Assignment – CMTRP

SUBJECT ASSIGNMENT:
CLASSROOM MANAGEMENT -
TECHNIQUES AND REFLECTIONS ON PRACTICE

GENERAL INFORMATION:

The subject assignment consists of reflecting on two readings and two issues from
the materials. This assignment must be done individually and fulfil the following
conditions:

- Length: 5 pages (without including cover, index or appendices –if there are any-).
- Type of font: Arial or Times New Roman.
- Size: 11.
- Line height: 1.5.
- Alignment: Justified.

The assignment has to be done in this Word document and has to fulfil the rules of
presentation and edition, as for quotes and bibliographical references which are
detailed in the Study Guide.

Also, it has to be submitted following the procedure specified in the “Subject

Evaluation” document. Sending it to the tutor’s e-mail is not permitted.

In addition to this, it is very important to read the assessment criteria, which can be
found in the “Subject Evaluation” document.

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 Assignment – CMTRP

Assignment:

Take any two readings and two issues from the materials – for example:

 segregation of low-track students,

 the usefulness of web-quests,
 group dynamics (the 6 types),
 the relevance of the new ‘key competences’ to language teaching and
classroom management,
 the way in which the market shift to young and very young learners has
changed the way we think and teach,
 Multiple intelligences,
 any other which has attracted your attention.

and discuss them separately:

1. Say why you have chosen them from a personal perspective.

2. Explain their importance with reference to the general framework of classroom
management.
3. And try to predict how the topic will evolve in the future.

Important: you have to write your personal details and the subject name on the
cover (see the next page). The assignment that does not fulfil these conditions
will not be corrected. You have to include the assignment index below the cover.

Name and surname(s): Jhon Everth Ortiz Cubides

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 Assignment – CMTRP

Group: 2019-02

Subject: Classroom Management

Date: 1/06/2019

TABLE OF CONTENTS

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 Assignment – CMTRP

1. MULTIPLE INTELIGENCES …………………………………………………….………….

…..5

2. THE IMPORTANCE OF MIXED ABILITY

……………………………………………………..6

3. INDIVIDUALIZATION IN LANGUAGE LEARNING ……………………………………….

….8

4. TEACHER BELIEFS IN THE FOREIGN LANGUAGE CLASSROOM………………...……

9

REFERENCES ……………………………………………………………………………………….…10

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 Assignment – CMTRP

1. Multiple Intelligences

Based on my teaching experience, I consider crucial to mention that we, as

teachers have a big responsibility in relation to how we perceive the way in which our
students learn. We have to take into consideration that every learner is unique, and
possesses a different manner to demonstrate his/her comprehension of a particular
issue or phenomenon inside and outside of the classroom. That is why I have decided
to deepen this topic about multiple intelligences and show the importance it has to
potentiate the teaching and learning process in our classes.
The theory of multiple intelligences (MI) proposed by Howard Gardner affirms
that people have a series of different intelligences that take place in various abilities or
skills allowing them to acquire knowledge, solve problems and understand more about
their context. (quoted in Esl & Digest, 1999). Regarding the foreign language field, this
theory of MI, Christison stated that it can serve as a guide for teachers to design
multiple activities that enable students to accomplish them in distinct manners, and
thus increase their participation in the class (quoted in Esl & Digest, 1999)). To put in
another way, the more diverse our activities are, the more chances our pupils have to
participate and communicate in the target language.
Similarly, authors like Kallenbach (quoted in Esl & Digest, 1999) state that
learners can make use of their previous knowledge to acquire and build new content in
problem-solving exercises that draw on multiple intelligences theory. In other words,
students are also able to succeed in areas which demand them a higher effort by
taking advantage of what they already know.
Taking into consideration the previous concepts about MI, it is important to give
an illustration of what kind of activities might have a positive impact in the language
classroom. Project-based learning tasks are a clear example of how students can
accomplish a common goal together in groups by using their individual skills. Then,
teachers will find out that each leaner plays a specific role and contributes in a different
way. For example, one learner would be in charge of making decisions and organizing
ideas, and the others would be more comfortable writing down those ideas and expose
their work to the rest of the class (quoted in Esl & Digest, 1999).
Additionally, promoting an ambience where learners can work cooperatively by
using their own potential, can be highly beneficial for enhancing the foreign language
learning. According to Long (quoted in Funiber, 2016). The practice of negotiation of

