MINIMIZING CHAOS THROUGH COOPERATIVE CLASSROOM MANAGEMENT

Authors

  • GENA RHOADES Senior English Language Fellow in Shantou, China

DOI:

https://doi.org/10.24234/miopap.v12i3.32

Abstract

There are many reasons for students to work in small groups in any class, but when the focus is on teaching them a language, the need to do so, multiplies. During my time as a teacher and teacher trainer, I have heard many reasons why teachers do not want to use group work, and it seems to boil down to a feeling of being unable to control the class. Fortunately, my first few years of teaching were in a program where small-group and whole class interactions were expected. Small classes gave students many opportunities to practice the target language and receive feedback from their peers and instructors.

Author Biography

GENA RHOADES, Senior English Language Fellow in Shantou, China

Senior English Language Fellow in Shantou, China

References

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3. Eskey, D. E. 1986. Theoretical foundations. In Teaching second language reading for academic purposes, ed. F. Dubin, D. E. Eskey, and W. Grabe, 3–23. Reading, MA: Addison-Wesley.
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6. Richards, J. C., and D. Bohlke. 2011. Creating effective language lessons. Cambridge: Cambridge University Press.

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Published

2016-12-12

How to Cite

RHOADES, G. . (2016). MINIMIZING CHAOS THROUGH COOPERATIVE CLASSROOM MANAGEMENT. Main Issues Of Pedagogy And Psychology, 12(3), 15-22. https://doi.org/10.24234/miopap.v12i3.32

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Articles