Todays Classroom

A Teaching Practice Guide

Ms. Lois Dalphinis

Todays Classroom
Establishing Ground and Class Rules Class Induction is a series of teacher lead tasks/discussions to raise the learners awareness to: College procedures Health and safety rules Course requirements Class Induction is also a chance for students to establish class rules amongst their peers and for the teacher to negotiate ground rules amongst learners, e.g. discussion on rules of lateness for example, providing opportunity for co-operative learning and establishing a sense of respect and self-esteem amongst peers by becoming actively involved in the shaping of their learning environment. Expect students to have a range of learning styles; naturally the will be the more outspoken students and the more reserved/quiet arrangements students. can Using a variety of seating to increase rapport...allowing students

practice and achieve various learning outcomes effectively. (Arntsen, 2012)

During the class discussions, the teacher can elicit responses from quieter students if necessary.
LEARNER STYLE Visual Auditory Kinesthetic ACTIVITY seeing and reading listening and speaking touching and doing

Lesson Aims for Class Induction should be to: Interact and establish a rapport between peers and the teacher Exchange ideas on warmers and the purpose of these Gain awareness of course content and structure Articulate hopes and expectations Introduce procedure Identify class rules Introduce the course VLE/Moodle and provide instructions on how to access it from home the college learning centre service and

Over-challenged or unengaged? An effective way of actively engaging students is through discussion. Planning Class Induction activities which enable
3

students to actively engage with one another and course material will instil a sense of confidence in students so they feel comfortable speaking in class and participating in group situations. Use clear and simple language, for example, when assigning role-plays, dont leave the roles wide open: aim to create structured speaking tasks with clear directions. (Pesce, 2012) There can be many factors that can cause students to become unresponsive in class, and in some cases, students could simply need a 15 minute tea break to refresh. Asking questions [are] a natural feature of communication, but also one of the most important tools which teachers have at their disposal. Questioning is crucial to the way teachers manage the class, engage students with content, encourage participation and increase understanding. (Darn, 2010)

Learner Styles Being aware of the variety of individuals and groups that make up your environment is an important asset for a teacher because this knowledge and understanding enables you to develop and plan sessions which aim to support and accommodate the variety of learning styles and individual learner needs.

Personal barriers can include: Previous learning experiences Not the right course Travel costs, location and transportation Physical disabilities Learning difficulties e.g. Autism, Mental Health Cultural or domestic constraints Institutional barriers can include: Inappropriate/unsupported teaching methods Equal Opportunities Poor staffing levels Low staff moral Access and Enrolment A Class Profile will enable teaching to be learner-centered and by collecting information about what goes on in our classroom; analyzing and evaluating information, [a teacher can] explore [their] own practices and underlying beliefs, which can lead to changes and improvements in teaching [and learning]. (Tice, 2011) Sue Davidoff and Owen van den Berg (1990) suggest four steps: plan, teach/act, observe and reflect. Here are some guidelines for each step.

Students learn better and more quickly if the teaching methods used match their preferred learning styles.
5

As learning improves, so too does self esteem. This has a further positive effect on learning. Students who have become bored with learning may become interested once again. The student-teacher relationship can improve because the student is more successful and is more interested in learning. (Verster, 2010) Planning a field trip is a great way to prepare students for real life communication and speech. When your field trip ties into [vocabulary taught in class], your students can make concrete connections with language that might otherwise be intangible. (Verner, 2013) Familiarising yourself with an institution or a countrys culture and etiquette can enable you to navigate through possible cultural or personal clashes or disagreements. All students should be aware of and be guided by class rules, institutional rules and codes of conduct. For example, students planning to live, work or study in the UK, would need to be aware of the Equality Act 2010 which prohibits any unfair treatment of others, remembering that day-to-day life consists of working with a range of people from various backgrounds and cultures.

Personal issues between class mates can occur so be sure to speak as group and on a one-to-one basis with students if
6

necessary, with the intention of assessing the reasoning behind not wanting to participate. Discuss working in groups of three, assigning roles for each student which could be rotated. This could open up an opportunity for group work with one interviewer to ask questions and another interviewer to give verbal or written feedback/evaluation. BBC Commonwealth is a great way of enabling students to communicate, encouraging critical thinking and open debate.

