This document discusses key aspects of classroom management including the teacher's roles, student groupings, and disruptive behavior. It describes the teacher as a controller, assessor, organizer, and having other roles like prompter, participant, and tutor. It discusses different student groupings like lockstep, pair work, and individual work and their benefits and drawbacks. The teacher must take on different roles and utilize various student groupings to effectively manage the classroom.

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.