The document provides tips and strategies for effective classroom management. It discusses establishing clear rules, being consistent, providing clear instructions, effective monitoring of students, controlling noise levels, using seating arrangements strategically, and providing positive reinforcement. Experts recommend preventing issues before they occur, intervening supportively during problems, and corrective intervention after if needed. The tips aim to help teachers organize their classrooms smoothly to enable better teaching and learning.

1. David Quartermain
MPI-Bell Centre of English
May 2013
Classroom Management
How to create an effective, stress-free classroom

3. Pick me!
A typical day at Bell Thailand

4. Have you ever felt like this?

5. What kind of
‘classroom management’ problems
have you experienced?


6. Why are these bad classrooms?

7. Are these good classrooms?
WARNING!
Without Classroom Management,
all of these classes could be a disaster!

8. What is
‘classroom management’?
Classroom management n
The ways in which student behaviour, movement, interaction etc.,
during a class is organised and controlled by the teacher (or sometimes
by the learners themselves) to enable teaching to take place more
effectively.
Longman Dictionary of
Language Teaching & Applied Linguistics
Classroom management is a term used by
teachers to describe the process of ensuring that
classroom lessons run smoothly despite
disruptive behavior by students..


9. What is
‘classroom management’?
Discipline
Seating
Timing / Pacing
Attending to student needs
Activities organised well
Best use of resources
Giving instructions
Monitoring / feedback
Teacher Roles
Discipline

10. What do the experts tell us about
classroom management?

11. Di Guilo (2007) claims that there are 3 steps
to a managed classroom:
1) Preventative Intervention
Before the fact
2) Supportive Intervention
During the fact
3) Corrective Intervention
After the fact

12. Major (2008) has 8 rules of Classroom Management:
1) Keep students busy
2) Be Alert
3) Be Engaging
4) Be Consistent
5) Get to know your students
6) Don’t try to be your students’ best friend
7) …or their worst enemy
8) Praise good behaviour
Major M.R. (2008) The Teacher’s Survival Guide
“Teaching is NOT a popularity contestTeaching is NOT a popularity contest”
Marchesani (2007) The Field Guide to Teaching

13. What does David tell us about
classroom management?

14. Tip No. 1: Set Clear Rules!
• Classroom Contract
www.superteachertools.com

15. Tip No. 2: Be consistent!
Start as you mean to finish
Know your rules from Day 1
Keep Them!
Treat each ‘broken rule’ or unwanted
behaviour with the same consequence

16. Boring them to death is not an option!
(however tempting it may seem!)

17. Tip No. 3: Provide Clear Instructions
“Ok, everybody sit down. Now what you have to do
is, when you, you take this sheet of paper that I’m
handing out now and keep it secret and some of you
are “A”, it’s written at the top and some are labelled
“B”. Ok, can you see that? Don’t show your paper to
anyone and then you have to describe to your
partner; sit face to face. Could you move your chairs
around and describe what’s on your paper so that
your partner can find out what’s different and you
must agree; when you find something draw it on
your paper. Ok, do you understand?”


18. A B

19. A “I’d like you to peruse these questions and have a ponder,
then make a stab at answering them.”
B “Could you just move your chairs a bit and get yourselves in
groups?”
C “Imagine if you were in this situation – how would you feel?
Do you see what I mean? No? OK, you – in situation –
feelings? what?”
D “Let’s just run through the answers shall we?”
E “Why don’t you just have a chat about this with your
neighbour?”
Tip No. 3: Provide Clear Instructions

20. The worst thing a teacher can say ..
Do you understand?

21. What is the purpose of
teachers ‘monitoring’
student activity?
Tip No. 4: Effective Monitoring
How does the monitoring
vary depending on the
activity?

