1 STARTING and FINISHING the LESSON Pertemuan 7-8 Matakuliah: G0454/ Class Management and Education Media Tahun: 2006

2 I. STARTING A LESSON Often the most difficult part of a lesson is actually the very beginning of it. WHY TEACHERS have difficulties?

3 1.Your Ss have just arrived from another place / office. They may have done battle with traffic or sit on hot buses/ metromini to get to this place. They are thinking about a hundred different things, they need a chance to acclimatize to being learners in a classroom 2.It is at least some days since your Ss last spoke English. They need an opportunity to “warm up” before you begin eliciting new language. 3.Latecomers. There is nothing more irritating than people arriving half-way through your presentation and then not having a clue what you are talking about.

4 Some activities for Starting the Lesson 1. Socializing: Instead of going straight to the lesson at the beginning of a lesson, the T can spend a few minutes “chatting” to the class about topics of interest. The advantages of doing it :  It creates an opportunity for real language practice and create an “English Language” atmosphere in the class.  It establishes contact with the class and helps Ss to feel relaxed and ready to learn. If we have a business appointment or meet a friend, we begin by chatting to establish a friendly atmosphere; it is as important to do this when we meet a class of Ss.

5 How to do it :  By talking about a certain topic of interest and asking questions requiring short answers about it.  By asking “follow-up” questions which will get Ss to talk more and involve more of the class.  By prompting individual to talk more.  By getting Ss to talk and ask questions.

6 Some Possible Topics for “Chatting”:  Things Ss did the previous day  Birthday  Feast days and holidays  A local sports event, e.g. football match  An interesting TV programme  A piece of local news  A film on at the cinema  etc

7 Suggestion : To allow this kind of socializing to happen, if possible : 1.Be in the classroom before the Ss, to :  Set up aids  Put things on the board  Try out the tape recorder  Check seating arrangement 2.Aim to begin the class at the appointed time and not just to be present in the classroom. This will :  show Ss that you have a positive attitude towards the lesson: it will make you look professional and inspire confidence.  encourage them to arrive on time, they won’t want to miss anything valuable.

8 Warmers You have already seen many examples of lesson warmers, and your colleagues in the T’s room always have more ideas. Many of these activities can be adapted to revise the language point you worked on last lesson, and provide the Ss with some fun into the bargain. Late comers will make an effort to arrive on time if they think they’re going to miss something enjoyable.

9 Vocabulary / Pronunciation Slots You may like to regularly include a slot at the beginning of your lesson to introduce new vocabulary or practice pronunciation etc.

10 If there are new arrivals arrive late on the first day: Stop the class and gently introduce them to the rest of the group or get the others to introduce themselves to the new arrivals, asking a few questions to find out something about them.

11 Dealing with Late Arrivals Ss tend to take their habits from you, the T. If you start late, so the Ss will arrive late. Some Ts prefer to state their policy on late arrivals at the beginning of a course. If you do that, you have to be consistent and stick to it. However, some Ss are bound to arrive late, no matter how positive your attitude or how strict your policy.

12 Your options : 1.To exclude them. This is a bit extreme and rather disciplinarian. It is much better to try to motivate the Ss who want to come on time. The latecomer should be as genuinely upset as you that s/he is arriving late. If a S is disrupting the group by coming late and the group is unable to apply pressure of its own, then might best give a warning with a time limit attached. Be sensitive and flexible, sometimes lateness is unavoidable. 2. Stop the class and explain to the latecomer what is going on. This means involving holding up the rest of the class for one S and may encourage persistent late arrival.

13 3. Allow them time to creep in and sit down quietly Probably, this is the best solution for adults. Acknowledge their arrival with a nod. Ask another student to briefly explain what they have missed, when there is a break in the lesson. 4. Warm – ups Instead of going straight to your presentation at the beginning of a lesson, spend the first minutes “warming up “ your class before you present new language.

14 II. FINISHING the LESSON  The last activity is the one that suffers if the timing of the other activities has gone astray. This can obviously be a problem if it is to be the highlight of the lesson or if homework is to be based on it.  So good timing of all stages of a lesson is essential if the Ss are not to go away with the feeling that the lesson finished badly for them.

15 HOW CAN YOU MAKE THE FINISHING POINT CLEAR ?  The Ss need a signal to indicate when they are to finish the final activity, e.g. well done, close your books or good, look at me.  Maintain the class’ attention by looking at them and speaking in a firm voice. You need to prevent the Ss drifting away mentally and physically.

16 SUMMARIZING and EVALUATING  Some lesson need a brief summary of what has gone on. If the timing of the lesson is wrong it may usefully be lengthened to fill out these final moments or shortened if the bell goes.  Telling the Ss what’ll happen next time may also help to motivate them to return.  Asking them what they found useful and what they didn’t find useful not only fills gaps; it also provides vital feedback on your lessons.

17 Is it necessary to set HOMEWORK ? Yes, usually, because it :  Provides Ss with important opportunities to work in a directed way at their own pace outside the pressures of the classroom.  Can consolidate or extend the class work, if set correctly. This frequently means the whole group should get the same homework. Alternatively it may be set according to individual requirements.

18 For WHOLE-CLASS Homework:  Make sure you have all the Ss’ attention when setting it.  Clearly set the task, perhaps give an example, or start it on the board. Always check the Ss have understood what you expect them to do.  Make sure the Ss have their task written down before they leave, to act as a reminder.  If you set Hw early in the lesson because it arose at the end of a particular activity, provide a last-minute reminder before the Ss leave.

19 For INDIVIDUAL Homework :  Make sure the task is appropriate to the individual, that there is time for him/her to complete it, and that you follow it up.  Allow time either before the lesson or during the break, or after the lesson, to set it.

20 MAKING ANNOUNCEMENTS Announcements are frequently best made at the end since the Ss will take the information away fresh in their minds. Before making them, make sure you have all the Ss’ attention. Give them clearly and understandably and check the Ss have understood. At advanced levels, just looking at their reactions may be enough.

21 FAREWELLS and SOCIALIZING  Farewells are the final signal that the Ss can pack up and go. Make sure you say goodbye naturally; it is a good opportunity for the Ss to learn how to do it.  If you have a couple of minutes spare before they go, it’s well worth asking what books they are going to read in English. It creates rapport and helps extend their interest in learning English outside the classroom.