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WHILE Maximizing Student Engagement and Saving YOU Time!. By : Amy Lingenfelter Senior English Language Fellow [email protected] www.peopleleap.com. Help! There are simply too many students in my class!. Help: Too Many S tudents in my Class!. - PowerPoint PPT Presentation
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By: Amy LingenfelterSenior English Language
www.peopleleap.com
WHILE Maximizing Student Engagement and Saving YOU Time!
Help! There are simply too many students in my class!
Have you ever had any of these thoughts?• I’ll never be able to teach anything
in a class this big! • I won’t be able to learn all their
names, so I won’t even try. • My students’ behavior will be out of
control!• It’s impossible to have students
work in groups and interact in a class this size.
• I´m going to lose my students completely.
Help: Too Many Students in my Class!
1. What is considered a large
class size?
2. What are some common problems that teachers face when teaching a
large class?
3. Guess at least 5 essential teaching
strategies to succeed with a
large class
4. Any conclusions you can you make
about large classes?
With a partner, please discuss answers to the following
questions:
• How do you monitor ALL students at the same time? Make sure they’re all on task
during independent/group work? Monitor correct English speech if
all students are talking at the same time?
Ensure good/appropriate behavior?
Help: Too Many Students in my Class!
1) Classroom Management• Hard to maintain
students’ concentra-tion and attention
• Hard to learn students’ names
• Cheating is prevalent
• Lack of attention to individual issues
• No materials/ resources
• Small physical space
• Bad behavior!
2) Assessment• All feedback and
grading takes more time
• Easy to resort to multiple choice and avoid assigning large writing assignments
• Teacher can’t identify students’ flaws and there is no chance to correct every mistake
3) Differentiation• Difficult to
attend to differences among students (learning styles, multiple intelligences, learning pace, and English levels)
• Teachers can’t dedicate time to help weaker learners
• Not all the students have the chance to participate according to their abilities
Common Problems in Large Classes
Gardner’s Theory of Multiple Intelligences (1983):
THREE Main Learning Styles:
Believe that your students:• Will learn in this class as much as
they could in a smaller one. • Will respect each other, their
teacher, and the classroom. • Will enjoy this class. • Will learn English with the materials,
time, and space that exists. Believe that as a teacher, I will be able
to:• Respect individual needs and
differences as much as possible and even use them to MY ADVANTAGE in the classroom!
Don’t Lose Hope: Think Positively!
Now for some general essential strategies for
teaching large classes. . .
DO USE...• Routines and structure• “Butterfly teacher” method• Random student selections• Random grading and collecting• Student note-taking/recording
and/or reporting about what a classmate said
• Time limits and rewards to motivate and keep students on task
GENERAL Strategies
• Make sure students are: Constantly DOING something
(engaged) Can prove that they’re working at
all times Are responsible for their own
work Acting as helpers, “teachers,”
and the main “workers” of the classroom!
GENERAL Strategies
• Students must practice speaking everything they learn as much as possible
• Grouping: use mingling, pair, and group work often! Requires students to constantly
talk• Group students strategically based
on mixed abilities and social relationships
• Within a group, give each student a role for which they must be held accountable
• Assign students ongoing roles as team leaders/partners/”buddies” of others
GENERAL Strategies
Using structured groups will “keep students in check”. . .
Using Structured Groups• A structured group is an organized
team with a task allocation for every member.
• The teacher supervises each group “butterfly style” while it works to achieve a common goal.
Using Structured GroupsWorking in groups allows:• More time for conversation
practice, without a teacher’s continuous monitoring
• Students to manage both themselves and their group members: Individual vs. group
accountability- both are key!• Students to teach each other
Better support for struggling students
Example: Using Structured Groups
Group Roles
The Leader: Starts and leads the discussion/activity. Makes sure that all topics are being discussed and tasks are
being completed. Summarizes the group discussion, topic, or activity to the rest
of the class. The Moderator / Negotiator: Makes sure that everybody gets a fair chance to speak and
participate. Makes sure that everybody understands what is being discussed
and that everybody is speaking in a clear and logical manner. Makes sure that all ideas are expressed in a polite and
appropriate manner. The Timekeeper: Makes sure that the group discussion/activity is moving along in
a timely fashion. Makes sure that all topics and assignments are being covered
and completed with not too much or too little time given to each one.
