47Academic Research in Educational Sciences VOLUME 2 | ISSUE 11 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-11-1155-1158
MANAGEMENT OF CLASSROOM IN TEACHING A FOREIGN
LANGUAGE
Z. Elmuratova
Teacher, Nukus state pedagogical institute
ABSTRACT
This article devotes to the classroom management in teaching a foreign language. Classroom management improve students' motivation and to build their self-esteem.
Keywords: management, teacher, language, activity, understand, learning, level, class, practice
Classroom management is a term teachers use to maintain control in the classroom. Classroom management can be explained as the actions and directions that teachers use to create a successful learning environment.
Teacher's physical presence can play a large part in our management of the classroom environment. The way the teacher moves and stands and the degree to which we are physically demonstrative can have a clear effect on the management of the class. Most importantly, the way we are able to respond to what happens in class, the degree to which we are aware of what is going on, often marks the difference between successful teaching and less satisfactory lessons.
Harmer mentioned that all teachers, like all people, have their own physical characteristics and habits, and they will take these into the classroom with them. The teacher has to use a level of language which will be understood by the students in the class. This level will be influenced, of course, by the level of the students. This does not mean speaking at an unnaturally slow pace or raising your voice - do not patronize your students. If a student has a poor level of English this does not mean they lack intelligence, so never give that impression to them. Instead, simplify the language being used. For example, rather than saying „work in pairs', to a very low -level class, say „work in twos' (accompanied by a gesture pairing students off ). There is no point in saying „work in pairs' when they might not know what „pairs' means. Rather than just saying „underline' (e.g. „underline the correct answer'). When teaching, this grading of language needs to be accompanied by an appropriate level of
Academic Research in Educational Sciences VOLUME 2 | ISSUE 11 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-11-1155-1158
Teacher Talk Time (TTT). It means 'don't use too much unnecessary language, because the more you say, the more likely you are to be misunderstood.
There are times when the teacher has to do a lot of talking. There are times when lessons need to be teacher-centred. But what we should be aiming for is economy of language coupled with appropriate grading. As a teacher, it is easy to start saying far more than you have to, and to run the risk of confusing your students. This is especially the case the lower the level of the class. Clearly, a class of advanced students will understand most of what you say, and you can be less careful with your language, but if you are teaching an elementary class, for example, you need to think about everything you say.
This issue of how to talk to students becomes crucial when teachers are giving their students instructions. The best activity in the world is a waste of time if the students don't understand what it is they are supposed to do.
There are two general rules for giving instructions: they must be kept as simple as possible, and they must be logical. Before giving instructions, therefore, teachers must ask themselves the following questions: What is the important information I am trying to convey? What must the students know if they are to complete this activity successfully? Which information do they need first? Which should come next?
When teachers give instructions, it is important for them to check that the students have understood what they are being asked to do. This can be achieved either by asking a student to explain the activity after the teacher has given the instruction or by getting someone to show the other people in the class how the exercise works. Where students all share the same mother tongue (which the teacher also understands), a member of the class can be asked to translate the instructions as a check that they have understood them.
There is a continuing debate about the amount of time teachers should spend talking in class. Classes are sometimes criticised because there is too much TTT (Teacher Talking Time) and not enough STT (Student Talking Time).Overuse of TTT is inappropriate because the more a teacher talks, the less chance there is for the students to practise their own speaking - and it is the students who need the practice, not the teacher. If a teacher talks and talks, the students will have less time for other things, too, such as reading and writing. For these reasons, a good teacher maximises STT and minimises TTT. Good TTT may have beneficial qualities, however. If teachers know how to talk to students, if they know how to rough-tune their language to the students' level as discussed above, then the students get a chance to hear
Academic Research in Educational Sciences VOLUME 2 | ISSUE 11 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-11-1155-1158
language which is certainly above their own productive level, but which they can more or less understand. Such comprehensible input - where students receive rough-tuned input in a relaxed and unthreatening way - is an important feature in language acquisition.Perhaps, therefore, we should not talk simply about the difference between STT and TTT, but also consider TTQ (Teacher Talking Quality). In other words, teachers who just go on and on, using language which is not especially useful or appropriate, are not offering students the right kind of talking, whereas teachers who engage students with their stories and interaction, using appropriate comprehensible input will be helping them to understand and acquire the language.The best lessons, therefore, are ones where STT is maximised, but where at appropriate moments during the lesson the teacher is not afraid to summarise what is happening, tell a story or enter into discussion, etc. Good teachers use their common sense and experience to get the balance right.
Apart from adapting the language, teachers also use physical movements and gestures (these are often quite exaggerated), such as shrugging the shoulders for „who cares?' or scratching the head to show puzzlement. Many teachers also use gestures to demonstrate things like the past tense (pointing back over their shoulders). They use facial expressions to show emotions such as happiness and sadness, and mime to demonstrate actions such as opening a book or filling a glass and drinking. Gesture, expression and mime should become a natural adjunct to the language we use, especially with students at lower levels.
Non-verbal gesturing can communicate messages well in many environments.
In second language learning, non-verbal gestures serve well in helping students communicate more in the classroom. The most effective way for students to communicate amongst themselves is to minimize teacher talk time and maximize student talk time as much as possible. How? Teachers can train students to understand the meaning of certain non-verbal gestures to replace the use of common classroom instructions. If a student makes a mistake in verb tense by saying a sentence in the future when it should have been said in the past, a teacher can use a certain motion with his hand.
Many common classroom instructions can be replaced by gesturing to minimize a teacher's talk time. For example, consider developing some gestures that mean:
- repeat
- listen
Academic Research in Educational Sciences VOLUME 2 | ISSUE 11 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-11-1155-1158
- please stop talking
- finish the sentence
- make a sentence
- work with a partner
- change (a certain part of the sentence)
- five minutes left
- stand up
The gesture for "listen" can be a cupping of your hand to your ear; the gesture for "make a sentence" can be the lateral motion of extended arms from being together to moving laterally outwards; the gesture for "repeat" can be the motion of having the arm stretched out with the palm of the hand up and the four fingers bending towards the teacher like a message. Gesturing should be taught early when the course begins. Teachers can train students to interpret common gestures by doing them repeatedly and consistently while simultaneously saying its verbal meaning for a couple of weeks. Students would soon be able to associate the meaning of the gestures without the teacher having to verbalize them in the class, giving way to more student-centered communication.
To sum up, classroom management improve students' motivation and to build their self-esteem. The effective classroom management involves clear communication of behavioral and academic expectations.
REFERENCES
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