Classroom Practices

By: Fadwa Dawood

Definition

It is the instructional skills that help teachers to carry out what has been planned. It depends on the teachers’ language skills, sound planning, effective communication, and effective management of the learning environment.

Microteaching

The pre teaching stage

Teaching stage

Review and discussion

Re-teaching stage

Preparing to teach phases

Supervised Teaching

Providing feedback through an evaluation of teaching performance.

Consulting for you to talk about proposal activities, class management, and instructional strategies.

Making suggestions and practical advices in helping you making decision about classroom practices.

Planning competencies: Able to identify objectives that are in

behavioral form. Able to cover the three domains of

learning. Able to cover most of the levels of the

cognitive domain. Select appropriate media related to

objectives. Identify a variety of learning activities that

help achieving the objectives. The sequence of activities and procedures

is logical and smooth. All steps and information of preparation

are included.

Factors of classroom practices

Personal Characteristics Teaching techniques

Beginning the lesson Using instructional aids Questioning Responding to learners Ending the lesson

Classroom management

Personal Characteristics: Good command of the native language.

Speaks English fluently and doesn’t make grammar and phonetic mistakes.

Understands the FL spoken. Reads material with immediate comprehension Writes with legible handwriting, clear and

correct structure. Creative and initiative. Punctual and loveable. Acceptance of comments and changeable to

better. Have self confidence and balanced character. Active and energetic. Use verbal and non-verbal communication effecti

vely.

Communication with the ClassCommunication with the class

Verbal communication

Verbal component

The voice aspect

Non-verbal communication

Eye contact

Facial expression

Gesture

Position and movement

Position and Movement

sittingcrouching

Standing

Position and Movement

Wherever we stand in the class, students will see us, therefore standing is important when we want the attention of the whole class, for clarifying language or giving instructions, for example.

Some experienced teachers know how to hold the attention of a large group while seated, but there is definitely a greater possibility of losing some learners' attention if we are seated.

Position and Movement

Another problem with sitting is the message it can give students. Whilst sitting down in front of students at the beginning of a class can create a welcoming, cosy atmosphere, if we are not careful, remaining seated throughout the class can give students the impression of a lack of interest and motivation on our part.

Our own body language plays a large part in the energy levels in our classroom, and it is difficult to create any energy if we remain seated the whole time.

Position and Movement

There are times when sitting is a good idea, however. If standing can distract students and crouching for any length of time is physically uncomfortable, then sitting in a place which is easily accessible to all students while they are working, which may be in the middle of the class as opposed to at the front, has the advantage of not distracting them whilst leaving us available to answer any questions.

Position and Movement

Crouching in, around or behind pairs and groups has several advantages. Firstly, we are giving the group the message that we are mobile, and not going to stay with one student, pair or group for longer than is necessary. Secondly, we are physically at the same height as the students, making interaction more personal and less threatening, which in turn leads to a more communicative atmosphere.

Introduction Purposes:

To arouse students’ interests.

To draw students’ attention

To establish a framework of the content of the lesson (the appropriacy of the language).

Techniques/strategies: Greeting students Chatting

Non-verbal communication (like being silent)

Brain storming Graphic organizer

• Relating topic to students’ interests.

• Draw on students’ previous experience.

Reviewing Games and songsVoice control

Introduction competencies:

Assignment What are the competencies of giving

introduction at the beginning of the classroom?

Using instructional Materials

Using blackboard /whiteboard Using other visual aids like wall

charts , flash cards, magazines, pictures, figurines, puppets, realia, diagrams and maps

Pocket chart and word card Using tape recorder Using PowerPoint presentation

Responding to learners

Reinforcement Verbal reinforcement Using gesture and movement Activity reinforcement Token reinforcement

Correcting Errors What to correct When to correct How to correct

Ending the lesson

Summarize Consolidate End a unit Follow up activities

Relate the content with big picture Achieve closure through the use of

cueing Draw attention to the completion

through question like what we have learned today?

Performance Competencies: Introduction Presentation and methods of teaching Teaching strategies and techniques. Activities Questioning Responding to students’ answers

(reinforcement). Correcting errors. Assignment. Usage of media. Realizing objectives Ending the lesson

Classroom management competencies:

Managing the physical environment of the classroom

Managing the varieties of activities and different interaction mode between students and teacher

Managing Unplanned teaching or midstream lesson changes

Managing different Teachers’ roles and styles

Creating a positive classroom climate. Managing Teaching under adverse

circumstances