cm and lt techniques

8/2/2019 CM and LT Techniques

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ELTELT

METHODOLOGY IMETHODOLOGY I

CLASSROOM MANAGEMENT &CLASSROOM MANAGEMENT &

LANGUAGE STUDY TECHNIQUESLANGUAGE STUDY TECHNIQUES

IsIs teachingteaching ARTART oror SCIENCE?SCIENCE?AreAre teachersteachers BORNBORN oror MADE?MADE?

Both an art and science! Innate ability complements learned

teaching skills. How do art and science mingle in the

principles, approaches, techniques, and

plans of EFL teachers? Succession of practicalities for the languageclassroom is called as CLASSROOMMANAGEMENT encompassing an abundanceof factors ranging from physicalenvironment of the classroom to teachingstyles= classroom energy!


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ClassroomClassroom ManagementManagement

By understanding some of thevariables in classroommanagement, you can take someimportant steps to sharpen yourskills.

Then, you improve some of thoseidentifiable, overtly observableskills, and you open the door tothe intangible, invisible!

Physical environment of the class:sight, sound, and comfort

Appear as trivial!

Sts are affected by what they

see, hear, feel! You must have the power to control

the following:


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PhysicalPhysical environmentenvironment ofofthethe classclass Classroom must be neat, clean, orderly

in appearance,

It must be as free from external noises aspossible (machinery outside, street noise,halway voices)

Acoustics within the clasroom must beat least tolerable,

Heating or cooling systems (if applicable)are operating

Board must be erased,

Chairs are appropriately arranged,

Bulletin boards could be used to takeadvantage of visuals.

PhysicalPhysical environmentenvironment ofofthethe classclass::seatingseating arrangementarrangement

Since sts are the members of ateam, they should be able to see andtalk to one another.

If possible, make sts sit in semi-

circles, horse-shoe shapes, if it is small enough, in one circle

in order to make them in smallgroup, pair work with as littlechaos as possible!


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PhysicalPhysical environmentenvironment ofofthethe classclass

Should you determine who sitsnext to whom?

Where sts come from varied L1backgrounds, English will be practisedif the sts with the same L1 are notsitting next to each other!

Move a few sts, if some of themare disruptive!

When assigning small groups, youmay have a certain plan in mind!

PhysicalPhysical environmentenvironment ofofthethe classclass::

BoardBoard useuse One of your greatest allies

The instant visual aid!

Supplies visual input along with auditory.

Allows you to illustrate with words,pictures, graphs, and charts!

Always there and recyclable! Try to be neat and orderly in board

use!

Erase as often as appropriate!

Messy and confusing boards drive stsdistracted and crazy


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PhysicalPhysical environmentenvironment ofofthethe classclass::EquipmentEquipment

Make sure that:

The room has outlets,

The equipment fits comfortably inthe room,

Everyone should see/hear the

visual/ auditory stimulus, You leave enough time before&after

class to get it and return it to itsproper place,

PhysicalPhysical environmentenvironment ofofthethe classclass::EquipmentEquipment

Make sure that:

The machine actually works,

You know how to operate it,

There is an extra light bulb/buttery/whatever else youll need if a routinereplacement is in order.


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VOICEVOICE AND BODY LANGUAGEAND BODY LANGUAGE Fundamental CRM concern has to do withYOU and the MESSAGESyou sendthrough your voice and body language!!!

GOOD VOICE PROJECTIONGOOD VOICE PROJECTION = Firstrequirement of good teaching!

No need to have a loud, booming voice, but

need to be heard by all the sts. You should PROJECT your voice so that the

one sitting farhest away from you canhear you clearly!

VOICEVOICE AND BODY LANGUAGEAND BODY LANGUAGE

All the rest of the sts need to beable to hear your comments!

Articulate clearly, your sts needevery advantage they can get!


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VOICEVOICE AND BODYAND BODYLANGUAGELANGUAGE

Should you slow down your normal rate ofdelivery?

FOR BEGINNING LEVEL CLASSES YES,but only slightly so, not to the point thatthe rate of delivery is down-right silly!

Keep your language as natural flow as

possible!

Clear articulation is usually more of a key toa comprehension than slowed speech!

