10 Lesson planning and classroom management Nancy Grimm Michael Meyer Laurenz Volkmann 0 Table of contents Lesson frameworks Using the textbook and other material Planning a lesson 3 ID: 322979
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Teaching English10. Lesson planning and classroom management
Nancy Grimm – Michael Meyer – Laurenz VolkmannSlide2
0. Table of contents
Lesson frameworks
Using the textbook and other material
Planning a lesson3.1 Advance reflection3.2 Structuring a lesson3.3 Models for lesson planning3.4 Generic structure of a lesson plan3.5 Assessing and evaluating lessonsThe lesson in progress4.1 Teacher talk and student talk4.2 Optimizing classroom interactionRecommended readingAcknowledgements
2
Chapter 10: Lesson planning and classroom managementSlide3
Discuss:
Look at the cartoon. Does a good lesson need exact pre-planning? What
do teachers
need to consider when planning a lesson? What would be a generic structure of a good lesson?3Chapter 10: Lesson planning and classroom managementSlide4
1. Lesson frameworks
4
1.
Lesson frameworksThink about the metaphors for a lesson and discuss which of them seem closest to your vision of an ideal lesson. based on Ur 1996: 213Slide5
1. Lesson frameworks – functions of a lesson
5
1.
Lesson frameworkscf. Ur 1996: 214Slide6
1. Lesson frameworks
6
Life
is what happens while you are making plans. – John Lennon1. Lesson frameworksSlide7
1. Lesson frameworks – external factors
7
1.
Lesson frameworksSlide8
1. Lesson frameworks – dilemmas
8
1.
Lesson frameworksSlide9
1. Lesson frameworks – sound balance
9
1.
Lesson frameworkscf. Thaler 2012: 24Slide10
2. Using the textbook and other material
10
2. Using the textbook and other material
Islam & Mares 2003: 88-89, adaptedSlide11
2. Using the textbook and other material11
2. Using the textbook and other material
Media
package (Lehrwerk)
Authenticity?
Additional material?
Selection?
Reality shock?
Adaptation?Slide12
2. Using the textbook and other material
12
2. Using the textbook and other materialSlide13
Consult the homepages of textbook publishers (e. g., www.klett.de,
www.cornelsen.de
, www.diesterweg.de). Look for supplementary material to
the EFL textbooks offered by theses publishers. Consider the following questions:- Is the material provided appealing and comprehensive? - How much is free of charge?- How is it related to the textbook? - How motivating and useful do you consider the material?
13
2. Using the textbook and other materialSlide14
3. Planning a lesson
Discuss the statement below and rephrase it so that it reflects your own attitudes:
“Good teachers plan their classes minutely so that everything they do
is prearranged. Once they are in the classroom, they follow their plan without deviation, always watching out for irrelevances which the students may bring up and which would disrupt the plan.” (Harmer 2000: 138)143. Planning a lessonSlide15
3.1 Advance reflection
15
3. Planning a lesson
Needs and goals before methodsbased on Richards & Rodgers 1986: 159Slide16
3.2 Structuring a lesson – “no plan is written on tablets of
stone”
16
3. Planning a lessoncf. Harmer 2000: 125, Ur 1996: 216-17Slide17
3.2 Structuring a lesson – principles
17
i
ndivi-dual learners
scaffol-ding
m
aterial & media
output- & compe-tences
3. Planning a lessonSlide18
3.3 Models for lesson planning
18
3. Planning a lessonSlide19
3.4 Generic structure of a lesson plan
19
3. Planning a lesson
Look at the lesson plan:
Where would you find the phases
of the PPP and ESA models? Consider a typical EFL lesson for beginners
, introducing
new vocabulary, or for advanced learners, tackling a
cultural issue
. How would you modify the plan below?
l
esson plan
based on Farrell 2002:
33,
the German terminology follows
Benecke
2007
:
36-37Slide20
3.4 Generic structure of a lesson plan
20
3. Planning a lesson
Consider the following scenario and discuss how teachers should respond to it:“[T]he teacher has planned that the students should prepare a dialogue and then act it out, after which there is a reading test and some exercises for them to get through. The teacher has allowed twenty minutes for dialogue preparation and acting out. But when the students start working on the activity, it is obvious they need more time. The teacher then discovers that they would like to spend at least half the lesson on just the acting-out phase which they find helpful and enjoyable. At that moment, he or she has to decide
whether to abandon the original plan and go along with the students’ wishes or whether it is better to press ahead regardless.” (Harmer 2000: 5)Slide21
3.5 Assessing and evaluating lessons
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3. Planning a lesson
Put the criteria in an order of priority. Put the most important first, the least important last.Slide22
4.1 Teacher talk and student talk
E
xchanges
in class need to be more authentic and truer to real-life communicative situations.224. The lesson in progresscf. Maybin 2002: 5-12Slide23
Compare each characteristic of verbal interaction in everyday conversation with how language is used in the classroom.
