Classroom management involves organizing students, teachers, and resources to ensure efficient and safe teaching and learning. It is important because teacher satisfaction depends on student cooperation, and classroom management is a primary concern for new teachers. There are various seating arrangements and student groupings that can be used, including rows, circles, separate tables, whole-class, individual work, and small groups. Effective classroom management requires consideration of various factors when deciding student groupings and seating, using different techniques for introducing, conducting, and providing feedback for group work, and troubleshooting potential issues.

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2. What is Classroom Management?
• Classroom management is
ways of organizing the
resources, pupils and
helpers so that the
teaching and the learning
can process in an efficient
and safe manner.

3. Why is Classroom
Management Important?
 Satisfaction and enjoyment in teaching are
dependent upon leading students to
cooperate
 Classroom management issues are of
highest concern for beginning teachers

4. What are in Classroom
Management?
 Different
seating
arrangement
 Orderly rows
 Circle
 Horseshoes
 Separate table
 Different
student
grouping
 Whole-class
teaching
 Student on their
own
 Pairwork and
Groupwork
 Class-to-class
 Organising
pairwork and
groupwork
o Making it work
o Creating pairs
and groups
o procedures
o troubleshooting

5. Different Seating Arrangement
1. Orderly rows
It calls as traditional
arrangement, it nearly used
in whole-class teaching or
lecturing style.

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2. Circle
It is frequently employed in
smaller classes.

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3. Horseshoes
It often calls Semi-circular
arrangement. Usually used
like in the circle arrangement,
such as seminars.

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4. Separate table
It nearly used teacher in
grouping work

9. Different Student Grouping
1) Whole class work
is where all the student are under the control of the
teacher. They are all doing the same activity at the
same rhythm and pace.
Advantages
• It reinforces a sense of belonging among the group
member.
• It is suitable for activities where the teacher is acting as
controller.
• It allows teachers to gauge the mood of the class in general
• It is preferred class style in many educational settings.

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 Disadvantages
• It favours the group rather than individual.
• Individual students do not have much of a chance to say
anything on their own.
• Many students are disinclined to participate.
• discourage students to take responsibility for their own
learning.
• Can’t be the best way to organise communicative language
teaching.

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2) Student on Their Own
is the stage during the class where the students are
left to work individually and at their own speed.
Advantages
• allows teachers to respond to individual student
differences.
• It is likely to be less stressful for students.
• It can develop learner autonomy and promote skills of
self-reliance investigation over teacher-dependence.
• It can be away of restoring peace and tranquility to a
noisy and chaotic situation.

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 Disadvantages
• It does not help a class of belonging.
• It takes much more time than interacting with the
whole-class.

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3) Pairwork and Groupwork
o Pairwork is where the
students work in pairs. It
could be a competition over
a game or cooperation in a
task or project between the
two students.
 Advantages
• Increase the amount of
speaking time anyone
student gets in the class.
• Allows students to work and
interact independently.
• Allows teachers time to
work with one or two pairs
while the other students
continue working.
• Recognizes the old maxim
that “two heads are better
than one”
• It is relatively quick and
easy to organise.

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 Disadvantages
• Pairwork is frequently very noisy.
• Students in pairs can often veer away from the
point of an exercise, talking about something
else completely, often in their first language.
• It is not always popular with student.
• The actual choice of paired partner can be
problematic.

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o Groupwork is where the
students work in small groups.
Each group has 3,4,or 5
students, depending on the
activity. What students do in
group work is similar to pair
work, only there are more
members in the group.
 Advantages
• Increase the amount of
talking for individual
students
• Personal relationships
are usually less
problematic
• It encourages broader
skills of cooperation and
negotiation than
pairwork, and yet more
private than work in front
of the whole-class.

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• It promotes learner
autonomy by allowing
students tomake their own
decisions in the group
without being told what to
do by the teacher.
• Some students can choose
their level of participation
more readily than in a
whole-class or pairwork.
 Disadvantages
• It is likely to be noisy
• Not all students enjoy it;
sometimes students find
themselves in
uncongenial group.
• One student may
dominate while the
others stay silent or
engage.
• Groups can take longer
time to organise than
pair.

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4) Class- to-class
when we are able to join two classes so they
can contact with each other.

18. Deciding Student
Effected by...
 The task
If we want to give students a quick chance to think
about an issue.
 Variety in a sequence
depends on how the activity fits in to the lesson
sequence we have been following and are likely to follow
next.
 The mood
crucial to our decision about what groupings to use is the
mood of our number of our students.

19. Organising Pairwork and
Groupwork
A clear idea about how to resolve any
problems that might occur, will make
pair and group activities work run well.
 Making it work
 Creating pair and group
 Procedures
 Troubleshooting

20. Making it work
One way to discuss pairwork and groupwork
is to do a group activity with students and then,
when it is over, ask them to write or say how
they feel about it.
It mean that we have to know about our
students feeling by asking their opinion of
different grouping that the teacher give.

21. How to Create Pairs and Groups???
We make our pairing and grouping
decisions base on the variety of factors:
 Friendship
A key consideration when putting in pair or
groups is to make sure that we put friend with
friend. Or ask students to get into pairs or groups
with whom they want to.
 Streaming
Creating our students according to their ability.
We should have a mixture of weaker and
stronger students.

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 Chance
It is for no special reasons of friendship, ability, or
level of participation. It can be base on fun or
because they are sitting next or near to each
other.
 Changing groups
To reduce our mistake and the boredom of our
students because we create our students pairs
or groupings with the same partner from the
beginning to the end.

23. How about the Procedure??
We have other matters to address when we have
decided which students should work together,
such as:
ɤ Before: this is because student need to feel enthusiastic
and about what they are going to do, and they need to
bee given an idea of when they will have finished the task
they are going to get involved in.
ɤ During: while students are working in pairs or groups we
have a number of options. Stand at the front or side of
class and keep an eye on what is happening, noting who
appears to be stuck or disengaged, or about to finish.
ɤ After : when pairs and groups stop working we need to
organise feedback.

24. Troubleshooting……
…!!!
Keeping our eyes open for problems which we can
resolve either on the spot or in the future.
o Finishing first
When some pairs or groups finish earlier than
others, it can forces them to do something else
while they are waiting.
To avoid this one we have to have a series of spare
activity handy. Then give them a short little task to
complete while they are waiting.

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o Awkward groups
We need to observe how well our students
interact together. Some weak students may
be lost when paired or grouped with better
classmates.
One way of finding out , is to simply observe,
nothing down how often each student speaks

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