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Classroom Routines

Classroom Routines

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Classroom Routines

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  1. Classroom Routines Programa Inglés Abre Puertas Unidad de Currículum y Evaluación Ministerio de Educación

  2. Student Engagement • A classroom • A lesson plan • Someresources Classroom management ,which includes routines and systems, is like the stucture and support of the umbrella. Without it, the purpose of the lesson (or the content) is lost.

  3. Classroom routines • Teach • Model • Practice • Review Starting the School Year

  4. Warm-Up Make notes individually - 2 min What routines or procedures do you establish the first week of classes? (example: teaching students to raise their hands to ask a question.)

  5. Gaining Your Attention

  6. Warm-Up Make notes individually - 2 min What routines or procedures do you establish the first week of classes? • example: • Teaching students to: • raise their hands to ask a question; • keep in silence when other student talks; • ask permission in English

  7. One good example: • When you see my hand… • Please stop talking.  • Raise your hand. • Keep your hand up until the room is silent. Raise Your Hand

  8. Let’s practice! • Greet your neighbor. • Explain the classroom routines you establish the first week of school. Raise Your Hand Pairwork - 2 min.

  9. Rules & Consequences You should establish certain rules and consequences. Everybody should know the rules. You should practice the rules and the consequences too.

  10. This is our rule for the workshop: Volunteers should participate actively with comments and questions. 2. With your partner, create three more rules.  You will have two minutes. 3. Choose one rule to share with the group. You have one minute. Establishing RulePair-work - 2 min

  11. With your partners, write five rules for your students in your English class. • Choose one rule to share with the group and give the reasons. • Copy the rules on the board. • Select 3 rules for the classes. Establishing Rule for your classroomPair-work - 5 min

  12. 1st time –     Verbal warning 2nd time –   Visual warning  3rd time –Consequence System of Consequences

  13. Discussion QuestionsPairwork – 2 min • Why is it important to introduce both rules and consequences at the beginning of the year? • Why is it important to review them frequently?

  14. Discussion QuestionsPairwork – 2 min 3. What are the advantages to having students create some of the rules and consequences?   4. How might consequences affect your students' motivation in your classes?  

  15. The 3-Step Lesson Methodology Programa Inglés Abre PuertasUnidad de Curriculum y Evaluación Ministerio de Educación

  16. Workshop Warm Up • Pairwork (5 minutes) • Talktoyourpartner • Writeallthesteps • Share theinformation What steps you would go through to teach a child how to ride a bike?

  17. Discussing the Do Now Share Your Responses: What steps would you go through to teach a child how to ride a bike? • Learning to ride a bike isn’t just a two-step process, “Here’s a bike, now go.” • More steps and more support is necessary so the child doesn’t fall down. • Similarly, to keep our students from “falling down” in the classroom, there must be a GRADUAL RELEASE OF RESPONSIBILITY over the steps of the lesson.

  18. Workshop Learning Outcome and Agenda The 3 Steps We’re Learning Today Learning Outcome: Volunteers will be able to compare and contrast the steps of listening and speaking lesson plans.

  19. The Learning Outcome and Assessment • All lessons, whether you are working on listening or speaking (or science, or math, or reading, or any subject) must begin with the end in mind! • Good lessons begin with a learning outcome and assessment. • The Learning Outcome The learning outcome is what students will be able to do by the end of class • The Assessment The assessment is how the teacher will observe and record students performance of the learning outcome at the end of class

  20. The Learning Outcome and Assessment Example:

  21. The 3 Main Steps of a Lesson • All lessons have an “Introduction” and “Closing”. • Within the “Core” of the lesson, there are 3 sub-steps • As we will see, these sub-steps differ for listening and speaking lessons.

  22. Core Differences Between Listening and Speaking Core Sub-steps

  23. Introduction • Before jumping into the core of the lesson, teachers must start the class quickly and efficiently. This can be a challenge, so being well organized and following this routine is key. • Strategies: • Take Attendance on your Seating Chart • Weekly Routine • Present the Learning Outcome and Agenda • Motivation ! (Prior Knowledge)

  24. TheCore of theSpeakingLesson Modeling (I DO) • Teacher introduces vocabulary and structures • Teachermodelslearningoutcome in a chosensentenceor dialogue • Teacherengagesstudents GuidedPractice (WE DO) • Studentspracticelearningoutcome as a class and/orin pairs • Teacherprovideshelp and feedback IndependentPractice (YOU DO) • Studentsdemonstatelearningoutcomeindividuallyorin pairs • Teacherassesseslearningoutcome

  25. TheCore of theListeningLesson Teacher helps build context first, then students do listening tasks that move from easier to harder. • Pre-Listening • Motivation • Vocabulary and Structures • Context and Prediction • While-Listening • ConfirmPrediction • AdditionalListeningTasks • Post-Listening • ComprehensionorSpeakingActivities • GrammarorVocabularyActivities • Thishappens in thenextclass as a follow up lesson!

  26. Closing • Be sure to stop independent practice 5 minutes before the end of class to give time for closing. Many teachers skip this step, but research shows that reflecting on the lesson is very beneficial for student learning. • Key Strategies: • Reflect on the learning outcome: • Ask: “What did you learn today?” (students discuss in pairs first) • Recap main points • Review any errors • Relate to future learning

  27. Closing • ReflectontheLearningOutcome: • Whatdidyoulearntoday? • Howcouldyouapplybikeridingtothe 3 stepformat? • Whatwouldyouduringthe: • introduction, • core, and • closing?

  28. Great Job!!!!

  29. Thank You.