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CLASSROOM
MANAGEMENT
Classroom management through diversifying exercises and activities
Prof. Naima TRIMASSE
Prepared by: Sophia AKDIM Ahmad DAKHISY Mohamed AIT MADANI Omar TAKY EDDIN Brahim MEZGAR
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Initiating interaction
By : OMAR TAKY EDDIN
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I- What is interaction?
• Interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people, resulting in a reciprocal effect on each other.
• " Telling is not teaching: listening is not learning” • “Teaching is listening, learning is talking.”
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• A.Theory of language • a) The structural view :
• b).The functional view:
• c) The interactional view: sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. Language is seen as a tool for the creation and maintenance of. social relations.
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II-Interactive principles
Automaticity: true human interaction is best accomplished
when focal attention is on meanings and messages and not on grammar and other linguistic forms.
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Risk taking: interaction requires the risk of failing to produce
intended meaning, of failing to interpret intended meaning…
Communicative competence: all of the elements of communicative competence
(grammatical, discourse, sociolinguistic, pragmatic, and strategic) are involved in human interaction.
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III- Roles of the interactive teacher:
• 1.the teacher as Controller• 2.the teacher as Director• 3.the teacher as Manager• 4.the teacher as Facilitator• 5.the teacher as Resource
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IV- Questioning strategies for interactive learning
Categories of questions and typical classroom question words:
1) Knowledge questions: common question words: define, tell, list, identify, desciribe..who? What? Where?when?..
2) Comprehension questions: explain, define, locate, select, indicate, summarize…
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3) Application questions: demonstrate how, use the data to solve, illustrate how, show how apply. What is (…) used for? What would result? What would happen?
4) Inference questions: common question words: how? Why? What did(…) mean by? What does (…) believe? What conclusions can you draw from..?
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5) Analysis questions: distinguish, diagram, chart, plan, deduce…what is the relationship between? What is the function of? What motive?
6) Synthesis questions: compose, combine, develop…what if? What would you have done in this situation? What would happen if?
7) Evaluation questions: evaluate, defend, decide which, select, judge…which is best? Which is more appropriate?
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Sustaining interaction through group work
by: Sophia Akdim
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I- Group work
It ’s a generic term covering a multiplicity of techniques in which two or more students are assigned a task that involves collaboration.
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II- Advantages
It encourages the development of critical thinking skills.
It requires the establishment of an environment of support, trust and co-operation.
learning can be nurtured.
Students have the opportunity to learn from and to teach each other.
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It promotes student learning and achievement.
Deep rather than surface approaches to learning are encouraged.
It facilitates greater transfer of knowledge and learning. The focus is on student centered approach to teaching
and learning, and assessment.
Students are involved in their own learning.
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It enhances social skills and interactions.
Learning outcomes are improved.
Group work offers an embracing affective climate.
Group work promotes learners responsibility and autonomy.
It’s a step toward individualizing instruction.
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III- Excuses for avoiding group work
The teacher is no longer in control of the class.
We Can’t Tell Who’s Done What.
Group Work is Unfair.
Allocating Different Marks is Too Time Consuming to Track.
Students are Not Responsible (Mature) Enough for Team Work.
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Students Don’t Perform At “Their” Level In Group Work.
Students will use their native language.
We Can’t Mark Them Separately so Freeloaders get it Easy.
Teachers can’t monitor all groups at once.
Some learners prefer to work alone.
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IV- Rules for successful group work
Selecting appropriate group Techniques: Games Role-play and simulations Drama Interview Brainstorming Information Gap Jigsaw Problem solving and decision making. Opinion Exchange
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Planning group work: Introduce the technique Justify the use of small groups for the techniques Model the technique Give explicit detailed instructions Divide the class into groups Check for clarification Set the task in motion
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Monitoring the task
Debreifing:
Reporting on task objectives.Establishing affective support
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Small group work
By: Mohamed AIT MADANI YOUSSEF
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Taking cultural expectations and belief systems into account.
The teacher should emphasis on the group harmony.‘the nail that sticks out is hammered down.’ proverb
A belief in group work requires teacher to accept that students learn best when they work together.
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Arranging the classroom space for active student participation
The seating arrangement in the classroom should facilitate small group learning.
Students should be able to interact in a face to face manner.
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Emphasizing the importance of group work
point out to students that all members will benefit.
Let students know that they will be expected to work in groups composed of culturally and linguistically diverse members.
