CMD 1Classroom Management And

Learning Style

Group 21. Andry Stiadi P (1001050058)2. Desi Wijayanti M (1001050067)3. Adi Daya R (1001050068)

Class : B

Classroom Management

•According to specialists in the field of education, school and classroom management aims at encouraging and establishing student self-control through a process of promoting positive student achievement and behavior.

(Froyen et al, 1999)

Teacher Role (Spratt et al, 2005) Role Teacher

1. Planner prepares and thinks through the lesson in detail before teaching it so that it has variety and there are appropriate activities for the different learners in the class.

2. Informer gives the learners detailed information about the language or about an activity.

3. Manager organizes the learning space, makes sure everything in the classroom is running smoothly and sets up rules and routines (i.e. things which are done regularly) for behaviour.

4. Monitor goes around the class during individual, pair and group work activities, checking learning.

5. Involver makes sure all the learners are taking part in the activities.

6. Parent/Friend comforts learners when they are upset or unhappy.

7. Diagnostician is able to recognize the cause of learners' difficulties

8. Resource can be used by the learners for help and advice.

• Before the lesson We are planners of our materials to make sure that the lesson is

suitable for the learners and for the learning purpose. We are also diagnosticians of our learners' problems.

• During the lesson When we are presenting new language or vocabulary to the learners, we

are informers. When we are setting up activities , we are manager When learners are doing activities, we are monitors, diagnosticians,

managers and a resource. When there are problems with disciplined, we are manager and sometime

parent or a friend.

• After the lesson When we think about how successful the lesson was, what the learners

understood and were able to do and what they had problems with, we are diagnosticians and planners. We look at our scheme of work to check if the next lesson is appropropriately planned(Spratt et al, 2005)

Here are some examples of teacher language at different stages of a lesson. What do you think is the teacher's role in each one?

1. Teacher to a pair of learners doing pair work: 'How are you doing? Is everything OK?

2. Teacher to the whole class: 'We add er to make the comparative form of one syllable adjectives.'

3. Teacher to a young learner: 'Does your finger hurt? Let me have a look.'

4. Teacher to the whole class: 'Right, everyone stand up and turn to face your partner’

5. Teacher to the whole class: 'I think I know why you are having problems.‘

(Spratt et al, 2005)

Different Seating Arrangement in Class(Harmer, 1998)

Different Students Groupings1. Whole-class work2. Group work and pair work3. Solo work/Individual work

(Harmer, 1998)

When we deciding to group students, we need to consider a number of different factors :a) The teaching aim.b) The learning style of the students.c) The ability and level of the students.d) The personalities of our students.e) The class size.f) The activities that we have chosen.g) The balance of interaction patterns in a lesson.h) The group dynamics of the class.

(Spratt et al, 2005)

Time Teacher’s activity Pupil’s activity

5-10 minutes

10 minutes

10 minutes

1. Warmer: brief revision of colours, using a team game.

2. Bring in a goldfish or a picture of a fish to introduce the topic to pupils. Discuss the fish what it looks like, its colour, its parts. Check who has a dish at home.

3. Tell pupils you are going to tell them a story in groups pupils predict what the story will be. Get feedback from the groups.

4. Explain the activity, i.e. pupils have to colour their fish as the story requests. Give out colours and photocopies of a fish drawing.

5. Tell the first part of the story with actions and pictures. Continue the story with instructions for colouring

-Pupils stand in lines behind flags of different colours . The teacher says a colour. Pupils behind the flag of that colour put up their hands.-Pupils gather round the tank and say what they know about fish. They tell each other something about their own fish.-Pupils talk together to try and guess what will be in the story.

-Group monitors give out crayons and blank sheets.

-Pupils colour in the fish drawings following instructions.

Match the different activities with the most suitable interaction patterns listed A,B or C.

• Interaction patterns

1. Learners do an information-gap activity with two sets of information.

2. Learners write their own stories.3. Learners decide together how to report their

conclusions to the rest of the class.4. All the learners act out a play for the parents.5. Learners do a written test.6. Learners take part in choral drill.

A. Pair or group workB. Individual work

C. Whole-class work

Correcting Learners

Oral correction Written correction

a. Drawing a time line on the board.

b. Finger correction.c. Gestures and/or facial

expressions.d. Phonemic symbols.e. Echo correcting.f. Identifying the mistakes.g. Not correcting at the time.h. Peer and self-correction.i. Ignoring mistakes.

a. Teacher correction.b. Peer correction.c. Self-correction.d. Ignoring the mistakes.

1. A learner is repeating the instructions for an activity and days: ‘Then we choose /tri:/ (three) objects’. You just listen.

2. You have used a correction code to show learners where they made mistakes in their writing. You now ask them to correct their own mistakes.

3. You are doing a controlled practice activity. One of the learners says : ‘I have been working last week’. You show her a diagram.

What kind of correction is it?

Giving feedback

Example Focus Purpose

Oral: ‘Well done. This is much better.’ Progress, language and ideas

Praising the learner and telling her she is doing well; encouragement.

Oral: ’Have another look at number four. There’s a problem with spelling and I think there are more than two people.’

Language and ideas

Telling the learner there is a problem with one of the answers and that she needs to look at it again.

Written : ’What an amazing story! You’ve used adjectives very well this time. You work is much better this time. You have tried very hard.’

Ideas, language, attitude and progress

Praising the learner on her good level of work, and the effort she has made and in particular on one part of her writing (adjectives).

Oral : ‘You’ve made good progress in all your work this month. Your written work this month. You written work is much more accurate.’

Language and progress

Informing the learner of her progress; encouragement.

Learning Characteristics/Style

•Visual : seeing•Auditory : hearing•Kinaesthetic : using the body•Group : working with others•Individual: working alone•Reflective: considering choices•Impulsive : responding immediately

•(Spratt et al, 2005)

Resources

• Froyen, L.A. A.M. Iverson. 1999. Schoolwide and Classroom Management: The Reflective Educator-Leader. Upper Saddle River, N.J.: Prentice-Hall.

• Spratt, Mary. Alan Pulvernes. Melanie Williams. 2005. The Teaching Knowledge Test Course. Cambridge University Presss.

• Harmer, Jeremy. 1998. How to Teach English._____