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meaning during a particular task take place in groups where students have different
language levels and abilities to perform This actually makes reference to the concept of
mixed ability mentioned in the classroom management subject.
To conclude, it is important to say that one of the most important facts that
teachers have to be aware of is that each student expresses his/her understanding in a
different way. For this reason, it is pertinent to create a diverse environment in the
classroom where learners can take advantage of their own strengths and abilities to
build and share new knowledge among them. With this is mind, teachers will be able to
identify easily their students’ potential and preferences to learn, and thus enhance the
teaching and learning processes in future opportunities.

2. The importance of Mixed Ability.

There are many challenges that teachers have to face daily, and one of them is
related to how we can encourage weaker students to participate and express their
ideas in the language classroom. Teaching heterogeneous classes where learners
have the chance to work alongside mates of higher linguistic levels, may result being
an effective alternative to help them strengthen their abilities in the target language and
increase their understating and tolerance towards others’ differences.
Firstly, I would like to remark the concept of Mixed Ability which provides
information of what heterogeneous classes are. According to Ansari (quoted in Al-
Subaiei, 2017) a mixed-ability class refers to the distinct capacities that learners have
in order to understand a particular topic as well as their preferences and learning
styles. Likewise, Valentic affirms that ‘’it also has to do with a variation of students in
their abilities in grammatical knowledge, fluency and accuracy, size of vocabulary,
receptive and productive skills’’(quoted in Al-Subaiei, 2017)
Under those circumstances, it is pertinent to wonder to what extent working with
heterogeneous groups in our classes can foster the learning process. For that reason, I
have decided to mention some advantages and implications that we, as teachers
should take into consideration.
Penny Ur has remarked different factors of mixed-ability that impact in a positive
way the development of a class. He has pointed out that students are not only likely to
increase their knowledge about the target language, but also get to know more about

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their classmates and thus expand their vision towards difference. Some of these
advantages are mentioned as follows:
1. Students have the chance to know each other’s opinions, ideas and interests
and thus acquire more knowledge in general.
2. When learners are interacting among them, they get to know their values,
personalities and some aspects of their culture, which contribute to their
awareness of others as well as tolerance and understanding.
3. Classes become more active and diverse since each student can make use of
his/her creativity and capacity to innovate, and thus participate in an original
manner.
4. Peer teaching and collaboration between learners are common since students
have to accomplish a specific goal and the teacher is not able to guide every
individual in the classroom at the same time. (quoted in the subject Classroom
Management, p.52, Funiber, 2016).

Teaching heterogeneous classes also requires certain actions that teachers

have to carry out. We have to take into account certain techniques that can serve as a
guide to succeed in the language classroom. For instance, it is relevant to keep
constantly encouraging learners to work in a cooperative way in order to promote
meaningful learning. It is also crucial that teachers design the lesson’s material with a
variety of exercises that comprise different levels of difficulty. Finally, it is necessary to
have extra or optional activities for those students who finish the tasks proposed for the
class earlier (cited in the subject Classroom Management, p.53, Funiber, 2016).
Regarding on how this topic of mixed-ability will evolve in the future, I think that it
will have a great acceptance since it is one the most important features of the foreign
language teaching nowadays, especially in task-based learning where students are
required to work together in order to accomplish a common goal.
Finally, it can be noticed that promoting mixed-ability groups in the language
classroom is extremely valuable since we give the possibility to weaker learners to feel
confident and comfortable to participate with some help from their classmates. It is also
a great opportunity to spread awareness among students about the different values,
perceptions and opinions that they have.

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3. Individualization in Language Learning.

