CLASSROOM MANAGEMENTCLASSROOM MANAGEMENT

Prepared by Lilia SaltisyukPrepared by Lilia Saltisyuk

School of BilozirieSchool of Bilozirie

WHAT IS CLASSROOM WHAT IS CLASSROOM MANAGEMENT?MANAGEMENT?

-management of peoplemanagement of people -management of physical spacemanagement of physical space

-management of activitiesmanagement of activities -management of resourcesmanagement of resources

Management of peopleManagement of people

Teacher’s self Teacher’s self managementmanagement

► Try to learn and use Try to learn and use students’ namesstudents’ names

► Be positiveBe positive ► Have funHave fun► Be aware Be aware of learners’ of learners’

needs as well as learning needs as well as learning needs and styles of your needs and styles of your studentsstudents

► Be organized Be organized ► Be careful about voice Be careful about voice

and and posture posture

STT/TTTSTT/TTT balancebalance

► Elicit lots of informationElicit lots of information► Organise pair and group Organise pair and group

workwork► Encourage students Encourage students ► Exploit each activity to Exploit each activity to

the fullthe full► Use gestures and facial Use gestures and facial

expressions expressions

Management of peopleManagement of peopleInteraction between studentsInteraction between students

Management of physical Management of physical spacespace

Furniture and wall spaceFurniture and wall space

TemperatureTemperature

LighteningLightening

Noise levelNoise level

Management of the physical Management of the physical spacespace

Different seating arrangementsDifferent seating arrangements

Management of the physical Management of the physical spacespace

Different seating arrangementsDifferent seating arrangements

Management of activitiesManagement of activities

Generating students’ interestGenerating students’ interest Setting aimSetting aim Giving instructionsGiving instructions Giving handoutsGiving handouts Allowing preparation timeAllowing preparation time Providing feedback after each activityProviding feedback after each activity Providing a sense of conclusionProviding a sense of conclusion Moving on to another activityMoving on to another activity GroupingGrouping

Implications of different Implications of different grouping in a variety of grouping in a variety of

teaching situations and role of teaching situations and role of teacherteacherType of Type of

groupinggrouping Teacher’s roleTeacher’s role Teacher-learner situationTeacher-learner situation

Good for:Good for: Not suitable Not suitable forfor

Whole classWhole class DemonstratorDemonstrator

Controller

• • giving giving explanations and explanations and instructionsinstructions

• • showing materialshowing material

• • getting general getting general understanding of understanding of

student progressstudent progress

• • communicative communicative language language

teachingteaching

Implications of different Implications of different grouping in a variety of grouping in a variety of

teaching situations and role of teaching situations and role of teacherteacher

Type of Type of groupinggrouping

Teacher’s roleTeacher’s role Teacher-learner situationTeacher-learner situation

Good for:Good for: Not suitable Not suitable forfor

GroupGroup ObserverObserver

PrompterPrompter

ParticipantParticipant

AssessorAssessor

OrganizerOrganizer

FacilitatorFacilitator

••communication communication activitiesactivities

••increasing the increasing the STTSTT

••fostering social fostering social interaction interaction

••practice new practice new language in a language in a non-threatening non-threatening environmentenvironment

••promoting promoting learners learners autonomyautonomy

• • For activities For activities that are more that are more suitable for a suitable for a whole class or a whole class or a pair workpair work

Implications of different Implications of different grouping in a variety of grouping in a variety of

teaching situations and role of teaching situations and role of teacherteacher

Type of Type of groupinggrouping

Teacher’s roleTeacher’s role Teacher-learner situationTeacher-learner situation

Good for:Good for: Not suitable Not suitable forfor

Pair workPair work ObserverObserver

PrompterPrompter

ParticipantParticipant

AssessorAssessor

OrganizerOrganizer

• • Students to Students to practice practice language language togethertogether

• • Increasing STTIncreasing STT

• • For activities For activities that are more that are more suitable for a suitable for a whole class or a whole class or a pair workpair work

Implications of different Implications of different grouping in a variety of grouping in a variety of

teaching situations and role of teaching situations and role of teacherteacherType of Type of

groupinggrouping Teacher’s roleTeacher’s role Teacher-learner situationTeacher-learner situation

Good for:Good for: Not suitable forNot suitable for

IndividualIndividual TutorTutor • • Activities Activities involving involving listening, reading listening, reading and writingand writing

