1. CLASSROOM
MANAGEMENT
Departamento de Lenguas Extranjeras,
Facultad de Ciencias Humanas ,UNLPam.
Práctica Educativa II, Prof. Estela N. Braun (2012)

2. MAIN ASPECTS
 ROLES OF THE TEACHER.
 STUDENT GROUPINGS.
 DISRUPTIVE BEHAVIOUR.

3. Teacher’s ROLES
 The most effective techniques
can be made useless if the
teacher does not organize them
properly”.

4. The teacher as CONTROLLER
 Some stages of the lesson require this role,
e.g. presentation.
 Instruct Cue Nominate CYCLE
 + All attention is focused at the front of the class.
 + All students work at the same beat.
 Teachers do most of the talking.
 It is vital that control be relaxed if the students
are to be allowed a chance to learn.

5. The teacher as ASSESSOR
 There are two types of assessment:
correction and organizing feedback.
 During accurate reproduction stage
correction is essential.
 During the stage of immediate creativity
gentle correction is needed.

6. ORGANIZING FEEDBACK:
 Content Feedback:
 Assessment of how well students have performed a
TASK.(e.g. role-play)
 Form Feedback:
 Tells students how well they have performed
linguistically; how accurate they have been.
 Ways of recording errors and organizing feedback:
 Pen and paper: Vocabulary, pronunciation, style,
appropriacy.
 Tape-recorder.
 Video.
 Feedback also means telling students what went right.

7. ORGANISER
 Planning.
 Organizing the activity.
 Instructions/Rubrics.
 Organization of an activity can be
divided into different stages.

8. Stages in a Class
 LEAD IN:
 Introduction to the activity. The hook.
 INSTRUCT:
 Rubrics: make sure the students have
understood.
 Model the activity. (Demonstrate).
 INITIATE THE ACTIVITY:
 ORGANIZE FEEDBACK.

9. Other teacher roles:
 PROMPTER/ PARTICIPANT/
RESOURCE/ TUTOR/
COUNSELLOR/ MONITOR/
RESEARCHER.

10. STUDENT GROUPINGS:
 LOCKSTEP:
 FOR
 Everybody concentrates.
 Very dynamic (choral repetition, etc).
 Comforting for students.
 AGAINST:
 Little chance for students to talk.
 Sometimes wrong speed: either too fast or
too slow.

11. PAIR-WORK/GROUP WORK:
 FOR:
 It fosters cooperation.
 Communication of ideas.
 Very dynamic.
 Enormous potential for MI and different
learning styles.
 Flexible groups: form, re-form them.

12. DRAWBACKS:
 Analytic learners prefer individual work.
 Selection of group members/ roles.
 Group size.
 INDIVIDUAL WORK.