Bài giảng Phương pháp giảng dạy Tiếng Anh - Chapter 3: How to manage teaching & learning

Chapter 3
How to manage teaching & 
learning
 Teacher’s physical 
presence in class
 Teacher’s voice
 Marking stages of the 
lesson
 Seating arrangement
 Groupings
 Evaluating a lesson 
(success or failure)
1. Teacher’s physical presence 
in class
 Proximity:
- short distance: Ss uncomfortable
- long distance = coldness
 Teachers should consider how close 
they want to be to Ss 
 Appropriacy: 
 Deciding how closely teachers should work 
with Ss 
Movement
- Teacher’s movement: retaining Ss’ interest
- How much? Depending teacher’s personal style
- Motionless teachers bore Ss.
Contact: helping teachers to be aware of
- what Ss are doing
- how they are feeling
- the nature of contact varying
2. Teacher’s voice
 Teacher’s most important instrument
 Audibility:
- to be audible, not shouting
- to get balance b/w audibility & volume
 Variety:
- varying the quality of voice (depending 
the type of lesson/activity
 Conservation: taking great care of voices
3. Marking stages of a lesson
Start the lesson where possible & 
appropriate (kind of lesson, learning 
activities, objectives)
Not always explaining exactly what to do 
maintaining an element of surprise
4. Seating arrangement
Orderly rows
Circles & horseshoes
Separate tables
Orderly rows
- Advantages:
 Having a clear view (T Ss & T Ss )
 Maintaining eye contact (Ss/ individual)
 Suitable for explaining grammar points, 
watching video, using the board, 
demonstrating text organization, language 
practice (choral drill.)
 The best or only solution: large classes (40-
200Ss) 
Circles & horseshoes
 Ideal for small classes
 Teacher’s position: less dominating
 Lowering the barriers b/w T & Ss 
 Easy to share feeling & information through 
talking, eye contact & body movements 
Separate tables
 Easy to check Ss’ work, help weak Ss & 
prompt & explain sth to Ss
 The class atmosphere: less hierarchical 
 Its own problems: Ss dislike working with 
the same partners; difficult for ‘whole class’ 
teaching 
5. Different student groupings
Whole class
Group work & pair work
Solo work 
Whole class
 The best type of classroom organization
 Classroom activities:
- choral drill (structural drill)
- introducing the new lesson
- checking Ss’ reading tasks after pair 
work or group work 
Group work & pair work
Giving Ss chances for greater independence
(making learning decision, sharing responsibilities)
Giving teachers opportunities to work with 
individual Ss 
Tasks for group work: discussing a topic, 
doing a role play, solving a problem
Problems of group work
Some Ss don’t like working with partners
Strong Ss dominate # others : silent
Encouraging Ss to be more descruptive
Ss with the same L1: reverting to their L1 if 
the teacher is not working with them 
Solo work
Allowing Ss to work at their own speed, 
thinking time & to be individuals
Relaxing & considering their own needs & 
progress
 pair work, group work or solo work 
depending teacher’s style & Ss’ 
preference
6. Evaluating the success or 
failure of the lesson
Getting feedback from Ss by asking some 
simple questions
Inviting colleagues to observe & make 
suggestions (the lesson is videoed)
Homework assignment, speaking activities 
(observing/scoring Ss’participation, 
progress tests in class) 
Activity 1: Choose appro. situations for the 
behaviors below of the teacher
 the teacher shouts.
 the teacher is in front of the class.
 the teacher is at the back of the class.
 the teacher is sitting on the floor.
 the teacher is ‘sitting’ on the table round 
which four students are working.
Activity 2: Choose the most suitable 
interaction patterns for the activities below
 Learners do an information-gap with two 
sets of information.
 Learners write their own stories.
 Learners take part in an oral drill.
 Learners decide together how to report 
their conclusions to the rest of the class.
 Learners do a written test. 
Activity 3:What is the best seating 
arrangement for each situation below.
 Students are designing an advertisement 
in groups.
 You want to explain a grammar point.
 You have some reading tasks in a class of 
over 40 learners.
 In your class of 16 students, you want 
them to work in pairs.