Classroom Management Dealing with Teacher Talking Time, Student Talking Time and the use of L1
(G26) – Group 6 May 14, 2010
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Research Research has has shown shown that that teachers teachers underestimate underestimate by by almost almost 40-50% 40-50% the the amount amount of of talking talking they they do do in in class. class. ItIt relates relates to to the the concept concept of of 'teacher-talk' which also turns up in the assignment. 'teacher-talk' which also turns up in the assignment. We analyzed a video of an Spanish language class in The United Kingdom: “Animal Parts Game� Key Key questions questions 1) 1) Does Does the the Teacher Teacher of of Spanish Spanish talk talk too much? Does she overuse L 1? too much? Does she overuse L 1? 2) 2) IsIs "teacher-talk" "teacher-talk" appropriate appropriate in in average in the situation shown? average in the situation shown? Why? Why? Why Why not? not? Consider Consider the the differences among adults and differences among adults and teens teens 3) 3) Quality Quality of of TTT TTT 4) 4) What What would would you you have have done done in in the the same same situation? situation?
Link http://www.primarylanguages.org.uk/traini ng_zone/teachers/using_the_ks2_framewor k/oracy/animal_parts_game.aspx Readings http://www.teachingenglish.org.uk/think/a rticles/teacher-talking-time http://www.inglesepb15.blogspot.com
FUNIBER G26 MTFL-2010 Group 6
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Young Younglearners learnersdepend dependon onthe the teacher before they get teacher before they get to toproduce produce any any piece piece of of language on their own. language on their own.
TTT TTTcan canhave haveaapositive positiveeffect effecton on the language learners. the language learners. Clear ClearTTT TTTprovides providesaagood good listening practice. listening practice.
To Tomuch muchTTT TTTproduces producesloss lossofof concentration, concentration,boredom, boredom,and and reduces learning. reduces learning.
Increase IncreaseSTT STTby byimplementing implementing group and pair group and pairwork. work.Let Let students nominate others. students nominate others.
Modeling Modeling the theactivity activityfirst, first,reduces reduces TTT and makes the students TTT and makes the students feel feel confident enough to do the confident enough to do the activity activityininfront frontofofthe thewhole wholeclass. class.
Using Usingelicitation elicitationrather ratherthan than explanation increases STT explanation increases STTby by letting infer and discover the letting infer and discover the language. language. TTT TTTisisnecessary necessaryfor forgiving giving Instructions and guidelines Instructions and guidelines
Unnecessary UnnecessaryTTT TTTcan canlimit limitSTT, STT, Therefore their opportunities Therefore their opportunities to touse useL2 L2are areless. less.
TTreduces reducesTTT TTTby by using body language, gestures using body language, gestures and andfacial facialexpressions expressions
Adults Adultsfeel feelnervous nervousabout about learning but they realize learning but they realizeabout about the importance of it. Teachers the importance of it. Teachers don´t don´tface facebehavior behaviorproblems problems with them. with them.
FUNIBER G26 MTFL-2010 Group 6
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QUANTITY
It is not too much considering: •Learner’s age (primary school) •Size of the class (medium) •Stage of language learning (first stage) •Objective of the class (listening and speaking skills)
QUALITY
Needs to be improved
Learners acquire a second language when they are exposed to one level of complexity beyond their current ability (Krashen’s Comprehensible Input Hypothesis). FUNIBER G26 MTFL-2010 Group 6
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FUNIBER G26 MTFL-2010 Group 6
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