UAS CLASSROOM MANAGEMENT

1. What does classroom research say about the amount and type of teacher talk?
2. Do some types of teacher speech modification facilitate comprehension more than others?
3. How can teachers improve the effectiveness of their questioning techniques?
4. What types of question stimulate students to maximize their output?
5. How can teachers provide effective feedback to students on their behavior& language?
6. What is the effect of digressions and extemporaneous?
7. What advice would you give to this teacher about her teacher talk?
8. How do we act in the classroom?
9. What must the students know if they are to complete this activity? What information do
they need first? Which should come next?
10. How we move and how close to the students we stand are matters of appropriateness?

Answer
1. Nunan (1998) says that many language teachers were surprised of the amount of talk
they used in classroom. It is for about 70 to 80 percent out of class time was spent
mostly by teacher talk (Nunan, 1998). The dominance of teacher talk in young
learners classroom interaction seems to be irrelevant in Rini Triani Pujiastuti
Classroom Interaction: An Analysis of Teacher Talk and Student Talk in English for
Young Learners (EYL) 164 foreign language teaching since it does not provide
adequate chances for students to practice the language (Tsui, 1995)
2. Yes. Teachers are advised to promote students' language development by simplifying
and modifying their language in order to facilitate comprehension. Skillful teachers
tune their speech modifications according to students' comprehension levels and prior
knowledge. Researchers suggest that teachers should simplify less and less as students
improve their understanding (Kliefgen, 1985; Snow, 1995; Yedlin, 2003, 2004).

Typically comprehension develops in advance of the ability to produce language.

Therefore, students can understand more complex language than what they can
produce (Asher, 1977). A message that is largely comprehensible but contains some
challenging words or structures is generally considered optimal input for language
acquisition. Many second language learners pass through a "silent period" during
which they focus on comprehending and speak very little (Krashen, 1982). To monitor
and advance students' comprehension during the period, teachers elicit and observe
physical responses to instructions such as "Take out your crayons" or "Show me the
lines of latitude on the map" (Asher, 1977; Krashen & Terrel, 1983). As teachers
observe students appropriate responses, they can slowly begin to increase the
complexity of their instructions and invite students to produce one-word answers,
sentence completions, and short phrases.
3. Step One
The first action for improvement in reality is not an action, but a shift in thinking
about our own concept of teaching. We have to stop thinking that when we get in front
of students, we will be able to get into the groove of a "discussion" by simply asking a
few poignant questions. Let me explain. Some teachers may be tempted to believe
that they are "teaching" when they are engaging students in a "class" discussion by
asking a series of questions to lead students to a certain way of thinking. This type of
teacher-student interaction really is not a "discussion." Students are not providing
their opinions or evidence, nor does the teacher really want conjecture. The teacher
typically is fishing for the "right answer" and is trying to draw it out of the students by
asking leading questions. True discussion occurs where there is no "leader." There is
give-and-take from everyone that involves conjecture, deduction, argument, proofs,
and logical conclusions. Most importantly, in a true discussion, the outcome of the
discussion is not known beforehand but is discovered through the discussion process.
After understanding this definition of a true discussion, trying to "lead" a class
discussion is a waste of effort and time, primarily because "leading" destroys the
exploratory purpose of the "discussion", but also because the number of students that
are able to participate in a whole-class discussion is limited to just a few. I think you
know where I am going with this: Instead of "leading" a discussion, why not teach
your students how to discuss and break your class up into groups of four or five
students, so they can then discuss the issues. This is much more productive than
having 30 or more students listening to just a few talk with the teacher.

