Classroom Management: The teacher and the learners

Which of the options doesn't contain a characteristic of authencity?

• Behaving in a way that is appropriately real and appropriately you.

• Letting students see something of your genuine reactions to things, your moods and your natural behaviour.

• Covering everything up in a performance.

• "Being a real person in the relationship with students, not a faceless embodiment of a curricular requirement." (Carl Rodgers)

According to Carl Rodgers, we can see if a person is being honestly themselves or if they are acting, playing a role to a lesser or greater degree, and that we trust the latter much less and we are not able to relate to them as closely.

• True

• False

Scrivener agrees with the Sue Cowley when she says that: "How you feel inside, doesn't matter...Your aim is to develop an air of confidence, self control and a mastery of everything that happens in your classroom."

• True

• False

If you are in an environment where authenticity is discouraged, and the other staff all adopt a role of distant, formal and dignified authority, the best to do is chip away slowly at expectations, avoinding too much that might be seen threatening for students and other teachers. (Scrivener, 2013)

• True

• False

Are descriptions of the steps in the techique: "Five steps to autenticity."

• Stop yourself whenever you find yourself behaving more as a job title rather than yourself.

• Have real conversations when talking to students, and really listen to what they say. Give your own personal reactions to students comments.

• If you don't know an answer to a question, pretend you know and try to make an explanation that will not confuse the students.

• Colleagues may tell you that being warm and friendly with students is dangerous, or that is essential for a teacher to keep a front. Their comments are well intentioned and you must hear them if they have more experience with those students.

• You can be appropriately authoritative. Just know the difference between fulfilling the duties and responsibilities of a teacher and that "cloak of teacher superiority and hierarchical authority".

Which are aspects of rapport?

• It is a sense of lively engagement, a roomful of people who are happy to be together and work together.

• It has some distinct, concrete, learnable elements.

• It is necessary to be welcoming, encouraging and approachable to build it.

• Treating learners as individuals, remember positive about them and being yourself help to build it.

• If you are not ok, pretend you are, bad mood can harm a good rapport.

Is it ok to be friends with students?

• No. It is inappropriate.

• Sure. There is no teaching without friendship.

• It depends on the context where you teach, the age of your students and the amount of time you spend together, and there are many beliefs about classroom relationship.

Which are the ways of listening?

• Conversational listening: it is like listening to a friend telling a story. It doesn't matter too much if you miss things.

• Analytical listening: listening and paying attention to language and problems with communication.

• Supportive listening: paying attention to the content of the conversation, understanding, overlooking problems, and hearing the message they want to convey.

• Active listening: listening to all the details in the conversation, both the message and the problems in communication.

How to deal with the volume of the class?

• Speak louder than students.

• Always speak quietly.

• Choose the best volume for that particular moment, although students mirror the teachers volume.

What's the difference between volume and tone?

• Volume is when you speak louder or more quietly and tone is the way you speak: open, warm, friendly, in a factual way, etc.

• Volume is related to the imposition of authority and tone is used to show empathy.

• Volume is the way you speak and tone is when you change your voice according to the teacher role.