CLASSROOM MANAGEMENTESL/EFL FOCUS

Unit 1: Choices in the classroom

Classroom Management

“The essential skill of classroom management is ... to be able to recognise the options available to you, to make appropriate

decisions between these options and to turn them into effective and efficient actions”

Scrivener, J. (1994: 9)

What is Classroom Management?

The organisational skills and techniques of a teacher involving decisions and actions.

The actions are what is done in the classroom – eg rearranging the chairs. The decisions are about whether to do these actions, when to do them, who will do them, etc.

What are the core components of classroom management?

OrganisingStarting the LessonOrganising, focusing and motivating the students at the lead-in to the lesson. In EFL/ESL this helps to awaken their English knowledge, allows them time to remember relevant vocabulary and structures, as well as encouraging interest/curiosity in the topic.

SeatingOrganising seating to suit the activity; splitting up friends who are likely to talk in their first-language during activities – this is not always negative but if overused is not beneficial. Or seating students together who can help each other understand instructions/tasks etc.

Organising the class into pairs and groups in a activityThis must be done with clear efficient instruction.Groups can be made up of strong / weak students or a mixture depending on the aim of the activity.

Setting up activities efficiently:Through clear efficient instruction, appropriate to the level of the class, checking that the class has understood the instruction- ask a student to repeat what they have to do or ask them to demonstrate the activity with you.Demonstration is an excellent way to give/check instructions.

ManagingQuestioning - managing the equal, random

distribution of questions (ask-look-nominate).

Managing Teacher Talking Time (TTT) V Student Talking Time (STT) - remember in an EFL/ESL classroom interaction is key, students are learning the language and need maximum opportunities to use it.

Maximising Student Interaction – decentralisation – STT not TTT. Give control to the students, make classes student centred.

Managing time - deciding how long to spend on an activity, when to stop, when to give extra time, when to take a break.

Monitoring

…understanding

…behaviour

…progress

…student responses

Key Tools in Classroom Management

Eye contact Facial expression

Using students’ names Gesture

Seating and grouping Consistency

Position of teacher Clear instructions

TECHNIQUES FOR ORGANISING & MANAGING

SEE GOWERS, R. ET AL: (1983) TEACHING PRACTICE HANDBOOK

Eye contact - why is it important?

More eye contact = more T-controlled the lesson

How can you use eye contact?

control behaviour/show you see a student wants to

participate in interaction/to move attention from one to

another etc

When should you avoid eye contact?

when you want students to work on their own/at the

start of an activity to allow students focus on the activity

Use of gesture, facial expression and mimeHow does gesture and mime affect what we

do in the classroom? Conveying meaning in class Managing the class

listen: repeat in chorus:Stop: get into pairs:good: not right:nearly right: interesting idea: repeat individually: elicit a contribution:

Avoid

Unclear, ambiguous expressionsGestures that are not obvious or not taughtGestures that are rude or obscene to studentsIrritating habits and language ‘tics’ (okay?!)

T’s position and movement

When should you stand and when should you sit? Stand: to be focus/teacher centred activity/for

control Sit: to reduce focus or visibility/student centred

activity/when students working independently of teacher

What does the teacher’s position tell students? I’m in control/I want your attention/listen to

me/focus on what I’m saying or doing

Problem behaviour see Harmer 2001: 126

Why do problems occur?

Family

Education

Self-esteem

Boredom

External factors

Potential ProblemsSee Scrivener, J. (1994), Learning Teaching

TTT

Echo – repeating what the student says for

no apparent reason

Helping sentence completion – finishing a

students sentence – Remember who is

learning?

Complicated and unclear instructions

Not checking instructions

Asking Do you understand?

Lack of confidence in self, learners,

materials, activity/making it too easy

Over-helping/over-organising

Flying with the fastest

Not really listening (hear language but not

the message)

Practical ideas to aid students understanding in main stream classes

- see NCCA guidelines

Use gesture to illustrate actions and activitiesUse visual clues to support development of oral

interactionsDisplay phrases commonly used in classClassroom language – give the student phrases

to use when looking for clarificationAid students develop a personal bilingual

dictionaryRecord new words on slips of paper, put in a

box and use for revision games/activities

Essential reading

Edge (1993: 50-59), Harmer (2001, chapter 8 & 9) McDonough and Shaw (2003: 193-206)Scrivener (1994: 93-99)NCCA guidelines www.ncca.ie

Supplementary reading

Kyriacou, C. 1997. Effective teaching in schools: theory and practice. 2nd ed. Cheltenham: Stanley Thornes.

Kyriacou, C. 1998. Essential teaching skills 2nd ed. Cheltenham: Stanley Thornes.

Cangelosi, J. S. 1988. Classroom management strategies : gaining and maintaining students' co-operation. London: Longman.

Lemlech, J. K. 1999. Classroom management : methods and techniques for elementary and secondary teachers. 3rd ed. Prospect Heights, Ill.: Waveland Press.