EDPJ5013

WK. 3 CLASSROOM DYNAMICS

Task 1 – Zoom Classroom Management
• Before your teaching practice, make sure that your group meets at least a couple of times
via Zoom. You will need to:

 Plan your teaching activity

 Plan your classroom management

 Rehearse your teaching practice

• Be aware that managing a classroom via Zoom is very different to managing a face-to-
face classroom and needs to be thought through carefully step-by-step.
Task 1 – Zoom Classroom Management
• Also, be aware that teaching on-line seems to be more time-consuming than teaching
face-to-face, so you need to plan the timing of your teaching practice carefully. DO
NOT try to teach a whole lesson in 15 minutes. ONE activity, with a lead-in and
feedback is enough. It will be important to rehearse your teaching practice to help you
get the timing right.
Task 1 – Zoom Classroom Management
• Your teaching activity also needs some kind of lead-in. It is also important that you give
feedback on the activity.

• A possible way to structure your teaching practice:

• Teacher 1 – lead in

• Teacher 2 – setting up activity

• Teacher 3 – monitoring and feedback

Task 2 – Activity - Questions about teaching on Zoom
(Breakout rooms – 10 mins)
• The questions below are designed to help you think about your Zoom classroom management:

1. How can you interact with your students as a whole class in Zoom?

2. How can you do pair and group work in Zoom?

3. How can you get students to write things down so that the whole class can see it in Zoom?

4. How can you give students a quick quiz in Zoom?

5. How can you get students to vote on something in Zoom?

6. How can you get students who don’t normally talk to answer questions in Zoom?
Task 2 - Questions about teaching on Zoom
1. How can you interact with your students as a whole class in Zoom?

- Get them to answer questions orally, and/or

- Get them to answer questions via the Chat function

- Via participants, they can reply with Yes or No, like, dislike etc. They can also make
requests to ask the teacher to go quicker or slower.
Task 2 – Questions about teaching on Zoom
2. How can you do pair and group work in Zoom?

- Via breakout rooms, either manually or automatically assigned. Automatically assigned is much
easier. The teacher can select the number of students to be placed in each breakout room.

- Tutors can make students hosts:

- participants, hovering over the name of the student you would like to make a host, clicking on the ‘more’
button and selecting the ‘host’ option.
Task 2 – Questions about teaching on Zoom
3. How can you get students to write things down so that the whole class can see it in Zoom?

• The whiteboard function can be used for this in Zoom. Students can draw, write with ‘pencil’ or
type onto the whiteboard.

• More than one person should be able to share the whiteboard. You need to check the meeting
settings to ensure this is possible.

• 1) Go to settings on the desktop Zoom menu

• 2) Scroll down to "Meeting (Basic)"

• 3) Make sure the annotation and whiteboard sharing are enabled

Task 2 – Questions about teaching on Zoom
4. How can you give students a quick quiz in Zoom?

• The poll function can be used for this. You can easily set up one or more questions that have either a single answer or
multiple possible answers. The results of the poll can then be shown to students.

5. How can you get students to vote on something in Zoom?

• The quickest way to do this is using the ‘yes’ and ‘no’ buttons under participants. If students need to vote for more than
one thing, they can erase ‘yes’ or ‘no’ by clicking on the same button again. If they are hosting, there is also a ‘clear all’
function that can be used.

6. How can you get students who don’t normally talk to answer questions in Zoom?

• You can let students use the chat function instead of talking

• You can use a wheel, like we used in last week’s tutorial, to randomly pick a student to answer a question.
Task 2 – Questions about teaching on Zoom
• Below are a couple of websites that may be useful for classroom management in Zoom. There are
also many, many other websites.  

• https://sites.tufts.edu/teaching/2020/03/17/ways-to-engage-students-when-teaching-remotely-with-
zoom/

• https://zoom.us/docs/doc/Tips%20and%20Tricks%20for%20Teachers%20Educating%20on%20Zo
om.pdf

• https://www.weareteachers.com/zoom-for-teachers/
Task 3: Monitoring and feedback
• Part of effective classroom management is creating opportunities for monitoring and
feedback into your lessons. Monitoring and feedback give you and your learners
important information about what they have learnt and what they have not yet learnt.
Monitoring and feedback also assist you in giving your learners opportunities to reflect
on their learning.

• Timing is an important consideration in creating opportunities for monitoring and

feedback in your lessons. Careful planning is needed to ensure that you don’t run out of
time.
Task 3: Monitoring and feedback
• In your 15-minute teaching practice, you should allow 3-5 minutes for providing
feedback. You should assign one member of your group to be responsible for monitoring
and feedback.  

• Remember that monitoring involves:

 Checking that learners are following instructions for an activity

 Listening and making notes about what learners do – or don’t – do well

 Helping learners if they are having problems

Task 3: Monitoring and feedback
• Remember that feedback involves:

 Immediate & delayed feedback – in pair work and group work feedback is normally
delayed, and generalized (not about specific learners)

 Positive & negative points – start with positive

 General comments & specific comments – start with general

 Focus on content & language – start with content

 Oral & written feedback – a combination of words, gestures and whiteboard can be used
Task 3: Monitoring and feedback
• If you don’t feel comfortable correcting the English errors of their peers, they can:

 Focus on giving examples of correct and appropriate language use

 Make up errors that the class did not actually make and correct these.

 In any case, feedback should be generalized (not about specific learners), to avoid
loss of face
Task 4: Error correction strategies
• In the lecture, you were given some error correction strategies.

 Tell students that there is an error

 Use facial expressions

 Use gestures

 Finger correction
Task 4: Error correction strategies
• In the lecture, you were given some error correction strategies.

 Repeat sentence up to error

 Echo sentence with changes intonation (e.g., You goed to the beach?)

 Ask a one-word question (e.g., Tense?)

 Draw spaces on the board to indicate the number of words

 Write the problem sentence on the board for discussion

Giving feedback (Breakout rooms – 10 mins)
In groups, prepare to give delayed feedback to the whole class for ONE of these errors.

1. He enjoy reading. (Correction: He enjoys reading)

2. I am boring with this lesson. (Correction: I am bored with this lesson)

3. She breaked the toy. (Correction: She broke the toy)

4. I go to a party on the weekend. (Correction: I went to a party on the weekend)

5. He is a slowly driver. (Correction: He is a slow driver)

Giving feedback (Breakout rooms – 10 mins)
In groups, prepare to give delayed feedback to the whole class for ONE of these errors.

6. Like you cats? (Correction: Do you like cats?)

7. I must to buy a new English book. (Correction: I must buy a new English book)

8. I bought new car yesterday. (Correction: I bought a new car yesterday).

9. She is more old than her sister. (Correction: She is older than her sister)

10. I have two cat. (Correction: I have two cats)