The document provides guidance on effective classroom management techniques for teachers. It discusses arranging the classroom to be neat, clean, orderly and free from distractions. It also recommends semi-circular or U-shaped seating arrangements to facilitate student interaction. The document emphasizes using the chalkboard effectively and having backup plans for any equipment. It stresses the importance of the teacher's voice, body language, and appearance in communicating confidently and building rapport with students. Clear instructions at the start of lessons are also advised.

1. Classroom management
AETATEACHERDEVELOPMENTWORKSHOP
• We will first deal with classroom management,
another practicalities of teaching which may
include:
• Classroom arrangement
• Teaching styles
• Classroom energy
• By learning classroom management, it’s hoped that
we could hone our skills in dealing with the
intangible nature of teaching.

2. SIGHT, SOUND, AND COMFORT
Students could be
profoundly affected by what
the see, hear, and feel when
they enter the classroom.
It’s worth considering the following conditions:
• The classroom is neat, clean, and orderly in
appearance.
• Chalkboards are erased
• Chairs are appropriately arranged.
• Take advantage of bulletin boards.
• Free from external noise.
• Tolerable acoustics
• Heating or cooling systems.

3. SEATING ARRANGEMENTS
Students should be able to see one another, talk to
another in English and so they should not feel like they
walk into a military formation where the chairs are
lined up in columns.
Consider:
• Semi-circles
• U-Shapes
• Concentric circles
• Crescent round
• Reception

4. CHALKBOARD USE
• Using chalkboard gives students added visual
input such as graph, words, pictures, and
charts along with auditory.
• Try to be neat and orderly in using the board,
erasing as often as appropriate.
• To achieve this, it is often suggested that we
plan ahead how we will use the board which
can be included in our lesson plans.

5. EQUIPMENT
If we are using electrical equipment, make sure that:
• The room has outlets.
• The equipment fits comfortably in the room.
• Everyone can equally see the visual or hear the
auditory stimulus.
• We have enough time to set up before and after
class.
• The machine works.
• We know how to operate it.
• There’s plan B when it doesn’t work.

6. Voice and body language
• We don’t need to have a loud booming voice – what
we need is for the students to be able to hear us
clearly, even from those sitting farthest away from us.
• And remember to articulate clearly, don’t mumble.
• Beginners need a fairly natural, but slow speed of
delivery
• Another fundamental concerns YOU, as the teacher,
and how messages are communicated through voice
and body language.

7. Voice and bodylanguage
Nonverbal messages can be a powerful means of
communications.
Especially in language classes where they may not have the
skills yet to decipher verbal messages.
What to consider:
• Let your body posture exhibit an air of confidence.
• Your face should reflect optimism, brightness, and
warmth.
• Use facial gestures and hand gestures to enhance
meanings.
• Make frequent eye contact with all students in the class.
• Do not ‘bury yourself’ in your notes and plans.
• Move about in the classroom, but don’t distract students.
• Dress appropriately.

8. Tipson
classroom
management
Adapted from Classroom management
and control (Wragg 1981, p. 22 as seen in
A Course in Language Teaching, Ur, 2012)
• Be firm in the beginning, relax later
• Get silence before speaking
• Know and use students’ name
• Prepare lesson thoroughly
• Be mobile
• Start the lesson with a bang
• Make sure your instructions are clear
• Have extra materials prepared
• Develop an effective questioning technique
• Anticipate discipline problems
• Avoid confrontations
• Show yourself as supporter and helper
• Use humor constructively
• Create good rapport with your students (Respect, Empathy,
Authoritative)
• Choose topics that will activate students.

9. GIVINGINSTRUCTIONS
• Get their attention first
• Instruct first then give handouts
• Become aware of your own instructions (record yourself
or get feedback from others)
• Plan how you are going to instruct:
• Include only essential information
• Use short sentences
• Don’t say obvious things
• Don’t give instructions they don’t need to know at this
point
• Demonstrate rather than explain
• Check that students have understood, avoid yes/no
question