BODY LANGUAGEBODY LANGUAGE

Nonverbal messages are verypowerful.

Nonverbal communication is

something cipher to verballanguage.


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BODY LANGUAGEBODY LANGUAGE

Let your body posture exhibit anair of confidence!

Face should reflect optimism,brighteness, and warmth!

Use facial and hand gestures toenhance meanings of words andsentences that might be unclear!

Make frequent eye-contact with allsts in the class!

Do not bury yourself into your notes andplans!

Do not plant your feet firmly in one place forthe whole hour.

Move around the class, but not todistraction!

Follow the conventional rules of

proxemics (distance) &kinesthetics (touching)that apply for the culture(s) of your sts.

Dress appropriately- the expectations ofsts and the culture in which you are teaching(not too sporty or dowdly=frumpish).


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CRMCRM involvesinvolves decisionsdecisions aboutabout whatwhattoto dodo whenwhen::

Sts and/or you digress andthrow off the plan for the day,

An unexpected but pertinentquestion comes up,

Some technicality prevents you

from doing an activity(equipment breaks down,forgotten handouts, etc.)

A st is disruptive in the class,

You are asked a question youdont know the answer to,

There is not enough time at the endof a class period to finish an activityalready started

You should deal with the

UNEXPECTED!!! You have to engage in UNPLANNED

TEACHING!

THE KEY IS POISE (stability,balance, confidence)


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TO DEAL WITH THE UNEXPECTEDTO DEAL WITH THE UNEXPECTED::

KEEP THE RESPECT OF YOUR STS, ANDYOUR OWN SELF-CONFIDENCE!

BY STAYING CALM!

BY ASSESSING THE SITUATIONQUICKLY!

BY MAKING A CHANGE IN YOUR PLAN!

BY ALLOWING THE LESSON MOVE ON!

TO CREATE A POSITIVETO CREATE A POSITIVECLIMATE:CLIMATE:

ESTABLISH RAPPORT!

BALANCE PRAISE AND

CRITICISM!

GENERATE ENERGY!


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LANGUAGE STUDY TECHNIQUES

Refers to any stage in a lesson wherests and Ts focus in on the constructionof a specific feature of the language inorder to understand it better.

Immediate goal = to increaseknowledge of the language system so

that longer-term aim of improvingproductive and receptive skills canbe achieved!

Sts should not only study language inthe class under the direction of a T,but should also research language ontheir own!

The structure and use of the languageforms:

Morphology,

syntax of phrases, clauses andsentences,

meanings of words and their lexicalgrammar,

meanings and functions of phrasesand sentences,

pronunciation, and spelling.


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LanguageLanguage StudyStudy TechniquesTechniques To ensure that sts not only understand the

meaning of a language form and how it isused in exchanges or texts, but are also clearabout its construction:

1. Demonstration

2. Explanation

3. Discovery 4. Accurate reproduction= practice

5. Immediate creativity = production

6. Check Questions

1.1. DemonstrationDemonstration

By offering them a situation todemonstrate the forms.

The situation shows the language inaction and then modelling thelanguage ourselves.

Sts get models of language fromtextbooks, reading materials,audio&videotapes.

We can also model the languageourselves via the saying of a dialogueor the reading aloud of a text.


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DemonstrationDemonstration While modelling the conversation, you

should be heard and animate yourperformance with as muchenthusiasm as possible!

Judge the appropriate speed payingattention to the natural rhythm andnormal intonation patterns maintained as

far as possible. The same requirements are essential

for reading aloud!

Extremely motivating and enjoyable forthe class!

DemonstrationDemonstration

Poems are very engaging sts whenyou read them to the class.

Poem/story reading and telling can workwith adults, too (but the content and theway it is handled will be significantldifferent).

Demonstration may not be enough,some sts need a mixture ofdemonstration and explanation to besure of understanding the newform(s) correctly.


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2.2. ExplanationExplanation You can explain the construction of

language in diagrams (such as time-lines) using the board or OHP.

Cuisenaire rods to show syntacticrelationships or stress pattern.

Finger-pointing to show howconstructions are made.

Grammatical explanations (for higherlevels) by saying:

The choice of the verb tense to talkabout future depends on how we wishto be about plans and arrangements.

