EFL teacher as manager (presentation)

1. EFL TEACHER AS MANAGER:
A CLASSRROOM MANAGEMENT SCHEME
MUHAMMAD AMIN RAYID

2. EFL TEACHER ROLES
EFL TEACHER
INSTRUCTIONAL
ROLE
MANAGERIAL ROLE
INVESTIGATING/
RESEARCHING ROLE
INSTRUCTOR MANAGER RESEARCHER

3. MANAGERIAL ROLE
MANAGER
MANAGING SELF MANAGING OTHERS

4. MANAGER
MANAGING SELF
An EFL teacher should manage his:
 teaching mood and readiness
 his appearance
 his punctuality
 his smile and eye contact
 his voice
 his talk
 his postures
 his movement
 his proximity
 his appropriacy

5. MANAGER
MANAGING OTHERS
MANAGING
STUDENTS
MANAGING SPACE
AND CLASSROOM
FURNITURE
MANAGING TIME

6. MANAGER
MANAGING STUDENTS
Student Grouping
Seating Arrangement
Students’ Behavior

7. MANAGER
MANAGING TIME
Before teaching phase
During Teaching phase
After Teaching Phase

8. MANAGER
MANAGING SPACE AND
CLASSROOM FURNITURE
Inviting surroundings which increase the richness of students’ experience
Spaces for working alone, in groups or with the EFL teachers
Walkways from back to the front and side-to-side between the rows will allow the
teacher and students to move easily around in the classroom.
The dimensions of the room, the number of students in one class, the necessary work
and the classroom furniture areas which determine the effectiveness of classroom
space are beyond the EFL teachers’ authority most of the time.

9. PUTTING THE INSTRUCTIONAL, MANAGERIAL
AND INVESTIGATING ROLES INTO PRACTICE
• Planning
• Organizing
• Communicating
• Motivating
• Controlling

10. MANAGING TEACHING MOOD AND READINESS
• An EFL teacher should always be in the mood of
teaching in the sense that he is in the right and best
state of mind for teaching. He should put enthusiasm,
enjoyment, optimism and sincerity in the frame of his
teaching which is constructed in well-established
readiness for teaching.
• An EFL teacher should always holds himself in
readiness to enter the classroom for teaching activities.
Holding himself in readiness means having put on
papers everything regarding what, who, why, where,
when and how to carry out the classroom activities to
successfully achieve the set objectives.

11. MANAGING APPEARANCE
• An EFL teacher, like all other people, has his own
physical characteristics and habits that show his typical
appearance, and he takes these into classroom with
him. His physical appearance has a direct bearing on
his students’ perception. Therefore, an EFL teacher, like
other teachers, should dress neatly to have neat
appearance in his professional activities. Appearing
physically neat and clean will reflect his clear, modest,
thoughtful and managerial mind, so that his presence
in the classroom will highly be welcome, expected and
respected by his students. Clothing signals a great
amount of information about self, and that is why
clothing does communication.

12. MANAGING PUNCTUALITY
• Punctuality refers to, by no other means, coming
to the class on time. Beginning and ending the
class on time is the prerequisite of effective
classroom management. It will not do any harm
to others. The planned classroom activities will
most likely run accordingly. On the other hand,
coming late to class will most of the time cause
many problems, such as the class activities will
surely be in disorder as such amount of time is
corrupted. Giving compensation for the
corrupted time creates another problem, and so
on.

13. MANAGING SMILE AND EYE CONTACT
• Eyes serve as the mirrors of the soul. Warm and sincere smiles touch the
inner heart, invite kindness and appeal friendliness and have the power to
make ourselves feel better about ourselves and the world around us.
• Combining eye contact and smile in interacting with students will make
students feel that their teacher really cares about them; their teacher pays
attention to them, and they will feel they are important in the eyes of
their teacher. At the same time, the EFL teacher will be perceived as much
more favorable, confident, credible, qualified, and honest. This will create
bonds of acceptance and trust between the teacher and the students.
Confident use of a 2- second eye contact and a warm and sincere smile
helps the EFL teacher encourage open interaction with his students as it
gives a huge opportunity to build rapport with them, geared upon candid
communication.
• Eyes can accurately signal a positive or negative relationship. People tend
to pay attention fully, look oftener and longer at those whom they respect,
like, trust and care about than at those whom they doubt or dislike. EFL
students, like most people, look for social acceptance by studying the eyes
and smiles of their EFL teachers.

