Managing classes

Interaction patterns
whole/open class
group work balance of
pair work interaction patterns
individual work
T Ss Ss Ss
Ss T S S

Grouping students
type of activity
students
aim of the activity

Type of activity
discussion
role-play
presentations
listening to a tape
performing a dialogue

Students
learners’ ability and level
‘mixed ability’ classes
learning styles and previous experience
prefer to work individually, in groups
learners’ needs
personalities
shy, dominant students
relationships with others
class size

Aim of the activity

Whole-class teaching
+
reinforces the sense of belonging
suitable for activities with a teacher-controller
gives a general understanding of student progress
preferred class style → teachers feel secure

Whole-class teaching
-
favours the group not the individual
fear of public failure
teacher-centred approach
more difficult to organize communicative language teaching

Individualised learning
+
considers individual student differences
less stressful
develops learner autonomy
restores tranquility in class

Individualised learning
-
does not encourage cooperation
more materials
time-consuming

Pair work
+
increases the amount of STT
promotes learners’ independence
allows teachers to work with the pair – others continue working
promotes interaction
quick and easy to organize

Pair work
-
pairs can veer away from the point of an exercise
choice of paired partner can be problematic
finishing first

Groupwork
+
increases the STT
a greater chance of various opinions
encourages broader skills of cooperation
promotes learner autonomy

Groupwork
-
noisy
passive vs. dominating students

Creating pairs and groups
friendship
streaming
chance
changing groups

Teaching a multi-level class

What is a multi-level classroom
Classes of mixed proficiency levels
Classes of mixed motivation levels
Classes of different learning background
Classes of different learning styles
Classes of different age

Challenges of the multi-level classroom
Finding appropriate teaching resources and material
Organizing appropriate groupings within the class
Building an effective self-access centre in the classroom

Challenges of the multi-level classroom
Determining the individual needs of each student
Ensuring that all students are challenged and interested
Enforcing English only policies

What to start with
Determining the Level and Needs of your Students
a standardized test (CBT, PBT)
an oral interview

What to start with (2)
Selecting Materials
a core textbook
the same textbook series
a theme-based approach (electronic supplements)

Internet-resources
http://www.englishclub.com/teach-english/teacher-themes.htm
Animals
Clothing
Food
Geography
Holidays and Travel
Jobs
Numbers and Money
Sports and Health
Technology
Weather

Theme-based Lessons: Geography
World Vocabulary
Geography Crossword Puzzles: Computer
Geography Matching Puzzles: Computer
British vs. American English
Geography Idioms: Definitions, Examples, Quiz
Countries: Worksheet
Country. Nationality. Language: Worksheet
ESL World Section: Information about various countries where ESL is taught

Theme-based Lessons: Weather

Useful sites
List of Warm up Ideas
http://www.englishclub.com/english-clubs/english-club-warm-up.htm
http://www.eslteachersboard.com/s/AuthenticWarmUp.htm
Level Appropriate Readings
http://www.englishclub.com/reading/index.htm
List of Level Appropriate Classroom Games
http://www.englishclub.com/esl-lesson-plans/activities-games.htm

Warm up Ideas
Guess the picture
Broken Telephone
Guess the proverb

Guess the picture
http://floorsix.blogspot.com/

Guess the picture

Guess the Picture

Broken Telephone
Foie gras is one of the finest western foods available.

Apples, potatoes, and onions all taste the same when eaten with your nose plugged.
Top 10: http://listverse.com/

Level Appropriate Readings

Level Appropriate Classroom Games

Strategies for the multi-level classroom
Differentiating tasks
language levels
complexity of tasks
amount of support provided

Differentiating tasks
http://ru.photofunia.com/
Different level of complexity (personal touch / professions)

Differentiating tasks
Reading
advanced: reconstruct the story using the key words (www.wordle.net)
intermediates: to complete a cloze test
beginners: find the keywords
Digital storytelling
advanced: to create a script; lead roles
beginners: minor roles, technical support

Text – Key words (lower levels)
Modern life is impossible without travelling. Thousands of people travel every day either on business or for pleasure. They can travel by air, by rail, by sea or by road.
Of course, travelling by air is the fastest and the most convenient way, but it is the most expensive too. Travelling by train is slower than by plane, but it has its advantages.

www.wordle.net

Reconstruct the text (more advanced)
Modern life is impossible without travelling. Thousands of people travel every day either on business or for pleasure. They can travel by air, by rail, by sea or by road.
Of course, travelling by air is the fastest and the most convenient way, but it is the most expensive too. Travelling by train is slower than by plane, but it has its advantages.

Cloze test creator
WORDLIST: but by can course day impossible is it most of or than the
Modern life is __________ without travelling. Thousands __ people travel every ___ either on business __ for pleasure. They ___ travel by air, __ rail, by sea __ by road.
Of ______, travelling by air __ the fastest and ___ most convenient way, ___ it is the ____ expensive too. Travelling __ train is slower ____ by plane, but __ has its advantages.

