ppg 215 meeting student needs.ppt

8/10/2019 PPG 215 Meeting Student Needs.ppt

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PPG 215

MEETING STUDENTSNEEDS


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Classroom Management

What is classroom management ?

What does the teacher manage ?


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Environment for Learning

Physical environment

Furniture arrangement, materials, teaching

aids, bulletin board, seating arrangements,level of conduciveness, noise and other

interruptions levels

Emotional environment

Voices, nuances, expectations, teaching &learning paces / styles, humour,

responses



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Planning & SchedulingManaging problems, interruptions, changes in the

daily schedule, absences, tardiness, irrelevant

comments by students, classroom disruptions

Handing out assignments / homework

Handing in assignments / homework

Administrations of tests, exams, quizzes

Lesson plans


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Keeping students records


Handling materials- Reading corner & resource corner

- ICT corner

- Readers, reference & practice books,

teaching aids


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Meeting Students Needs

Self - concept

- Ones opinion of oneself, determining

the attitudes, values, ideas, socialrelationship, academic achievement &

goals

- Feedback from others can alter onesself perception


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Damaging self concept


The teacher may hinder the development of a

positive self concept through:

a. Use of threatinstilling fear & anxiety

b. Humiliationss are shamed to elevate

performance

c. captive audience in challenging classroomexperienceself reliance & independence

crucial for a healthy emotional development


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What can teachers do to shape positive self

concept?


Gowan (1974):

1. T must accept ss as worthwhile person2. Get ss to discuss about their problems

3. Get ss to understand that others have similar problems

4. Get ss to accept themselves as they are.

5. Encourage ss to build up their confidence

6. Involve ss in actvities they can be successful in.


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Mattocks & Sew (1974):

1.T must be sensitive to each individual

2.Promotes consistency in self concept

3.Focus on promotion of ss self confidence

4.Be aware of ss body image & self acceptance

5. Make clear that mistakes are tolerated

6.Understand ss limitations & avoid unreasonabledemands

7.Generous with rewards and praises, judicious with

punishments



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Self concept & second language teaching

Stern (1975): 3 problems in initial L2 learning

1.Ss must tolerate the frustration of expressing

themselves

2.Ss must learn to accept new sounds &

structures of L2

3.Ss must learn how to operate linguistically in

a system in which they are disoriented, inwhich they do not know what to expect


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Self concept & second language teaching

Stevick (1973):

1.L2 learners forced to operate at an infant

linguistic level & to accept corrections from

someone else

2.Ss feel they are not learning as fast as others

3.Ss do not see the relevance of learning L2

and their career plan.


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Self - actualization

The learners work towards the

realization of their potentials.

One way to achieve selfactualization

is to increase the level of motivation.


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Conditions of Motivation(Oliva (1972) cited

in Chastain (1976)

Students learn when they:

1. See themselves as capable individuals

2. Deal with materials suitable to their levels

3. See purpose in their activities and studies

4. Are aware that their studies are important

5. Respect demanding education


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Conditions of Motivation

Students are motivated if they:

1.Live in a secure environment

2.Have the opportunities to express their

psychological needs for success, recognition &approval

3.Feel the learning is for them & not for the teacher

4.Feel the subject matter is interesting

5.Have some say in making decisions, planning and

routing their learning process

6.Experience more success than failures


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Improving motivation

Cognitive:

1.Clarify to students the objectives of the course,

the unit and the class

2.Assist ss to set & achieve goals related to their

learning

3.Give feedback on progress

4.Recap lesson content at the end of each lesson

5.Review sessions


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Cognitive:

6. Learning of new materials should start with

what the students already know

7. Use examples from real life situations to help

students remember better

8. Use tests and mark them justly to motivate

students9. Classwork should require the use of newly

learned materials


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Affective:

1.Avoid practices that produce temporary

memorisation

2.Allow ss to the opportunities to talk about their

concern

3.Develop a system of rewards & punishment

4.Make lesson content close to ss interest

5.Create enjoyable lesson


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Affective:

6. Use teaching aids whenever possible

7. Vary classroom activities

8. Assign work manageable to ss

9. Use praises10. Use marks appropriately


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Affective:

11. Take advantage to arouse suspense

12. Recognize strengths & weaknesses of ss

13. Let the ss answer the questions

14. Use ss response as points ofdiscussions


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Social:

1.Lay the ground rules. Discuss what is

acceptable and not acceptable

2.Set ground rules within the social climate ofthe class, school and community

3.Understand relationships in the classroom

and maintain power equilibrium between Tand ss

4.Motivate ss using collaboration


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Classroom Climate

- Ss also have social needs

- Met in a classroom climate set by the

teacher

- The general relationship that exists in

the class between the teacher and thess


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Aspects of Classroom Climate

1. Involvementstudent attention & interest

2. Affiliation - extent to which students know each

other and work together.

3. Supportteacher interest in and concern for thestudents.

4. Task orientationorientation of class activities

toward the accomplishment of academic

objectives.

5. Competitionstress on academic competition


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Aspects of Classroom Climate

6. Order & organization

7. Rule clarity

8. Teacher controlamount and extent of

rules governing student conduct.

9. Innovation - different types of learningactivities and classroom interaction.


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The teacher hardly ever corrects errors.

The teacher lets students know who is first, second, last,

The teacher chooses good students to answer. The teacher chooses weaker students to answer.

The teacher uses only English in the lesson.

The teacher mostly uses English in the lesson.

The teacher starts the class promptly and with a spirit of

enthusiasm. The teacher calls on those students who are beginning to lose

interest.

The teacher uses sarcasm.

The teacher makes threats.

The teacher punishes the entire class over the misbehaviour ofone or a few students.

The teacher emphasizes a we feeling of class responsibility.

The teacher stands in class and moves around

ppg 215 meeting student needs.ppt

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