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Strategies for Managing Large Classrooms
Managinglargegroupsofstudentsinoneclasscanbechallenging.Duringthissession,par0cipantswilllearn:• strategiesforbuildingcommunityandusingtechnology• waystostructuregroupworkandinterac9vediscussions• techniquesforkeepinglargegroupsofstudentsstudentsengaged,interested,andontask
Christopher S5llwell ChrishasworkedasanESL/EFLeducatorforover20yearsandasateachereducatorformorethan10years.HehasanMAinTESOLfromTeachersCollegeatColumbiaUniversityandanMAineduca9onfromtheUniversityofCalifornia,Irvine’sSchoolofEduca9on.HewillsooncompletehisPhDineduca9onatUCIrvinewithadisserta9onfocusedontheneedsofEnglishlanguagelearnersinlargeclasses.HehasalsoservedasanEnglishLanguageSpecialistinCairo,Egypt,helpingdevelopaTESOLcer9ficatecourseandestablishingavirtualexchangebetweenEgyp9anteachersandteachersintheU.S.
Strategies for Managing
Large Classes
ChristopherS9llwellUniversityofCalifornia,Irvine/
©2018byChristopherS0llwell.StrategiesforManagingLargeClassesfortheOfficeofEnglishLanguage Programs.ThisworkislicensedundertheCrea0veCommonsAKribu0on4.0License,exceptwherenoted.To viewacopyofthislicense,visithKp://crea0vecommons.org/licenses/by/4.0/
Online Discussion Ques5ons
• Wheredoyouteach,andhowmanystudentsareinyourclasses?• Whatmakesmanaginglargeclassesdifficult?• Whatteachingtechniquesworkbestforlargeclasses?• Howcanwemaximizestudents’par9cipa9oninalargeclass?
TheNextQues0on
Doyouhaveexamplesofwaystoprovidestructureforyourlargeclasses?
Pleaseshareyourideasandstrategiesinthecomments.
Two Principles of Managing Large Classes • Providestructure
• Buildcommunity
Providingstructuremeansdefiningthedifferentpartsofourclasses,ourac9vi9es,and
ourassessments
Providing Structure
Why?• ClaritymaXers• Increaseddiversity=increasedneeds• Efficiency• Studentresponsibility
Providing Structure
Example:Givinginstruc0ons
Diversity:• Usevisualsupportthroughtextandimages
Providing Structure
Telling students how to arrange the room
Example: Giving instruc5ons
Clarity:• Planinstruc9onsinadvance• Breakbiginstruc9onsintosmallersteps• Checkstudents’comprehensionofinstruc9onsbeforetheybeginatask
Providing Structure
Example: Giving instruc5ons
Efficiency:• Givestudentsopeningandclosingsentencesfortheirwork• Tellstudentswhattheclosingsignalwillbe
Providing Structure
Giving clear instruc5ons
• Roleplayrules• Openingsentence• Closingsentence• Direc9ons–Whatdidyouunderstand?
Clarity:• RubricsshowhowassignmentswillbegradedEfficiency:• RubricsmakegradingeasierStudentresponsibility:• Studentscanuserubricstoassessthemselves
Example:GradingwithrubricsProviding Structure
Adaptedfrom:hXps://americanenglish.state.gov/resources/teachers-corner-making-meaningful-assessments#child-2140
Two Principles of Managing Large Classes • Providestructure
• Buildcommunity
Ques9onsWhatmakesastrongclassroomcommunity?Howcanwebuildcommunityinlargeclasses?Howcanbuildingcommunityhelpustomanagelargeclasses?
Building Community
Why?• Inalargeclass,studentsmayfeelliketheydon’tmaXer• Instead,weshouldhelpstudentsfeelliketheyaremembersofavaluablecommunity
Building Community
How?• Usestudents’names
• Beinclusive
• Formfixedgroups
Building Community
Why is it important to know names?
• Helpsbuildrela9onships• Helpsclassroommanagement• Helpsstudentstofeelknownandimportant
Using students’ names
• Studentprofilecards• Makelearningnamesapriority
Secrets of learning students’ names
• Remember:Studentsappreciateit• Dedicateclass9metoit• Classphoto
• Embracethediversityofalargeclass• Teacherscanmakestudentsfeelliketheybelong• Makeyourac9vi9esaccessibleforeveryone• Forexample,avoidmakingthecolorsredandgreenimportant,becausesomepeoplecannotseethedifference
Building Community Be inclusive
• Hearfromavarietyofstudentsineveryclass• Don’tlecturetoomuch–interact• Don’tcallonthefirstpersontoraisetheirhand• Givestudentsthinking9me
• Usethink-pair-share• Callonstudentsintheirgroups
Building Community Be inclusive
Building Community
Ques9on:Howdoyouhelpstudentsbeproduc9veingroups?
Building Community
Next: Make a sea5ng chart to show at start of class
Give groups 2-5 minutes to work together as part of the opening rou5ne
Support group work
• Designac9vi9essostudentsneedeachothertocompletethem• Makestudentsindividuallyaccountable• Don’tassumethatstudentshavethenecessarysocialskills
Summary Providestructure
Buildcommunity• Beclear• Supportdiverselearners• Useefficientassessments• Helpstudentstakeresponsibilityfortheirownlearning
• Usestudents’names• Beinclusive• Formfixedgroups
Thankyou!
Email:[email protected]
americanenglishwebinars.comamericanenglish.state.gov
facebook.com/AmericanEnglishatStatefacebook.com/AmericanEnglishforEducators
Thankyou!