This document discusses strategies for effective classroom management and teaching English from theory to practice. It emphasizes: 1. Classroom management is key, including procedures for grouping students, providing instructions, and preventing disruptive behavior. 2. Variety is important, as student motivation decreases with repetitive activities. Teachers should consider students' level and rotate topics. 3. Having clear learning outcomes helps students understand the purpose of activities and know when objectives are achieved. Factors like teacher knowledge and engaging classroom activities also encourage learning.

1. W H AT D O E S
T H E T H E O RY
S AY A N D W H AT
D O E S
E X P E R I E N C E
S AY
P P V I

3. T H I N G S T O D O
T O D AY:
• Comparing and contrasting useful strategies for teaching
English going from theory to practice.

4. R E Q U I R E M E N T S F O R A
S U C C E S S F U L C L A S S :
• Classroom management:
• Effective teachers see classroom management as a separate aspect of their skill.
• In other words, whatever activity we ask our students to be involved in, we will have
thought of (and be able to carry out) procedures to make the activity successful.
• How to put students in groups
• When to start – when to finish
• What kind of instructions, etc.
• Prevent any type of disruptive behavior.

5. • Many teachers have the unsettling experience of using an activity with, say, two or
three groups and having considerable success only to find that it completely fails in the
next class.
• There could be many reasons for this, including the students, the time of day, a
mismatch between the task and the level or just the fact that the group weren’t ‘in the
mood’.

6. VA R I E T Y
• Good teachers vary activities and topics over a period of time. The best activity type
will be less motivating the sixth time we ask the students to take part in it than it was
when they first came across it. Much of the value of an activity, in other words, resides in
its freshness.
• Think of three possible threatens to use the same activity too often.

7. P R O S A N D C O N S O F U S I N G A
T E X T B O O K
Pros Cons

8. D E S T I N AT I O N
• A way to prevent the threatens that you mentioned, is to consider to whom the class is
aimed.
• When we take learning activities into the classroom, we need to persuade our students of
their usefulness.
• Good activities should have some kind of destination or learning outcome, and it is the
job of the teacher to make this destination apparent.
• Students need to have an idea of where they are going, and more importantly, to
recognise when they have got there.

9. Some factors:
• Teacher knowledge, enthusiasm, and responsibility for
learning.
• Classroom activities that encourage.
• Assessment activities that encourage learning through
experience.
• Effective feedback that establishes the learning processes in
the classroom.

10. The three most important student
behaviors that must be taught the first day of
school are these
1. Discipline—Have a plan
2. Procedures
3. Routines

11. Difference between
Discipline and
Procedures
ROUTINE: What the students do automatically. (habit)
Students readily accept a uniform set of classroom procedures
because it simplifies their task in succeeding in school. It creates a
predictable and consistent environment.
Discipline Procedures
Concerns how students behave Concern how things are done
Has penalties and rewards Have no penalties or rewards

12. Classroom procedures that MUST become Routines
1.Beginning a
class
1.Quieting a
Class
1.Student
seeking help
1.Movement
of students
and papers
1.End of Class

13. The Three Rules of Love & Logic
• Use enforceable limits – they should be clear and concise.
• Provide choices within limits – Offer choices to students that
you can deal with.
• Apply consequences with empathy – When consequences are
applied with empathy the child has an opportunity to build a
thought process about the mistake.

14. Rules in the classroom
• Make sure rules are clear, appropriate and necessary for your
classroom.
• Creative positive rules.
• Publishing rules is a first step
• Create activities using the rules
• Ask students to provide feedback on rules
• Allow students to create and add rules to the classroom

15. • https://helendoron.com/english/six-reasons-traditional-teaching-methods-fail-2/
• https://resilienteducator.com/classroom-resources/teaching-strategies-for-english-
teachers/