• • For activities For activities involving involving communicationcommunication

Management of resourcesManagement of resources

Use of board: Use of board: wwriting, using colours, layout, cleaning, your position at riting, using colours, layout, cleaning, your position at

the blackboardthe blackboard

Use of realiaUse of realia

Use of video/auditory resourcesUse of video/auditory resources

Common problems of classroom Common problems of classroom managementmanagement

►Using native languageUsing native language

►Problem of class participationProblem of class participation

►Problems in motivationProblems in motivation

►Error correction Error correction

Using native languageUsing native language

REASONSREASONS► Low proficiency in Low proficiency in

L2L2

Shyness in using L2Shyness in using L2► Lack of interest in Lack of interest in

learning L2 learning L2

SOLUTIONSSOLUTIONS► Talk to students about Talk to students about

issuesissues► Encourage students to Encourage students to

use English appropriatelyuse English appropriately► Only respond to English Only respond to English

useuse► Create English Create English

environmentenvironment► Keep reminding studentsKeep reminding students► Use non-threatening Use non-threatening

taskstasks

Problem of class participationProblem of class participation

REASONSREASONS► Students’ Students’

understanding of understanding of contentcontent

► Topics of discussionTopics of discussion► PersonalityPersonality

SOLUTIONSSOLUTIONS► Let students know that Let students know that

mistakes are inevitablemistakes are inevitable► From pair/group to the From pair/group to the

whole class. whole class. ► Discuss topics close to Discuss topics close to

students’ intereststudents’ interest ► Choose appropriate Choose appropriate

examplesexamples ► Choose meaningful Choose meaningful

materialmaterial

Problems in motivationProblems in motivation

REASONSREASONS► StudentsStudents don't feel don't feel

progress towards their progress towards their goal goal

► StudentsStudents don't have don't have interest interest

► The tasks are too The tasks are too difficult difficult

► The tasks are irrelevant The tasks are irrelevant or not meaningful for or not meaningful for studentsstudents

SOLUTIONSSOLUTIONS► Teacher’s behaviour Teacher’s behaviour

and good teacher-and good teacher-student rapport student rapport

► Pleasant and Pleasant and supportive classroom supportive classroom atmosphere atmosphere

► Increasing students’ Increasing students’ motivation motivation

Implementation of classroom Implementation of classroom management techniquesmanagement techniques

►Picture presentationPicture presentation

Implementation of classroom Implementation of classroom management techniquesmanagement techniques

►Picture presentationPicture presentation

Implementation of classroom Implementation of classroom management techniquesmanagement techniques

►Realia presentationRealia presentation

Implementation of classroom Implementation of classroom management techniquesmanagement techniques

►Getting feedbackGetting feedbackI found this activity a) useful and enjoyable

b) enjoyable but not very usefulc) useful but not very enjoyable

If you answered b) or c), please tell me why

Instructions a) I knew exactly what I had to do b) I had to check with the others in my

group c) I didn’t understand at all

If you answered b) or c), please tell me why

Purpose a) I knew why we were doing the activity

b) I wasn’t sure why we were doing the activity

c) I didn’t know why we were doing the activity

If you answered b) or c), please tell me why

Language a) I had the vocabulary I needed to complete the activity

b) I knew most of the vocabulary needed, but not all

c) I didn’t know what vocabulary to use

BibliographyBibliography

► Collum R. A guide to teaching English. / Collum Collum R. A guide to teaching English. / Collum Robertson, Richard Acklam. – BBC World Service, Robertson, Richard Acklam. – BBC World Service, 2000. – 38 p.2000. – 38 p.

► Edge J. Essentials of English language Teaching. / Edge J. Essentials of English language Teaching. / Edge J. – Longman, 1999. – 141 p.Edge J. – Longman, 1999. – 141 p.

► Harmer J. How to Teach English, 2nd Edition / Harmer J. How to Teach English, 2nd Edition / Harmer J. – Longman: Pearson Education Limited, Harmer J. – Longman: Pearson Education Limited, 2010. – 288 p.2010. – 288 p.

► Scrinever J. Learning teaching: A guidebook for Scrinever J. Learning teaching: A guidebook for English language teachers, 2nd edition / Scrinever J. English language teachers, 2nd edition / Scrinever J. – Macmillan, 2005. – 432 p.– Macmillan, 2005. – 432 p.

► http://www.britishcouncil.orghttp://www.britishcouncil.org► http://busyteacher.org/http://busyteacher.org/