Classroom management involves establishing strategies to ensure a productive learning environment, including how teachers structure classroom interactions, communication, physical space, and student conduct. Effective classroom management strategies include seating arrangements, instructing in students' native language, asking questions, correcting mistakes, addressing problem behaviors, and using different grouping approaches like individual work, whole class teaching, pairs, and groups. The goals of classroom management are to promote learning and positively guide student behavior, engagement, and social and academic development.

1. Classroom Management

2. The set of strategies that teachers and
students use to ensure a productive,
harmonious learning environment to
prevent disruptions in the learning process.
(Rothstein-Fisch, Trumbull, 2008)
The ways that teachers structure classroom
interactions and activities to promote
learning, including communication,
relationships, time and the arrangement of
the physical environment (Rothstein-Fisch,
Trumbull, 2008)
The application of specific strategies for the
purposes of positively managing individual
and group conducts that encourage and
support academic, behavioral, and social
learning for all students. (Landrum-Kauffman 2006)

3. Seating
arrangement
Using L1
Instructions
Asking
questions
Correcting
mistakes
Problem
behavior
Grouping

4. Students on their own
Whole class teaching
Pair work
Group work

5. Prepare
Be brief
Get students’ attention
Give examples
Ask testing questions
Get feedback

6. Yes/No questions
Will Karen come to the party?
Has Juan Camilo been there?
Prompts
Would you rather wear jeans than pants?
Information questions
What would have you done, if you had
known?
Who knocked at the door?
Yes/No
Yes, Karen will come to the party.
No, Juan Camilo has not been there.
Prompts
I’d rather wear jeans than pants.
Information
Had I known, I’d have gone to class.
Sandra knocked at the door.

7. AWhat do you do
on weekends?
Anyone?
Go to the
movies!
I danced!
Nothing!!!
BWhat do you do
on weekends?
. . . Orlando?
I walk my
dog.
CMario . . . What
do you do on
weekends?
I visit my friends
DWhat do you do
on weekends?
. . . Yes, Marcela?
I go to
the farm

8. This teacher never lets his/her students
make mistakes. If they say anything
wrong (even if it is an error), he/she
stops them and make them say it
correctly. He/she doesn't want them to
learn bad English from each other.

9. This teacher tries to correct errors as little as
possible. He/she wants students to express
themselves in English without worrying too
much about making mistakes. Sometimes
he/she notices points that everyone gets wrong,
and deals with them later, but he/she never
interrupts students to correct them.

10. This teacher corrects students sometimes,
but not all the time. If they are practicing
one particular language point, then he/she
insists that they say correctly. But if they are
doing a freer activity then he/she tries not to
correct too much. If he/she corrects
students, it is usually in an encouraging way
and he/she never pays attention to errors.

12. AUTHORITATIVE AUTHORITARIAN
Behavioral principles
Expectations of appropriate behavior
Clear rules
Warm student-teacher relationships
Behavioral regulations
Seen as punitive and restrictive
Students have no a say in management
Teacher perceived as being cold and
punishing.
INDULGENT PERMISSIVE
No demands on students
Students seeks their own ends using any
reasonable means.
Lack of involvement
Non-punitive environment
Few demands on students

13. HIGH
INVOLVEMENT
LOW
INVOLVEMENT
HIGH
CONTROL
Authoritative Authoritarian
LOW
CONTROL
Indulgent Permissive

14. Keep students active (doing fun activities)
Speak in English all the time and use body language
Use videos (short ones with specific objectives)
Use songs (with specific objectives)
Respect students and their ideas
Motivate them. Show them the importance of learning English
Keep students informed of their progress
Implement student-centered activities
Read short stories
Give them projects

15.  Force them to sit in a specific chair or participate
 Be rude when correcting students
 Teach grammar
 Treat students as adults
 Discourage students by using negative words
 Have a favorite student
 Give them long homework
 Work on the same activity for too long
 Embarrass them in front of others
 Use children stuff with teenagers
 Keep kids sitting for a long time

16. Whole class: https://www.oup.com.au/__data/assets/image/0029/127298/whole-classroom-skills-icon.png
Group work: https://images-na.ssl-images-amazon.com/images/I/71JSLzXVU8L._SY355_.jpg
Students on their own: http://chittagongit.com/icon/working-icon-16.html
Work in pairs: https://www.visionph.com/image/icons/10.png
Asking Questions: https://image.shutterstock.com/image-vector/classroom-kids-teacher-professor-teaches-260nw-
1124451260.jpg
https://www.schoolbag.sg/story/5-questions-to-encourage-your-child-to-ask-in-class
https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcQDNDqn11qyA233wtgM_EO6S2ebT9NOIcn9XPiklmqhQHFdE2KjMw
Cat with questions: https://www.shutterstock.com/image-photo/thinking-cat-questions-mark-above-against-208701973