Keeping students engaged is something a teacher should actively assess. At the beginning of a course, conduct a needs assessment: find out what students are learning in relation to the course content. For example, if its a class in writing, are students writing for academic or for business purposes? Then periodically throughout the class, informally poll students on if they feel their learning needs are being met. responses guide the curriculum. (BusyTeacher, 2012) Let their

Having ILPs (Individual Learning Plans) and using a Portfolio system will enable you to know where each student is with their learning outcomes. Encourage students to tackle and complete their learning in class and/or in their own time as homework to foster a sense of autonomy and personal responsibility in learning achievement.

It is important as a teacher to set clear boundaries for classroom behaviour. This should be done during the initial teaching session. Referring back to the Equal Opportunities Act, you can inform students that political, religious or sexual orientation make up part of an individuals personal life and (unless otherwise stated), should not be a topic of discussion during class. In the event of this persisting you can plan and deliver a session outlining the Equal Opportunities Policy, being sure to:

Explain what is meant by "equal opportunities", "prejudice", "stereotype" "discrimination" and "harassment".

Explain why it is important to avoid negative stereotyping and celebrate differences.

Describe what kinds of behaviours amount to harassment and bullying.

Describe the procedures in place to help them report harassment.

List some of the UK's anti-discrimination laws and explain the institutions equal opportunities policy.

Explain the importance of language when promoting equality.

Behave in a fair and inclusive way at work. (Penniston, 2012)

A good way to accommodate a class of multi-leveled learners is to vary materials and instruction which include academic and non-academic texts for reading tasks to develop both literacy and oral skills. Howard Gardener (1999) developed the theory of Multiple Intelligences which identifies learning styles in more detail and includes Intrapersonal Intelligence, or self-awareness as a learning style or preference. In an FE College an Initial Assessment; a series of tests carried out by administration or other faculty to assess a learners suitability for a course, is also there to identify any specific needs or referrals, for example a referral to Student Guidance. Be sure to plan for a range of group situations, e.g. whole group, small group, pair, and individual activities. In this way, the instructor can meet individual learner needs and preferences while challenging students to grow. (Levy, 2012) ILPs enable teachers to identify and focus on individual student needs and any further areas of referral needed for the student to best receive support. and/or class assessments. You can gain a clearer understanding and perspective of learning achievement through individual

Assessment methods and procedures Assessment enables you to identify the learning that is taking place and can include the assessment of individuals rates of progress and areas of difficulties. Two types of assessment within the stages of the teaching cycle are: Formative assessment enables learners to develop their skills. This can be any activity, task or role-play that enables the learner to put learning into practice, and for the teacher to assess their progress. This will take place within each lesson or as homework. ongoing. Summative assessment is used for comparisons of achievement that shows whether the learner has met the intended outcomes of the course. It is a final marker, usually issuing a grade of achievement. The process of assessing is there to provide continuous constructive feedback; assisting personal and professional development, through enabling learners to gain certification and awards and meet the requirements of awarding bodies. The following list of assessment activity is not exhaustive and further assessment methods can be explored, combined and or developed. Assessment is

10

Assessment activities could include: one on one interview speaking, listening presentation in class speaking, vocabulary

role-plays listening, speaking, vocabulary exams and tests cloze exams, fill in the blank tests for
grammar

writing exercises and quizzes writing samples for

grammar, multiple choice/true false quiz for vocabulary

portfolio a range of reading, writing, listening, speaking

and grammar

The ability to work collaboratively is an important life skill and is in demand from both professional bodies and employers. If used early on in learning, group work can also play an important social and motivational role. Developing reflective skills provides students with the ability to consider their own performance and to identify their strengths, weaknesses, and areas that require improvement. (Reaing University, n.d.) Peer assessment involves students taking responsibility for assessing the work of their peers against set assessment criteria. Its a powerful way for students to act as the assessor and to an opportunity to better understand assessment criteria. It can also transfer some ownership of the assessment process to

11

them, thereby potentially increasing their motivation and engagement. Including role-plays and other group work into teaching as well as peer to peer evaluation of homework, will provide and encourage whole group, small group, pair, and individual activities. By giving [students] a situation and roles to play you can see how creatively your students are able to use language with one another. (Verner, 2011) Community-building software allows users to create and maintain an online community. Whether teachers create a new community or use an existing commercial site, there are numerous features that can be exploited in the classroom, including forums, bulletin boards, chat, personal profiles, and galleries. (British Council, n.d.) A learning activity for students to create their own radio show would provide a dynamic and engaging learning experience by involving the incorporation of multi-media such as Window One-note for students to collaborate and plan their project and or presentation as a group whilst using Skype, Voca, Spreaker or Soundcloud for speaking tasks. For example, BBC Commonwealth Class; an initiative that connects its schools and young people to learn together about how to be active, responsible global citizens, through online debate.

