Classroom Management

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SUBJECT ASSIGNMENT

CLASSROOM MANAGEMENT

|Name and surname(s) |Login | | | | |Julia Rivas |ECFPCTFL1238795 | |Karem Rodríguez |ECFPMTFL717310 | |Patricia Rodríguez |ECFPMTFL1238600 | |Carolina Rojas |CHFPMTFL1180045 |

Group: 2012-10
Date: January 20th, 2013

CONTENTS

Classroom Management Assigment

1. General Information
2. Task 1…………………………………………………………………. 3 3. Task 2…………………………………………………………………. 4 4. Task 3…………………………………………………………………. 5 5. Task 4…………………………………………………………………. 6. Task 5…………………………………………………………………. 7. Task 6…………………………………………………………………. 8. Task 7…………………………………………………………………. 9. Task 8…………………………………………………………………

Bibliography

Appendices

Task 1
Look at Ur’s list of patterns of interaction below. Decide whether each interaction is either more student-centred or more teacher-centred. Justify your answers. ➢ Group work: more student-centred because students work in small group decision-making. ➢ Close-ended teacher questioning: more teacher-centred because teacher gets only one ‘right’ response approved. ➢ Individual work: more student-centred because students work on a task independently. ➢ Choral responses: more teacher-centred because teacher gives a model which is repeated by all the class in chorus. ➢ Collaboration: more student-centred because students work together, usually in pairs to achieve the best result they can. ➢ Student initiates, teacher answers: more teacher-centred because the teacher responds but he decides who asks. ➢ Full-class interaction: more student-centred because the students debate a topic and teacher stimulates participation. ➢ Teacher talk: more-teacher centred because teacher involves some kind of silent student response. ➢ Self-access: more-student centred because students choose they own learning tasks. ➢ Open-ended teacher: more-student centred because students can answer a number of possible ‘right’ answers. (Ur, 1996, in Funiber CM, p.4)

Task 2
Categorise each of the following errors under one of these headings: grammar; pronunciation; meaning; appropriacy. Justify your answers. ➢ How you come to school? Grammar. The student has omitted the use of auxiliary verb “do” to form questions. Correct form: “How do you come to school? ➢ I go always to France for my holidays. Grammar. The student has placed the adverb of frequency after the verb. (Error in the word order) the adverb of frequency must go after the subject and before the verb because it is an adverb of indefinite frequency. Correct form: “I always go to France on my holidays”. ➢ I don’t like travelling by sheep. Meaning. (Error on spelling) The student has used “sheep” instead of “ship”. Correct form: “I don’t like travelling by ship”. ➢ (Mike speaking to his boss) That´s a load of rubbish, mate. Appropriacy (error with the use of informal language) Appropriacy refers to whether a word is suitable for the context it is being used in. In this situation we must express a formal way as the word “boss” instead of “mate” because we are talking with a Superior not with a friend. Correct form: “That’s load rubbish, boss”. ➢ She suggested us to go home. Grammar. When we use the subjunctive, the word “to” never should be placed before the verb, we must use “that”....
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