The Recorder / Organizer: Records all important ideas that are being discussed and what
group members are saying (including dictation if necessary). Makes sure that all important ideas are being discussed and
activities being completed in an organized way.
Establishing classroom routines & procedures will
create “order from chaos”. . .
• Routines enable students to: Work with less specific guidance Work more independently
• Routines should be: Predictable and automatic Organized ahead of time
• Teachers should: Dedicate time to establishing
routines in the first month of school
Write all rules/procedures down
Classroom Routines & Procedures
• Teachers should: Establish explicit procedures for
how students should behave in each class activity
Periodically and randomly check students’ self-managed materials
Emphasize the objective and steps of instruction at the beginning of every class
Use introduction of routines & procedures to teach language points
Classroom Routines & Procedures
Example: Classroom ProceduresClassroom Procedures
1. Agenda Board: As you enter class please read the white board or
screen (usually a quote) and begin journaling af ter the bell f or 10-15 minutes.
2. Writing Utensil: I f you need a writing utensil, it is your responsibility to take a pen / pencil and return it at the end of class. (Don’t just sit there). Also make sure you sign your name in the sign-out sheet when you take and return it.
3. Emergency Evacuation Drill: When the emergency evacuation alarm sounds we immediately stop what we are doing, and in complete SI LENCE line up at the door. We exit right out of the room. The last person out of the room shuts the door.
4. Asking a Question: When you have a question, please raise your hand- NO exceptions.
5. Open Conversations: We will have open conversations about lif e and literature; you must be sensitive to everyone’s right to express themselves and respect opinions that are diff erent f rom your own.
6. Bathroom Use: I t is expected that you will take care of personal business during class changes- which allow more than enough time!
7. Buddy System: Everyone will be assigned a ‘buddy’ in case you are absent. Buddies will take extra handouts, record assignments f or each other, off er notes taken in class, and refer to the correct assignment on my website. I t is your responsibility to check with your buddy. Many assignments are also available on the class website.
8. Dismissal: The bell does not dismiss the class – I do. Please do not stand before I dismiss you.
9. Transitions: When I need to transition the class to another activity, I will ring the bell; when I do please give me your f ull attention.
10. Failure: Failing is part of learning; we all experience f ailure. We all hate f ailure. Whenever a classmate f ails in some way we will acknowledge that it is hard to do and thank them for helping us learn. Then we help them learn so they don’t f ail again (3 claps!)
Example: Group Procedures
Group Procedures 1. You must complete 1) each group activity and 2) individual
report, per assignment. 2. Play your role in the group as best as you can. 3. You have the right to ask anyone else in your group f or
help. 4. You have the responsibility to assist anyone who asks for
help. 5. Help other group members without doing their work for
them. 6. Everybody helps everybody!
Positive behavior management strategies create positive
results every time. . .
Positive Behavior Management• Create a “good behavior” culture in
the classroom• Make sure you explicitly distinguish
between “good” and “bad” behavior
• Make expectations more positive• Use positive reinforcement more
often than negative reinforcement (punishment) Offer/praise “replacement
behaviors”• Praise/offer rewards for “good
behavior” for others to imitate
• Make consequences of unacceptable behavior very clear and follow through on them
• Be consistent: respond to the same type of behavior in the same way!
• Let problem students help out and feel “special”
• Have students create their own rules as a class that the teacher approves
Positive Behavior Management
• If possible, post in the classroom or hand out the “5 Classroom Management Essentials,” in a positive tone:
Expectations Rules Consequences Rewards Routines/Procedures
• They can also be used in a language lesson
Positive Behavior Management
Example: Positive behavior ManagementClassroom Expectations
1. I will WORK HARD and grow – DESIRE and
INTELLIGENCE/ABILI TY IS NOT ENOUGH!!! Eff ort contributes 90% to everything good that happens in this world! (A famous person once said: “Be the change you wish to see in the world!”)
2. I am destined for GREATNESS in the area of greatness that fits ME!!!
3. I LEARN from my failure!!! I CELEBRATE my success (my own and everyone else’s)!
4. I take full responsibility for my WORDS, because words are the most powerful force in the universe!!
5. I seek FIRST to understand, THEN to be understood.
“The price of greatness is responsibility.” –Winston Churchill
Classroom Rules
1. Respect others and yourself at all times. We NEVER
insult one another.