12

Homework (in all cases) should be an extension of topics previously leant in class; therefore, students should have the confidence and ability to complete homework tasks independently. Make sure that homework set is engaging and will benefit your students. In the event that students are not completing homework, discuss any difficulties with homework during regular tutorials. Evaluate situation: is the homework set to challenging or unengaging? You can adapt homework accordingly, or refer students for relevant support. For example, Dyslexic students may need extra time or learning aids/assistance to complete tasks. Young learners and teensmust do their homework and if they dont, simply notify the parents that the student is not completing tasks to satisfaction. (Pesce, 2012) Integrating homework tasks into Adult learners day-to-day tasks is an effective way to enable students to complete homework. Relating reading tasks to current media topics or trends in magazines or newspapers, or listening and speaking tasks to TV shows, Films is a way to creatively engage students whilst providing variety. class discussion. Encourage students to bring in appropriate realia (e.g. newspaper/magazine clippings) for

13

There may be many factors of why a certain methodology is being used by a teacher and this can be dependent on the level of teaching experience or could also be related to the type of institution in which the teacher works. Many newly qualified or inexperienced teachers tend to base their lesson planning on the traditional which to PPP base approach a series (Presentation, of classroom Practice, activities Production) because it is reliable and it is a valid framework around (Trowbridge, 2013) The communicative approach (CLT) for language teaching is currently the methodology of choice, being used globally by teachers, however, other methodologies have included: Grammar Translation Direct method Audio-lingual method (ALM) Suggestopedia Total physical response (TPR) Being aware of teaching methodologies and the contexts in which they are used can enable you as a teacher to discuss the reasoning behind a method of teaching instruction. Complaints Procedures and Institutional Policy In the event of a student feeling unable to discuss concerns with a relevant tutor/teacher, check with the student if they are making a formal complaint. Students can at times feel they
14

are being treated unfairly. Here as a teacher, you should refer to the complaints procedure of your place of work as a last resort. The ability to communicate with both faculty and students in a mature way should enable you to mediate the situation with sensitivity and regard of both parties. Again, it is important to set clear boundaries for classroom behavior in the initial stages of teaching and to have a commitment to institutional policy with a clear understanding disciplinary procedure. A Student Handbook will or should be given out at the beginning of a course containing institutional policy and information on disciplinary procedures and guidance for a student. Educating and informing students on Academic Integrity is important. Academic dishonesty diminishes an institution and its community (UC Santa Cruz, n.d.), therefore, plagiarism or manipulation of official records such as attendance records is seen as unacceptable behavior. Adult learners can have responsibilities outside of the

classroom such as childcare and employment.

Issues arising

like this should be dealt with at the beginning of the course. There should be constant communication between you and your students, and any missed class work should be collected from tutor and completed. If however, part of the course criteria is based on attendance, this should be stated at
15

enrolment and student commitment to the course checked before lessons begin.

List of assessment procedures

1. Initial assessment This is a series of tests which can be carried out by administration or other faculty, and not necessarily conducted by the course tutor. Initial Assessment is conducted in order to ascertain the learners suitability for the course and to identify any specific needs and referrals e.g. Student Guidance. 2. Enrolment This is to confirm student commitment to a course. 3. Class induction A series of tasks/discussions to raise the learners awareness to: College procedures Health and safety rules Course requirements

Induction can also involve a questionnaire assisting in learning style assessment and can also involve a negotiation of some aspects of the syllabus. 4. Diagnostic assessment This Skills Analysis to assess learner ability in the areas they are required to succeed on their course and can be summarized in a class profile. Profiles will enable you to create dynamic schemes of work to suit specific learner/group needs.
16

5. Tutorial A Tutorial is a one to one meeting between the tutor and the student to negotiate Individual Learning Plans. Through further or follow-up tutorials, ILPs can be reviewed. Issues related to the students progress on the course are continuously discussed and recorded. 6. ILP A document which establishes the process the student is going to go through in order to succeed on the course; this will be broken down into short and long term targets 7. Course evaluation A questionnaire or discussion, which allows the learners to express their views on the course they are attending or have just completed.