Copernic Summarizer
Produces document summary reports for text contents by processing documents, Web pages, hyperlinks, email messages and other files.

Strategies for the multi-level classroom
Focusing on abilities/skills other than language
maths, problem solving, using memory or general knowledge
Using group/pair work
groups of mixed proficiency
groups of similar proficiency

Strategies for the multi-level classroom
Splitting the class
different input to the groups (self access resources/teacher’s input)
Peer tutoring (e-mail)

Peer tutoring

Strategies for the multi-level classroom
Use a simple schedule that is similar each day
A warm-up/the whole group
Pair work (use of ICT)
Group work
A whole group activity/game
Utilising teaching assistants in the community

What to assess?
Progress
Level

Additional Information
http://activity-resources.jpf-sydney.org/ar/multi/intro.htm
http://teachingenglish-alexenoamen.blogspot.com/2009/01/teaching-multilevel-classes_16.html
http://ezinearticles.com/?Teaching-ESL-in--Multilevel-Classrooms&id=2635044
http://www.teachingenglishgames.com/Articles/ESL_Multilevel_Activities.htm
http://www.englishclub.com/teaching-tips/teaching-multi-level-classes.htm
www.pearsonlongman.com/ae/download/adulted/multilevel_monograph.pdf

Mistakes and feedback

Categories of mistakes
Slips
Errors
Attempts
(by Julian Edge)

Causes for errors
L1 interference
Phonetics – [f/v] in Arabic
Grammar – Present Perfect / articles
Word usage – ‘false friends’
libreria (Span.) – bookshop (not library)
Developmental errors
‘over-generalisation’
Mary wrote. They took. – *Mary writed.
*They taked.

Teachers assessing students
Explicit / implicit
Positive / negative
Tests
Exams
Comments (oral, speaking-like comments for written works, notes in the margins, comments symbols)
Marks and grades (A,B,C – 5-3 – Exc, Vg, Good, Sat, Poor, Bad, To be improved)
Reports

Students assessing themselves
to enhance learning
to develop learner autonomy

Feedback during oral work
Stage of the lesson
Activity (aimed at accuracy or fluency)
Type of mistake
Particular student

Feedback during accuracy work
Showing incorrectness
Finger correction
Gestures and facial expression
Phonemic symbols [u] – [u:]
Echo correction (Flight 109 GO to Paris.)
Repeating (Once again, please.)
Statement and question (That’s not right. Do you think it’s correct?)
Hinting (Tense. Countable.)
Reformulation
Identifying a mistake

Feedback during fluency work
Gentle correction (*I am not agree. – I don’t agree either.)
Correcting at the end of the activity (fluency work): recording mistakes
Grammar Word and phrases Pronunciation Appropriacy
Peer and self-correction
Ignoring mistakes

Feedback on written work
Type of writing task
The effect we wish to create

Written feedback techniques
Responding
Coding

Written correction: code

Testing students

Types of tests
Placement tests (Тест размещения)
Diagnostic tests (Диагностический тест)
Progress tests (Промежуточный тест)
Achievement tests (Итоговый тест)
Proficiency tests (Тест общих умений)

Characteristics of a good test
Validity
tests what it is supposed to test
face validity (enough items included)
Reliability
consistent results
clear test instructions
restricted scope of variety
constant test conditions
scorers

Types of test items
Direct and indirect test items
Direct / indirect
Discrete-point / integrative testing

Indirect test items
Multiple choice questions (MCQs)
The journalist was __ by enemy fire as he tried to send a story by radio.
a wronged b wounded c injured d damaged
Cloze test procedures
They sat on a bench 1___ a picnic table. Below them they 2____ see the river.
Transformation and paraphrase
I am sorry I didn’t get an anniversary present.
I wish _____________________.
Sentence re-ordering
Called / I /I’m /in / sorry / wasn’t / when / you

Indirect test items (2)
Sentence fill-ins
Jan ___ to the gym every Tuesday morning.
Choosing the correct tense of verbs in sentences and passages
I have arrived / arrived yesterday.
Finding errors in sentences
She noticed about her new jacket.
Choosing the correct form of a word
He didn’t enjoy being on the (lose) ____ side.

Direct test item types
Create a ‘level playing field’
Replicate real-life interaction
and interviewer questioning a candidate about themselves
newspaper articles about a recent event
matching jumbled headings with paragraphs
following directions on a map

Tests
Objective tests
multiple-choice
true/false
gap-fill
dictation tasks
Subjective tests
compositions
role-plays
stories
interviews, etc.

Types of assessment
Formative assessment
part of the instructional process, provides the information needed to adjust teaching and learning while they are happening
Summative assessment
End-of-unit or chapter tests
End-of-term or semester exams
State assessments

Alternative assessment
Self-assessment
Peer assessment
Performance assessment
Observations
Conferences and interviews
Portfolio