TIẾNG ANH CHUYÊN NGÀNH Chapter 3

Chapter 3

How to manage
teaching & learning





Teacher’s physical
presence in class
Teacher’s voice
Marking stages of
the lesson






Seating
arrangement
Groupings
Evaluating a lesson
(success or failure)


1. Teacher’s physical
presence
in class
Proximity:

- short distance: Ss uncomfortable
- long distance = coldness
 Teachers should consider how close
they want to be to Ss
 Appropriacy:
 Deciding how closely teachers
should work with Ss



Movement
- Teacher’s movement: retaining Ss’ interest
- How much? Depending teacher’s personal
style
- Motionless teachers bore Ss.
 Contact: helping teachers to be aware of
- what Ss are doing
- how they are feeling
- the nature of contact  varying



2. Teacher’s voice
 Teacher’s most important instrument
 Audibility:
- to be audible, not shouting
- to get balance b/w audibility &
volume
 Variety:
- varying the quality of voice

(depending the type of lesson/activity
 Conservation: taking great care of
voices


3. Marking stages of a lesson


Start the lesson where possible &
appropriate (kind of lesson,
learning activities, objectives)



Not always explaining exactly what
to do maintaining an element of
surprise


4. Seating arrangement


Orderly rows



Circles & horseshoes



Separate tables


Orderly rows

- Advantages:
 Having a clear view (T  Ss & T  Ss )
 Maintaining eye contact (Ss/ individual)
 Suitable for explaining grammar points,
watching video, using the board,
demonstrating text organization,
language practice (choral drill….)
 The best or only solution: large classes
(40-200Ss)


Circles & horseshoes






Ideal for small classes
Teacher’s position: less
dominating
Lowering the barriers b/w T & Ss
Easy to share feeling &
information through talking, eye
contact & body movements

Separate tables






Easy to check Ss’ work, help weak
Ss & prompt & explain sth to Ss
The class atmosphere: less
hierarchical
Its own problems: Ss dislike
working with the same partners;
difficult for ‘whole class’ teaching


5. Different student
groupings


Whole class



Group work & pair work



Solo work


Whole class




The best type of classroom
organization
Classroom activities:
- choral drill (structural drill)
- introducing the new lesson
- checking Ss’ reading tasks after
pair
work or group work


Group work & pair work


Giving Ss chances for greater
independence

(making learning decision, sharing responsibilities)




Giving teachers opportunities to work

with individual Ss
Tasks for group work: discussing a
topic, doing a role play, solving a
problem


Problems of group work







Some Ss don’t like working with
partners
Strong Ss dominate # others : silent
Encouraging Ss to be more
descruptive
Ss with the same L1: reverting to
their L1 if the teacher is not
working with them


Solo work
Allowing Ss to work at their own
speed, thinking time & to be
individuals
 Relaxing & considering their own
needs & progress

 pair work, group work or solo
work depending teacher’s style &
Ss’ preference



6. Evaluating the success or
failure of the lesson






Getting feedback from Ss by asking
some simple questions
Inviting colleagues to observe & make
suggestions (the lesson is videoed)
Homework assignment, speaking
activities (observing/scoring
Ss’participation, progress tests in
class)


Activity 1: Choose appro. situations for the
behaviors below of the teacher







the teacher shouts.
the teacher is in front of the class.
the teacher is at the back of the
class.
the teacher is sitting on the floor.
the teacher is ‘sitting’ on the table
round which four students are
working.


Activity 2: Choose the most suitable
interaction patterns for the activities below








Learners do an information-gap with
two sets of information.
Learners write their own stories.
Learners take part in an oral drill.
Learners decide together how to
report their conclusions to the rest
of the class.

Learners do a written test.


Activity 3:What is the best seating
arrangement for each situation below.








Students are designing an
advertisement in groups.
You want to explain a grammar
point.
You have some reading tasks in a
class of over 40 learners.
In your class of 16 students, you
want them to work in pairs.