Class Organization

Organizing in class assessment and partnership

Name: Malika
Surname: Tashpulatova
Checked: Omonova M

Plan:

• Whole class versus pairs or groups
• Teacher control.
•  What is your goal: accuracy or fluency?
•  Interaction Patterns
• Questioning
• Individualization

There are different ways of class organization such as, whole-class teaching individualized learning, pair work and group work. The choice depends on the lesson objectives and the desired pattern of interaction between the teacher and the students.

Whole class versus pairs or groups. The teacher will continually have to decide whether he will teach the whole class together or he will divide the students into pairs or groups.

Teacher control. Secondly, you must decide whether you want – or need – to control what the learners are doing. If you teach the whole class together, it is easily to control everything. But if you divide the students into pairs or groups, you can’t expect to control the students to the same extent.

What is your goal: accuracy or fluency? Thirdly, what is your main goal. If you want to make sure that the students get enough practice in a particular point of grammar or vocabulary or pronunciation. This kind of work is called accuracy activities because their purpose is to make sure the students get something right. These activities usually form the training stage of the lesson. If this is your aim you will often want to work with the whole class, but you can use pair work for this purpose (even group work).

Interaction Patterns

• 1. Closed-ended teacher questioning (‘IRF’)
• Only one 'right' response gets approved. Sometimes cynically called the 'Guess what the teacher wants you to say' game.
• 2. Open-ended teacher questioning
• There are a number of possible 'right' answers, so that more students answer each cue.
• 3. Full-class interaction
• The students debate a topic or do a language task as a class; the teacher may intervene occasionally, to stimulate participation or to monitor.
• 4. Choral responses
• The teacher gives a model which is repeated by all the class in the chorus, or gives a cue which is responded to in chorus.
• 5. Student initiates, teacher answers
• For example, in a guessing game: the students think of questions and the teacher responds; but the teacher decides who asks.