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Managing Large Classes - Module 6

This document discusses strategies for managing large English language classes. It begins by defining a group as two or more people who see themselves as members and are recognized by others. It then outlines constraints of large classes like size, materials, and student proficiency levels. Different grouping strategies for students are proposed and their advantages/disadvantages from the perspectives of teachers, strong, and weak students are considered. Key features of effective classroom groups are defined including interaction, commitment, structure, and accountability. The document provides suggestions for setting rules and procedures for groups, addressing rule violations, and regularly reviewing and updating rules. It presents a sample learner contract for defining roles and expectations of teachers and students.

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151 views

Managing Large Classes - Module 6

This document discusses strategies for managing large English language classes. It begins by defining a group as two or more people who see themselves as members and are recognized by others. It then outlines constraints of large classes like size, materials, and student proficiency levels. Different grouping strategies for students are proposed and their advantages/disadvantages from the perspectives of teachers, strong, and weak students are considered. Key features of effective classroom groups are defined including interaction, commitment, structure, and accountability. The document provides suggestions for setting rules and procedures for groups, addressing rule violations, and regularly reviewing and updating rules. It presents a sample learner contract for defining roles and expectations of teachers and students.

Uploaded by

api-27579175
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 18

Professional Development Program “Shaping the way we

teach English”

MANAGING LARGE CLASSES


Federico Arteaga C.
CCA Manizales, 2009
What is a group?

“A group exists when two or


more people define
themeselves as members of it
and when its existence is
recognized by at least one
another.”

Rupert Brown (2000:3)


Constrains on the
teaching
(Teaching English in large classrooms, Bureau of educational and
 Class size. cultural affairs, 1987)

 Physical set up of the class.


 Availability of texts and materials
(paper, pencils, markers).
 Major goals of curriculum.
 Level of proficiency.
 Nature of the students’ language
background
(homogeneous/heterogeneous).
Discuss

Different alternatives of grouping


students in the classroom. Try to
think of as many groupings as you
can. What are their advantages and
disadvantages from

 The teacher’s point of view?


 The good student’s point of view?
 The weak student’s point of view?
Characteristic features
of a group (Dörnyei, 1998: 72)

 There is some interaction among


group members.
 Group members perceive themselves
as a distinct unit and demonstrate a
level of commitment to it.
 The group endures for a reasonable
period of time (not only for minutes)
Characteristic features
of a group (Dörnyei, 1998: 72)
 The group has developed some kind of
‘internal structure’ which includes:
1. The regulation of entry and departure into/from
the group.
2. Rules and standards of behavior for members.
3. Relatively stable interpersonal relationships
(hierarchies).
4. Some division of group roles
 As a direct consequence of the above
points, the group is held accountable
for its members’ actions.
Setting the rules

• Social rules: What the common values are and how we


relate each other.

• Procedural/task rules: How we do things together.


(Dörnyei & Murphey, 2003:35)
What if someone breaks
the rules?

 Explain, negotiate, assess values, model.


 Don’t underestimate the power of the class
group.
“Internalised norms produce not only the
desired behavior but also a willingness to
enforce rules within the group.”
(Cohen 1994:39)
How do you know your
group is behind the
rules?
 Showing active support for the teacher.
 Indirectly expressing disapproval with shifts
in eye contact, withdrawal from interaction
with the offender.
 Openly ridiculing or criticising the violator.
 Putting the offender in “social quarantine.”
How can we remind
everyone of the rules?

 Wall charts: class rules | class agreements.

 Teacher behavior: ‘Practice what you


preach.’

 Regular review of the norms: updating,


adapting.
LEARNER CONTRACT
LEARNERS’ CONTRACT FOR THE GRADE ________
Contract agreed on by teacher _______________ and students
from______

IS/ARE MUST MUSTN’T


ALLOWED

THE TEACHER

THE STUDENTS

SIGNATURES OF EVERY MEMBER

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