Classroom management involves techniques to maintain control and motivate students. It is important to consider seating arrangements, preparing materials appropriately, and planning activities based on group size. The teacher should explain tasks clearly, monitor students' work, use students' names, have a positive attitude, and achieve a balance of active and receptive activities in the lesson. Proper classroom management helps students stay engaged and learn effectively.

1. CLASSROOM MANAGEMENT
What is classroom management?
It is the techniques a teacher uses to maintain control in the classroom. Classroom
management is closely linked to issues of motivation, discipline and respect. To have a
good classroom management, it is important to take into account the following points:
1. Seating arrangements
Where students seat in a classroom can determine:
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their attitude to each other and to you
your attitude to them
how they interact
the types of activity they can perform.
To control seating arrangements into the classroom group work, pair work, and
individually work is very important.
a. Group work
If possible, they can seat both of them face to face and the other two face
to face, too or in circle. But you have to encourage them to be included in the
group, so each one can hear, and see their classmates’ expressions. So, they can
participate. Pair and group work is an opportunity to allow students work by
themselves by giving them specific help.
b. Pairwork
To keep control on the activities when students are working in pairs is
necessary. In this case, it is better for them to turn their seats towards each other
facing their pairs.
c. Individual work
In this case, it is good turning students away from each other to give them
freedom to concentrate.
2. Preparing materials
Whatever form of practice you are employing, you must have a clear idea of what
purpose it serves. It is not good giving pairs or groups a written dialogue to memorize if
you expect “free” communication or cards for role-play containing not language guidance
and expect controlled practice. On the other hand, you must take into account the time an

2. activity lasts before asking students work in groups if only two of them have anything to
do and the activity is only for two minutes. Group work usually takes long time to set up
and do what it sets out to do. But pair work is often more suitable for short activities.
3. Planning the work
This has to do with the quantity of students you have. Before planning an activity, you
need to take into account the right size for the right activity. But if you want 4 groups of 5
and you have 19 students do not be upset telling that your activity won´t work; you may
perform the activity no matter is it will be a group of 4 students.
4. Organizing the class
a. Explaining the task
Make sure that any pre-work needed for the pair or group has been done. Possibly,
get one pair group to demonstrate, or you can ask the students what the activity is about,
and if one of the students does not understand, ask the others to explain. In this way you
make sure that they have understood. Then, you may ask if they have any doubt.
b. Seating arrangements
If students are going to work individually make sure that they are seated and quiet
before giving directions to them. On the other hand, if they are going to work in groups,
you may be sure that students form groups and get together to remain them be quiet and
give directions to them.
c. Getting the timing right
You must get the timing right. If the activity does not last long enough, it won´t have
any sense because students won´t have enough time to practice their knowledge. If one
group finishes early, give it a further activity related to the task, but do not let a pair or
group sit around with nothing to do. If you see that the activity is going well, you may stop
it and make a wrap up of it; students would like it and they won´t be bored.
5. Monitoring
When students are doing an activity independent of you, you may keep an ear on
what they are saying or glance at what they are writing. Your aim will be to assess how
well they are performing the task, and give them some help to improve. You need to pay
special attention on their necessity of help and be near them when they need it and leave
them alone when they do not need any help. It is important not to remain too long

3. helping only one group, but you have to glance the entire group not giving them
opportunity to do another thing; above all, when teaching a second language because
students turn to their mother tongue when you do not monitor them. That is why to
supervise them is important.
a. Monitoringgroupwork
The aim of group work is often to encourage fluent, uninterrupted communication.
-Stan back
Once you have set up the activity allow a short time for students to get on with it.
This will give you a chance to see which groups seem to be working well and which are
having problems. It will also give all the students a chance to get into the activity
before you offer help to any one group.
-Quickly check
If you decide to go round the groups, it is better going to each one very quickly just
to glance at what they are doing. This remains them that you are there and allows you
to check that they are doing what you intended.
-Don´t interrupt, unless
The group has misunderstood what it is supposed to be doing, some of the groups
are finishing, and you are asked to by the group.
-Spread your attention
If you concentrate on one particular group, they will feel uncomfortable and you
will not know how the rest of the class is doing.
-Don´t correct, unless
The aim of the activity is to control language and it´s breaking down or if a student
ask you to do.
-Be easily accessible
Allow students ask you whenever they need help.
-If you need to feed in ideas
Don´t interrupt the whole group, but tell it to one member of the group.

4. -Jolly them, if necessary
Always be positive.
-Take notes
Show students that you are interested in what they are doing.
b. Monitoring pairwork
Most of what you need to consider when monitoring group work applies to pair work
when monitoring pairwork. The differenceis that a pair is more likely to stop work when
you approach than a group.
c. Individual reading and writing
If all students are doing the same task, you have to be prepared giving another task to
the ones who finishes first. So, make sure everyone has enough to do before you go
around and do not make too much noise when approaching them. Try and be
encouraging, and make sure everyone has some attention.
6. Using students´ names
You can indicate who is to answer a question or respond to an instruction by eye
contact or gesture. However, it is better to use students´ names. It gives them more
confidence when participating. So, it is important
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learning their names
keeping a register
associating names with physical features
in periods of pair or group work, checking the names to yourself
using name cards
using the return of written homework to help you remember.
7. Starting the lesson
Whenever you are teaching, if possible, be in the classroom before students to set up
aids, put things on the board, try out the tape recorder, and check seating arrangements.
Aim to begin the class at the appointed time and not just to be present in the classroom.

5. Why? This will show students that you have a positive attitude towards the lesson.
Encourage them to arrive on time; if not, they will lose something valuable for their
learning.
8. Finishing the lesson
It is good timing all the stages to avoid finishing badly the lesson.
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How can you make the finishing point clear?
You can ask them to close their books, but maintaining their attention by looking at
them and speaking in firm voice.
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Summarizing and evaluating
Some lessons need a brief summary of what has gone on.
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Is it necessary to set homework?
Usually it provides the students with important opportunities to work in directed way
outside the classroom. Moreover, they can improve their knowledge when they have their
homework checked.
9. The teacher´s attitude
A teacher must not have a negative attitude. If you believe you are going to lose
control of a group, you probably will. If you feel that the material you are using is boring,
you are likely to end up with a bored class. So,
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Be positive about your material
Don´t prejudge the class
Enjoy your job
10.How can you achieve balance when planning a lesson?
For having a good class, students need to be engaged in different ways. Obviously,
when some students are speaking others will be listening. In this way, you create a
balance to achieve your aim, but you must make sure that they are productive (speaking
or writing) and receptive (listening or speaking). And place the emphasis where students
need it.
11.Announcements

6. Before giving some announcement to students, make sure they are paying attention to
avoid confusions.
12.Farewell
Before leaving the classroom, it is good to remember students important things as
exams and other activities that are about to be done they already know. Then it is
important to say them “good bye”. In this way they can learn how to do it; above all,
beginners.