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Teach students how to work cooperatively
Students should be taught group work skills and terms related to it.
Share ideas take turn Assign roles student teacher
Conflict should not be viewed negatively.
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Assigning group roles
Group task is best accomplished by assigning roles to each member.
Define and model roles for students.
Take into account English proficiency level of students when assigning roles.
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Strategies for engaging students in group work
•Showdown•Round tabl•Three minutes review•Talking chips•Fan and pick•Numbered heads together•Jigsaw•Think-pair-share
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Reflection and self-assessment
Students should reflect on:How they work together.
Individual participation
Difficulties
Good way to work more effectively
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USING TEXTBOOKS
M.A TEFL & ICT
CLASSROOM MANAGEMENT COURSE
Prof Naima TRIMAS
Ahmed dakhissi
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1
2
3
4
Reasons for / against textbook use
Options for textbook use
Going beyond the textbook
Concluding remarks
Outline:
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1. Reasons FOR / AGAINST textbook use
FOR
Textbooks provide an attractively presented teaching material
Textbooks are well structured (consistent grammar, appropriate vocabulary exposure and practice, a range of skills and tasks,…
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Textbooks are time saving (it takes less time to prepare a lesson from a textbook)
Textbook’s teacher guide helps teachers with methodology
Textbooks are reassuring for ss (they allow to review what has been done and prepare for what’s coming)
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1. Reasons FOR / AGAINST textbook use
Against
Textbooks are boring (Teacher and ss are just page turners)
Textbooks are lacking variety
Textbooks are not always appropriate (every context is unique)
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Textbooks are endangering the engagement which a student centered classroom offers
Textbooks are only proposals for action, not instruction for action
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WHEN TEACHERS (FOR WHATEVER REASON) DECIDE TO AMEND PARTS OF A TEXTBOOK, THEY HAVE FOUR ALTERNATIVES:
2. Options for textbook use
OmitReplace
Add
Adapt
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WHEN THE LESSON IS NOT APPROPRIATE, THE TEACHER CAN SIMPLY OMIT IT AND GET ON WITH STH ELSE. SS MAY, HOWEVER, WONDER WHY THEY’RE USING THE TEXTBOOK IF MANY PAGES ARE OMITTED.
2. Options for textbook use
Omit
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THE TEACHER CAN REPLACE THE TEXTBOOK’S LESSON WITH ONE’S OWN. THIS WILL FIT MORE THE SPECIFIC CONTEXT AND SS’ NEEDS
2. Options for textbook use
Replace
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THE TEACHER MAY ADD TO WHAT IS IN THE TEXTBOOK. WHEN THE TEXTBOOK’S LESSON DOES NOT ALLOW INTERACTION AND SS’ ENGAGEMENT, THE TEACHER MAY ADD ACTIVITIES, EXERCISES… TO ACHIEVE THAT.
2. Options for textbook useAdd
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THE TEACHER CAN ADAPT CREATIVELY THE TEXTBOOK LESSON BY REPLACING SOME (NOT ALL) OF THE SUGGESTED ACTIVITIES, REWRITING PARTS OF IT, REORDERING OR REDUCING ACTIVITIES
2. Options for textbook use
Adapt
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Using textbooks creatively is one of the teacher’s premier skills
There are no perfect textbooks, usually advantages outweigh drawbacks
Accessing a multitude of teaching materials is no longer a problem, but using effectively and how using can be.
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3. GOING BEYOND THE TEXTBOOK
3.1) Reasons for G.B.T
3.2) How to G.B.Tise?
3.3) G.B.Tising constraints
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3.1) REASONS FOR GBT
it’s challenging, esp in EFL situation, to find a real life context in which the target lge can be used meaningfully
GBT exposes SS to a rich linguistic and conceptual context
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3.1) REASONS FOR GBT
•
•
GBT allows the teacher to address a multitude of Lge skills and facilitates skills integration
GBT allows SS to process information differently based on their different learning styles and intelligences
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3.1) REASONS FOR GBT
•
• •
GBT enhances teacher creativity
SS appreciate the personal touch of their teacher on teaching materials
Varying sources and dealing with them eclectically motivates SS
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3.2) HOW TO G.B.TISE?
Relevance to SS needs: do my SS really need this?
Appropriateness to SS’ linguistic and cultural background
Relevance to official guidelines
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3.2) HOW TO G.B.TISE?
