Matakuliah
Tahun
: G0454/ Class Management and Education Media
: 2006
Getting Started (1)
Pertemuan 5
1
I. GETTING to KNOW a NEW CLASS
To carry out this activity, prepare :
1.
Materials / Aids :
(1). One small, soft, light ball;
(2). Fictional name-cards, also containing details of occupation,
hometown and hobbies;
2.
Background Knowledge :
It’s very important for a teacher to get to know his/her students as quickly
as possible, and especially, for students to get to know each other. The
reasons for its importance are :
(1). If the students rapidly come to feel that they are not sitting there with
some strangers, they will be more at ease, will speak up more, and
probably perform better;
(2). The teacher will be in a better position to choose and adapt materials
suitable for the students;
(3). The lessons will probably become more lively and humorous;
(4). A group-feeling will develop, with a strong spirit of mutual help.
2
GAMES
I. NAMES
(1). State clearly that getting to know a person’s name is one of the vital
steps in “breaking the ice” with someone.
(2). Game 1 :
a. Everybody stands up and forms a circle ( including the teacher );
b. A student says his/her name and then throws the ball to someone
else, who does likewise.
c. After some time, students say someone else’s name and then throw
the ball to that person. This is continued until everybody is familiar with
everybody else’s name. Be aware of those who aren’t receiving the ball
much, maybe their names haven’t been remembered.
3
(3). Game 2 :
a. Using fictional names, the teacher gets one student to say “My
name’s .........”
b. The teacher then says ( mention the names mentioned previously )
: His/her name’s ........... My name’s ...............
c. This continues with other students and the responses get longer
and longer each time.
4
II. Personal Information
Getting the students involved by “personalising” classroom activities
as much as possible is obviously something that should be done
throughout the course.
Here are some suggestions :
(1). Adapt game 2 above to bring in some personal info, e.g. “My
name’s ............and I’m from .........”; or “My name’s .......... And I like
.....(hobby )....”, etc.
(2). The students “brainstorm” in groups to make a list of ten
questions that might be asked on meeting some one for the first
time. With this questionnaire, they interview their partners ( from
other groups ). Then, report back to the group.
5
(3). Self introduction might be a good idea, but it is a difficult task
except for advanced students.
(4). Moving people around / mingle. Teachers should not be afraid to
move people around, and ask people to change partners, etc.
Students will be less shy in general if they have had a face – to – face
conversation with many of the individual members of the group.
6
II. TIPS on STARTING a NEW COURSE
1. Involve Ss in the learning process
It is a good idea to begin a new course by discussing with Ss why
they are studying English, what uses they see for the English they
learn, and something of their expectations of what they expect to
happen in the classroom. It also helps to discuss what Ss expect
to enjoy and not enjoy.
Ten minutes spent occasionally at the end of a lesson asking Ss if
they have enjoyed that particular lesson or not and, more
importantly, why they have or have not, can be very rewarding.
 First, it demonstrates to the Ss that they are important
in the learning process, and that the T is interested in
them both as language learners and as people.
 Secondly, Ss can tell the T what they enjoy and why.
7
2. Students need to know how to learn
 Many Ss studying a foreign language have very
strange ideas of what will help them to improve.
Most Ts have met Ss who think that by filling
vocabulary books they will be able to speak better
English.
 Many Ss presented with a text will actually want to
go through word by word and will not see the point
of, for example, reading for gist or scanning for
particular information.
8
 One of the task of the language T is to help the Ss to
study more efficiently and more enjoyably. A small but
important part of the teaching time should be spent
making Ss aware of why certain things will help them
and why others will not.
 The more Ss understand about their process of learning
the foreign language, the more they will be able to take
responsibility for their own learning, to give Ss an idea
about the right way to learn.
9
3.
Students need to know the purpose of an activity

Ss’ motivation will almost always be better if they see the
purpose of what they are doing. Although the objective of a
particular practice may be clear to the T, it is not necessarily
clear to the Ss. T should be prepared to explain to the Ss,
what they are doing and why they are doing it.

Long explanation of classroom activity should be avoided.
However, T should be alert to the fact that Ss will work more
happily and more effectively if the purpose of the activity is
clear to them.
10
4. Students need to feel that they are learning
something new
Certain language point recur throughout the course. It can easily
appear to Ss that “we’ve already done this”. Ts must be prepared
to explain that they are not doing the same thing again, but
learning more about how a particular structure is used.
Example :
It is unexciting but necessary to practice manipulation of the
auxiliary.
