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Classroom Management

The document discusses various aspects of classroom management including seating arrangements, grading language, giving instructions, using one's voice, different student groupings, and how to deal with potential problems in class such as uncooperative students or students who don't want to talk. It provides tips and strategies for effectively managing each of these elements to create a productive learning environment.

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A.Nồi
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Download as PDF, TXT or read online on Scribd
39 views

Classroom Management

The document discusses various aspects of classroom management including seating arrangements, grading language, giving instructions, using one's voice, different student groupings, and how to deal with potential problems in class such as uncooperative students or students who don't want to talk. It provides tips and strategies for effectively managing each of these elements to create a productive learning environment.

Uploaded by

A.Nồi
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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What comes to your mind when you hear

Does classroom
management mean just
all these things?
Classroom management
• Seating arrangements
• Grading language
• Giving instruction
• Using the voice
• Students groupings
• Dealing with problems in class
Seating arrangements
• For very large classes
• For a grammar presentation: requires attention on the teacher and the board.
• For an exam, especially if the learners are separated
• Remember to ask the sts at the back
• Must move around
• For a grammar presentation: requires attention on the teacher and the board.
• The teacher’s position is less dominating.
• Lower the barrier between teachers and students.
• For a small, business English class: it reflects the “meeting” format.
• For pairwork, groupwork.
• Easier for the teacher to work at one table while the others get on with their own work.
Grading language
Keep the level of the language low so that students with
low language proficiency can understand.
Grading language

• It’s not necessary for learners to understand every individual word that the teacher says.

• It’s important that the learner understand enough to comprehend the overall message.

• Learners need to get used to hearing reasonably natural sounding language.

• Missing out small words will impoverish the input they receive.
Let’s practice
Giving instruction
Giving instruction
• Teacher 2 breaks down the instructions.
• Teacher 2 only tells learners what they need to know for the next part of the lesson.
• -> place less burden on memory.
• Teacher 2 is more direct (“write 4 sentences, please” instead of “if you wouldn’t
mind…”)
• Teacher 2 uses the material to make instructions clearer (pointing to the picture)
• Teacher 2 checks understanding more effectively (“do you speak to one person or
lots?”)
Using the voice
• Teachers need to be audible.
• Teachers do not need to shout to be audible.
• It’s important for teaches to vary the quality of their voices.
• Teachers often use very loud voices when they want students to be quiet or stop
doing something.
• Speaking quietly is often an effective way of getting the students’ attention.
Different student groupings

• Whole class

• Groupwork and pairwork

• Solowork
Whole class
• Presenting information
• Drilling
• Can be dynamic and motivating.
• Less effective if we want to encourage individual contributions and discussion.
Groupwork and pairwork
• Give the students chances for greater independence.
- Without the teacher controlling all the time
- Decide what language to use to complete a certain task
- Without the pressure of the whole class listening
• Think- pair-share
• One student may dominate while others stay silent or engage.
=> Call randomly “OK, let’s hear from number 3 in group C”.
Solowork
• Allows students to work at their own speed.
• Allows them thinking time.
• Allows them to be individuals.
• Cold calling
What if …
• Students are at different levels?
• The class is very big?
• Students keep using their own language?
• Students are uncooperative?
• Students don’t want to talk?
What if students are at different levels?
• Encourage students to do different tasks depending on their abilities.
- A reading text can have sets of questions at different levels.
- Ask for simple repetition from some students, but ask others to use the new
language in more complex sentences.
- In role-plays and other speaking or group activities, ensure that students have
roles or functions which are appropriate to their level.
• Use the students
- adopt a strategy of peer help and teaching so that better students can help weaker
ones.
- Has to be done with great sensitivity.
What if the class is big?
• Use worksheets
• Use pairwork and groupwork
• Use chorus reaction
• Use group leaders (hand out copies, check that everyone in
their group has understood a task, and collect work).
What if students keep using their own language?

• Talk to them about the issues.


• Encourage them to use English appropriately.
• Only respond to English use.
• Create an English environment.
What if students are uncooperative?
• Remember that it’s ‘just a job’
- Their behavior # personal attack
- Keep calm, and respond as objectively as we can.
• Deal with the behavior, not the student.
- Don’t use sarcasm, or insults, or humiliate them.
- Act immediately and stop the problem behavior from continuing.
- Talk to them away from the whole class.
- Find out why the student is behaving uncooperatively.
What if students don’t want to talk?
• Use pairwork
• Allow them to speak in a controlled way at first
• Use role-play
• Use recording

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