14. MANAGING VOICE
• An EFL Teacher should bear in mind that he speaks in an
understandable voice. Speaking in understandable voice
refers to using clear tone, enunciation, and reasonable pace
to ensure that the message being conveyed is clearly
received and perceived by the students. Therefore, he
should use expressions, terms, and examples that the
students clearly understand. In other words, he should use
simple language. What he says and how he says it carry
great influence on the way students react. His moods and
emotions are reflected in his tone of voice, and the
students will pick up on non verbal clues and react
accordingly. Therefore, it is important for an EFL teacher to
make use his voice as well as possible to build rapport.

15. MANAGING TALK
• One of the most outstanding behaviors many teachers including EFL
teachers reveal in the classroom is talking (teacher talk), and
perhaps this is a difficult (if not the most difficult) thing for teachers
to avoid.
• Teacher talk refers to whatever expressions in whatever language or
code a teacher uses in delivering his teaching materials and in
managing his class. In countries like Indonesia where English is
taught as a foreign language, there is always room for local and
national language, however their use should not take away the
foreign language learning. The EFL teacher should be wise enough
to know when the local or national language may, should, or must
be used in his teaching. Whatever language an EFL teacher uses in
his talk, the language should be simple and productive.

16. MANAGING POSTURE
• Whether sitting or standing, an EFL teacher
should appear natural and relaxed. At the same
time, he should also need to project a confident
and professional image to the students. When
sitting, he should make sure that the small of his
back is firmly supported in his chair to give him a
well- supported posture; and when standing, his
weight is well balanced on both feet so that his
stance is strong. By this way, he can create a
positive rapport and right impression to his
students.

17. MANAGING MOVEMENT
• An EFL teacher’s movement is assumed to be
influential on the students’ interest. He is
supposed to vary his position in the class, for
example, from the front of the class to the
side, or to the middle, or walking from side to
side or striding up and down on the aisles
between chairs. Indeed, most successful
teachers make movement around the class to
some extent to control the class and retain the
students’ interest.

18. MANAGING PROXIMITY
• To manage proximity, an EFL teacher should
have background knowledge of proxemics that
is the study of the distance that individuals
maintain between each other in social
interaction and its significance. In classroom
activities, he should keep a distance which
allows his students to feel secure, pleasant,
enjoyable and personal territory invasion-free.

19. MANAGING APPROPRIACY
• All the things an EFL teacher does in the
classroom should not go beyond the area of
appropriacy. He should consider the kind of
effect of each his behavior will have on his
students. In other words, he should behave in
a way which is worth and appropriate to the
students, and which displays positive attitudes
that foster learning and genuine human
relationship between him and the students.

20. MANAGING STUDENTS
• Managing students effectively is a huge responsibility for an
EFL teacher. Therefore, from the very beginning, he should
keep agreed classroom regulations with the students that
everybody must commit voluntarily. He should teach the
students how to discipline themselves. The students will
then share responsibilities with him, so that the teacher
and the students have positive expectations to succeed
because they know what to do. However, how to do them
will have different answers from one class to other classes
due to different objectives to achieve, different situations
and conditions that each class may have, yet those varied
situations and conditions are observable in EFL classes.

21. STUDENT GROUPING
• Different student grouping is highly recommended. The
grouping is expected to make the students deeply involved
in a task-oriented classroom climate with relatively little
wasted time, confusion, or disruption; and train them
through collaborative work-oriented in a competitive-
among-group members. The different groupings may take
the forms of whole class, pair work, group work, team
work, class –to-class, and solo work. The grouping may be
based on different categories such as same ability, mixed
ability, gender, who likes whom, and learning style
categories. Using different categories for grouping will build
a deeper social and emotional tie among the students. An
EFL teacher is highly recommended to vary the ways of
grouping his students.

22. SEATING ARRANGEMENT
• Different seating arrangement is much
dictated by the activities and the grouping
that the students are assigned to do. The
common seating arrangements are orderly
rows, circles, solo work, horseshoes, and
separate tables. The EFL teacher should be
aware of altering the seating arrangement for
it will cause moving tables and chairs and may
be other classroom furniture.

23. STUDENTS’ BEHAVIOR
• Students are different individuals. They have
different attitudes; they have different
motivation; they have different interest; they
have different learning styles, they have different
language ecology, and indeed they behave
differently. It seems to be impossible to cater
those differences for a solution at an EFL
teacher’s hand alone at a given time. But, there
are many ways leading to Rome. If all ways have
been taken, an EFL teacher must make his own
ways. This is the area of creativity – the area of
investigating role of the EFL teacher.

