Organizacion De Una Clase De Inglés
Páginas: 12 (2871 palabras)
Publicado: 8 de diciembre de 2012
VARIABLES A TENER EN CUENTA EN LA ORGANIZACIÓN DE LA CLASE DE LENGUA EXTRANJERA INGLESA: AGRUPACIÓN DEL ALUMNADO, DISTRIBUCIÓN DEL ESPACIO Y TIEMPO; SELECCIÓN DE METODOLOGÍAS, PAPEL DEL PROFESOR, ETC...
ASPECTS OF CLASS MANAGEMENT: PUPIL GROUPING, SPACE AND TIME MANAGEMENT, METHODOLOGY SLECTRION, ROLE OF THE TEACHER, ETC...
1. INTRODUCTION.
2. PUPIL GROUPINGS.a. Lockstep.
b. Pair work.
c. Group work.
d. Individual work.
3. SPACE AND TIME MANAGEMENT.
a. Space management.
b. Time management.
4. THE ROLES OF THE TEACHER AND LEARNER.
a. The teacher’s role.
b. The learner’s role.
5.METHODOLOGY SELECTION.
a. Selection of activities.
b. Planning principles in methodology selection.
6. SUMMARY.
7. SYNOPSIS.
8. BIBLIOGRAPHY.
1- INTRODUCTION.
In this topic we will analyse various aspects of class management which we must take into account for achievement of effective teaching. These aspectsinclude the student groupings, the space and time management, the methodology selection and the role of the teacher.
This topic is of prime relevance since class management involves the efficiency of the teacher and the learning activities.
2 – PUPIL GROUPINGS.
We will first discuss the pros and cons of various interaction patterns: lockstep, pair work, group work andindividual study.
It is advisable to use the different groupings.
2.1 – Lockstep.
Lockstep is the traditional teaching situation. All the students work as a group with the teacher ( they are ‘locked’ into some activity ) and the teacher acts as controller and assessor.
This type of grouping is used when the teacher provides feedback or givesinstructions.
a) Advantages.
Lockstep has certain advantages:
✓ The whole class are concentrating and the learner’s attention span is then improved.
✓ Everyone can hear what is being said.
✓ The students get a good language model from the teacher.
✓ Many students find lockstep very comforting.
b) Disadvantages.There are also reasons why the use of lockstep alone is less than satisfactory:
✓ Students working in lockstep get little chance to practise. Besides, they do not use language in real-life situations.
✓ Lockstep usually goes at the wrong pace: either the teacher is too slow for the good students or he/she is too fast for the weak students.2.2 Pair work.
a) Procedures for pairwork.
It pairwork is to be successful, certain procedures need to be followed.
I. Make sure the students know exactly what the have to do. Explain the activity and practise as necessary.
II. Divide the students into pairs ( taking advantage of the way the are seated ). Depending on the type of activity,make sure that students take it in turns to initiate and respond ( e. g. ask and answer questions ).
III. Carry out selective checking, walking round the class and listening in Join in with a pair from time to time, especially with those students who are likely to need your help. If you feel that an activity is going badly, stop it, re-present it to the class and let the students startagain.
IV. Control noise level by stopping an activity and asking the students to start again more quietly.
V. Gauge the amount of tune an activity should go on for. Stop the activity when most students have had a reasonable amount of practice.
VI. Provide any necessary feedback. Tell the students how well they have done.
b) Advantages....
ASPECTS OF CLASS MANAGEMENT: PUPIL GROUPING, SPACE AND TIME MANAGEMENT, METHODOLOGY SLECTRION, ROLE OF THE TEACHER, ETC...
1. INTRODUCTION.
2. PUPIL GROUPINGS.a. Lockstep.
b. Pair work.
c. Group work.
d. Individual work.
3. SPACE AND TIME MANAGEMENT.
a. Space management.
b. Time management.
4. THE ROLES OF THE TEACHER AND LEARNER.
a. The teacher’s role.
b. The learner’s role.
5.METHODOLOGY SELECTION.
a. Selection of activities.
b. Planning principles in methodology selection.
6. SUMMARY.
7. SYNOPSIS.
8. BIBLIOGRAPHY.
1- INTRODUCTION.
In this topic we will analyse various aspects of class management which we must take into account for achievement of effective teaching. These aspectsinclude the student groupings, the space and time management, the methodology selection and the role of the teacher.
This topic is of prime relevance since class management involves the efficiency of the teacher and the learning activities.
2 – PUPIL GROUPINGS.
We will first discuss the pros and cons of various interaction patterns: lockstep, pair work, group work andindividual study.
It is advisable to use the different groupings.
2.1 – Lockstep.
Lockstep is the traditional teaching situation. All the students work as a group with the teacher ( they are ‘locked’ into some activity ) and the teacher acts as controller and assessor.
This type of grouping is used when the teacher provides feedback or givesinstructions.
a) Advantages.
Lockstep has certain advantages:
✓ The whole class are concentrating and the learner’s attention span is then improved.
✓ Everyone can hear what is being said.
✓ The students get a good language model from the teacher.
✓ Many students find lockstep very comforting.
b) Disadvantages.There are also reasons why the use of lockstep alone is less than satisfactory:
✓ Students working in lockstep get little chance to practise. Besides, they do not use language in real-life situations.
✓ Lockstep usually goes at the wrong pace: either the teacher is too slow for the good students or he/she is too fast for the weak students.2.2 Pair work.
a) Procedures for pairwork.
It pairwork is to be successful, certain procedures need to be followed.
I. Make sure the students know exactly what the have to do. Explain the activity and practise as necessary.
II. Divide the students into pairs ( taking advantage of the way the are seated ). Depending on the type of activity,make sure that students take it in turns to initiate and respond ( e. g. ask and answer questions ).
III. Carry out selective checking, walking round the class and listening in Join in with a pair from time to time, especially with those students who are likely to need your help. If you feel that an activity is going badly, stop it, re-present it to the class and let the students startagain.
IV. Control noise level by stopping an activity and asking the students to start again more quietly.
V. Gauge the amount of tune an activity should go on for. Stop the activity when most students have had a reasonable amount of practice.
VI. Provide any necessary feedback. Tell the students how well they have done.
b) Advantages....
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