22. Advice taken from Jim Scrivener’s ‘Learning to Teach’
Tip No. 4: Effective Monitoring
1. Stand back to start with1. Stand back to start with
2. Quickly go round and check
1. Stand back to start with
2. Quickly go round and check
3. Don’t interrupt (unless..)
1. Stand back to start with
2. Quickly go round and check
3. Don’t interrupt (unless..)
4. Spread your attention
1. Stand back to start with
2. Quickly go round and check
3. Don’t interrupt (unless..)
4. Spread your attention
5. Don’t correct (unless)
1. Stand back to start with
2. Quickly go round and check
3. Don’t interrupt (unless..)
4. Spread your attention
5. Don’t correct (unless)
6. Be easily accessible
1. Stand back to start with
2. Quickly go round and check
3. Don’t interrupt (unless..)
4. Spread your attention
5. Don’t correct (unless)
6. Be easily accessible
7. If you need to, feed in ideas
1. Stand back to start with
2. Quickly go round and check
3. Don’t interrupt (unless..)
4. Spread your attention
5. Don’t correct (unless)
6. Be easily accessible
7. If you need to, feed in ideas
8. Give encouragement if necessary
1. Stand back to start with
2. Quickly go round and check
3. Don’t interrupt (unless..)
4. Spread your attention
5. Don’t correct (unless)
6. Be easily accessible
7. If you need to, feed in ideas
8. Give encouragement if necessary
9. Take notes

23. Tip No. 5: Control the noise levels
What happens
when you try to
win an argument
with a child by
screaming?
So what should
you do?

24. Tip No. 5: Control the noise levels
Don’t try to talk OVER the noise
Have a consistent strategy
- Fingers on lips
- 3, 2, 1
- Marble tin
- Agreed noise level
- Wait!
- Scale of punishments
- Lights

25. Tip No. 5: Control the noise levels
The ‘No Game’ Bar
NO GAME
NONO
GAME !GAME !

26. You’ve got the power!
Are they still acting up?
Take it away!
(if the problem lies with a thing)
Differentiation
(keep them busier with special /
important tasks)
Change seating
(during the break)
Don’t Get
Walked On!

27. You’ve got the Power!!
Student
Area
of
control
Out of
control
Teacher

28. You’ve got the Power!!
…but use it
wisely!

29. Tip No. 6: You have the power of seating
Rearrange seating whenever necessary:
• Avoid power groups developing
• Prevent talkative or disruptive students sitting together
• To support mixed ability groups

30. Consider these possible seating arrangements
What activities would they be most suited for?
Traditional Horseshoe Grouped (facing Teacher)
Grouped
(facing each other)
Closed circles Open circle
Tip No. 6: You have the power of seating


31. What activities would they be most suited for?
Traditional Horseshoe Grouped
(facing Teacher)
Grouped
(facing each other)
Closed
circles
Open
circles
Mingle / class surveys Topic discussion
lecture Be easiest to change pairs
Pair work Maximum student production
Teams performing task Class with discipline problems
Test Your typical lesson


32. Think about your own position in the room
 Stand or sit?
 Static or moving?
 Front of room or somewhere else?
Does it
matter?

33. Public Praise
www.rewardchartsforchildren.com
Points systems
individual or team
Public Praise
www.rewardchartsforchildren.com
Public Praise
www.rewardchartsforchildren.com
Tip No. 7: Positive Reinforcement

34. Task
You will be given several example situations.
In your groups, talk about the following:
• What is the problem?
• Why has it arisen?
• How will you deal with it now?
• What will you do to prevent it arising in the future?

35. a) A student hits another student because of anger
b) You often find the lesson ends while you are mid-task
c) A student never completes homework assignments
d) You often find yourself trying to lower the noise level within the classroom
e) The entire class performed poorly on their previous test
f) One student seems not to want to work with any of the other students
g) One student always copies from his friend who sits next to him
h) A student enjoys playing the role of class clown, frequently disrupting
lessons
• What is the problem?
• Why has it arisen?
• How will you deal with it now?
• What will you do to prevent it arising in the future?


36. Thank you for listening !
Any
Questions?