During the language teaching process, it is important for teachers to know about
students’ performance in the classroom. As I mentioned previously in the multiple
intelligences and mixed-ability sections, encouraging students to work in groups is a
great way to guarantee successful learning among them, but it is also necessary to
determine the level of achievement that each of them has in relation to their own
learning.
The concept of Individualization has to do with the level of freedom and
autonomy that a particular student has at the moment of choosing what he or she
wants to learn, and the techniques that they apply in order to accomplish their learning
goals. This phenomenon is also characterized by less control or supervision by the
teacher’s side and seeks to promote responsibility and independence between
students (Funiber, 2016, p.44).
According to Naima et al (quoted in the subject Classroom Management, p.45,
Funiber, 2016) ‘’Good language learners tend to assume complete responsibility for
their own learning’’. For this reason, it is crucial for teachers to take into account their
students’ needs in regards to the class contents and also generate a space in the
classroom where they have the opportunity to demonstrate their understanding
individually.
In order to achieve individualization in the language classroom, it is pertinent that
teachers follow certain factors. Penny Ur (1996) proposed four aspects related to
students’ needs, the lesson’s content and the class in general. The first one is related
to the speed students work on a specific activity, depending on this factor a teacher will
know if a student needs an extra task to do or if he/she requires more time to complete
it. The second one has to do with students’ level of competence, teachers should know
that every learner works differently, and that some might find the tasks easy or difficult
to understand. The third one remarks the importance of knowing students’ expectations
and interests about the lesson’s topics. Finally, the fourth one is related to the aspect of
language that a student wants to work on, some would be interested in reading
activities, others would rather be listening or writing, and so on (quoted in Funiber,
2016, p.45).

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In conclusion, allowing students to assume independence and autonomy in their

own learning process is a crucial aspect to help them become critical and responsible
individuals who are aware of their performance in the language classroom, and can
take decisions towards situations in which they are required to invest more effort and
hard work and thus overcome their weaknesses and potentiate their strengths. It is also
a convenient exercise for teachers to consider if the content and activities that they
propose in the classes take into consideration students’ needs and expectations.

4. Teachers Beliefs in the Foreign Language Classroom.

Research has shown that teachers beliefs about how education works and the
way they perceive learners should be taught, will affect in a positive or negative way
their learning process. Some authors like Burden and Williams state that ‘’ one of the
many facets that teachers bring to the teaching-learning process is a view of what
education is all about, and this belief, whether implicit or explicit, will influence their
actions in the classroom’’ (quoted in the subject Classroom Management, Funiber,
2016, p.85).
As an illustration of how teachers behave in their classrooms according to their
beliefs, Deborah Binnie-Smith carried out a research with some practicing teachers and
the results showed that those who considered accuracy as a central point on their
lessons, designed activities focused mainly on grammar and understanding language
structures. On the other hand, teachers who saw language for communicative goals set
up tasks where students could interact and discuss each other (quoted in the subject
Classroom Management, Funiber, 2016, p.85).
Taking into consideration the example presented above, we can infer that it
always depends on teacher’s actions if language classes have success or not.
However, there are other external factors which may affect directly the teaching
process, and those are related to the distinct methodologies, course-books and
syllabus that teachers have to follow or that in many cases have been imposed. This is
when teachers have to look for alternatives that could in a certain way fit in those
parameters but cater student’s learning needs at the same time.
Finally, it is demonstrated that the way teachers behave in the classroom will
have a considerable impact on the students’ learning progress. Some of those beliefs
have been also influenced from experiences that we, as teachers had in the past but, it

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is important to for us to be updated and conscious about what learners need to learn
and the appropriate way to contribute to accomplish their necessities.

REFERENCES

Al-Subaiei, M. S. (2017). Challenges in Mixed Ability Classes and Strategies Utilized by

ELI Teachers to Cope with Them. English Language Teaching, 10(6), 182.
https://doi.org/10.5539/elt.v10n6p182

Ansari, M. S. (2013). Coping with the Problems of Mixed Ability Classes: A Study in the
Context of Teaching English as SL/FL. International Journal of English:
Literature, Language & Skills.

Esl, A., & Digest, E. (1999). ED441350 1999-12-00 Multiple Intelligences : Theory and
Practice in Multiple Intelligences : Theory and Practice in Adult ESL . ERIC
Digest . (Mi), 1–8.

Funiber (2016). Classroom Management Chapter 3- Group Work. Funiber. Barcelona.

España: Funiber.

Funiber (2016). Classroom Management Chapter 4- Mixed Ability. Funiber. Barcelona.

España: Funiber.

Funiber. (2016). Classroom Management Chapter 7- Teacher Thinking Barcelona,

España: Funiber.

Gardner, H. (1993) Multiple Intelligences: The theory and practice. London: Basic

Books.

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