Why
is language in the classroom different? Could it use the characteristics of verbal interaction as a benchmark?
234. The lesson in progresscf. Maybin 2002: 5-12Slide24
4.1 Teacher talk and student talk
Inauthentic
classroom communication
244. The lesson in progresscf. Rowe 1986, Hüllen 1987, Lindner 2011 Slide25
4.2 Optimizing classroom interaction
A place
of
learning & action254. The lesson in progresscf. Legutke 2007, 2009Slide26
4.2 Optimizing classroom interaction – optimizing teaching skills
26
4. The lesson in progressSlide27
4.2 Optimizing classroom interaction – physical presence in class
27
4. The lesson in progressSlide28
When regarding the teacher’s physical presence in class, one would
also need
to consider how this affects different learner groups – with
regard to age, gender, ethnicity, cultural background, group set-up, etc. How, for example, would a teacher’s physical presence and interaction with studentsdiffer when (1) she or he is teaching grammar in grade 6 to (2) her or him teaching Shakespeare in grade 12?284. The lesson in progressSlide29
4.2 Optimizing classroom interaction – seating arrangement & student groupings
29
4. The lesson in progressSlide30
4.2 Optimizing classroom interaction – problems of teacherese
and teacher talk
30
4. The lesson in progressSlide31
4.2 Optimizing classroom interaction
Problems
of
teacherese and teacher talk314. The lesson in progresscf. Lindner 2011: 40, based on Rowe 1986
“What is the capital of Great Britain?”
“London.”“Very good.”
If student A fails to respond immediately, another student is asked until
the right
answer is
elicited.
If
student A fails to give the correct answer, another student is asked,
with the
teacher signaling verbally or non-verbally that student A
answered incorrectly
.
Often
there is a chain of such ‘teacher questions.’Slide32
4.2 Optimizing classroom interaction – TTT
Inauthentic
classroom communication
324. The lesson in progresscf. Lindner 2011: 40, based on Rowe 1986
“What is the capital of Great Britain?”
“London.”“Very good.”
Consider
the following statistics (Lindner 2011: 49):
A
teacher asks a question every 37 seconds.
A
class of students asks the teacher 2.2 questions a lesson.
A
student asks a question every 3 days.
A
teacher asks more than 800 questions in the course of three days.
Suggest ways to improve communication in EFL classes.Slide33
4.2 Optimizing classroom interaction – good teacher questions
33
4. The lesson in progress
based on Lindner 2011Slide34
4.2 Optimizing classroom interaction – clear and unambiguous instructions!
34
4. The lesson in progress
Harmer 2000: 4Slide35
4.2 Optimizing classroom interaction – dealing with uncooperative students
35
4. The lesson in progressSlide36
4.2 Optimizing classroom interaction – dealing with uncooperative students
36
4. The lesson in progressSlide37
4.2 Optimizing classroom interaction – 10 rules for classroom performance
37
4. The lesson in progress
cf. Richards & Rodgers 1986: 10Slide38
Recommended reading
Benecke, Ingrid (2007). Zur Grobstruktur von Englischunterricht: Eine Planungshilfe. In
:
Praxis Fremdsprachenunterricht 4.6, 35-38.Farrell, Thomas S. C. (2002). Lesson Planning. In: Jack C. Richards & Willy A. Renandya, eds. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge et al.: Cambridge University Press, 30-39.Finkbeiner, Claudia (2007). Lehrplan – Lehrwerk – Stoffverteilungsplan – Unterricht. In: Johannes-P. Timm, ed. Englisch lernen und lehren: Didaktik des Englischunterrichts. Berlin: Cornelsen, 36-44.Harmer, Jeremy (2000). How to Teach English: An Introduction to
the Practice of English Language Teaching
. Harlow: Longman.Lindner, Michael (2011). Gute Frage! Lehrerfragen als pädagogische Schlüsselkompetenz. Marburg: Tectum.Meyer, Hilbert (2006). Criteria of Good
Instruction
:
Empirical
Findings
and
Didactic
Advice
. Trans
. Dave Kloss.
http://
www.member.uni-oldenburg.de/hilbert.meyer/download/Criteria_of_Good_Instruction.pdf
.
