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Chapter 3
How to manage teaching & learning
Teacher’s physical Seating arrangement presence in class Groupings
Teacher’s voice Evaluating a lesson Marking stages of the (success or failure)
lesson
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
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