classroom management, including group arrangements.

1. Classroom
management
Shan Ali Hussein

2. Classroom management
If our plan is to manage a classroom in an effective way, we have to take a range of
variables into consideration. These variables include how the classroom space is
organized. (whether the students are working by their own or in groups, plus how do we
manage the time).
We need to consider how teachers appear to students, how do they use their most
important asset – their voice. (the way they talk to students, who talks most in the
classroom which is a very important key factor in the classroom).
An effective classroom management also involve being able to deal with difficult
situation. ( using students’ mother tongue ).

3. The physical appearance of a teacher can play a vital role in managing
a class. Its not just an appearance, the way they stand, the way they
move, they way how they are physically demonstrative shows its vital
role. Plus, how teachers respond to what happens in the classroom
mark the difference between successful teaching and a less
satisfactory one.
The teacher in the classroom

4. Physical charecteristics and habits.
• Proximity
• Appropriacy
• Movement
• Awareness

5. Proximity
Teachers need to keep in mind how close they should be to their
students. Some students may feel uncomfortable if their teacher
stands or sits close to them. On the other hand, distance is a sign of
coldness. Teachers must be consiuos of how close they should be to
their students.

6. Appropriacy
Appropriacy is when you decide how close to the students you should be when
You work with them.
In general, this is the way in which teachers sit or stand in the classroom.
All the positions that a teacher take. For instance, sitting on the edge of a table,
Standing behind a lectern…etc. make strong statements about the kind of
Person the teacher is.

7. Movement
One of the personal preferences of a teacher is how much do they move in a
Class. It is worth mentioning that motionless teachers can bore students
While teachers who are constantly in motion make huge differences.

8. Awareness
The teacher has to be aware of what students are doing if they want to
Manage a class effectively. Watching them and listening to them just as
Carefully as teaching.
“the teacher’s primary responsibility is response-ability”, said by peter Wilber
a colleague of the author.
This means being flexible enough to respond to what's going on.
Finally, its not just awareness of students. Teachers also need to be conscious
about their self-aware.

9. Using the voice
The teachers’ most important instruments is the voice. How they speak and how their
voice sounds like have a crucial impact on the class.
• Audibility: obviously, teachers need to be audible. Teachers do not have to shout to
be audible. Good voice projection is more important than volume.
• variety: its important for the teachers to vary the quality of their voice and the
volume that they speak at, depending on the type of the lesson and activity.
• Conservation: just like opera singers, teachers have to take care of their voices.

10. Talking to students
One of the teachers’ outstanding skills is how do they talk to students. It requires
teachers to empathize with the students by establishing a good rapport with
them.
The relationship that is between a teacher and a student is unique.
Rough tuning the language is a skill teachers and parents share in common.
Rough tuning is the simplification of language do in order to be understood.
In order to rough-tune the language, teachers need to be aware of three things:
1. The kind of language that students are likely to understand.
2. They need to think about what they wish to say and how best to say it.
3. The manner in which they will speak in.
(physical movement and gestures)

11. Giving instructions
The best activity in the world is a waste of time if the students don’t understand what
are they supposed to do.
Instructions must be kept as simple as possible and they must be logical.
Before giving the instructions of any activity teachers must ask themselves some
questions:
• What is the important information I am trying to convey?
• What must students know if they are to complete this activity successfully?
• What information do they need first? which one second?
CHECK

12. Student talk and teacher talk
TTT/STT
Overuse of TTT is an appropriate because the more the teacher talks the less
The chance there is for students to practice their own speaking. It is the
student who needs to practice not the teacher. For these reasons a good
teacher maximizes STT and minimizes TTT.
-Good TTT may have beneficial qualities, if teachers know how to talk to
students or if they know how to rough tune their language to students.
Students get a chance to hear a language that is above their productive
Language.
-TTQ (teacher talking time)

13. Using the L1
Is it appropriate for students to use their mother tongue in class while the main
object is to learn another language ( in our case is English) ?
Learning a foreign language requires the entrance of mother tongue because
It is a natural process.
However, where teacher and students share the same L1 it would be foolish to
deny its existence and potential value. Since students translate in their heads
anyway it makes sense to use their translation process in an active way.
Moreover, using the translation process in the ways described above doesn’t
mean returning to traditional grammar-translation method. Occasionally, the
teachers’ use of L1 may help them to understand things that are difficult to
grasp.

14. Creating lesson stages
When teachers arrive in the classroom, they need to start a lesson in a way that
students’ interest aroused. In a possible and appropriate way they will tell the
students what they will be doing and what is expected to achieve as a result.
The teacher first needs to get the students’ attention this can be difficult specially
when students work in groups.
Teachers may clap, may speak intentionally in a low volume so students be quiet
and focus, this all happens during activities.
When it comes to finish a lesson, providing a closure would help. A summery to
what happened and a prediction for upcoming lessons.

15. What if the teacher find himself in the middle of
something when the bell goes.

16. Different seating arrangement
Clearly, the different arrangements of chairs and tables indicate a number of
different approaches and this raises a number of questions such as:
• Is one kind of arrangement better than other?
• What are the advantage of group working?

17. Orderly rows
• the teacher has a clear view of all students and the students all can see the
teacher
• Eye contact
• Personal contact
• Teacher can work with the whole class at the same time.

18. Circles and horseshoes
• Having a far greater feeling of equality.
• all students can see each other.

19. Separate tables
When students sit in small groups at individual tables, its much easier for the
teacher to work at one table.
-Collaborative writing
-Jigsaw listening exercise

20. Different student grouping
students can work as a whole class, in groups, in pairs or individually.
Whole class: whole class can be dynamic and motivating, by treating everyone as
part of the same group.
( a great sense of being a part of a team)
- individual students get fewer opportunities to reflect.
Groupwork and pair work
Cooperative activity is when the students involved working together to complete
a task. For instance, discussing a topic; doing a role-play.
In pairs and groups, students tend to participate more actively and also have
more chance to talk in the target language.

21. - we have to keep in mind, students may not like the students they are grouped or paired with.
Solo work
It allows students to work at there own speed, allows them thinking time. In this way students
can relax and think of their own individual needs.
Class – to – class
One last grouping should be mentioned, and that is when the teacher is able to join two classes.
Different levels of the class might be helpful to motivate lower level classes.
-teachers grouping style depends on the preferences of the teacher. Good teachers are flexible
by using different types of grouping.

22. Any questions

23. 1. How to teach English by Jeremy harmer
2. The practice of English language teaching by Jeremey
harmer.
references