A: I’ve just bought a new car
B: Oh, have you ?
A: I’m going to London
B: Oh, are you ?
This helps to remind Ss that when they can manipulate the
auxiliaries in this way, they can make interested responses so that
they can take part actively in a conversation even if their own
English means they cannot say very much.
11
Matakuliah
Tahun
: G0454/Class Management and Education Media
: 2006
GETTING STARTED (2)
Pertemuan 6
12
III. POTENTIAL PROBLEMS
These are some common ways in which teachers unintentionally
hinder or prevent learning.
1. TTT ( Teacher Talking Time )
T: When nothing else is happening in the classroom - I open my
mouth. I’ve no idea what I say most of the time. But, it stops those
horrible silences. It’s probably useful for them to listen to me
speaking English. After all, I …….
The more a T talks – the less opportunity there is for the
learners.
13
2. ECHO
Student : I went to the cinema.
Teacher: You went to the cinema. Good. You went to the cinema.
Who gets more language practice here – the Ss or the T ?
3. HELPFUL SENTENCE COMPLETION
S : I think that smoking is ……..
T : …....a bad thing. Yes I agree. When I went into the pub ……
People need to finish their own sentences. By letting Ss finish
what they are saying, the T also allows herself more time to
really listen to the Ss and what he is saying.
14
COMPLICATED and UNCLEAR INSTRUCTIONS
T : Well, what I’m gonna do is I’m gonna ask you to get into pairs,
but before that there are some things we’ve gotta work out. So just
jot down if you’ve got a pen, could you write this, then when we’ve
finished that we’re going to do the next thing which involves more….
Unplanned, unstructured instructions are extremely confusing to Ss.
5. NOT CHECKING UNDERSTANDING of INSTRUCTIONS
T : My instructions were so clear – but all the Ss did different things
– and none of them did what I asked them to do.
Even the clearest instructions can be hard to grasp – so, after
you’ve given them, it’s well worth checking.
15
6. ASKING “Do you understand?”
T : Do you understand ?
S : Yes………
The best way to do this is to get Ss to demonstrate their
understanding.
7. FEAR of GENUINE FEEDBACK
T : Did you like my lesson ?
S : Yes.
This is partly to do with the classroom atmosphere, partly to do
with the questions asked , and mainly to do with the T’s attitude
and response to feedback received.
16
8. INSUFFICIENT AUTHORITY / OVER – POLITENESS
T : So, if you don’t mind, it would be very nice if you could just stop
the activity if you feel that’s OK.
Say what you need to say without hiding it inside wrappings. Feel
your own natural authority and let it speak clearly.
9. THE RUNNING COMMENTARY
T : So now what I’m gonna do is I’m gonna move my chair over
here and sit down and just get comfortable and now I’m gonna tear
up these pieces of paper, and I had to use these because I couldn’t
get any card, so I found these at the back of the teacher’s room, and
I’m gonna tear them up now and when I’ve done that what I’m gonna
ask you to do is if you don’t mind….
Boring, hard to follow, unnecessary.
17
10. LACK OF CONFIDENCE IN SELF, LEARNERS,
MATERIAL, ACTIVITY / MAKING IT TOO EASY
T : I wonder why they look so bored ?
A common cause of boredom in classroom is when material used
is too difficult or too easy. Try to keep the level of challenge
high. Be demanding.
11. OVER – HELPING / OVER – ORGANIZING
T : Yes now you can ask her your question. Mmm that’s a good
question. What do you think ? What’s your answer going to be,
Silvia ? Yes. Go on – tell her what it is ….
A lot of “teacher help” is actually “teacher interference”.
18
12. FLYING WITH THE FASTEST
T : So – what’s the answer ?
S. “A” : Only on Tuesday unless it’s raining.
T : Yes very good – so everyone got that. And why did he buy the
elastic band ?
S “A” : So he wouldn’t lose his letters.
T : Good. Everyone understands then !
You may find that the strongest and fastest Ss dominate and
you get little idea of how the majority of the class finds the
work.
19
13. NOT REALLY LISTENING
( Hearing language problems but not the message )
S : I am feeling bad. My grandfather he die last week and I am ……
T : No – not die – say died because it’s in the past.
Ts frequently fail to hear what the learners say.
14. WEAK RAPPORT – CREATION of a POOR WORKING
ENVIRONMENT
T : I try to be nice – but my classes always seem so dull.
Bear in mind the three T qualities that help to enable good
working environment – authenticity, respect and empathy.
20