Classroom management Student engagement

160 questions to raise challenges among the students. There was no indication that she used different types of measurement to measure the students‘ comprehension and there was no indication that the teacher anticipated students‘ different individual levels of needs. There seemed to be only one single design of classroom activities for the whole of the student cohort in the classroom, regardless of their individual differences. Because there were not many students who raised questions or problems there was no significant need for the teacher to provide alternative explanations or examples. She indeed provided more than one example, and sometimes also provided some translation, but it did not seem that those efforts were necessary.

5.2.2.3.3 Classroom management

There were two aspects of the classroom management observed from the participants‘ classroom. They were the teacher‘s efforts in managing disruption and her methods of establishing classroom rules and routines. In relation to the first aspect, Tina did not seem to be aware of disruption present in her classroom. Because the lesson was at a lower level than the students‘ levels, there were a great number of students who were busy with themselves although they were still able to answer the t eacher‘s questions when it was their turn. In addition the researcher found an indication that the teacher paid more attention to active students than to those who were less active. For example, more active students tended to get more opportunities to answer questions. 161 In terms of the establishment of classroom rules and routines, to a certain extent Tina had a set of standards and rules, though on some occasions she failed to notice the consequences of these standards. For example, some disruptions were left unattended. Some classroom routines were in place, but there were also some times of uncertainty and disorganization. This happened mostly because the time allocated to do the exercises was longer that what was needed by the students.

5.2.2.3.4 Student engagement

Aspects of student engagement observed in the classroom covered the efforts made by the teacher to promote and sustain engagement. In terms of efforts to engage the students, Tina was able to make some of the students voluntarily participate in the classroom more particularly by responding to her prompts or questions. However, such engagement had not reached a level where students actively volunteered information or insights, or manipulated the materials. Tina tried to sustain students‘ engagement to a level where most of them were engaged in most of the class activities. For example, she went round the class to supervise and help students working in pairs or groups.

5.2.2.3.5 Curriculum implementation