38
Chapter 10: Lesson planning and classroom managementSlide39
Acknowledgments
Benecke, Ingrid (2007). Zur Grobstruktur von Englischunterricht: Eine Planungshilfe. In
:
Praxis Fremdsprachenunterricht 4.6, 35-38.Farrell, Thomas S. C. (2002). Lesson Planning. In: Jack C. Richards & Willy A. Renandya, eds. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge et al.: Cambridge University Press, 30-39.Harmer, Jeremy (2000). How to Teach English: An Introduction to the Practice of English Language Teaching. Harlow: Longman.Hüllen, Werner (1987). Englisch als Fremdsprache: Beiträge zur Theorie des Englischunterrichts an deutschen Schulen. Tuebingen: Francke.Islam, Carlos & Chris Mares (2003). Adapting Classroom Materials. In: Brian Tomlinson, ed. Developing Materials for Language Teaching. London: Continuum
, 86-100.Legutke, Michael (2007). Handlungsraum Klassenzimmer and
beyond. In: Johannes-P. Timm, ed. Englisch lernen und lehren: Didaktik des Englischunterrichts. Berlin: Cornelsen, 93-109.39
Chapter 10: Lesson planning and classroom managementSlide40
Acknowledgments
Legutke
, Michael (2009).
Lernerwelt Klassenzimmer: Szenarien für einen handlungsorientierten Fremdsprachenunterricht. In: Gerhard Bach & Johannes-P. Timm, eds. Englischunterricht. Tuebingen, Basle: Francke, 91-120.Lindner, Michael (2011). Gute Frage! Lehrerfragen als pädagogische Schlüsselkompetenz. Marburg: Tectum.Maybin, Janet (2002). Everyday Talk. In: Janet Maybin & Neil Mercer, eds. Using English: From Conversation to Canon. London et al.: Routledge, 5-27.Richards, Jack C. & Theodore S. Rodgers (1986). Approaches and Methods in Language Teaching: A Description and Analysis. Cambridge et al.: Cambridge University Press.Rowe, Marry Budd (1986). Wait Time: Slowing Down May Be a Way of Speeding Up. Journal of Teacher Education 37.1, 43-50Thaler, Engelbert (2012). Englisch unterrichten: Grundlagen – Kompetenzen – Methoden. Berlin: Cornelsen.Ur, Penny (1996). A Course in Language Teaching: Practice
and Theory. Cambridge et al.: Cambridge University Press.
40Chapter 10: Lesson planning and classroom managementSlide41
Acknowledgments
The cartoons at the beginning of each
ppt
were designed by Frollein Motte, 2014. If not otherwise indicated, the copyright of the figures lies with the authors. The complete titles of the sources can be found in the references to the units unless given below. All of the websites were checked on 10 September 2014.Slide 4: Metaphors for a lesson, based on Ur 1996: 213Slide 8: https://pixabay.com/en/drama-comedy-and-tragedy-theater-312318, https://pixabay.com/en/cardboard-box-open-sheets-box-297587, http://bildungsblog72.blogspot.de/2013/02/sitzen-bleiben.html, https://pixabay.com/en/road-sign-right-of-way-test-361513 Slide 15: The reflection process, based on Richards & Rodgers 1986: 159Slides 22 & 24: https://pixabay.com/en/personal-people-talk-discussion-9441
Slides 24, 31, 32: https://pixabay.com/en/teacher-class-classroom-students-44735
Slide 25: https://pixabay.com/en/network-cobweb-fig-figures-63770Slides 26, 27, 29, 30, 35: https://pixabay.com/en/direction-information-stairs-climb-44069, https://
pixabay.com/en/man-male-silhouette-body-fig-100667
,
https://
pixabay.com/en/layout-classroom-seating-chairs-36508
,
https://
pixabay.com/en/megaphone-loudspeaker-speech-talk-155780
,
https://
pixabay.com/es/ni%C3%B1a-enojado-cara-malestar-infeliz-308980
41
Chapter 10: Lesson planning and classroom managementSlide42
Acknowledgments
Slide 27
:
http://www.opentapestry.com/tapestries/bus403-negotiations-and-conflict-management, https://pixabay.com/pl/d%C5%82o%C5%84-r%C4%99ka-gest-trzyma%C4%87-biznes-427521, https://jodiscurriculumcorner.files.wordpress.com/2013/12/tree-200795_640.jpg, https://pixabay.com/en/photos/tie%20suit, https://pixabay.com/fr/personnes-foule-individus-groupe-304353Slide 29: https://pixabay.com/en/teaching-classroom-teacher-311356, https://pixabay.com/pt/ferradura-brown-ouro-cavalo-sapato-309891, https://pixabay.com/en/jigsaw-puzzle-puzzle-pieces-pink-494510 Slide 30: https://pixabay.com/en/customer-family-magnifying-glass-563967, https://pixabay.com/sv/uttr%C3%A5kad-likgiltig-sjukt-tristess-478651, https://
pixabay.com/en/chain-links-connection-metal-steel-309566 Slides 31 & 32:
The IRE pattern, adapted from Lindner 2011: 40Slide 35: https://pixabay.com/en/emoticon-quite-quiet-shoo-25532, https://pixabay.com/en/smiley-smiling-smile-face-tongue-42842, https://
pixabay.com/en/angry-face-emoticon-animations-33059
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Chapter 10: Lesson planning and classroom management