English Foreign Language Classroom Organization and Management

TEMARIO LUMEN oposiciones cocaine

LUMEN oposiciones docentes By Jesús Fernández Temario. Oposiciones Cuerpo de Maestros y Maestras. (Inglés). Andalucía.

TOPIC 22 FEATURES/VARIABLES TO CONSIDER IN THE ENGLISH FOREIGN LANGUAGE CLASSROOM ORGANIZATION AND MANAGEMENT

GROUPING PUPILS, ORGANIZING SPACE AND TIMING, SELECTING METHODOLOGY AND TEACHER'S ROLE.

INDEX/OUTLINE/TABLE OF CONTENTS

Before delving into the development of the topic, I will present the following index: Introduction and justification

1. Features/variables to take into account/consider in the English foreign language classroom organisation and management of/when managing the English class: grouping pupils, organising space and timing, selecting methodology and teacher's role.

Grouping Pupils

1. 1. Grouping pupils.
2. 2. Organising space and time.

Space Distribution and Seating Arrangement

1. 2.1. Space distribution. Seating arrangement.
2. 2.2. Time management (timing).

Selecting Methodology and Teacher's Roles

1. 3. Selecting methodology.
2. 4. Teachers' roles.
3. 5. Pupils' roles.
4. 6. Parents' role.
5. 7. Universal Design for Learning (UDL).

Classroom Management and Discipline

1. Classroom Management and Discipline.

Conclusion and summary. Bibliography. Lumen Oposiciones Docentes (by Jesús Fernández)Opo Temario. (Tema 22) Oposiciones Cuerpo de Maestros y Maestras. (Inglés). Andalucía.

Introduction and Justification

The organisation of an English language course is not an improvised arrangement, but on the contrary, it will be necessary to take into account a series of variables that allow learners to better acquire communication skills, which is the main purpose of foreign language teaching. The development of this subject is therefore fully justified and thus shows the fact that the current standards of Organic Law on Education 2/2006 (LOE) of 3 May 2006, amended by Organic Law 3/2020 (LOMLOE) of 29 December, the Royal Decree 157/2022, Decree 101/2023 and Decree of 30 May 2023 established a flexible curriculum, incorporating processes, knowledge, activities, contexts, various groupings to respond to the diversity of abilities, rhythms, motivations, Students' interests and learning styles as presented in Gardner's Theory of Multiple Intelligences (2008), which highlights the need for educational action based on differentiated pedagogy. We would like to point out here the importance of the organisation which will give success to FLE courses. Moreover, we will keep here that the methodological guidelines in the practice of language teaching will be at the base of the Action Approach, an approach advocated by the CEFR (2001), which requires a redefinition of the traditional pattern of teaching process and the place of teacher and learner. We will begin our topic by proposing organisational measures regarding the grouping of students and the distribution of space and time, and we will continue to explain the methodological choices regarding English class and the role to be played by teachers and learners. Lumen Oposiciones Docentes (by Jesús Fernández) 2Opo Temario. (Tema 22) Oposiciones Cuerpo de Maestros y Maestras. (Inglés). Andalucía.

Variables to Consider in EFL Organization and Management

1. Variables to consider in the EFL organisation and management. An open concept of the curriculum allows teachers to make decisions in their adaptation to the sociocultural reality of the school and the needs of pupils. Following the RD 157/22 (Art. 16 & 21) and the D 101/23 (Art. 18, general principles of action for inclusion), schools, within their autonomy, will establish flexibility measures in the organisation of teaching, spaces and times and promote methodological alternatives, to personalise and improve the learning capacity and results of all pupils. 'Contexts will arise through the kinds of activities carried out, having a working structure that is familiar to pupils (games, drama activities, stories, songs). Activities and tasks are at the heart of lesson planning and integrate objectives, essential knowledge, methodology and assessment.' (Nunan, 2003).

Grouping Pupils

1.1. Grouping pupils. The type of pupil grouping can be variable and according to contextual characteristics, but considering the Communicative Approach and the D 101/23 (Art. 7), the learning situations will enhance individual and cooperative work and the learning between pupils, noticing the different learning styles and paces. There seems to be evidence from several studies (Johnson, 1983) that a high level of participation and interaction is associated and correlates with a high level of proficiency in the target language. So, input (Krashen, 1982) and interaction (Ellis, 1991) are essential factors. Whole Class: The teacher controls the learning. Pupils can listen to the explanation of the teacher. It can increase the pace of some activities, such as choral repetitions. Pupils feel secure with this grouping. Lumen Oposiciones Docentes (by Jesús Fernández) 3Temario. (Tema 22) Oposiciones Cuerpo de Maestros y Maestras. (Inglés). Andalucía. Small group: groups from 3 to 6 pupils to foster collaborative skills, critical thinking and interaction. Some activities are, for example, games of roles, work on projects, and tasks. Pair-work: the groups of pupils are of only two members. Individual: the same task for all the pupils, and each of them develops it individually. Different types of 'grouping' can bring some advantages (Harmer, 2003), increasing pupils' practice, socialisation, cooperation, and mutual respect. On the other hand, possible drawbacks are the resistance of learners to cooperate (Berman, 1998), unwillingness to speak (Phillips, 1997), it's a time-consuming work mode and difficult to carry out in some classrooms about the level of noise, lack of control, high level of L1 use and misbehaviour. A Communicative Approach to FL teaching recommends a variety of activities that promote an active role and interaction for students to develop 21st-century skills (4Cs): Cooperative Groups: heterogeneous groups of at least four pupils, based on lack of competition and development of interaction. Interactive Groups: heterogeneous groups. In each group, at the same time, there is a specific activity to develop in a short time with an adult (volunteer or family member) controlling the pupil's work.

