CLASSROOM MANAGEMENT AND
GROUP PROBLEM SOLUTION
LIC. GENGIS IVÁN ACEVEDO GONZÁLEZ
UPES MAZATLÁN
UNIT II
PROPOSE SOLUTIONS FOR GROUP PROBLEMS
ACCORDING TO THE COMMON NEEDS OF
INDIVIDUALS.
CLASSROOM INTERACTION
THE CAMBRIDGE GUIDE TO TEACHING ENGLISH
AMY B.M. TSUI
PARTICIPANTS IN CLASSROOM INTERACTION
“The term classroom interaction
refers to the interaction between
the teacher and learners, and
amongst the learners, in the
classroom”
Amy B.M. Tsui
Learners
Classroom
interaction
Teacher
CLASSROOM INTERACTION'S DEFINITION
is a practice that enhances the development of the two very important language
skills which are speaking and listening among the learners
TYPES OF CLASSROOM INTERACTION
• Collaborative Learning
• Discussions and Debates
• Interactive Sessions
• Loud Reading
• Story-telling
• Soliloquies
• Conversation with learners
• Role Play
CLASSROOM INTERACTION'S PURPOSE
• To help the learners to identify
their own learning methods.
• To guide the learners to
communicate with their peers
easily.
• To help the learner to come
face to face with the various
types of interaction.
• To aim at meaningful
communication among the
students in their target
language.
TEACHER’S ROLE
• It is very crucial.
• It is the responsibility of the teacher
to create a learning atmosphere
inside the classroom.
• It is through these interactive sessions
that the teacher can extract
responses from learners and
motivate them to come out with new
ideas related to the topic.
CLASSROOM
MANAGEMENT
METHODOLOGY IN LANGUAGE TEACHING
MARILYN LEWIS
TEACHERS’ CONCERNS
Teachers are familiar with the intended
outcomes of Curriculum: To use new
language in speech & writing for
different purposes in different contexts;
Have access to many textbooks to set
out activities
What they often struggle with in their classrooms is how to
manage classroom learning to achieve these.
They are grouped into 3 categories:
1. Motivation
2. Constrains
3. Teachers’ Role
CONCERNS ABOUT STUDENTS’ MOTIVATION
1.
Students in our school are learning
English because they have to.
2.
Students don`t want to use English
in class
3. Students refuse to speak
CONSTRAINTS
Constraints are things that teachers believe are
stopping them from managing an ideal learning
atmosphere:
• How can we organize group work when the desks
are all fixed to the floor in rows?
• Our classes are huge.
• How to manage when all the students are at
different levels?
• It is hard to access authentic materials for my
teaching.
NEW ROLES FOR TEACHERS IN LANGUAGE
CLASSROOM
• In this school, the tradition is for
teachers to be at the front by the
board all the time, but in our teachertraining course they mentioned walking
around the room. How could I keep
control if I did that?
• I was trained to teach in a traditional
way
• My English is not good enough to
answer students’ questions.
IMPLEMENTING COOPERATIVE
LEARNING
METHODOLOGY IN LANGUAGE TEACHING
GEORGE M. JACOBS AND STEPHEN HALL
With cooperative learning, students work
together in groups whose usual size is two to
four members.
Cooperative learning principles and techniques are tools
which teachers use to encourage mutual helpfulness in the
groups and the active participation of all members.
KAGAN (1992) SAID,” THERE ARE FOUR STEPS IN DOING
NUMBERED HEADS TOGETHER.”
1. Each student in a group of four gets a
number: 1, 2, 3, or 4.
2. The teacher or a student asks a question
based on the text the class is reading.
3. Students in each group put their heads
together to come up with an answer or
answers.
4. The teacher calls a number from 1 to 4.
HOW BIG SHOULD GROUPS BE?
1. Even two people are a group. Generally speaking.
3. Larger groups are good because they provide more
people for doing big tasks, to increase their skills,
personalities, backgrounds, and so on, and reduce the
number of groups for the teacher to monitor.
WHEN STUDENTS ARE WORKING IN THEIR GROUPS,
HOW CAN THE TEACHER GET THE CLASS ATTENTION?
1. One popular signal is the teacher raising a
hand.
2. Other possible signals include ringing a bell,
playing a musical instrument, and etc.
3. Some teachers play music in the background
as groups study together. In this case, turning
off the music can be the attention signal
(Saeki, 1994).
HOW LONG SHOULD GROUPS STAY TOGETHER?
•
1. Keeping groups together for fairly long
periods, 4 to 8 weeks, gives them a chance to
become comfortable with one another, allows
them to form a group identity and bond
•
2. Groups that stay together for at least a
few weeks facilitate long-term projects.
•
3. Try to resist the temptation to disband
groups that are not working well.
•
4. Forming heterogeneous groups is a lot of
work for teachers. Therefore, one would not
want to do that too often.
•
5. Even while students are in long-term
groups, short one-shot activities can be done
with different grouping configurations.
HOW SHOULD GROUPS BE ENDED?
•
1. All groups can end with statements by
learners and the teacher about the learning
process.
•
2. When long-standing groups are disbanded,
there should be some kind of closure activity
for members to thank each other for their help
•
3. Groupmates can write “letters of reference”
to be given to members of the person’s new
group.
•
•
4. Group pictures can be taken.
5. Group products can be posted or
published. This aids a sense of achievement
and gives credibility to the group’s work.