Classroom management presentation

1. Classroom management

2. Reflection
Think about these teachers' comments. Which do you
agree with and why?
• 1 I like my class to be very organised and I like to be in
control. I believe the main roles of a teacher are to
manage and assess.
• 2 I think of myself as a facilitator in my classroom
because I want my learners to become more
independent.
• 3 I'm in my twenties. My students are the same age as
me. I like the classes to be informal, so I don't think
many of the teacher roles are appropriate for me.

3. What is classroom management?
Classroom management
Working with
people(spreading your
attention, eliciting
feedback from students,
listening to students)
Grouping and
seating(forming,
arranging seating,
where you’ll stand or
sit)
Critical
moments(starting the
lesson, dealing with
unexpected
problems,
maintaining
discipline, finishing
the lesson)
Authority(holding attention,
deciding who does what,
getting someone to do
something)
Activities(sequencing,
setting up, giving
instructions, monitoring,
timing, bringing to the
end)
Tools and
techniques(using the
board and gestures,
grading complexity
and quantity of
language)

4. How can you decide what’s best to do?
• the aim of this activity
• the aim of the whole lesson
• Is what learners are doing useful?
• What I have planned to do
• Are we using time efficiently?
• How the students feel
• What the possible outcomes of my doing something are
• I don’t know any other options
• I know some other options, but I’m avoiding them because
they are difficult or nerve-wracking

5. Teacher beliefs and attitudes
1
• Opportunities to speak to each other
• More fluent use of English
• Get to know each other better
• It will give more students time to speak
• It gives a chance to listen to some one
2
• Listening work is important
• Students need practice in listening to real, conversational
language
3
• A lesson needs changes of pace and mood
• A game is a good way of adding variety to a lesson
• Sitting still in one place for a long time can be difficult
• Getting people to do physical things can be a good way of waking
up their mental powers

6. Classroom interaction
Types of
student
grouping
Whole class
working with
you
Whole class working
around and mixing
together as
individuals
Small
groups Pairs
Individual
work

7. Giving clearer instructions
Clear
instructions
Preplan
essential
instructions
Separate
instructions
clearly
Demonstrate
rather than
explain
Check students
understand
what to do

8. How to get the learners’ attention?
Getting
attention
before giving
instruction
Start making
eye contact
Don’t look
impatient or
anxious
Just wait
Establish a
gesture that
means you want
to speak
Wait as long as
necessary until
there is silence
and people are
looking your way

9. Eliciting
Students probably
know more than we
may think
Starting with what they know is a
productive way to begin new work
Involving people in a question-and-
answer activity is often more
effective than giving “lectures”

10. Students using their own language
Why?
It’s easier to
speak my own
language
The teacher
always corrects
me if I speak
English
I need to use my
own language
because I can’t say
what I want in
English
I don’t want to
get wrong in
front of others
The teacher is
only pretending
not to
understand my
own language

11. Using English in class
• Use lots of listening material
• Negotiate the ground rules with the students
• Create lots of pair and small group activities
• Respond positively to every effort at using English
• Don’t tell learners off for not using English
• Only ‘hear’ English
• Spend a lot of time on fluency work without correction
• Be prepared for English use to grow gradually