ExplanationExplanation

In the traditional PPP model, explanation isgiven by isolating and distorting bits oflanguage the T is modelling.

In PPP (the procedure on Audiolingualism)technique, the T introduces a situationcontextualising the language to be taught,

and the language is then presented.

Sts now practise the language usingaccurate reproduction(=repetition)techniques (choral/ individualrepetitions, cue-respond drills, etc.)


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ExplanationExplanation Since these repetitions are

contextualized by the situationpresented, they carry more meaningthan a simple substitution drill.

Later sts make sentences on their own byusing the new language form, this isreferred to as production.

The explanation offered often depends onthe language form focused and the age,proficiency level and preferences ofthe class.

3.3. DiscoveryDiscovery

Sts can be encouraged to understandthe new language form/s eitherby

discovering them for themselvesin a text, or

looking at grammatical evidencein order to work out a rule.

Discovery leads to real understanding! Ts are for sts to check whether

they have worked things outcorrectly, but they not be sure!

You must make sure to get the rightrule from you!


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4.4. AccurateAccuratereproductionreproduction((PracticePractice))

One of the best ways of learning newlanguage forms.

Ask them to repeat new words,phrases, or sentences in acontrolled way, correcting them

and showing approval. Sts try out the language and the Ts

feedback serves as furtherdemonstration and explanation ofthe new forms.

AccurateAccuratereproductionreproduction((repetitionrepetition))

Controlled practice stage of thePPP model.

When they show immediategrasp of the forms, such

controlled practice may not benecessary (especially for higherlevels).


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5.5. ImmediateImmediate creativitycreativity==productionproduction When the sts show an understanding

of the meaning, use, and constructionof the language form, ask them createtheir own sentences.

Such early language production willgive both sts and the T how well the formhas been understood.

Immediate creativity= productionstage of PPP model, can also be usedafter any explanation or after a discoveryactivity.

6.6. CheckCheck QuestionsQuestions

Use check qs to see if sts haveunderstood meaning and use.

Give sample check qs withpresent continuous, as as

comparisons, etc. X isnt as tall as Y Whos taller ?


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ConclusionConclusion

You need to adjust or replace someparticular styles and progress of yoursts.

Try out new activities, or not togo on using the same kind ofactivity day after day!

How do we make such decisions?

FOLLOWING PLANNINGPRINCIPLES!

ConclusionConclusion

You need to offer several of exercisessince sts have different learningstyles.

You must sustain their motivation!

Asses the language study activity foruse in class to see how effective it

will be when you take it into class! It should justify the time to be spent on it

before and during the lesson.

Evaluate the success of an activityformally or informally after use inclass!


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TECHNIQUESTECHNIQUES A set ofA set ofprinciplesprinciples to language

learning and teaching!

Have a reasonably stable,comprehensive, dynamic approach-broad understanding of howstudents learn and how teachers

can best facilitate. Your approach should change

and grow as you teach!

ToTo designdesign youryourtechniquestechniques:: You cannot design your techniques

without considering your principledteaching and context of learning.

The choices about what to do inclass are enlightened by thesefactors and by several other factors;such as,

the overall curricular plan,

the objectives of a particularactivity or lesson plan,and

CRM variables.


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TechniqueTechnique:: tasktask,, activityactivity,, procedureprocedure,,practicepractice,, behaviourbehaviour,, exerciseexercise andandeveneven strategystrategy

Task: a specialized form of techniquewhich has communicative goals.

Activity: virtually anything that learnersdo in the class, a reasonably unified setof sts behaviours, limited in time,preceeded by some direction, with aparticular objective (role-plays, drills,games, peer-editing, small-group,information gap, exercises, etc.).

Procedure: the actual moment-to-momenttechniques, practices, behaviours operatingin teaching a language according to aparticular method.

TechniqueTechnique:: tasktask,, activityactivity,, procedureprocedure,,practicepractice,, behaviourbehaviour,, exerciseexercise andand

eveneven strategystrategy

Practice, behaviour, exercise andstrategy: All appear to refer to whatis defined as technique, the productof choice, that either teachers andstudents perform in the class,including all tasks and activities.


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ControlledControlled toto FreeFree techniquestechniques

The most useful classification oftechniques is a continuummaintaining CONTROL over thelearning activity!