2. Raise your hand and wait for permission to speak.
3. Follow directions the first time.
4. Laugh with anyone, but never AT anyone.
5. Be open to new ideas. Participate – TAKE RISKS. Honor others taking risks.
Behavior Consequences
1. First off ense: you will be given a verbal warning.
2. Second off ense: you will be assigned an after- school detention with me OR a lunch detention and a phone call (in Spanish or English) will be made to your parents.
3. Third off ense: you will be referred to the principal
pending a parent conference.
Rewards
1. High- quality education – the joy and fun of learning!
2. Positive calls / notes home.
3. Self- discipline- which will help you in almost all areas of your life for the rest of your life!!
4. Good enough grades in English class to attend a college of your choice. The key to a better future, and the world’s future, is a college education!!
Example: Positive behavior Management
Example: Rewards
PPAASSSSPPOORRTT ooff
________________________________________
ooff
ffrroomm
________________________________________
Help! I have to grade 250 assignments!. . .
1. Efficiency strategies for assessing writing:
The most time-consuming assessment of all!
Efficient Assessment of Writing: Do you Agree or disagree?
In pairs or groups of 3, please discuss:1) It’s impossible to assign writing
assignments larger than a few sentences in large classes
2) You should correct every single error in every single assignment
3) Peer and self editing saves the teacher time and helps the students
4) Writing rubrics are difficult to use5) You should collect and grade every
writing assignment
Strategies for Teaching/Grading Writing in Large Classes
• Assign shorter but more frequent writing assignments with targeted grammar or other language points Focus on one grammar/language
point only per assignment• DO USE:
Self and peer-editing Pre-writing graphic organizers Writing rubrics
Example: Efficient Teacher Assessment
Example: Efficient Teacher Assessment
Example: Efficient Teacher Assessment
• 100% random collection of work• Jigsaw writing/”story chain”• Provide model examples• Provide non-model (opposite)
example• Teach “Words Never to Use in
Formal Writing”• Writing “error deduction” method
for things students are expected to know
Strategies for Teaching/Grading Writing in Large Classes
I am a student at ABC High school. I want to be a soccer player when I grow up because I like to compete and move my body. I think a soccer player is a good profession for me because I am very athletic and cooperative and play well in teams. However, sometimes I want to be a politician because I want to change my country. I think I would be a good politician because I am hard-working, friendly, logical, and confident. Although many real politicians are not compassionate, I will be one of the few!
When I was a child, I played in a soccer league with children who were older and stronger. However, I was very brave, and I learned a lot because I wasn’t cautious. Our team won the championship that year.
Model Paragraph (Full)
Model Paragraph (Full)In my first year of high school, I was the
student leader of my class. There were also two other leaders and we worked together. We were all decisive and organized, so we made a lot of good changes in the school. This experience gave me skills to be a confident politician in my country, Ecuador, when I grow up.
I hope that my dream comes true someday. Now, can you guess who I am?
I (be) a student at _________. I want to be a _________ when I grow up because I like to _________ and _________. I think a _________is a good profession for me because I (be) very _________ and _________. However, sometimes I want to be a _________ because I want to _________. I think I would be a good _________ because I (be) ________, ________, and _______.
When I (be) a child, I _________. In my first year of high school, I (be) _________. There (be) _________. We (be) _________. This experience gave me skills to be a _________ _________ when I grow up.
I hope that my dream comes true someday. Now, can you guess who I am?
Model Paragraph (Stuctured)
IN FORMAL WRITING, NEVER USE: Huge VERY GET/GOT THING
Happy Sad Wonderful THEN GOOD SO
I ncredible T hing Hard LOL Terrible Stupid Dumb Dude A lot of Lots Great OMG Crazy