17

Class Profile: Examples of record keeping to help track stages of assessment

Registers Unit and course work marks Student feedback on courses Initial assessments at interview Diagnostic assessments Student ILPs (Individual Learning Plans and progress) Class / Group profiles Evaluation of lessons Tutorial notes Data bases and contact details Course Annual Review data Harraway M (2011) PTLLS Week 4, Assessment Procedures

18

Works Cited
Arntsen, T., 2012. Pair Work vs Group Work: What's Better For The Learner. [Online] Available at: http://busyteacher.org/4265-pair-work-vs-group-work-whats-better-for-the.html [Accessed July 2013].

British Council, n.d. Community-building software. [Online] Available at: http://www.teachingenglish.org.uk/knowledge-database/community-building-software [Accessed July 2013].

BusyTeacher, A., 2012. Needs Assessment or How Are We Doing?. [Online] Available at: http://busyteacher.org/6223-needs-assessment-or-how-are-we-doing.html [Accessed July 2013].

Darn, S., 2010. Asking questions. [Online] Available at: http://www.teachingenglish.org.uk/articles/asking-questions [Accessed August 2013].

Levy, D. S., 2012. Addressing Student Individual Needs: (But How do You Even Know What They Are?): Methods to Target Student Areas for Growth. [Online] Available at: http://busyteacher.org/15518-addressing-student-individual-needs.html [Accessed July 2013].

Penniston, P., 2012. Equal opportunities training - Luton Borough Council - 1/4. [Online] Available at: http://archive.excellencegateway.org.uk/page.aspx?o=0AB60498-899C-4E5F-9C32BDD35A151D22 [Accessed July 2013].

Pesce, C., 2012. 7 Most Common ESL Problems and How to Solve Them. [Online] Available at: http://busyteacher.org/12794-7-most-common-esl-problems-how-to-solve.html [Accessed August 2013].

Pesce, C., 2012. Speak Up! Sure-fire Ways to Help Teens and Adults Overcome Shyness. [Online] Available at: http://busyteacher.org/4276-speak-up-sure-fire-ways-to-help-teens-and-adults.html [Accessed July 2013].

Reaing University, n.d. Developing reflective skills provides students with the ability to consider their own performance and to identify their strengths, weaknesses, and areas that require improvement.. [Online] Available at: http://www.reading.ac.uk/engageinassessment/peer-and-self-assessment/self-assessment/ [Accessed August 2013].

Tice, J., 2011. Reflective teaching: Exploring our own classroom practice. [Online] Available at: http://www.teachingenglish.org.uk/articles/reflective-teaching-exploring-our-own-classroompractice [Accessed August 2013].

Trowbridge, S., 2013. TBL and PBL: Two learner-centred approaches. [Online] Available at: http://www.teachingenglish.org.uk/articles/tbl-pbl-two-learner-centred-approaches [Accessed October 2013].

19

UC Santa Cruz, n.d. Dealing with Difficult Teaching Situations. [Online] Available at: http://ctl.ucsc.edu/resources/help-students/difficult.html [Accessed October 2013].

Verner, S., 2011. Top 10 Ways to Assess Your Students. [Online] Available at: http://busyteacher.org/7082-top-10-ways-to-assess-your-students.html [Accessed May 2013].

Verner, S., 2013. Get Out of Your Class: How to Use Fieldtrips for Effective Speaking Lessons. [Online] Available at: http://busyteacher.org/15313-how-to-use-fieldtrips-speaking-lessons.html [Accessed July 2013].

Verster, C., 2010. Learning styles and teaching. [Online] Available at: http://www.teachingenglish.org.uk/articles/learning-styles-teaching [Accessed August 2013].

Copyright 2013 Lois Dalphinis. All Rights Reserved

20