Classroom management 04th December 2020

Reminders

● Turn your microphone and camera on and off with these buttons.

● Use the raise hand feature to ask questions.

● Use the chat box to ask questions.

● In the chat box, contribution is more important than spelling.

● You can use the go slower button, if you feel the session is going too fast and vice versa.

collocation

recasting

timetable fit

diagnostician

disciplinarian

eliciting

compound noun

assumptions

procedure

drilling

nominating

homonym

idiom

facilitator

planner

aims

Within the grid are four groups of four connected words. Can you work out which words belong together?

timetable fit

homonymscompound

nouns

assumptions

drilling

idiom

eliciting

diagnosticiandisciplinarian

procedure

collocation

facilitator

aims

recastingnominating

planner

What are the categories? Post your ideas in the chat.

scuba laser

silent

radar

direct

potatotomato

posh

cucumber

structurallexical

rocket

What are the categories? Post your ideas in the chat.

Lesson plan components

timetable fit assumptions procedureaims

avalanche courgette

silentdirect

potatotomato

rodeo

cucumber

pizza

structurallexical

rocket

What are the categories? Post your ideas in the chat.

Terminology related to lexis

homonymscompound

nounsidiomcollocation

avalanche

scuba laser

courgette

silent

radar

direct

rodeo

posh

pizza

structurallexical

What are the categories? Post your ideas in the chat.

Teacher roles

diagnosticiandisciplinarian facilitator planner

scuba laserradar

potatotomato

posh

cucumber rocket

What are the categories? Post your ideas in the chat.

Functions of teacher language

drillingeliciting recastingnominating

Lesson objectives

● What activities can I do to start a class?

● How can I vary the interaction patterns with common activities?

● How can I improve my classroom management based on what I have learnt on the course so far?

Starting a class: Are the following examples of ‘ice-breakers’, ‘warmers’ or ‘lead-ins’?

1. The teacher shows a picture of a city and asks the students to brainstorm vocabulary related to the picture. The students will later discuss the advantages and disadvantages of living in a city

2. The teacher writes some general topics on the board (food, family, hometown etc.) and the students discuss to find out what they have in common in those topics

3. The students do a short quiz based on the topic of the last lesson.

‘ice-breakers’, ‘warmers’ or ‘lead-ins’?

1. The teacher shows a picture of a city asks the students to brainstorm vocabulary related to the picture. lead-in

2. The teacher writes some general topics on the board (food, family, hometown etc.) and the students discuss the topic together. ice-breaker

3. The students do a short quiz based on the topic of the last lesson. warmer

What other ‘ice-breakers’, ‘warmers’ or ‘lead-ins’ do you know?

Which word is the odd one out?

reuse cooperative dog

Use your status to answer

1 prmpt

2 cknwldg

3 prs

4 drll

5 grt

The words on the right are all related to functions of teacher language but they’ve had the vowels removed. Can you guess what they are? Put your answers in the chatbox. You can answer in any order. You don’t need to wait until you have all eight.

Starter for five…

1 prompt

2 acknwldge

3 praise

4 drill

5 greet

The words on the right are all related to functions of teacher language but they’ve had the vowels removed. Can you guess what they are? Put your answers in the chatbox. You can answer in any order. You don’t need to wait until you have all eight.

Starter for five…

What other ‘ice-breakers’, ‘warmers’ or ‘lead-ins’ do you know?

Other ideas: - Show pictures to discuss topics/ideas- Personal questions about the topic- Word chains: The player who starts the game will say a word. The next will say

another word that begins with the last syllable of the first word.

More? →

Task 2, Unit 16.2

Interaction patterns – how can these task be made more interactive or student centred by adding different interaction patterns?● Reading a text

● Doing a gap-fill

● Drilling for pronunciation

● Brainstorming / Preparing to write a text

Reading a text → Jigsaw reading

Cutting Edge Upper Intermediate, 3rd Edition, Unit 2

Gap fill

Total English Intermediate, Unit 7

Drilling for pronunciation

Brainstorming ideas

Problems with group work

a) My students speak in their L1 as soon as they are working in groups with people of the same L1.

b) My students don’t want to speak to other students. They just want to speak to me.

c) I’ve got very shy students and very dominant ones. They can’t work together!

d) Every time I move students around, it becomes a big mess!