Transcript Classroom Management - Michigan State University

Classroom Management
Jeff Bale, Ph.D.
FLTA Summer Orientation
Tuesday, August 9, 2011
Michigan State University
My assumptions


That there is a spectrum of experience as language
teachers

Context (school or university, lead teacher or teacher
assistant, etc.)

Length of service (a few months to many years)
That what made you a successful language teacher at
home may not automatically make you a successful
language teacher here
Goals for this session
To help you feel comfortable, competent, and
confident in your new classroom

What should I expect from U.S. students?

How do I structure my classroom to best support
language learning?
 Take 2-3 minutes and write a response to these
prompts:
 “My role as a teacher in the classroom is…”
 “The students’ role in the classroom is…”
What should I expect from U.S.
students

Extra motivation because you’re here

The potential for different attitudes towards
 Rewards for doing work
 Who works for whom
 Technology (cell phones, laptops, etc.)
 Attendance and punctuality
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In general:
 Be explicit with your expectations
 Follow through on consequences
 Be consistent with both
As you set up your syllabus and
lesson plan, what will you do when

a student misses a class? Misses several classes?
Arrives late regularly?
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There are likely department policies about this find out. Probably best to follow those policies.
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Sends/checks a text message or email during class?
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Needs to use the restroom?
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Talking out of turn?
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Is it related to class activities or not?
Redirecting student behavior - what
works for me

Confirm the problem before reacting
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General reminders - teach your expectations!
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I-messages
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Discuss with student individually outside of class
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Ask for ideas from colleagues who know the specific
context
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For whatever steps feel comfortable for you:
 Be explicit with your expectations
 Follow through on consequences
 Be consistent with both
Changing gears …

Classroom management and language learning aren’t two
separate topics

Without effective management, learning is less likely or
less successful
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Classroom management can itself be the topic

Learners need to hear, see and engage with lots of
meaningful language they can understand

Learners need lots of opportunities to use the language for
meaningful, believable reasons

Learners need lots of opportunities for interaction


… sometimes with learners at their own level
… sometimes with more proficient speakers
Classroom management that
supports language learning

Organized by groups
 Group 1: the layout of the classroom
 Group 2: how to group students to engage with
activities
 Group 3: staying in the target language (TL) with
classroom commands
 Group 4: using English strategically

In your group
 Use the handout to discuss your topic as a table
 Prepare to share what you learned to the whole
group afterwards
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“With me in three” - time to wrap up
As you work, remember:

Learners need to hear, see and engage with lots of
meaningful language they can understand

Learners need lots of opportunities to use the language
for meaningful, believable reasons

Learners need lots of opportunities to for interaction


… sometimes with learners at their own level
… sometimes with more proficient speakers
Check in before we check out

What should I expect from U.S. students?

How do I structure my classroom to best support
language learning?