The document provides guidance for classroom teachers on effective classroom management strategies. It discusses managing student behavior, movement, interaction and time to maximize learning. Specific techniques are proposed for starting and ending lessons, giving instructions, using voice, seating arrangements, grouping students and using various materials to engage different learning styles. The roles and responsibilities of the teacher in establishing clear routines, creating a positive environment, using praise and addressing problematic behavior are also covered.

1. SECRETARÍA DE EDUCACIÓN EN TAMAULIPAS
OCTOBER 2014
SUBSECRETARÍA DE EDUCACIÓN BÁSICA
COORDINACIÓN DE INGLÉS EN EDUCACIÓN BÁSICA
ÁREA ACADÉMICA
Classroom Management

2. OCTOBER 2014

3. • One of the teacher´s key roles is the management of
learning.
• This means the best use of the available time and
resources.
Classroom Management
OCTOBER 2014

4. What is being managed in the classroom,
when we talk about Classroom
Management?
Student’s behavior in the classroom
Student’s movement around the classroom
Student’s interaction in the classroom.
student’s time spent in activities
OCTOBER 2014

5. What are the benefits?
Children learn best in a safe and secure
environment.
More time teaching/learning – less time on
“crowd control”.
Easier to engage students and get them on
task.
Invaluable life/learning skill.
OCTOBER 2014

6. The teacher’s role in the classroom
On each and every one of the next subjects,
think about YOUR ROLE AS A TEACHER.
OCTOBER 2014

7. CLASSROOM
MANAGEMENT
TIMING
GIVING
INSTRUCTION
BEHAVIOR
SEATING
ARRANGEMENT
GROUPING
MATERIALS
OCTOBER 2014

8.  Make your instructions precise and concise.
 Use puppets to help with classroom management. Puppets
can whisper in the teacher's ear, and they can write
messages to the class.
 Don’t speak when children aren't listening and ready.Wait.
 Turn off the lights.
 Clap a pattern with your hands.
OCTOBER 2014
Giving Instructions

9. Using the voice
• The most important instrument for teachers is voice. How they
speak and what their voice sounds like, have a crucial impact
on classes.
• There are three issues to consider:
1- Audibility: Teachers need to be audible. Audibility always must
join voice quality.
2- Variety: it is important to vary the quality and volume of voice
according to the type of lesson and activities.
• 3- Conservation: Teachers must have a great care of their
• voices. It´s important to breathe correctly.
• Breathe properly means being relaxed.
OCTOBER 2014

10. Talking to students
• The way that teacher talk to students – the
manner in which they interact with them – is
one of the crucial teacher skills, but it does
not demand technical expertise. It does,
however, require teachers to empathize with
the people they are talking to by establishing
a good rapport with them.
OCTOBER 2014

11. Rough- tune
the language
• It is a skill that teachers and parents have in
common. Rough – tuning is the simplification
of language which both, parents and teachers,
make in order to increase the chances of being
understood.
OCTOBER 2014

12. In order to rough – tune their language,
teachers need to be aware of three things:
• Kind of language students are likely to understand
• What teachers wish to say to students and how
best to do it.
• The way of speaking ( in terms of intonation, tone
of voice, etc)
Teachers must also use physical movements and
gestures, as well as mime to increase students’
comprehension of the topic. Non verbal language
is as important as verbal language.
OCTOBER 2014

13. Establish clear routines
There are 3 points in a lesson where routines are particularly important:
 Starting the lesson.
 Transitioning between stages/activities.
 Ending the lesson.
OCTOBER 2014
TIMING

14. Starting the lesson:
 Start a lesson the way you want it to continue. If you want a
calm, well-managed class, then you need to start it that way.
 Some suggestions:
 Ask the children to sit/stand in a circle on the floor and to
greet each other in turn.
 Ask a different child each lesson to write the date on the
board.
OCTOBER 2014

