The document discusses various classroom management techniques including: 1. Using different seating arrangements like rows, circles, and separate tables to facilitate different types of lessons and student interactions. 2. Grouping students in different configurations such as whole class, groups, pairs, individually, or mixing classes to provide varied learning experiences. 3. Balancing student and teacher talk time to maximize opportunities for students to use the language while still providing necessary instruction.

2. Managing the Classroom
Classroom
management Using the L1
The teacher in the
classroom
Creating lesson
stages
Talking to students
Different seating
arrangements
Giving instructions
Different
Student talk and students
teacher talk grouping

3. Classroom Management
• Involves everything that a teacher
must do to achieve his/her
teaching objectives
• It includes preparation of plans
and materials, structuring of
activities into time blocks,
grouping students, plans for
transition periods--changing from
one activity to another or from
one place to another--student
involvement and motivation, and
adequate control of pupil
behavior.

4. The teacher in the classroom
• The physical presence of the teacher plays
a very important part in the management
of the classroom. The degree to which
teachers are aware of what is going on
makes the difference between successful
and less satisfactory lessons.

5. The teacher in the classroom
Appropriacy
Proximity Teacher Movement
Awareness

6. Using the voice
Variety
Different kind
of voices
Audibility
Conservation
Good voice
Breath Properly
projection
Voice

7. Talking to students
Teacher needs to establish a good rapport
with students.
Rough-tuning is the simplification of
language in order to increase their chances
for being understood.
Teachers adjust their language according to
students’ needs. •What kind of
language
•What they wish to
say
•The manner in
which they will
speak (intonation,
tone of voice

8. Giving Instructions
• Instructions must be both simple and
logical.
• Questions to keep in mind:
 What is the important information I’m
trying to convey?
 What must the students know if they are
to complete this activity successfully?
 What information do they need first?
 Which should come next?

9. Student Talk and Teacher Talk
• Maximize student talking time(STT) and minimize
teachers talking time (TTT)
• Teachers need to offer students the right kind of
talking, that is to say the teacher talking quality
(TTQ) has to be considered when helping
students to understand and acquire the language.
• Good teachers use their common sense and
experiences to make the balance right.

10. Creating Lesson Stages
Start the lesson
• Engage students
• What they are going to do
• Makes students aware of when one activity
has finished and when another starts.
Get students’ attention
• Speak loudly, saying thank you, speak
quietly, raise hands
Lesson is almost finished
• Summary of what have happened
• Prediction of what will take place in the
next lesson

11. Different Seating Arrangements
Orderly rows Circle and Separate
Teacher has a horseshoes tables
clear view of all There is a Useful in mixed-
the ss and ss can feeling of ability classes
all see the equality, because where different
teacher. groups of ss can
everybody is
benefit from
It makes sitting in a circle. concentrating on
lecturing easier. Students can see different tasks.
Useful in certain each other When ss are
kinds of engaged in
language collaborative
writing
practice

12. Different students groupings
Whole class
Useful for presenting information and for
controlled practice.
Group work and pairwork
Foster cooperative activity and give ss
chances for greater independence
Solowork
S Students can work at their own speed.
Class-to-class
Two classes are joined, so they can
interact with each other.