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VIDEO: TIPS FOR REMEMBERING STUDENT’S NAMES (T-
TFRSN.mpg)
Remembering your students names can be a daunting task especially

in large classes but calling students by name rather than just pointing
to them builds rapport and creates a more intimate classroom
environment luckily there are a few tricks you can use to
remember your students names and avoid potentially
embarrassing situations. I’m teaching a new class today for the
first time and I don’t know any of the students I’m really
concerned I’ll forget their names so I’m going to prepare a
simple strategy to help me remember my favorite technique is
simply to have students write their names on index cards fold
them in half so they stand up and place them on the desk in
front of them have them use markers so they’re easier to read
this not only helps the teacher but also the other students in the
class remember each other’s names at the end of class that will
place their names in a box that will remain in the classroom next
class each students will take their name out of the box as they
enter the room and place it in front of them we will do this every
day until everyone remembers everyone else’s names and the
name tags are no longer necessary.
I like for us to do is actually write our names on some cards so
that we can get to know everybody okay. Another approach is to
write the students names on the board in relation to where
they’re sitting this has one distinct advantage you can look up a
student’s name while you’re pointing to or writing something on
the board without it being as blatant as looking down at their
name tag it’s a little sneaky but I’ll demonstrate this so you can
see how effective. From the students perspective I’m just writing
something on the board but I’m actually looking at the student’s
name that that I want to call them next. These tricks really
helped me remember my students names today while my class
was relatively small you could implement these techniques in
larger classes as well here a few more tips for remembering
students names
Repeat student’s names in your head a few times so it sticks.
Image their name in writing making a visual will help you
remember
From an association with someone familiar to you or someone
famous based on their name hair or eye color
Use the student’s names frequently as possible so you don’t
forget for example when you call on them when you give positive
reinforcement, etc.
Here’s one more tip foreign names can be difficult to pronounce
get the correct pronunciation of their name the first time they
introduce themselves so you don’t keep stumbling over the
pronunciation it’s okay if you have to ask them to repeat it a few
times students will appreciate your effort to get their names the
first time
Shaping the Way We Teach English:

Module 07, Learning Strategies
The goal of teaching strategies is to create autonomous learners,
learners who can learn by themselves inside and outside the
classroom. Research and classroom practices are evolving in
many directions to try to better understand and facilitate
learning for students of all ages. In general, successful language
learners tend to select strategies that work well together,
according to the requirements of the language task. These
learners can easily explain the strategies they use and why they
use them.
Module focus introduction: In this module we will focus on some

key features of two classes of learning strategies
Learning, communication strategies.
Cognitive, metacognitive strategies
Cognition: Knowing or learning
Metacognition: self-monitor learning
Note: Overlap between strategies
If we accept that cognition is knowing or learning, then we can
say that metacognition is developing an awareness of and an
ability to monitor learning process. We will see that there is, in
fact a lot of overlap between all of these strategies.
 Teachers can help students develop effective strategies: By
identifying students current learning strategies through
surveys, interviews or other means.
 Helping individual students: Understand which strategies
work best for them and assisting students in developing set
of strategies that work well together rather than using a
scattered approach.
Language Learning and Communication strategies:
Some characteristics of successful:
- Self-directed language learners are that they have a strong
drive or motivation to communicate, they are willing to take
risks and make mistakes, they recognize language and
communication patterns. They use guessing and prediction,
they pay attention to meaning, they monitor and self-correct
their own speech, they practice with the language at every
opportunity and over time, they learn to think and perhaps
even dream in the target language, English.
Video segment number one. First review the list of strategies
in the manual use it as a guide while you listen to this teacher
describe some of the underlying organizational principles of
her classroom and the kinds of learning strategies she
supports.
Summary, this teacher works with young adults. She
incorporates many learning and metacognitive strategies in
her teaching.
Clearly, she understands her students’ current strengths
needs and challenges some of the strategies that she
supports in the classroom include: those for language-specific
skills, for examples: speaking, listening, reading and writing.
Those for cognition and metacognition for example schema
activation transfer of knowledge, reflection, and so on; and
those that involve affective factors such as motivation,
confidence and a trusting atmosphere to encourage risk-
taking and participation. The focus in module seven has been
on language learning and communication strategies and
cognitive and metacognitive strategies with strategy training,
teachers should help students develop affective and social
strategies as well as language-related strategies based on
their individual learning styles, current strategy use, and
specific goals.
Shaping the Way We Teach English:

