English MethodologyESPE2016 -2017Student: Ruth EstrellaTeacher: MSc Néstor Bonilla

*Classroom management and classroom interaction

Amount and type

of teacher

talk

How the students

learn

Teacher questions

Prize

Feedback on learner performan

ce

Amount and type of teacher talk• In most classes is the teacher who talks the most.• How much you talk depends on the class objective, scheme

of the course or programme.• Substantial live target language input the students are likely

to receive.• The nature of the activity

How the students learn• Teacher speech Modifications: phonology, lexis, syntax and

discourse, it makes language more comprehensive, more valuable for acquisition.• Rates of speech appear to be slower.• Pauses are evidence of speech planning.• Pronunciation tends to be exaggerated and simplified• Vocabulary use is more basic.• Degreed of subordination is lower.• More declaratives and statements are used than questions.

Teacher questions • Increase Wait time – comprehensions and interpretation• Distribute questions among all students• Use display questions and referential question

Feedback on learner performance• Positive feedback let students know that they have

perform correctly and increase motivation• Negative feedback does not change pupil behavior.

Prize• Increase motivation but has to be analyzed how it works.

When and how is provided

Students feeling

and Motivati

ng students

Teachers response

Intrinsic and

extrinsic motivati

on How to motivate students to speak

Students feeling and Motivating students:

• National and cultural influences, education system, immediate classroom environment, school policy and textbook.

Teachers response

• “Language is a skill, and a skill needs to be applied, not just stored in the head or admired at a distance”

Intrinsic and extrinsic motivation

• Intrinsic motivation is the one that each student brings inside. They know the benefits of learning a particular language.• Extrinsic motivation is when students need to be reminded of

where success could lead. It can come through rewards.

How to motivate students to speak

• Role-play, with one student taking the role of a foreigner Native-speaking visitors answer questions on specific topics • Pen friends, by mail or E-mail Group presentations of

topics students have researched• Interclass debates • Speech competitions • Concerts with plays and singing

PARTICULAR TYPE OF BEHAVIOR

Case 3: The over

exuberant student

Case 2: The nonparticipant

s

Case1. The back-row distractor

* PARTICULAR TYPE OF BEHAVIOR:

Case1. THE BACK-ROW DISTRACTOR: • The same student always sits at the back and distracts

others.

Case 2: THE NONPARTICIPANTS • Several students are not taking part in the assigned

activity.

Case 3: THE OVER EXUBERANT STUDENT •When one outgoing student dominates question time,

comment time, and all the rest of the talking time.

* THE TEACHER IN THE CLASSROOM

“The way we move and stand and the degree to which we are physically demonstrative can have a clear effect on the management of the class.” (Harmer, J 2007 )

* The teacher in the classroom

• Teachers need to consider how close they should be to the students they are working with

Proximity

• Deciding how close to the students you should be when you work with them. It is the general way in which teachers sit or stand in classrooms

Appropriacy

• Motionless teachers can bore students, while teachers who are constantly in motion can turn their students into tennis spectators. Most successful teachers move around the classroom to some extent

Movement

• Teacher has to be aware of what students are doing and, where possible, how they are feeling. This means watching and listening just as carefully as teaching.

• Awareness means assessing what students have said and responding appropriately.

• We also need to be self-aware, in order to try to gauge the success (or otherwise) of our behaviour and to gain an understanding of how our students see us.

Awareness

*Using the voice

Audibility

Speak clearly, be audible

VarietyVary the quality of

voices and the volume of

speaking according to the type of

lesson and the type of activity

Conservation

Take great care of voice. Breathe

correctly, don’t strain larynxes

*Creating lesson stages

*We need to start the lesson off in such a way that the students’ interest is aroused so that they become engaged.

*Changes of direction to be effective, the teacher first needs to get the students’ attention.

*Brought an activity or a lesson to a finish, it helps if we provide some kind of closure: a summary of what has happened, perhaps, or a prediction of what will take place in the next lesson.

*Different seating arrangements

* Different student groupings

*Whole class This does not always mean the class sitting in orderly

rows; whatever the seating arrangement. This is useful for presenting information and for controlled practice. teaching can be dynamic and motivating and, by treating everyone as part of the same group, we can build a great sense of belonging - of being part of a team.

*Solowork It allows students to work at their own speed, allows

them thinking time, and allows them to be individuals.

*Different student groupings

*Class-to-classClass-to-class. good for surveys. time-consuming to

organize. can often give students a huge sense of satisfaction.

*Groupwork and pairworkCooperative activity in that the students involved work

together to complete a task. In pairs and groups, students tend to participate more actively, and they also have more chance to experiment with the language than is possible in a whole-class arrangement.

* TEACHER OBJECTIVES AND LEARNER ACTIVATION

*Comprehension check*Familiarization with text*Oral fluency*Grammar check *Writing*Grammar practice*New vocabulary

*The end

Thank you

*Biography

*Richards J. & Renandya W(2002). Methodology in Language Teaching.An Anthology of Current Practice. Cambridge University Press Section 2 chapter 4 pages 40-48

* *Harmer, J. (2007).How to teach English. Pearson Education

Limited Chapter 3 page 15-23 * *Nunan D. (1991) Language Teaching Methodology. A textbook

for teachers. Sidney.Prentice Hall Chapter 10 page 189-207 * *Ur, P. (2009). A Course in Language Teaching. Cambridge

University Press. Module 16 Units1-5 page 227-237