1. Classroom Practices By: Fadwa Dawood

2. Definition It is the instructional skills that help teachers to carry out what has been planned. It depends on the teachers language skills, sound planning, effective communication, and effective management of the learning environment.

3. Microteaching The pre teaching stage Teaching stage Review and discussion Re-teaching stage

4. Preparing to teach phases Professional development In-service learningIndependent learning Real teaching activities Supervised teachingAutonomous teaching Stimulating teaching activities MicroteachingMacroteaching

5. Supervised Teaching Providing feedback through an evaluation of teaching performance. Providing feedback through an evaluation of teaching performance. Consulting for you to talk about proposal activities, class management, and instructional strategies. Consulting for you to talk about proposal activities, class management, and instructional strategies. Making suggestions and practical advices in helping you making decision about classroom practices. Making suggestions and practical advices in helping you making decision about classroom practices.

6. Planning competencies: Able to identify objectives that are in behavioral form. Able to identify objectives that are in behavioral form. Able to cover the three domains of learning. Able to cover the three domains of learning. Able to cover most of the levels of the cognitive domain. Able to cover most of the levels of the cognitive domain. Select appropriate media related to objectives. Select appropriate media related to objectives. Identify a variety of learning activities that help achieving the objectives. Identify a variety of learning activities that help achieving the objectives. The sequence of activities and procedures is logical and smooth. The sequence of activities and procedures is logical and smooth. All steps and information of preparation are included. All steps and information of preparation are included.

8. Factors of classroom practices Personal Characteristics Personal Characteristics Personal Characteristics Personal Characteristics Teaching techniques Teaching techniques Beginning the lesson Beginning the lesson Beginning the lesson Beginning the lesson Using instructional aids Using instructional aids Questioning Questioning Responding to learners Responding to learners Ending the lesson Ending the lesson Classroom management Classroom management Classroom management Classroom management

9. Personal Characteristics: Good command of the native language. Good command of the native language. Speaks English fluently and doesnt make grammar and phonetic mistakes. Speaks English fluently and doesnt make grammar and phonetic mistakes. Understands the FL spoken. Understands the FL spoken. Reads material with immediate comprehension Reads material with immediate comprehension Writes with legible handwriting, clear and correct structure. Writes with legible handwriting, clear and correct structure. Creative and initiative. Creative and initiative. Punctual and loveable. Punctual and loveable. Acceptance of comments and changeable to better. Acceptance of comments and changeable to better. Have self confidence and balanced character. Have self confidence and balanced character. Active and energetic. Active and energetic. Use verbal and non-verbal communication effectively. Use verbal and non-verbal communication effectively. Use verbal and non-verbal communication effectively Use verbal and non-verbal communication effectively

10. Communication with the Class Communication with the class Verbal communication Verbal component The voice aspect Non-verbal communication Eye contact Facial expression Gesture Position and movement

11. Position and Movement

12. Wherever we stand in the class, students will see us, therefore standing is important when we want the attention of the whole class, for clarifying language or giving instructions, for example. Wherever we stand in the class, students will see us, therefore standing is important when we want the attention of the whole class, for clarifying language or giving instructions, for example. Some experienced teachers know how to hold the attention of a large group while seated, but there is definitely a greater possibility of losing some learners' attention if we are seated. Some experienced teachers know how to hold the attention of a large group while seated, but there is definitely a greater possibility of losing some learners' attention if we are seated.

13. Position and Movement Another problem with sitting is the message it can give students. Whilst sitting down in front of students at the beginning of a class can create a welcoming, cosy atmosphere, if we are not careful, remaining seated throughout the class can give students the impression of a lack of interest and motivation on our part. Another problem with sitting is the message it can give students. Whilst sitting down in front of students at the beginning of a class can create a welcoming, cosy atmosphere, if we are not careful, remaining seated throughout the class can give students the impression of a lack of interest and motivation on our part. Our own body language plays a large part in the energy levels in our classroom, and it is difficult to create any energy if we remain seated the whole time. Our own body language plays a large part in the energy levels in our classroom, and it is difficult to create any energy if we remain seated the whole time.