Organizing Space and Time

1.2. Organising space and time.

Space Distribution and Seating Arrangement Guidelines

1.2.1. Space distribution. Seating arrangement. Saphier and Gower (1987) provide these basic space guidelines: Didactic materials used by students should be visibly stored and accessible. There should be no dead space, which promotes random or illegitimate activity. Arrange the room so that the teacher can monitor quickly and easily (no blind spots). Use vertical space for display and learning enrichments. Keep active areas distinctly separate from quiet spaces. Keep two active Lumen Oposiciones Docentes (by Jesús Fernández) 4Temario. (Tema 22) Oposiciones Cuerpo de Maestros y Maestras. (Inglés). Andalucía. areas distinctly separate to avoid distraction and interference. Have clear and safe traffic paths no matter how your room is arranged. Classroom displays are very useful in reinforcing language learning as well as a tool to help the student's self-esteem and foster positive values (Barrios, 2004): The walls are part of the space in the classroom. They are used to arrange visual aids. The blackboard/chalkboard The use of the interactive whiteboard (IWB) increases participation and collaboration between pupils. The seating arrangement should facilitate 'eye contact', mobility around the class, easy control by the teacher, and a variety of activities in pairs, groups, whole or individuals. The classroom is not finished on the walls. We can also use the corridors. The aesthetic of the classroom should not be boring or opulent. The subdivisions are created for different uses. We can create different nooks/corners to work specifically on the specific skills and KCs. Pupils are organised according to their needs. It is essential to attend diversity, to create a positive and emotional atmosphere, to satisfy individual needs and to increase their motivation by being next to their friends or creating collaborative/cooperative teams. The use of collective material also needs a space where pupils learn how to administer, organise, distribute and care for it with different roles. The integration of Information and Communication Technologies (ICT) with the use of computers and the TKL (Technologies for Knowledge and Learning). Moreover, the use of technologies for empowerment and participation (TEP), such as the participation in blogs e Twinning, allows our pupils to interact and collaborate among themselves and with other foreign pupils, needing to use the EFL (EFL.02.A.12, interaction). Lumen Oposiciones Docentes (by Jesús Fernández) 5Opo Temario. (Tema 22) Oposiciones Cuerpo de Maestros y Maestras. (Inglés). Andalucía.

Time Management and Scheduling

1.2.2. Time management (timing). Following the RD 157/22, schools, in attention to their needs and the exercise of their autonomy, may adopt different forms of organisation of the teaching schedule of each area. The teaching sessions in English will be an hour or half an hour, following Annexe I, O. 30/5/23, with 2.5h a week in each cycle, but extended to 3h in the second and third cycles according to the autonomy of schools (Art. 4 and 5) to develop the specific skills. It is advisable to organise the essential knowledge on communicative tasks in programming units of learning situations. Those will last 2-4 weeks, depending on pupils' response and their pace (rate), planning different activities and tasks following the Universal Design for Learning (UDL) principles and their multiple intelligences (Gardner, 1983). We can follow stages such as 'warm-up', presentation, practice, production and praising on the session within a 'task-based' learning approach of the LS following different learning types/cognitive processes such as Kolb's Experiential Cycle or Bloom's Taxonomy of cognitive processes. The English teacher should change the pace of the class because children cannot keep their concentration on the same task for a long time (approximately 15-20 m.) because they are at the 'Concrete Operations' stage (Piaget, 1970). When ending a lesson, Jean Brewster (1992) highlights: Try not to finish in the middle of an important activity. Finish work on the main teaching points in time; you can always fill a few minutes wrapping up. Try to give praise and encouragement about what the children have achieved during the class.

Selecting Methodology

1.3. Selecting methodology. The new text of Organic Law 2/2006, of May 3, on Education, modified by LOMLOE 3/2020, ensures the provision of quality education with equal opportunities for one and all Lumen Oposiciones Docentes (by Jesús Fernández) 6