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James Kelsey

ITTO

Classroom Management Task


11/02/15

1
a)
Simply listing vocabulary is dull. It also means that the teacher is doing all
of the work this runs contrary to the principle of the learner centred
method. Instead students should be encouraged to elicit the intended
vocabulary for themselves. Another issue with the given example is that
simply asking students if they understand is unlikely to accurately
gauge the level of comprehension. Instead students should be prompted
to demonstrate their knowledge. It will be much more evident if they
understand the material or not.
A possible solution could be provided through the use of modelling. For
example, gesturing with arms stretched out could indicate the word big.
Students will then need to guess the word requiring thinking and input. If
students cant guess correctly at first, a simple shake of the head and
exaggerating the miming should remedy this. In this way, students will be
providing the teacher with the vocabulary whilst clearly illustrating their
comprehension of the words.
b)
Firstly, in this scenario the teacher is wasting an opportunity for the
students themselves to read the passage of text. Instead, a student
should be invited to read the passage to the class. Deferring the task has
notable benefits the student reading the text will practice their
reading/writing skills, and the other students in the class will generally be
more receptive to their peer (either out of comradery or politeness).
Secondly,

assessing

the

students

comprehension

through

simple

true/false questions is ineffective. It is an overly simple question which will


only generate one word answers. Instead, students should be asked to
explain the text. This will show a deeper understanding of the text, while
simultaneously increasing the amount of student talk time.
c)

James Kelsey
ITTO

Classroom Management Task


11/02/15

Again, the teacher is missing out on the opportunity to have a student


explain the activity on their behalf. If the instructions are in the textbook,
for example, it would be very simple to defer this task to a student.
Instead of having a grouping/pairing method based on things that are
immediately obvious such as hair colour, it could be beneficial to have
students pair up based on things that need to be uncovered through
questioning. For example, pairing up based on what month they were born
in, or what their favourite colour is will generate conversation. They will
need to ask and respond to other students to determine this information
thereby increasing the amount of student talking time. Also, rather than
provide the answers to the pairs at the end of the exercise, it would be
more beneficial to have the students share their answers with the larger
group. Once again, this will place students at the helm of their own
learning and increase the amount of student talking time.
2)
In this example the teacher seems very brash. Firstly, they intimidate the
students with the line we have many rules that need to be followed in
order to speak correctly. Perhaps this will deter students from talking
raising the ratio of teacher talking time. Instead, a sense of positivity and
encouragement should be instilled in the classroom. Realistically, its
unlikely that students will be able to give perfectly correct answers on
their first try. This is not important. What is important however, is that
they attempt to communicate in English. For that to happen the students
must feel comfortable.
Saying dont ask me why, just follow the rule seems to show a lack of
understanding by the teacher. Although no one can be expected to know
everything related to language, a willingness to search for the answer and
provide it later illustrates much more professionalism.
The teacher can be potentially divisive with their choice of words. For
instance phrases such as In English we have lots of rules and not like
in your mother tongue seem to exaggerate the possible cultural/linguistic

James Kelsey
ITTO

Classroom Management Task


11/02/15

difference between student and teacher. For a classroom to operate at its


best it should be harmonious. The classroom should feel akin to a boat;
everyone is on it together and moving in the same direction. The teacher
needs to realise that language is a system of communication, and is not
strictly tied to any nationality or culture.
3)
It was a grave mistake to allow students to use cell phones in class to
begin with. Consistency is key. A strong and unwavering rule must be
enforced no cell phones. And to further that point, where possible, the
use of L1 in the classroom must be stopped. Making these rules known,
and never allowing any exceptions, will remedy the issue. Perhaps next
time she will have backup activities to insure her classes do not run short
again.
4)
The teacher seems to be relying too much on words. When students are
confused about a word, perhaps adding more words into the equation
doesnt help. Instead switching to a different method, such as modelling
may clear up the confusion. Whether in particular is a hard word to
describe, its not something tangible that can be easily explained. Perhaps
miming discomfort at choosing between two alternatives will help the
students understand.
5)
Consistently asking the same couple of students to speak during in class
may at first seem like the easy option. However, in reality it will create
some negative ramifications. Without sufficient practice, the English
abilities of the other students will languish and fall even further behind.
Also, only calling on the two most capable students means that the
average level of the class cannot be gauged. In fact, it may be very
misleading. Although the class may appear to operate fine with the two
capable students tackling every question, the reality is more dismal for
the rest of the class. Equitably sharing the questions and activities

James Kelsey
ITTO

Classroom Management Task


11/02/15

promotes a more even increase in abilities and allows a more rounded


view of the ability of the class.