important information I am trying to convey? 2.What must the students know if they are to complete this activity successfully?

9. Student talk and teacher talk

9.1. -There is a continuing debate about the amount of time teachers should spend talking in class. Classes are sometimes criticized because there is too much TTT (Teacher Talking Time) and not enough STT (Student Talking Time).

9.2. -Perhaps, therefore, we should not talk simply about the difference between STT and TTT, but also consider TTQ (Teacher Talking Quality)

9.3. Good teachers use their common sense and experience to get the balance right

10. Using the voice

10.1. -Perhaps our most important instrument as teachers is our voice

10.2. -How we speak and what our voice sounds like have a crucial impact on classes

11. Variety

11.1. -It is important for teachers to vary the quality of their voices — and the volume they speak at — according to the type of lesson and the type of activity

11.2. -It is worth pointing out that speaking quietly is often just as effective a way of getting the students' attention

11.3. -For teachers who almost never raise their voices, the occasional shouted interjection may have an extremely dramatic effect, and this can sometimes be beneficial

12. Talking to students

12.1. -The way that teachers talk to students — the manner in which they interact with them — is one of the crucial teacher skills, but it does not demand technical expertise

12.2. -To be successful at rough tuning, all we have to do is speak at a level which is more or less appropriate

12.3. -Gesture, expression and mime should become a natural adjunct to the language we use, especially with students at lower levels

13. What information do they need first? Which should come next?

13.1. -When teachers give instructions, it is important for them to check that the students have understood what they are being asked to do

13.2. -This can be achieved either by asking a student to explain the activity after the teacher has given the instruction

13.3. -Where students all share the same mother tongue (which the teacher also understands), a member of the class can be asked to translate the instructions into their mother tongue as a check that they have understood them