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Part 2: Classroom Management in Language

Education
10: Practice for managing time and space
1. Managing time
a. Lesson and Lesson planning
i. Formal Education is defined by time period
ii. The division of education into time units is a way which it is managed.
For teachers and students, it is called a lesson (period or session)
iii. Classroom management practice for most teachers is thus grounded in
planning and preparation of activity in lesson or sequences of lessons.
iv. Woods (1996) states the (example) lists of influences in lesson
planning on one of teachers
v. Number of students attending
vi. Availability of photocopying
vii. Knowledge about students prior course experience
viii. Contribution to lesson plan: to play at different juncture in session and
different period of time.

Course Book Lesson Planning

Lesson Planning

Expected student
contribution Time Available

b. Using classroom time (Analyze how time is used in the class)


i. Short-Term: Waiting for a few extra moments for a student to answer a
question can affect the students motivation to learn
ii. Long-Term: History
iii. Finding relevant time to use: Task or activities

c. Practices for managing classroom time

- Strategic Framing not only works for individual lessons. It is also provides
curricular continuity through programs of learning.
2. Managing Classroom Space
a. Organize of furniture and seating arrangement
b. Movement patterns of teachers and students during lesson
c. Particular conventions such as students standing to answer teachers question
d. Use of resource if any, including any board, and use of wall space
e. Other physical features of the classroom- color, lighting, entrances and their
position.
3. Using vertical space
a. Concern about the use of classroom space, the use of floor space, or horizontal
aspects(Theres a picture of classroom seating in a book, I will show you
tomorrow ^_^
b. Management of classroom space influences interaction patterns, teacher/
student relationship and teacher/student relationship, classroom atmosphere
and learning opportunity
4. Extending classroom time and space: classrooms without walls
a. Provide the activities like homework, study time or project work all imply
a certain degree of time management by learners.

11: Managing Engagement


The concern for care in the classroom

1. Creating and managing classroom climate (Social affective climate)


a. Managing the group
i. Creating trust
ii. Creating a warm and caring and sharing classroom climate
iii. Learning to do the task for social and control emotional as well as
cognitive benefit
b. Dealing with troubles: from control to care
i. Control involves coercion and the discourse of commanding
ii. Persuasion and negotiation toward students in the class is called care
iii. Teachers are recommended a code of conduct for dealing with
disruptions to order and control the class. In the event of a breakdown
situation, teacher should
1. Acting immediately: the longer discipline problem is left, the
more difficult it is to take action
2. Stopping the class: waiting until the order is re-established
before continuing
3. Reseating: moving students to a different position, often at the
front
4. Changing the activity: e.g. switching to a writing task if there is
too much noise
c. Activities for managing classroom climate
i. Building trust
1. Trust between teachers and learners is the heart of classroom
climate
2. Trust is also a vital element of successful group learning
3. Jacques suggests that the development of self-awareness
contribute to the growth of trust

ii. Group- building


iii. Managing the emotions of learning
1. Creating with a playful learning climate
a. The aspect of the emotional domain in the classroom is
the incidence, function and value placed upon play in
the language classroom
b. Playing in the language classroom is more effective for
the students
2. Teachers emotions
a. Teachers emotional states influence the way in which they manage
classroom activity in a significant way of understanding classroom
management.
b. Managing emotions- self and others
i. Awareness and knowledge of ones own emotion
ii. Self-motivation- being more responsibility/ improve self-control
iii. Handling relationship- conflict resolution; understand relationship
iv. Managing emotions- anger management/ stress management
c. Emotional geographies of teaching
i. Describe the relative distance and closeness between humans
expressed through their interactions. Focusing on the distance between
parents and teachers.
1. Sociocultural- teachers cannot understand parents from
different culture.
2. Professional- teachers are distanced from parents because of
self-perceived superiority derived from expertise and
knowledge

12: Managing Classroom Participation


The view of classroom management includes an account of the central role of talk in
classroom management activities

1. Teacher talk
a. Teachers talking in the target language is an important source of learning input
in contexts where the target language is not heard frequently outside the
classroom, and where theres a shortage if resources (e.g. audio and video
tape)
b. Explanations of instructions may provide the social stability and emotional
reassurance that learners require in order to do particular activities.
2. Studies of exchange patterns in classroom discourse
a. Participation and engagement
i. How classroom talk constrains or liberates participation and hence
potential opportunity for engagement and learning is central to an
understanding of the role of pedagogy in classroom management.
3. Culturally-oriented studies
a. Studies of classrooms which highlight either the effects of broad cultural
practices or influences from outside the classroom contribute to understanding
of how classroom management practices have roots and connections outside as
well as inside the classroom.
b. Embarrassment- students behavior signals in moment of difficulty
i. Silence in response to teacher question
ii. Delay in response to teacher question
iii. Incomprehensible response

There is Hygiene resources to reduce embarrassment and allow student to


participate

- Reduction in question complexity- to yes/no


- Rapid reading of textbook by teacher
- Use of fill-in-blank worksheets
- Dictation of notes orally
- Reading aloud for students