15. Moving between stages in the lesson:
It’s not easy to get a class of elementary students to stop one activity, pay attention to the
instructions for the next and get started on it.
 Some suggestions:
 Use a transition marker to get everyone’s attention. This might be clapping your
hands in a particular rhythm for the students to join in with, it might be saying a
chant, singing a short song or as simple as ringing a bell or standing with your arms
folded at the front of the room.
 Don’t raise your voice to go over the top of their noise – there are more of them
than you – they can always be louder! Instead, go quiet and whisper, this way they’ll
have to be quiet to hear what you’re saying.
 Have a menu of lesson activities/stages on the board. Focus the class on the one just
completed, ticking it off together , before drawing attention to what comes next.
OCTOBER 2014

16. Ending the lesson:
It’s a good idea to have your lessons end off on a positive note so
students have positive attitude to English and are motivated to continue
studying it.
 Some suggestions:
 The last activity of the lesson should be relatively easy and
something students can do without a great deal of
concentration and effort - this is when their brains are at their
most tired!
 Repeat the activity from the start of the lesson or close with a
favorite game, song or activity.
 Don’t start the last activity simply because it’s on your plan,
unless there’s time to do it. Save it for the next lesson!
OCTOBER 2014

17. Techniques for Inattentive
and Overactive Children
• Working effectively with highly active or
inattentive children isn’t easy. Ask the child’s
parents what methods have been successful in
the past, every child is different.
OCTOBER 2014

18. Create a positive
atmosphere
 Have a positive attitude. Smile! Whatever happens, try to be
positive and optimistic. Make an angry face when the students are
naughty but don't shout. Children have to know that you are also
their friend.
Praise and reward. Nothing works better for students than a
decent amount of praise but never stoop to bribery or material
rewards.
 Remove distractions (bags, coats, pencil cases, books) when not
needed - out of sight, out of mind!
OCTOBER 2014

19. Problematic students
 Have clear and agreed consequences for both
positive and negative behavior.
Remember to praise any naughty kid for any good
thing they do in front of all the other children.
OCTOBER 2014

20. Movement
 Young learners have loads of energy.
Take advantage of this energy by making them move as
much as you can. Think of games that involve running,
races, coming to the blackboard. If you use songs or
chants, create movements to accompany them.
OCTOBER 2014

21. Students’ Seating
• The way the students are seated in the classroom will often determine the
dynamics of the lesson. Indeed, a simple change in the seating pattern can
make an incredible difference to group coherence and student
satisfaction.
OCTOBER 2014

22. Seating Arrangement
• Orderly Rows
• Circle
• Horseshoe
• Separate tables
• Solo work
OCTOBER 2014

23. Students Grouping
• Whole Class
• Group work
• Pair work
• Solo work
• Class to class
OCTOBER 2014

24. 4. Using Pair and Group work
 Language is best learned through close collaboration and
communication among students.
 Pair work and group work can motivate students to participate
in the lesson.
 Students love competitions. Take every opportunity to turn an
activity into a contest.
OCTOBER 2014

25. Materials used in
class
Teaching materials are very important!
• The quality and type of the materials used - printed or multimedia -
influence greatly the students learning of the English language.
• Materials designed for teaching should reflect the characteristics of
those used in real life.
• They should have a clear social and communicative purpose.
• As far as possible take advantage of Information and Communication
Technologies
(ICTs). These include computer related tools, radio, TV and video /
DVD, internet, etc.
• It is important to use the necessary types of materials for the
different types
• of learning: Visual, Auditive, Kinesthetic
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OCTOBER 2014

26. VISUAL.- See
Visual learners learn best by looking at graphics,
watching a demonstration, or reading.
OCTOBER 2014

27. AUDITORY.- Hear
Auditory learners would rather listen to things being
explained than read about them.
OCTOBER 2014

28. KINESTHETIC.- Touch
Kinesthetic learners process information best
through a “hands-on” experience.
OCTOBER 2014

29. OCTOBER 2014