Awesome Totally a m a z i n g S uper Boring Perfect
Any other tech-based acronym BS STUFF BIG HORRIBLE
S M A L L BAD Sw ag YOLO Bunch Cool Fun Usual l y Guy Awful
NICE REALLY Funny
Example: Efficient Teacher Assessment
2. Peer and self-assessment: Hallelujah!!
• It doesn’t mean students grade each other instead of the teacher
• Works best for topics that students are already expected to know
• Students learn from their peers and while they’re assessing others
Peer and Self-Assessment
• Students use checklists/graphic organizers with peers or self
• For multiple-choice assignments students can grade each other
• In the end, the teacher corrects work that has already been revised by students
Peer and Self-Assessment
Editor’s Name ________________________________ Peer’s Name ________________________________
Peer/Self- Editing Worksheet: List of Error Symbols
S- Spelling
P- Punctuation
VT- Verb Tense
SV- Subject/Verb Agreement
U/L- Upper/Lower Case
S/P- Singular/Plural
G- General or Unknown Grammar (other)
WC- Word Choice
WO- Word Order
WM- Word Missing/ Insert Word
WF- Word Form/Change suffix
I /F- I nformal/Formal
SF- Sentence Flow
R- Redundancy
O- Organization
V/S- Voice/Style
Example: Peer and Self-Assessment
Editor’s Name ________________________________ Peer’s Name ________________________________
Peer/Self- Editing Worksheet
Original Error Correction/s Made Reason / Rule
Spelling (S)
I like it becaose it’s beautiful.
I like it because it’s beautiful.
None- memorize it!
Punctuation (P)
I went to China the country was beautiful.
I went to China. The country was beautiful. OR
I went to China, and the country was beautiful.
Two independent clauses should be separated by a period or conjunction.
Verb Tense (VT)
Yesterday, I go home.
He is teach me how to speak English.
I wanted to left my country.
Yesterday, I went home.
He is teaching me how to speak English.
I wanted to leave my country.
Use past simple tense verb when referring to 1 event in the past.
Use “ing” for present progressive with “be”
After “to” the verb is always the base form.
Subject/Verb Agreement (SV)
They is going to school.
She go home every day after school.
They are going to school.
She goes home every day after school.
With plural subjects use “are” for “be”
Add “s” to the verb with third person present simple tense
Upper/Lower Case (U/L)
my mother was born in Somalia.
My Mother was born in Somalia.
My mother was born in Somalia.
My mother was born in Somalia.
Start a sentence with an uppercase letter, but nothing should be capitalized in the middle except proper nouns.
Singular/ Plural (S/P)
I had many friend.
I have one friends.
I had many friends.
I have one friend.
Add “s” when referring to more than 1 noun.
Example: Peer and Self-Assessment
Editor’s Name ________________________________ Peer’s Name ________________________________
Original Error Correction/s Made Reason / Rule
Grammar (G)
I have saw it many times in my life.
I have seen it many times in my life.
Must use past participle after “have” in the present perfect tense
Word Choice (WC)
The math test was so incredible, I failed.
The math test was so difficult, I failed.
Word is wrong for the meaning you’re trying to express.
Word Order (WO)
I and my family went to the supermarket.
My family and I went to the supermarket.
“I” must always go after when listed with other subjects
Word Missing (WM)
She was good sister to me.
She was a good sister to me.
Use indefinite article “a” to express a nonspecific sister
Word Form/ Change suffix (WF)
I want to be a biology when I grow up
I want to be a biologist when I grow up
Suffix “ist” is added to some words to describe a person who does something for a career
I nformal/ Formal (I /F)
My friend & I called the cops.
My friend and I called the police.
“&” is only used informally and “cops” is slang
Example: Peer and Self-Assessment
3. They’re all talking at the same time!
Teaching and grading speaking & listening. . .
• Class should be student-centered: students should be talking more than the teacher! 75/25 rule
• Nobody likes waiting their turn to speak!
• Students should practice speaking in pairs or groups about everything they are learning
Strategies for Teaching/Grading Conversation In Large Classes
• Speaking & listening “maximization” strategies: Take turns speaking in groups Write down/report what was
heard Mingling Inner/outer circle Line pairing Debating AA + BB = ABAB
Strategies for Teaching/Grading Conversation In Large Classes
Example: Mingling Chart
Partner’s Name
Time of Day
Daily Routine
Maria Jose Afternoon She does her homework
Jonathan 6:30 am He brushes his teeth
Example: Debate TopicsDebate/Agree-Disagree Topics:”• What should the legal drinking age be?• Do you believe in aliens/extraterrestrial life
forms?• Can people from different cultures/countries
have a good relationship?• Is it important to speak more than one
language? Which is the most important language to know?
• Do you think violence should be eliminated from movies?
• Should all education be free? Why or why not?• Do you think that men should take a more active
role in household responsibilities (e.g. cooking, taking care of children, cleaning, etc.)?