Controlled to Free Techniques

T-centered

Manipulative

Structured

Predicted sts

responses Pre-planned

objectives

Set curriculum

S-centeredCommunicativeOpen-endedUnpredicted sts

responsesNegotiatedobjectivesCooperativecurriculum


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ControlledControlled TechniquesTechniques

1. Warm-up: gets them stimulated,relaxed, motivated, attentive,engaged, or ready for the lesson (Itdoesnt necessarily involvetarget language (jokes, songs,

play, dance). Students aremotivated and ready for the lesson.


2.Setting: focusing in on lesson topic.

T directs attention to the topic byverbal and nonverbal evocationof the context related to the lesson

by questioning, miming. S/he setsthe scene through picturepresentation, or tape recording ofsituations (who are the people,where is the action taking place).


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ControlledControlled TechniquesTechniques3.Organizational: organizing of class

furniture and seating according togeneral procedures for classinteraction and performance,structure and purpose of the lesson.

4.Content explanation:grammatical,functional, phonological, lexical,sociolinguistic, pragmatic, or anyother aspects of language.


5. Role-play demonstration:selected sts and T illustrate thesegment to follow, including briefillustration of language or other

content.

6. Reading aloud: reading directlyfrom a given text.


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ControlledControlled TechniquesTechniques7. Dialogue/Narrative

presentation: reading or listening apassage presented for passivereception.

8. Dialogue/Narrativerecitation:reading a previouslyknown or prepared text, either inunison or individually.


9. Q-A, display: prompting of stsresponses by means of displayquestions (but the teacher alreadyknows the answer).

10. Checking: guiding the correctionof sts work, providing feedback asan activity.


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11. Drill: typical language activityinvolving fixed patterns of teacherprompting and sts responding,usually with repetition, substitutionand other mechanical alterations

(with little or no meaningattached).

MechanicalMechanical drillsdrills

One correct response from astudent, and have no impliedconnection with the reality.

Repetition drills: the sts repeat a

word/phrase whether s/heunderstands it or not.


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12. Meaningful drill: drill activityinvolving responses with meaningfulchoices (connecting some sort ofreality).

13. Translation: sts or T provision ofL1 or L2 translations of given text.


14. Dictation: sts writing down atext presented orally.

15. Copying: sts writing down a textpresented visually.


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16. Identification: sts picking out andproducing, or identifying specific form,function, definition, or lesson-relateditem through reading a passage or havingwords underlined.

17. Recognition: sts identifying forms,as in identification (checking off items,drawing symbols, rearranging pictures),but without a verbal response.


18. Review: T-led review ofprevious week/month/lesson asa formal summary and the type oftest of student recall performance.

19. Testing: Formal testingprocedures to evaluate sts progress.


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The T is in the center.

very little creativity.

Manipulative (repeat after me!)

Function, meaning, or form.

SemiSemi--controlledcontrolled techniquestechniques1. Brainstorming: like setting,

involving free, undirectedcontributions by the sts andteacher on a given topic, no explicitanalysis or interpretation by the T.

2. Story-telling: (especially whenstudent-generated) the presentationof story by T or student tomaintain attention (overlap withWarm-up or Narrative recitation).


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3. Q-A, referential: involvingprompting of responses by means ofreferential questions (The teacherdoesnt know beforehand theresponse information,

distinguished from Q-A, display).

Semi-controlled techniques

4. Cued-narrative/dialogue: studentsproduction of narrative or dialoguefollowing cues from pictures, or otherstimuli(e.g. cue cards, miming)related to narrative/dialogue.

5. Information transfer: applicationfrom one mode (visual) to another(writing). Distinguished from identificationin that the student is expected totransform and reinterpret thelanguage or information). Sts fill out adiagram while listening to a description.

SemiSemi--controlledcontrolled techniquestechniques


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6. Information-exchange: taskinvolving two-way communicationas in information-gap exercises,when one or both parties must shareinformation to achieve some goals.(Distinguished from Q-A, referentialin that sharing of information iscritical for the task).


7. Wrap-up: brief student or T producedsummary of the point having beenpractised.

8. Narration/exposition: presentation of

a story or explanation derived fromprevious stimulus. (Distinguished fromCued-narrative because of lack ofimmediate stimulus).



