Classroom Management
Giving Instructions
Play
Feedback to Task
Presenting a Task
Starting a Task
Share a problem you face in your teaching with your tutor
Feedback to Language
A set of teacher training videos with activities
Choose a specific feature of classroom management below and click to watch a video clip related to it.
Issues
Starting a Task
Menu
Activity
Checking Instructions
Close/Open Task
What is the teacher’s instruction check question following these instructions?
 Activity
Close/OpenTask
Go to Activity
Return to Menu
She says: “Do you understand?”. This is not a good question to check instructions.  Why not?
Students can say ‘Yes’ even if they don’t understand. They do not demonstrate understanding by saying ‘Yes’. Instead, you should get students to demonstrate understanding.  Use  ‘yes/no’ questions (‘Are you describing the clothes?’) or 'either/or’ questions (‘Are you speaking or writing?’).
Are you working alone or with partner?   Is there missing information on your card?  Does your partner know the missing information? Can you look at your partner’s card? How many pieces of missing information are there? What kind of questions do you ask?
What instruction questions would you ask students?  The students are doing a pair work, speaking activity.   The activity is an information gap.   Each partner has a card with the biography of the singer Beyonce, but there is some information missing on each card.  Their partner has this missing information on their card.  To find out the missing information, the students must ask their partner ‘wh’ questions (e.g. ‘Where was Beyonce born?’, ‘Who did she marry?’ etc.).  They have to find 5 pieces of information each.
Answer
Menu
Think about his situation - what instruction questions would you ask students?  The students are doing a pair work, speaking activity.   The activity is an information gap.   Each partner has a card with the biography of the singer Beyonce, but there is some information missing on each card.  Their partner has this missing information on their card.  To find out the missing information, the students must ask their partner ‘wh’ questions (e.g. ‘Where was Beyonce born?’, ‘Who did she marry?’ etc.).  They have to find 5 pieces of information each.
Video
Students can say ‘Yes’ even if they don’t understand. They do not demonstrate understanding by saying ‘Yes’. Instead, you should get students to demonstrate understanding.  Use  ‘yes/no’ questions (‘Are you describing the clothes?’) or 'either/or’ questions (‘Are you speaking or writing?’).
Are you working alone or with partner?  Is there missing information on your card?  Does your partner know the missing information? Can you look at your partner’s card? How many pieces of missing information are there? What kind of questions do you ask?
 Video
Students can say ‘Yes’ even if they don’t understand. They do not demonstrate understanding by saying ‘Yes’.Instead, you should get students to demonstrate understanding.  Use  ‘yes/no’ questions (‘Are you describing the clothes?’) or 'either/or’ questions (‘Are you speaking or writing?’).
Students can say ‘Yes’ even if they don’t understand. They do not demonstrate understanding by saying ‘Yes’.Instead, you should get students to demonstrate understanding.  Use  ‘yes/no’ questions (‘Are you describing the clothes?’) or 'either/or’ questions (‘Are you speaking or writing?’).
Think about his situation - what instruction questions would you ask students?  The students are doing a pair work, speaking activity.   The activity is an information gap.   Each partner has a card with the biography of the singer Beyonce, but there is some information missing on each card.  Their partner has this missing information on their card.  To find out the missing information, the students must ask their partner ‘wh’ questions (e.g. ‘Where was Beyonce born?’, ‘Who did she marry?’ etc.).  They have to find 5 pieces of information each.
Are you working alone or with partner? Is there missing information on your card?   Does your partner know the missing information? Can you look at your partner’s card? How many pieces of missing information are there? What kind of questions do you ask?
Return to Video
What is the purpose of the 'feedback to task' stage you see in this clip?
Feedback to Task - reasons for doing it
Feedback on an activity meets students’ expectations and needs, both as a measure of success or failure and as reassurance that they have at least completed the task properly.As tasks are often a form of test, feedback which indicates a degree of success can be motivating.Feedback acts as an effective signpost, signalling the end of a task or stage of a lesson.Learners not only need to know if their answers are correct, but also why they are correct or why they are making errors.Useful correction or re-teaching may take place during feedback on exercisesStudents may also provide useful information by indicating which questions they found most difficult and why.
Feedback to Task - reasons for doing it
Feedback to Task - reasons for doing it
Feedback on an activity meets students’ expectations and needs, both as a measure of success or failure and as reassurance that they have at least completed the task properly.As tasks are often a form of test, feedback which indicates a degree of success can be motivating.Feedback acts as an effective signpost, signalling the end of a task or stage of a lesson.Learners not only need to know if their answers are correct, but also why they are correct or why they are making errors.Useful correction or re-teaching may take place during feedback on exercisesStudents may also provide useful information by indicating which questions they found most difficult and why.
Presenting a Worksheet
What do the students have to do with this worksheet? After instructions, what extra help does the teacher give the students do they know what to do?
Open/Close Task
Starting & Doing an Activity
What does the teacher do while the students are doing the task?
Starting & Doing an Activity
Monitoring
Monitoring
Return to Video
Go to Menu
What technique does the teacher use for correcting students’ language errors?
Checking Answers and Feedback to Language
Feedback to Language
 Feedback to Language