Managing large classes

Regional “Sala” 2nd July 2009 Andrea García Fieyra

Aims:
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Observe different classroom situations and discuss classroom management.
Think about alternative management techniques to use inlarge classes (or any class) to deal with behaviour problems.

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State short term and long term objectives.

Previous considerations
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 

What’s a large class?
What’s good classroommanagement? How should we deal with behaviour problems?

. . . It’s different for EVERYONE!!
WHY?
 Teaching Styles
 Personality/Attitudes

 Students
 Institutions

 Not all managementstrategies are effective for

every teaching situation

Video Segments
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Pedagogical planning

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Classroom learning systems

 Dealing

with students behaviour

Before viewing.Preview vocabulary
              

Established framework Classroom management Lesson plan template Consistency Sockeye Salmon Peer Reinforcement Diagnostic tests Agenda FacilitateConsequences Pedagogy Identifier Labeling Classroom logistics Proactive Vs Reactive

Before viewing. Preview vocabulary
              

Agenda Classroom logistics Classroommanagement Consequences Consistency Diagnostic tests Established framework Facilitate Identifier Labeling Lesson plan template Pedagogy Peer Reinforcement Proactive Vs Reactive Sockeye Salmon

Video segment1 “Pedagogical planning”
Teacher behaviour -Give Diagnostic Tests at the beginning in order to discover each student´s strengths and needs -Help students set their own learning goals and developlearning strategies that work well for them. -Think of students as having a range of abilities and as “works in progress”, avoid labelling such as “That student is smart. That one is stupid That onenever listens.” -Individualize interactions as much as possible (learn student names or use student identifiers such as name cards, so students feel important and feel that we know them). Planning...