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9. Preparation: preparing for lateractivity. (stss study, silent reading,pair planning and rehearsing,etc.)


SemiSemi--controlledcontrolled TechniquesTechniques

Both the T and learners have theequal responsibility.

Meaning, function, and the form.

Communication rather thanmanipulation.

More creativity.


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FreeFree techniquestechniques1. Role-play: relatively free acting out of

specified roles and functions.Distinguished from Cued-dialogue (sincecueing is provided only at thebeginning, not during the activity).

2. Games: various kinds of language gameactivities.

3. Report: report ofstudent-preparedexposition on books, experiences,project work, without immediate stimulus(akin to composition in writing mode).

FreeFree techniquestechniques4. Problem-solving: activity involving

specific problem and limitation of means toresolve it, requiring cooperation ofparticipants in small or large groups.

5. Drama: planned dramatic rendition ofplay, skit, story, etc. There is a script stsread it and act it out through theirenergy and mimics.

6. Simulation: involving complex interactionbetween groups and individuals based onthe creation of real life situations,actions and experiences.


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FreeFree techniquestechniques7. Interview: sts are directed to get

information from another student orgroup.

8. Discussion: debate or groupeddiscussion of specified topic.

9. Composition:written development ofideas, story, or etc. (as in Report, Verbal,

Written exposition).10. A propos: conversation or other

socially oriented natural interaction orspeech by the T, sts, visitors on generalreal-life topics, typically authentic andgenuine (a personal speech).

FreeFree TechniquesTechniques

Only the students in the center.

The T is the organiser and prompter.

Function, meaning, and form.

Much more creativity.


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As aAs a conclusionconclusion;; Activities are anything that learners

do in the class, and may be biggerthan tasks.

Tasks are activities havingcommunicative purpose.

Technique is an umbrella term

including activities and tasks. planned and deliberate, and chosen by

the T intelligently.

Age, proficiency level and specificlearning needs guide this.

SampleSample warmwarm--upup Sts write their full name on a piece of

paper.

All the papers are collected andredistributed, so that everyone receivesthe name of a person s/he doesnt know.

Everyone walks around the room andtries to find the person whose names/he holds. Is your name ?, Areyou ? are simple questions that canbe asked.

When everyone finds his/her partner, s/heintroduces him/her to the group.


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MechanicalMechanical,, MeaningfulMeaningful andandCommunicativeCommunicative DrillsDrills

Mechanical drills: Repetition, Single/ multi-SlotSubstitution, etc.T: I went to the cinema yesterday.Sts:T: bankSts:T: He

Sts:T: in the morningSts:T: will goSts:(no communicative ability,but short-termmemories)

A few short and snappy drills hereand there, especially at the lowerlevels of proficiency, can be quiteuseful in helping sts to establishstructural pattern, rhythm andcertain pronunciation elements,

(but only in moderation) if yourdrills are mechanical.

Nothing deadlier than a class hourfilled with ALM parroting!


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MeaningfulMeaningful drillsdrills have predicted response or a limited

set of possible responses, but isconnected to some form of reality:

T: The girl is outside .

Where is she, Miyuki?

S1: The girl is outside.

T: right, shes outside, Kate, where is

she? S2: shes outside.

T: Good, Kate. Shes outside. Now,class, were inside. Where are we?

C: Were inside.

CommunicativeCommunicative practicepractice the possibility of an open response and negation

of meaning, thats why its not a drill. E.g. To practice the past tense could be considered as

quasi-communicative: T: Good morning, class. Last weekend, I went to

Ankara and visited my parents. What did you dolast weekend?

Caner:I went to the park and I play football.

T: I playplay football or I playedplayed football? Caner: Oh, I played football. T: Good! Did you go to the park last weekend

like Caner? Nur: No. T: What did you do? Nur: I watched TV. T: Great, and what did you do Seyfi?


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CommunicativeCommunicative techniquestechniques

(for children) involve appropriately smallchunks of language and build somerepetition of patterns for establishingfluency.

Teach them ask and respond toquestions such as:

Whats your name?

Where do you live?

How old are you? (for children)

What do you do? (for adults)

THANK YOUTHANK YOU

cm and lt techniques

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