Classroom Management Workshop

Transcription

1 Classroom Management Workshop Teens SESSION AIMS: To explore the issues involved in classroom management in teenage EFL classrooms To consider strategies, resources and procedures relevant to successful classroom management Training Session Plan Warmer Distribute 1 cut up word to each course participant (CP). Ask CPs to decide on the order of the words then to line up to form the sentence! Display OHT 1. Question What does Classroom Management mean to you? Distribute prompt sheets to CPs and ask them to graffiti their prompt sheet with responses in note form / picture form /poem form etc. Ask CPs to consider what makes classes of teenagers problematic and in what ways they are problematic for EFL teachers. Display OHT 4 - RAID (Recognise, Analyse, Investigate, Do) It is so often difficult to see what is causing problems when you are in the middle of them and experiencing them as an active participant, there is a need to step back. One structured approach can be through a Personal Skills Inventory. Display OHT 5. Summarise the session Notes Participants spell out the sentence: A British Council survey revealed that motivation, discipline and classroom management are YL teachers greatest concerns Invite CPs to share responses in groups. After 3 minutes invite a CP to collate ideas on a flipchart. Some ideas are provided below. During feedback invite another CP to collate a Training Needs column arising from the points discussed. Invite another CP to collate a Teaching Ideas column. Put the key sentences from the RAID matrix on the board and brainstorm ideas on how you might do each thing. Some ideas are provided below. Distribute the inventory, or key statements from it, and discuss its value as a tool for personal reflection / peer observation. Ask CPs to complete evaluation forms 1

2 Materials Flip charts Pens OHTs OHT pens Sentence word cards Warmer - word cards 2

3 A BRITISH COUNCIL SURVEY REVEALED THAT MOTIVATION DISCIPLINE AND CLASSROOM MANAGEMENT ARE YL TEACHERS GREATEST CONCERNS 3

4 OHT 1 What does CLASSROOM MANAGEMENT mean to you? 4

5 Flipchart Tutor s Suggestions Problematic Teenagers Classes of teenagers can be problematic for EFL teachers because: Training Needs Teaching Ideas Teenagers are often less motivated to learn than adults. The goals of learning may seem distant to students. Teenagers may not have the social skills to interact co-operatively. There is a lack of materials that suit teenage interests and needs. Teenagers feel they have an overload of authority in their lives and so resent the classroom Classes often have a wide range of ability. Teenagers often feel the pressures of their mainstream schooling /exams. Teenagers are often overwhelmed by and uncomfortable with the physical and emotional upheavals of adolescence. 5

6 OHT 4 - RAID When teachers feel there is a problem brewing it is VITAL to act fast and 1. RECOGNISE WHAT is happening Tape class for further observation and reflection. Ask a colleague to sit in and observe the class. Plan a holding lesson to create space to observe what is going on in the class. 2. ANALYSE WHY it is happening Investigate issues relating to teacher / student Is the problem in the teacher s own classroom planning or conduct? Is the problem general to the class or specific to one student or a small group of students? 3. INVESTIGATE the specifics of the problem If it is the teacher s own classroom planning or conduct, seek peer support to explore alternative strategies / techniques / materials. If there is a problem with a student or small group of students take steps to find out WHY. 4. DO SOMETHING ABOUT IT! Instigate a change 6

7 OHT 5 Personal Skills Inventory 1. Does my classroom manner convey positive expectations? 2. Are my educational objectives for this lesson well defined and appropriate to the needs of this class? 3. Is the atmosphere in this class warm and supportive with a sense of purpose? 4. Do the classroom layout and seating arrangements facilitate the lesson activities? 5. Is the pace and flow of the lesson appropriate to the needs of the class as a whole? 6. Do I effectively address the needs of slower students? 7. Do I effectively address the needs of the most able students? 8. Do I use effective strategies to encourage all students to participate? 9. Does the content of the lesson, through the structured learning activities appear to motivate and interest the students? 10. Do I encourage appropriate feedback from students? 11. Do I give appropriate feedback to students? 12. Do I use effective strategies to direct classroom activity? 13. Is my authority established and respected by students in the class? 14. Do I pre-empt potential learning difficulties effectively? 15. Am I clear and consistent about rules and expectations relating to behaviour? 16. Do I pre-empt potential discipline issues effectively? 7

8 Notes 8