Module 3 managing the teaching and learning process Part 2 Classroom management

UNIT 29 Teacher roles Key point for TKT UNIT 29 Designate types of teacher role to different actions of teacher according to learners need and lesson stages. * Type of teacher roles 1) Planner prepares and thinks through the lesson in detail before teaching it. Thinks about appropriate activities and materials to make variety. 2) Informer (explainer) presents and lectures language or gives detailed information about an activity. 3) Manager organizes physical or group context to run smoothly an activity. Sets up rules and routines for behavior. 4) Monitor (enabler) goes / looks around the class and checks learning. 5) Involver makes sure all the learners are taking part in the activities. 6) Parent/friend comforts learners when they are facing difficulties. 7) Diagnostician Is able to recognize the cause of learners difficulties. 8) Resource can be used by the learners for help and advice. * Types of teacher roles and stages of a lesson
Before lesson Presentation stage Practice stage Production stage After lesson

Informer Manager Monitor Involver Parent / friend Diagnostician Resource

X X X X

X Whenever the learner has problems or difficulties. X X X X X

The table only shows a usual correspondence of teacher role to different timing. Theres no fixed stage for a certain type, rather, the teacher may switch his role whenever need arises. Teacher takes different roles according to types of lessons, aims, activities, level or age of learners.

UNIT 30 Grouping learners Key point for TKT UNIT 30 Decide what type of group pattern is suitable, considering different reasons. * Grouping consists in: 1) Choosing interaction patterns whole class, pair, individual. / Depends on the purpose of lesson and types of activities. 2) How each group is composed teacher manages groups considering learners levels, learning styles, needs, personalities and relationships with others in the class. a) Aim: aim of the lesson and aims of activities. b) Learning style: some learners prefer individual tasks, while others prefer group work. c) Level: most classes are mixed-level. Depending on what activities, similar or different level learners might be working together. d) Personality: Leaders and followers need to be combined. e) Class size: Larger classes need careful plans. f) Learners experience: Gradual introduction is necessary for new types of grouping.

g) Activity: Variety and flexibility in grouping is necessary for different types of activities. h) Group dynamics: considering the relationship of learners. UNIT 31 Correcting learners Key point for TKT UNIT 31 Be aware of different types of error correction and find out the suitable one for each error type. * Oral correction 1) Time line useful to show the relationship between the use of a verb tense and time. 2) Finger one finger usually stands for one word. Its useful when learners miss a word or to enforce use of contractions. 3) Gestures / Facial expressions useful prompting learners slip without interrupting them too much. 4) Phonemic symbols for pronunciation errors. 5) Echo correcting - =repeating what learners say with a raising intonation. Helpful to learners correct slips by themselves. 6) Identifying the mistake focusing learners attention to the error, maybe asking are you sure? 7) Notes taking notes of serious errors in order to give feedback once the task has done. Useful for fluency activities because it lets learners keep on speaking. 8) Peer / self-correction keeps learners autonomous and independent. Also lets teacher be aware of learners need. 9) Ignoring Minor errors in fluency activities or above learners current level. * Written correction 1) Teacher correction teacher writing the right words instead of putting just correction symbols. 2) Peer correction correct and may discuss each other. 3) Self-correction usually with guidance sheet. 4) Ignoring - Minor errors in creative writings or above learners current level. UNIT 32 Giving feedback Key point for TKT UNIT 32 Recognize types of feedback. Choose proper type of feedback for different group of learners or situation. * Focus of feedback 1) Progress usually in form of praise and encouragement. 2) Language language error, learners specific needs about language, inform the learner of his progress in a specific area of language, give grades or marks on language test, etc. 3) Idea praising idea, creativity or effort to make a task done (also when the quality of the work is below expectation). 4) Attitude Praising effort, participation and good interaction. 5) Behavior encourage positive behaviors or inform inappropriate behaviors. * Form of feedback Formality Interaction Timing Appearance Formal or informal assessment Group, pair or individual / T->S, S->T or peer During or after lesson / continuous or end-of-course assessment Oral or written / interview or mark