24. TYPICAL PROBLEMS
• The typical problems that the EFL teacher often encounters in his
teaching are:
• big class
• different levels of students
• sleepy students
• students who are always late
• students who carry baggage of social, family and personal problems
• uncooperative students
• students who are reluctant to talk
• students who do not do their homework
• smarter students who finish their classroom task before other else
• students who lack motivation
• students who lack respect.

25. MANAGING TIME
• Managing time is an integral part of classroom
management. The time must be spent and
managed wisely to cover both the instructional
time which deals with the time spent for
delivering the teaching learning materials, and
the management class time which deals with
time spent for managing all the instructional
activities, routine procedures (calling the rolls
and dealing with lateness), and transitions
between class activities.

26. MANAGING SPACE AND CLASSROOM
FURNITURE
• Classroom space is a variable in teaching learning process which
affects directly the instructional program. The EFL teachers must
pay special attention to the managing of classroom space in such a
way to create inviting surroundings which increase the richness of
students’ experience. Inviting surroundings offer students spaces
for working alone, in groups or with the EFL teachers. Arrangement
of classroom space with walkways from back to the front and side-
to-side between the rows will allow the teacher and students to
move easily around in the classroom. However, the dimensions of
the room, the number of students in one class, the necessary work
and the classroom furniture areas which determine the
effectiveness of classroom space are beyond the EFL teachers’
authority most of the time.

27. PUTTING THE ROLES TOGETHER
INTO PRACTICE
• PLANNING
• ORGANIZING
• COMMUNICATING
• MOTIVATING
• CONTROLLING

28. PLANNING
• Planning is a central skill for teachers in
general and for EFL teachers in particular.
Effective classroom management plan focuses
not only on the teaching learning activities,
but also on the organization and management
of everybody and everything in the classroom.

29. ORGANIZING
• What has been planned as a value-based
activity should be organized in such a way that
involves EFL teachers in making arrangements
and developing a systematic structure, which
will tie together all the elements in the
classroom into a coherent and functioning
whole. All teacher roles need systematic
arrangement and orderly structure to be
implemented. In fact, EFL teacher organizing
role links with all other teacher roles.

30. COMMUNICATING
• Candid communication in EFL teaching is at the heart
of classroom processes. It is the EFL teachers’ central
task for communicating knowledge, skills and attitudes.
Strong and positive management of classroom
communication in all its forms and situations
determines the students’ target language learning
success. In this sense, the EFL teachers are urged to
communicate the instructional and behavioral
objectives to the students and what are expected of
them. In turn, the roles of planning, organizing,
motivating and controlling depend upon the
management of candid and effective communication.

31. MOTIVATING
• Creating and promoting conditions within the EFL
classroom which will energize, direct, inspire, and
sustain students’ performance are driven by the
motivating roles of the EFL teachers. EFL teachers are
the motivators, motivating, encouraging, and
sustaining students’ enthusiasm and positive attitudes
toward learning tasks, and more important than those
is inspiring the virtues of learning. Therefore, EFL
teachers are expected to implant in the students’ mind
from beginning the class to ending the class with the
things the students need and are useful and
meaningful in their lives.

32. CONTROLLING
• The basic purpose of the EFL teacher controlling role is to facilitate
and ensure the attainment of instructional and behavioral
objectives. In other words, the EFL teacher controlling role deals
with (1) establishing targeted standards of performance in English
subject, (2) monitoring and measuring the students’ performance
(3) comparing their performance with the targeted standard, (4)
evaluating whether or not the students’ behaviors are consistent
with the expectations , and (5) taking corrective action if needed.
The EFL teachers should bear in mind that their controlling role is a
process through which they can stimulate and guide productive
learning behaviors which establish and maintain condition in which
teaching learning process can take place effectively and efficiently,
and make the students feel comfortable and stress-free.

33. WELL-MANAGED CLASSROOM
A well-managed classroom will always provide a
conducive environment in which teaching and learning
flourishes. A well-organized and efficiently managed
classroom is the essential foundation upon which to
create and maintain a learning environment that
supports instruction, nurtures students’ motivation,
appeals and engages their interest and increases their
achievement.
A well-organized efficiently manage classroom is created
and the creation will take a good deal of efforts which
puts the teacher as the most responsible person for
creating it.

34. POORLY MANAGED CLASSROOM
• A poorly managed classroom is characterized
by the classroom environment in which the
students are disorderly as no good planning
and controlling; and they are disrespectful as
no apparent rules to guide their behavior;
and less or no clear procedures settled for
directing their activities; hence disorder
becomes the norm that navigates the class
most of the time.