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Class Organization

There are different ways of class organization such as, whole-class teaching, individualized learning, pair work and group work. The choice depends on the lesson objectives and the desired pattern of interaction between the teacher and the students.

1. Whole class versus pairs or groups. The teacher will continually have to decide whether he will teach the whole class together or he will divide the students into pairs or groups.
2. Teacher control. Secondly, you must decide whether you want – or need – to control what the learners are doing. If you teach the whole class together, it is easily to control everything. But if you divide the students into pairs or groups, you can’t expect to control the students to the same extent.
3. What is your goal: accuracy or fluency? Thirdly, what is your main goal. If you want to make sure that the students get enough practice in a particular point of grammar or vocabulary or pronunciation. This kind of work is called accuracy activities because their purpose is to make sure the students get something right. These activities usually form the training stage of the lesson. If this is your aim you will often want to work with the whole class, but you can use pair work for this purpose (even group work).

On the other hand, you may want to give your students opportunities to use the language they have learnt: to use it freely, even if they make mistakes. This kind of work is called fluency activities. They form what is often called the production stage of the lesson. If this is your goal, you will usually want the students to work in groups. But because of the contribution you as the teacher can make you may also want to do some fluency activities with the whole class.

· Questioning

Questioning is a universally used activation technique in teaching. Teachers have to get students to engage with the language material actively through speech; so an effective questioning technique is one that elicits fairly prompt, motivated, relevant and full responses. If, on the other hand, teacher’s questions result in long silences, or are answered by only the strongest students, or obviously bore the class, or consistently elicit only very brief or unsuccessful answers, then there is probably something wrong.

· Group work

In group work, learners perform a learning task through small-group interaction. It is a form of learner activation that is of particular value in the practice of oral fluency: learners in a class that is divided into five groups get five times as many opportunities to talk as in full-class organization. It also has other advantages: it fosters learner responsibility and independence, can improve motivation and contribute to a feeling of cooperation and warmth in the class.

· Individualization

0 The concept of ‘individualization’ can be defined as a situation where learners are given a measure of freedom to choose how and what they learn any particular time (implying less direct teacher supervision and more learner's autonomy and responsibility for learning), and there is some attempt to adapt or select tasks and materials to suit the individual. The opposite is ‘lockstep’(шагать в ногу) learning, where everyone in the class, in principle, is expected to do the same thing at the same time in the same way.

Individualized learning thus defined implies a serious attempt to provide for differing learner needs within a class and to place a higher proportion of responsibility for learning on the shoulders of the learners themselves. For some of us, it is perhaps more useful to devote thought to how we can achieve at some degree of this kind of individualization within a conventional classroom than it is to give up on the attempt because we do not have the time or resources to organize full self-access facilities.