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“How to manage
 teaching and
   learning”
 (by Jeremy Harmer)

      Students: Martin, Melisa
                Paci, Ma. Belén
Teacher’s physical presence
• Aspects of class management to consider:
 Proximity: how close or distant the teacher is
  from students.
 Appropriacy: the way in which teachers stand
  or sit in the classroom       RELATIONSHIP
 Movement: how much the teacher moves
  around the classroom.
 Contact: making eye contact with students,
  listening to what they have said and
  responding appropriately.
Teacher's chief tools: the voice

Three issues to consider:
 Audibility: teachers need to be audible/ but
  not necessary to shout        Balance
  between audibility and volume
 Variety: teachers should vary the quality of
  their voices and the volume.
 Conservation: teachers need to take care of
  their voices         Breathe correctly
Marking the stages of a lesson

 Beginning: It's useful to start with a routine
  and introduce the topic for the class.
 •Development: Teachers should mark the
  ending and beginning of activities through
  clapping, speaking loudly or saying a rhyme.
 •Ending: The closure of the class should
  include a summary of what was taught.
Seating arrangement
Seating arrangement

•Orderly rows:
 ADVANTAGES:
 Clear view
 Lecturing and discipline much easier
 Easy to walk along the isles.
 Teachers work with the whole class.
 DISADVANTAGES:
 No possibility of eye contact
Seating arrangement
• Circles:
 teacher's position: less dominating
 feeling of equality
• Horseshoes:
 teacher located in a central position, much
  opportunity to get close to students.
 Students share feelings and information
  through talking, eye contact and body
  movements.
Seating Arrangement
•Separate tables:
 ADVANTAGES:
 The teacher can walk around to check
  homework and help the students.
  Atmosphere: less hierarchical.
 DISADVANTAGES:
  Students may not like to be with the same
  colleagues.
  Whole-class teaching seems more difficult.
Student groupings
 ADVANTAGES:
 - Whole class: sometimes, the best type of
    organisation.
   - Groupwork: a cooperative activity,
      students participate more equally Independence
   - Pairwork: attractive to students
   - Solowork: students work at their own speed,
     more time to think individually.
Student groupings

 DISADVANTAGES:
 - Groupwork/pairwork:
 * students may not like their partners.
 * one student dominating the group.
 * more disruptive behaviour
Evaluation of the success or failure
 Accept new ideas and techniques to take into
    the classroom by means of:
   Getting feedback from the students: orally or
    asking them to write their answers.
   Inviting a colleague into the classroom to
    observe the class.
   Recording the lesson.
   Assessing how well the students are
    progressing.

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How to Manage Teaching and Learning

  • 1. “How to manage teaching and learning” (by Jeremy Harmer) Students: Martin, Melisa Paci, Ma. Belén
  • 2. Teacher’s physical presence • Aspects of class management to consider:  Proximity: how close or distant the teacher is from students.  Appropriacy: the way in which teachers stand or sit in the classroom RELATIONSHIP  Movement: how much the teacher moves around the classroom.  Contact: making eye contact with students, listening to what they have said and responding appropriately.
  • 3. Teacher's chief tools: the voice Three issues to consider:  Audibility: teachers need to be audible/ but not necessary to shout Balance between audibility and volume  Variety: teachers should vary the quality of their voices and the volume.  Conservation: teachers need to take care of their voices Breathe correctly
  • 4. Marking the stages of a lesson  Beginning: It's useful to start with a routine and introduce the topic for the class.  •Development: Teachers should mark the ending and beginning of activities through clapping, speaking loudly or saying a rhyme.  •Ending: The closure of the class should include a summary of what was taught.
  • 6. Seating arrangement •Orderly rows:  ADVANTAGES:  Clear view  Lecturing and discipline much easier  Easy to walk along the isles.  Teachers work with the whole class.  DISADVANTAGES:  No possibility of eye contact
  • 7. Seating arrangement • Circles:  teacher's position: less dominating  feeling of equality • Horseshoes:  teacher located in a central position, much opportunity to get close to students.  Students share feelings and information through talking, eye contact and body movements.
  • 8. Seating Arrangement •Separate tables:  ADVANTAGES:  The teacher can walk around to check homework and help the students.  Atmosphere: less hierarchical.  DISADVANTAGES:  Students may not like to be with the same colleagues.  Whole-class teaching seems more difficult.
  • 9. Student groupings  ADVANTAGES:  - Whole class: sometimes, the best type of organisation.  - Groupwork: a cooperative activity, students participate more equally Independence  - Pairwork: attractive to students  - Solowork: students work at their own speed, more time to think individually.
  • 10. Student groupings  DISADVANTAGES:  - Groupwork/pairwork:  * students may not like their partners.  * one student dominating the group.  * more disruptive behaviour
  • 11. Evaluation of the success or failure  Accept new ideas and techniques to take into the classroom by means of:  Getting feedback from the students: orally or asking them to write their answers.  Inviting a colleague into the classroom to observe the class.  Recording the lesson.  Assessing how well the students are progressing.