Features of primary language classroom management презентация

all learning ? What specific extra purpose do they serve in language classrooms?
How can we categorise types of classroom question?
What are crucial features in differentiating questions?
How can Ts vary question interaction patterns?
How and when do teachers correct answers?

in:
managing the class
engaging students with content
encouraging participation
increasing understanding.
promoting formative assessment.
The quantity of questions asked needs to be considered in relation to:
general time constraints
keep teacher talking time to a minimum
their effectiveness in maximising learner contributions.

question

to move lesson stages/activities along
to elicit a range of learner language
to check learners have understood
to explore learner answers further
to focus on language meaning and forms
to promote learner speculation
to elicit a simple correct answer
to elicit something the teacher does not know answer to.

well-known examples are:
Make a ‘T’ with fingers to illustrate missing ‘the’.
Show a small word missing by holding thumb and forefinger close together.
Cross hands over to show wrong word order.


… can you add to this list.

a concrete example to another teacher of the different types of language classroom question we have seen this session.

stories so engaging?
How can features of stories be exploited pre-,while- and post-listening/reading?
How can Ts modify language when storytelling?
What’s the impact of accompanying story listening with viewing?

e.g. ‘Tiddler’. Teacher reads the story modified to class language level.
[I] Listening to instructions for drawing, making and decorating different fish.
[P] Writing captions (bubbles) of things learners remember from the story or fish might say.

props, hats, puppets, signs, etc.
While:
images, animation, reinforcing language
listening and reading along
audience participation/pantomime
Post:
character empathy/voice consolidation
consolidating language
drama, craft, display

a bike story ‘My new bike’ and suggest language for each picture.
www.myonlinereading.com/my-new-bike.php
[D] Teacher introduces some key words from the story: curious surprise animal show newspaper www.youtube.com/watch?v=eX7Jv_1YsuE
[W] Whole class watches animation ‘Curious George rides his bike’ and listen to teacher tell story.  
[P] Learners work in pairs and make up and write captions for different sequences in the story.
[W] Teacher tells the story with animation again and learners shout out captions i.e. what ‘Curious George’ says/is thinking.
[W] Learners write out a selection of captions for a class story display.

another delegate features that made the stories we heard accessible to learners.

style/mode preferences typically exhibited by learners?
How can teachers effectively address these in activities?
What type of language does performing craft activities particularly involve.
What purposes can organised classroom display serve?

the ways of learning.

If teachers develop their teaching styles and provide a variety of tasks in these different styles, learning will become more effective and efficient.

teaching
encourage classroom discussions
encourage learners to work in groups
give time for learners to ask questions
include reading passages aloud in their teaching
makes learners recall facts by reciting things – rhymes, mnemonics, etc.
do not need absolute silence in the classroom.

Audio, visual and kinaesthetic learners

learners to visualise a scene, or successful outcome
gives learners time to sketch out ideas or to take notes
encourages use of coloured pens
likes to have a colourful classroom.

Audio, visual and kinaesthetic learners

to explanations or going through examples)
use activities that include moving around the classroom
use sticky-notes and flash cards for noting and sorting ideas
encourage learning by doing, not just sitting.

Audio, visual and kinaesthetic learners

activities. Sort them according to which ones would appeal more to:

concept or theme; cross-curricular links, develop aesthetic sense

Display as information - designed to inform; provide reinforcement; act as resource, prompt

Display as celebration - designed to present children's work to a wider audience. validate work, sense of community, achievement and respect

box
effort: think planning and resourcing
structure: think background, focus, visibility
organisation: think timing and process

Refresh, update and move on.

be used to inspire teachers related to these actual displays in the curriculum

Spring in Kazakhstan
Underwater ocean scene
Puppet/mobile displays
Classroom rules/signs display

each display found on the internet ?

What type of language did our craft activities typically involve.

curricular concepts be taught in English?
What are some ways in which we can teach collaboratively?
What additional steps are involved in cross-curricular lessons?

of vehicle and showing how many people are inside.
[P] Visiting teacher’s moving parts shop and requesting the things needed to make rest of vehicle. 
[P] Writing out labels in the form of flags for to put on learner vehicles, e.g. Tom and Tina’s tractor.
[W] Saying where your vehicle can get to (vehicles rolled down a gentle slope and along a flat surface). Rest of class asked: Can it?

learner’s step is.
Activity framework, worksheet and graph template :

http://www.primaryresources.co.uk/maths/pdfs/how_long_is_your_step.pdf

Art and Design

[I] Watching a demonstration and following instructions on how to wrap present. Silent video presentation which teacher pauses and prompts with language.
[I] [f] Listening to instructions to make decorations to stick on wrapped presents e.g. Draw a star. Colour the star purple. Now give instructions for display.

swim

Making representations from shapes

Make a list of reasons with another teacher.