14. Position and Movement There are times when sitting is a good idea, however. If standing can distract students and crouching for any length of time is physically uncomfortable, then sitting in a place which is easily accessible to all students while they are working, which may be in the middle of the class as opposed to at the front, has the advantage of not distracting them whilst leaving us available to answer any questions. There are times when sitting is a good idea, however. If standing can distract students and crouching for any length of time is physically uncomfortable, then sitting in a place which is easily accessible to all students while they are working, which may be in the middle of the class as opposed to at the front, has the advantage of not distracting them whilst leaving us available to answer any questions.

15. Position and Movement Crouching in, around or behind pairs and groups has several advantages. Firstly, we are giving the group the message that we are mobile, and not going to stay with one student, pair or group for longer than is necessary. Secondly, we are physically at the same height as the students, making interaction more personal and less threatening, which in turn leads to a more communicative atmosphere. Crouching in, around or behind pairs and groups has several advantages. Firstly, we are giving the group the message that we are mobile, and not going to stay with one student, pair or group for longer than is necessary. Secondly, we are physically at the same height as the students, making interaction more personal and less threatening, which in turn leads to a more communicative atmosphere.

16. Introduction Purposes: Purposes: To To arouse students interests. draw students attention establish a framework of the content of the lesson (the appropriacy of the language). Techniques/strategies: Techniques/strategies: Greeting Greeting students Chatting Chatting Non-verbal Non-verbal communication (like being silent) Brain Brain storming Graphic Graphic organizer RelatingRelating topic to students interests. DrawDraw on students previous experience. Reviewing Games and songs Voice control

17. Introduction competencies: Assignment Assignment What are the competencies of giving introduction at the beginning of the classroom? What are the competencies of giving introduction at the beginning of the classroom?

18. Using instructional Materials Using blackboard /whiteboard Using blackboard /whiteboard Using other visual aids like wall charts, flash cards, magazines, pictures, figurines, puppets, realia, diagrams and maps Using other visual aids like wall charts, flash cards, magazines, pictures, figurines, puppets, realia, diagrams and maps Pocket chart and word card Pocket chart and word card Using tape recorder Using tape recorder Using PowerPoint presentation Using PowerPoint presentation

19. Responding to learners Reinforcement Reinforcement Verbal reinforcement Verbal reinforcement Using gesture and movement Using gesture and movement Activity reinforcement Activity reinforcement Token reinforcement Token reinforcement Correcting Errors Correcting Errors What to correct What to correct When to correct When to correct How to correct How to correct

20. Ending the lesson Summarize Summarize Consolidate Consolidate End a unit End a unit Follow up activities Follow up activities Relate the content with big picture Relate the content with big picture Achieve closure through the use of cueing Achieve closure through the use of cueing Draw attention to the completion through question like what we have learned today? Draw attention to the completion through question like what we have learned today?

21. Performance Competencies: Introduction Introduction Presentation and methods of teaching Presentation and methods of teaching Teaching strategies and techniques. Teaching strategies and techniques. Activities Activities Questioning Questioning Responding to students answers (reinforcement). Responding to students answers (reinforcement). Correcting errors. Correcting errors. Assignment. Assignment. Usage of media. Usage of media. Realizing objectives Realizing objectives Ending the lesson Ending the lesson

22. Classroom management competencies: Managing the physical environment of the classroom Managing the physical environment of the classroom Managing the varieties of activities and different interaction mode between students and teacher Managing the varieties of activities and different interaction mode between students and teacher Managing Unplanned teaching or midstream lesson changes Managing Unplanned teaching or midstream lesson changes Managing different Teachers roles and styles Managing different Teachers roles and styles Creating a positive classroom climate. Creating a positive classroom climate. Managing Teaching under adverse circumstances Managing Teaching under adverse circumstances