Module 06, Managing Large Classes
In recent years the demand for English has increased. School
around the world has responded by adding more English
classes into the curriculum. Class sizes can be quite large and
in some cases are growing even larger classes of 50 to 75
students are not uncommon. Many people in education are
asking themselves “How do large classes affect and
instructor’s ability to teach and a student’s ability to learn?
And how do large classes affect the quality of education.
Teachers may not be able to answer these as research
questions, but they can examine pedagogical techniques and
classroom-management practices that make the best of large
classroom situations.
Introduction:
 Pedagogical planning
 Classroom learning systems
 Student behavior (discipline)
In this module we look at classroom management from the
perspective of pedagogical planning, classroom learning
systems, and student behavior or discipline.
Video pedagogical planning: teacher’s worldwide share the goal
of working to create a caring, supportive environment that
supports maximal student learning. We know that each class
needs to be well-planned and organized with clearly structured
lessons that keep learners motivated and engaged. In addition
we as teachers:
 Can give diagnostic tests at the beginning in order to
discover each students strengths and needs.
 We can help students set their own learning goals and
develop learning strategies that work well for them.
 We can think of students as having a range of abilities and
as works in progress. We can avoid labeling such as that
student is smart that one is stupid. That one never listens.
 We can individualize interactions as much as possible.
 We can learn students names or use students identifiers
such as name cards so students feel important and feel
that we know them.
 We can create a plan that allows us to give individual
attention to a particular set of students each day.
 We can rotate so that over two to three days each
students or student group gets some individual attention.
 We can work administrators and fellow teachers to
regularly update the curriculum to meet students needs.
And we can encourage student responsibility and independence
by allowing them freedom within the established framework to
make choice to help with classroom logistics and to help each
other.
Classroom learning systems: The classroom needs to be physical
organized in a way that facilitates the lesson and expected
learning procedures and goals. If possible, it should allow for
student movement around the class. Another goal to move
toward is to establish a calm working environment with clear
expectations and routines.
Consistent student training at the beginning of the school year.
Help set up systems for classroom logistics so that students can
move smoothly from one activity to another, shift in and out of
group work quickly and self-check and peer-check student work.
Classroom routines need to be clearly established and carefully
followed.
Teachers can keep explanations and directions clear and brief.
They can set up routines for classroom logistics such as
attendance, homework correction, paper distribution and
collection, work completed, and so on. They can put the day’s
agenda on the board at the beginning of class.
The can create purposeful activities that keep learners on task
and they can have additional self-directed activities available for
students who finish early. If you have several large classes,
establish consistent routines for all of them. You can use
curriculum and lesson-plan templates, but keep them general
enough so that they can be adjusted for each individual group as
needed. Many teachers find it useful to create smaller teaching
units within the larger group when possible, give learners
responsibility for choosing and doing individual projects in a
group they have chosen. Display student work and projects and
use any available aides or volunteer help effectively.
Student Behavior (discipline): we as teachers know we have
authority and know we must use it selectively and wisely, we
have and obligations to treat all students fairly and to avoid
humiliating them. If we respect them, we know they will respect
us. In addition, we as teachers can be proactive rather than
reactive we can establish clear rules and expectations and then
follow them for all students. We can even let students establish
their own agreed-on classroom conduct guides consistency is
crucial.
We can post class rules and behavior expectations on the wall in
both the first and second language. We can use reward systems
and peer reinforcement so that the whole class works towards
common behavioral goals. We can establish consequences for
inappropriate behavior and when needed apply those
consequences in a fair and matter-of-fact manner, to the extent
that it seems reasonable, we can postpone individual discipline
matters until after class in order to save class time for learning,
we can build into lesson plans both purposeful activities and
other opportunities for students to get up and move around the
classroom. We can try to discover the reason for behavior in
class where there is consistent student discipline problem. We
can work with administrators and colleagues to determine the
extent to which school-wide behavior models can be put into
practice and followed by all,
The focus in module six has been on ideas and effective
techniques for managing large classes from the standpoint of
pedagogical planning, classroom learning systems and student
behavior or discipline. There is no one recipe for success on this
challenging topic. However, with careful planning, consistency,
and perhaps a bit of creativity. We can try to bring more of a
small-town feel and sense of community to our overcrowded
classes.

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VIDEO: TIPS FOR REMEMBERING STUDENT’S NAMES (T-

Remembering your students names can be a daunting task especially

Shaping the Way We Teach English:

Module focus introduction: In this module we will focus on some

Shaping the Way We Teach English:

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