Classroom Management

Topics: Education, Second language, Language education Pages: 10 (3222 words) Published: October 2, 2014
Assignment:

Do the following exercises and justify or explain your answers where appropriate. 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
It is student-centred, because this gives students more opportunities for using the L2 than in open class interactions, thus they get more practice. Working in group can be beneficial for students because it helps them to be more responsible, and also they can develop a positive independence. Closed-ended teacher questioning

This can be considered as teacher-centred because this type of activity in the class demands more TTT. This type of questions can be answered by using a single word, which is not going to be useful for students because it doesn´t allow them to construct their own knowledge. Individual work

This is a student-centred interaction. In this type of interaction the teacher gives a task, and the students have to work by their own, but following teacher´s instructions. Working individually is very gratifying for a student because he/she is going to get all the credit for his/her achievements. Also it is easier to concentrate or focus on the assignments. Choral responses

In their Handbook for The Art and Science of Teaching, Robert J. Marzano and John L. Brown said: “Choral responses can be used to engage students in reviewing and repeating key information, especially content that students are finding difficulty” Based on their studies we can say that this type of interaction is student-centred because students generate their own reply to an instructional prompt and respond orally in unison. Collaboration

This interaction is definitely student-centred, because in this kind of interaction the teacher may or may not intervene in the students´ work.

Student initiates, teacher answers
This interaction can be both teacher and student-centred, because teacher and students participate at the same time, we can say that in this type of interaction the teacher speaks 50% and students the other 50%. Full-class interaction

This is student-centred. In this interaction students debate on a topic, basically they work more in the activity. The teacher can intervene occasionally to stimulate participation or monitor the activity. Teacher talk

This is definitely teacher-centred. In this kind of interaction there is not much participation from the students. In their Book, Positive Teacher Talk for Better Classroom Management, Deborah Diffily and Charlotte Sassman said that the way teacher talk to students affects how they learn and how they feel about themselves as learners and members of the classroom community. Self-access

This is student-centred. According to FUNIBER material, students choose their own learning tasks, and work autonomously. Self-access is a way of encouraging learners to move from teacher dependence. Open-ended teacher questioning

This is student-centred. When asking this kind of questions students participate in the task more than the teacher. This kind of questions have a positive effect on students, they have the freedom to answers a question in their own way. Task 2

Categorise each of the following errors under one of these headings: grammar; pronunciation; meaning; appropriacy. Justify your answers. GRAMMAR
We have classified the following sentences under this heading. •How you come to school? - In this sentence the auxiliary “do” is missing. • I go always to France for my holydays. This sentence has a grammatical structure error. It must follow this pattern: Subject + Adverb of Frequency + Verb + Complement. •She suggested us to go home. The word “suggest” in this sentence cannot be used in this way, “Suggest” is never followed by an object pronoun (me, you, him, etc.) also it is never follow by an infinitive. PRONUNCIATION

I don´t like travelling by sheep. In this sentences a student can mispronounce the...
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