Authenticity (esp. in listening materials)
Lay out: good presentation to
interest SS
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3.2) HOW TO G.B.TISE
Flexibility: continuous reflection on own materials so that these materials don’t become other textbooks
Variety to touch different learning styles and intelligences
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example
Please observe the rules prohibiting the combustion of vegetable material and the exhalation of noxious fumes in this auditorium
No smoking
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Learners don’t care how much
you know until they know how
much you care.
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3. GBT CONSTRAINTS
How to find appropriate materials among the vast amount of information available (esp on the net)
How to find appropriate materials for my
specific context. It’s preferable for materials to
focus on local or known context which allows
SS to focus on lge use rather battling with
unfamiliar contexts
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3. GBT CONSTRAINTS
Fitting syllabus objectives: the teacher should know well the syllabus
Financial constraint
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3. GBT CONSTRAINTS
Time pressure: the syllabus length doesn’t allow the teacher to go beyond the textbook
Large classes
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4. CONCLUSION NOTES
Teaching can never be based on a
single textbook, no textbook can fit
all teaching/learning situations (one
size does not fit all)
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4. CONCLUSION NOTES
Textbooks don’t have meaning,
teachers give textbooks meaning
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4. CONCLUSION NOTES
Varying teaching materials is a very
important aspect of teacher’s
professional development. The more
various ways you use the more SS
you reach
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4. CONCLUSION NOTES
The textbook is a dead material,
it needs to be spiced up with
supplementary material
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4. CONCLUSION NOTES
It’s not the question of adopting or
adapting a textbook, it’s “How” which
matters.
“a poor teacher will manage to ruin the
perfect textbook while the good teacher
can work miracles with the world’s worst
textbook”
Keith Walters
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YOU’VE BEEN A WONDERFUL
AUDIENCE
THANK YOU
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John came back home late, his mother asked
him: John, where were you? I was looking for
you. John replied: well mum, I was teaching
my dog how to play piano.
The mother said amazingly: “and now, can
your dog play the piano?
John said: how can I know mum? I said I was
teaching the dog, I don’t know whether the
dog learned that or not.
The ONLY objective of teaching is LEARNING
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by: BRAHIM MEZGAR
Authentic activities/tasks/materials
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I- authentic avtivities/tasks
“Tasks with a real-world rationale require learners to approximate, in class, the sorts of behaviours requeired of them in the world beyond the classroom.”
An example of real world task might be : “the learner will listen to a weather forecast and identify the predicted maximum temperture for the day”
DAVIDNUNAN
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II- Authentic Materials
DAVID NUNAN stated that a rule-of-thumb definition of authentic materials is any material which has not been specificully produced for the purposes of language teaching.
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III-Types of authentic materials Gebhard suggested many types of authentic
materials:1. Authentic Listening/Viewing Materials
2. Authentic Visual Materials
3. Authentic Printed Materials
4. Realia (Real world"objects)
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IV- Types of authentic activities
Interactive Simulations
Listening Activities
Listening/ Viewing Activities
Activities Using Cultural Objects
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V- Advantages of authentic materials / tsks/ activities
It provides students with the opportunity to make use of non-linguistics clues ( lay out, pictures, colours, symbols, the physical sitting in which it occurs) and so more easily to arrive at meaning from the printed word.
Adults need to be able to see the immidiate relevence of what they do in classroom to what they need to do outside it, and real life reading matter treated realistically makes the connection obvious
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It’s a way to bring real world experiences into the classroom by focusing on practical language skills.
Motivation and renewed interest in the subject matter will be incresed in students because they deal with content and situations that are meaningful for them.
authentic texts are often regarded as more interesting than textbook materials because they
can be more up-to-date, and relate to everyday issues and activities
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Authentic materials, particularly audio-visual ones such as films and TV shows, offer a much richer source of input for learners
making connections between the classroom world and the world beyond it makes the learning process more easier
Exposed to more authentic activities, students can increase confidence in using the language.
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VI- Problemes with authentic activities / materials
Special preparation is necessary which can be time consuming
With listening, too many differnt accents can confuse students perception of the in put
grammatical items show up unexpectedly, and without warning, which require students to have mastered a core knowledge of grammar
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VII- Classroom management and authentic tasks/materials
They make students more likely to love the subject, which makes them attend on time so that interuptions caused by lateness can be avoided.
They cupture and stumulate the learners interest which can contrebute to decreasing disruptive behaviours
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Setting arrangement
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