Step Two
The next move is to prepare the questions you want to ask as an integral part of the
lesson. If questions are not prepared in advance, most the questions you ask or
provide for the students will be knowledge and comprehension questions because it is
extremely difficult to create higher order thinking questions "on-the-fly." The purpose
for these questions is to "check for understanding" and to engage thinking skills, but
remember that "whole-class" questions, as discussed above, have limited utility. If
you provide the questions to the students in a PowerPoint, once again, you can divide
the class into groups of four or five students and you have them all answer the
questions at the same time orally.
Certainly students cannot answer questions or discuss something of which they know
nothing. Savvy teacher will design learning activities in preparation for student-led
discussions that will give students background knowledge, evidence, and ammunition
to argue a point. The ELA strand of the Common Core State Standards encourages
teachers to help students identify opinion and utilize evidence to support their
argument -- the point of argument being to convince rather than to simply expound
both sides of an issue.
Step Three
The final way to improve our use of questions is to design the questions so that they
scaffold from cognitive difficulty levels of easy to hard. An effective way to do this is
to create a spreadsheet with a column for containing a row for each concept and three
additional columns (Knowledge/Comprehension, Application/Analysis,
Synthesis/Evaluation) where you write several questions for each column for each
concept. If you do this as you plan your lesson, you will have questions for building a
vocabulary foundation of the concepts, questions for helping students relate the new
knowledge to what they know already, and questions to help students establish the
value of this knowledge (this also creates a handy question bank for assessing student
knowledge).
An interesting thing about scaffolding questions is that it allows repetition without
being repetitive. Each time you lead the students to a different level of question on a
topic, students have the opportunity to revisit what they know, and use it in a different
way. This helps students to remember and at the same time it keeps them engaged
because you are not simply repeating the same question. Even though it is the same
topic, it is new. Again, whole-class questioning value is limited, and students in small

groups, answering all the questions from easy to hard, is a much more effective way
to engage all students.
4. 1. Interrogative questions or "solicitations" that require a direct response.
2. Rhetorical questions that stimulate thinking without requiring a direct response.
3. Low risk questions that have no right or wrong answer. Examples include asking
for students' opinions about something, or simply asking what comes into their heads
when you introduce an idea or concept. These types of questions are most effective in
initiating discussion.
5. helps our students see the assignments and tasks we give them as opportunities to
learn and grow rather than as assaults on their self-concept. And, effective feedback
allows us to tap into a powerful means of not only helping students learn, but helping
them get better at learning on their behaviour &language.
6. Extemporaneous Speaking has become the watchword of modern activity, and
education in its various departments is shaping to that end. Courses in business
management have made their way into the curriculum. The departments of
economics, politics, and engineering being the quickest to respond to the popular
trend toward practical rather than theoretical teaching, have reaped the greatest
increase in enrollment. Extemporaneous Speaking has been the answer of the Public
Speaking Department to this demand, and the results obtained have been successful
both from the standpoint of the classroom and the interested co-operation of the other
college departments.
Digressions in a literary text serve a diverse array of functions, such as a means to
provide background information, a way to illustrate or emphasize a point through
example oranecdote, and even a channel through which to satirize a subject.
7. The teacher talk is already great among teacher and the students, but maybe the
teachers should ask about what we didnt know about the materials.
8. Kind, great to explain about the materials, make learning in the classroom fun.
9. Students will know if they already understand this activity clearly.
10. The Teacher in the Classroom Our physical presence can play a large part in our
management of the classroom environment. And it's not just appearance either. The
way we move and stand, and the degree to which we are physically demonstrative can
have a clear effect on the management of the class. Most importantly, the way we are
able to respond to what happens in class, the degree to which we are aware of what is
going on, often marks the difference between successful teaching and less satisfactory
lessons. All teachers, like all people, have their own physical characteristics and

habits, and they will take these into the classroom with them. But there are a number
of issues to consider which are not just matters of personality or style and which have
a direct bearing on the students perception of us. Proximity Teachers need to consider
how close they should be to the students they are working with. Some students are
uncomfortable if their teacher stands or sits close to them. For some on the other
hand, distance is a sign of coldness. Teachers should, be conscious of .how close they
are to their students, should take this into account when assessing their students'
reactions and should, if necessary, modify their behavior. Appropriacy Deciding how
close to the students you should be when you work with them is a matter Of
appropriacy. So is the general way in which teachers sit or stand in classrooms. Many
teachers create an extremely friendly atmosphere by crouching down when they work
with students in pairs. In this way, they are at the same level as their seated students.
However, some students find this informality worrying. Some teachers are even happy
to sit on the floor, and in certain situations this may be appropriate. But in others it
may well lead to a situation where students are put off concentrating. All the positions
teachers take - sitting on the edge of tables, standing behind a lectern, Standing on a
raised dais, etc - make strong statements about the kind of person the teacher is. It is
important, therefore, to consider what kind of effect such physical behavior has so
that we can behave in a way which is appropriate to the students we are teaching and
the relationship we wish to create with them. If we want to manage a class effectively,
such a relationship is crucial.