• If I didn’t have to worry about money but still needed a job, which job would I pick?
• Should governments provide financial support to people?
• Speaking & listening “maximization” strategies: Pull topics out of a “hat” Alternative assignments for fast
and/or bored students Board games: can be used to
practice almost anything!o Have the students create their
own questions on cards first
Strategies for Teaching/Grading Conversation In Large Classes
Example: Conversation board game
Example: board game template
• Speaking & listening “maximization” games: English relay race
(speak and/or write) Blind picture
description Pictionary Charades Running dictation
game Broken telephone
Strategies for Teaching/Grading Conversation In Large Classes
• For listening: activities that require note-taking and “recording charts” that the teacher collects:” Videos/movies Song activities If available: individualized audio
aids and any internet learning activites:o For more info, please visit this
link: http://peopleleap.com/resources/links/
Strategies for Teaching/Grading Conversation In Large Classes
Suggestions for the teacher:• Teacher (or CD) should always
model pronunciation first• Don’t grade “on-the-spot”
speaking, ONLY formal (final) presentations
• You can choose to collect and/or grade note-taking assignments
Strategies for Teaching/Grading Conversation In Large Classes
4. Now for getting students to actually READ. . .
• General strategies: For longer texts: alternate
between students reading outloud to each other in pairs, groups, and silentlyo Try to avoid whole class reading
where one student reads outloud
o Nobody likes waiting their turn to read!
Teacher (or CD) should read text outloud first to model pronunciation
Strategies for Teaching/Grading Reading In Large Classes
• General strategies: Require students to underline
and/or record specific details in text
Assign reading for homework with in-class assessment next class
Strategies for Teaching/Grading Reading In Large Classes
• Reading activities/games: Jigsaw reading activities Read-pair/group-share
o Summarizingo Paraphrasing
Running dictation game Songs as a way of reading poetry Total Physical Response for
details in text
Strategies for Teaching/Grading Reading In Large Classes
Born on 29th, August 1958, this talented person started his entertainment career as the lead singer of a famous group. The band was made up of his brothers who were all older than him, and was run by his father Joseph. The group did very well and the star of the band was undoubtedly this person at only eleven years of age!
He started singing solo two years later and pioneered the entry of African Americans into the world of pop music. Many different types of people around the world started following his creative music, which gave him instant success. His fans numbered in the millions even though he was just in his teens.
Example: Cough when you hear/read the simple past tense:
In-Class Example:• Topic: “Teaching Daily Routines”• Strategy: AA + BB = ABAB
Question: What do you do in the (afternoon)/at (8:00 am)?
Answer: I (do my homework)1) Discuss question/answer with a
partner2) Get into groups of 4s (combine two
pairs)3) Pairs share their partner’s response
with the other pair until all have shared
4) Each student records partner or groupmates’ answers
5) Lastly, a few students can share what they’ve learned with the whole class
What are some other ways we can group our students for speaking in this activity?
Example: Mingling Chart
Partner’s Name
Time of Day
Daily Routine
Maria Jose Afternoon She does her homework
Jonathan 6:30 am He brushes his teeth
Next Presentation:Presenter: Vicky Holdridge: • Former Senior English Language
Fellow in Peru• English textbook author• (Time: 1:11-33:00)
Now for you to put your skills to the test!
Drum roll please. . .
Your Practice Task:1)Find ONE language
point/assignment in “Postcards” or other textbook
2)Think of at least ONE way you could change that activity to make it work for a large class AND maximize student participation and talking time
3)Prepare a 5-minute mini-lesson using the strategies learned today and write the procedures on large paper
4)Be ready to “teach” this mini-lesson and later justify why you chose this activity to your large group of peers!
• “Essential Strategies for Teaching Large Classes” -by Brock Brady
References
• “Student-Centered Teaching in Large Classes with Limited Resoures” –by Susan Renaud, Elizabeth Tannenbaum, & Phillip Stantial
References
Thank you!Questions? Comments?
• My website: www.peopleleap.com Go to “Resources” and
“Amy’s Professional Blog”• My email:
[email protected]• Shaping the Way We Teach English
Website: http://oelp.uoregon.edu/shaping
• American English Website: http://americanenglish.state.gov
• MOE Resources: http://educacion.gob.ec/documentos-pedagogicos/
My Contact Info: