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Classroom management through
diversifying exercises and activities
Prof. Naima TRIMASSE
Prepared by:
Sophia AKDIM
Initiating interaction
By : OMAR TAKY EDDIN
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.”
• 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 relationsand for the performance of social transactionsbetween individuals. Language is seen as a tool for the creation and maintenance of. social relations.
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.
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.
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
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…
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..?
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
Sustaining interaction through group work
by: Sophia Akdim
I- Group work
It ’s a generic term covering a multiplicity of techniques in which two or more studentsare assigned a task that involvescollaboration.
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.
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.
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.
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.
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.
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
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
Monitoring the task
Debreifing:
Reporting on task objectives.
Establishing affective support
Small group work
By: Mohamed AIT MADANI YOUSSEF
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.
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.
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.
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.
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.
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
Reflection and self-assessment
Students should reflect on:
How they work together.
Individual participation
Difficulties
Good way to work more effectively
USING TEXTBOOKS
M.A TEFL & ICT
CLASSROOM MANAGEMENT COURSE
Prof Naima TRIMAS
Ahmed dakhissi
1
2
3
4
Reasons for / against textbook use
Options for textbook use
Going beyond the textbook
Concluding remarks
Outline:
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,…
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)
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)
Textbooks are endangering the
engagement which a student centered classroom offers
Textbooks are only proposals for
action, not instruction for action
WHEN TEACHERS (FOR WHATEVER REASON) DECIDE TO AMEND PARTS OF A TEXTBOOK, THEY HAVE FOUR ALTERNATIVES:
2. Options for textbook use
Omit
Replace
Add
Adapt
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
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
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 use
Add
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
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.
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
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
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
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
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
3.2) HOW TO G.B.TISE?
Authenticity (esp. in listeningmaterials)
Lay out: good presentation to
interest SS
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
example
Please observe the rules prohibiting the combustion of vegetable material and the exhalation of noxious fumes in this auditorium
No smoking
Learners don’t care how much
you know until they know how
much you care.
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
3. GBT CONSTRAINTS
Fitting syllabus objectives: the teacher should know well the syllabus
Financial constraint
3. GBT CONSTRAINTS
Time pressure: the syllabus length doesn’t allow the teacher to go beyond
the textbook
Large classes
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)
4. CONCLUSION NOTES
Textbooks don’t have meaning,
teachers give textbooks meaning
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
4. CONCLUSION NOTES
The textbook is a dead
material, it needs to be spiced
up with supplementary material
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
YOU’VE BEEN A WONDERFUL
AUDIENCE
THANK YOU
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
by: BRAHIM MEZGAR
Authentic activities/tasks/materials
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
II- Authentic Materials
DAVID NUNAN stated that a rule-of-thumbdefinition of authentic materials is anymaterial which has not been specificullyproduced for the purposes of languageteaching.
III-Types of authentic materials
Gebhard suggested many types of authentic materials:
1. Authentic Listening/Viewing Materials
2. Authentic Visual Materials
1. Authentic Printed Materials
2. Realia (Real world"objects)
IV- Types of authentic activities
Interactive Simulations
Listening Activities
Listening/ Viewing Activities
Activities Using Cultural Objects
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
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
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.
VI- Problemes with authentic activities / materials
Special preparation is necessary which canbe time consuming
With listening, too many differnt accents canconfuse 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
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
Setting arrangement
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