CLASSROOM MANAGEMENT Prepared by Lilia Saltisyuk School of Bilozirie School of Bilozirie

WHAT IS CLASSROOM MANAGEMENT? - management of people - management of physical space - management of activities - management of resources

Management of people Teacher’s self management ► Try to learn and use students’ names ► Be positive ► Have fun ► Be aware of learners’ needs as well as learning needs and styles of your students ► Be organized ► Be careful about voice and posture STT/TTT balance ► Elicit lots of information ► Organise pair and group work ► Encourage students ► Exploit each activity to the full ► Use gestures and facial expressions

Management of people Interaction between students

Management of physical space Furniture and wall space TemperatureLightening Noise level

Management of the physical space Different seating arrangements

Management of the physical space Different seating arrangements

Management of activities  Generating students’ interest  Setting aim  Giving instructions  Giving handouts  Allowing preparation time  Providing feedback after each activity  Providing a sense of conclusion  Moving on to another activity  Grouping

Implications of different grouping in a variety of teaching situations and role of teacher Implications of different grouping in a variety of teaching situations and role of teacher Type of grouping Teacher’s role Teacher-learner situation Good for: Not suitable for Whole class Demonstrator Controller giving explanations and instructions giving explanations and instructions showing material showing material getting general understanding of student progress getting general understanding of student progress communicative language teaching communicative language teaching

Implications of different grouping in a variety of teaching situations and role of teacher Implications of different grouping in a variety of teaching situations and role of teacher Type of grouping Teacher’s role Teacher-learner situation Good for: Not suitable for GroupObserverPrompterParticipantAssessorOrganizerFacilitator communication activities increasing the STT fostering social interaction practice new language in a non- threatening environment promoting learners autonomy For activities that are more suitable for a whole class or a pair work For activities that are more suitable for a whole class or a pair work

Implications of different grouping in a variety of teaching situations and role of teacher Implications of different grouping in a variety of teaching situations and role of teacher Type of grouping Teacher’s role Teacher-learner situation Good for: Not suitable for Pair work ObserverPrompterParticipantAssessorOrganizer Students to practice language together Students to practice language together Increasing STT Increasing STT For activities that are more suitable for a whole class or a pair work For activities that are more suitable for a whole class or a pair work

Implications of different grouping in a variety of teaching situations and role of teacher Implications of different grouping in a variety of teaching situations and role of teacher Type of grouping Teacher’s role Teacher-learner situation Good for: Not suitable for IndividualTutor Activities involving listening, reading and writing Activities involving listening, reading and writing For activities involving communication For activities involving communication

Management of resources Use of board: writing, using colours, layout, cleaning, your position at the blackboard Use of realia Use of video/auditory resources

Common problems of classroom management ► Using native language ► Problem of class participation ► Problems in motivation ► Error correction

Using native language REASONS ► Low proficiency in L2 Shyness in using L2 Shyness in using L2 ► Lack of interest in learning L2 SOLUTIONS ► Talk to students about issues ► Encourage students to use English appropriately ► Only respond to English use ► Create English environment ► Keep reminding students ► Use non-threatening tasks

Problem of class participation REASONS ► Students’ understanding of content ► Topics of discussion ► Personality SOLUTIONS ► Let students know that mistakes are inevitable ► From pair/group to the whole class. ► Discuss topics close to students’ interest ► Choose appropriate examples ► Choose meaningful material

Problems in motivation REASONS ► Students don't feel progress towards their goal ► Students don't have interest ► The tasks are too difficult ► The tasks are irrelevant or not meaningful for students SOLUTIONS ► Teacher’s behaviour and good teacher-student rapport ► Pleasant and supportive classroom atmosphere ► Increasing students’ motivation

Implementation of classroom management techniques ► Picture presentation

Implementation of classroom management techniques ► Picture presentation

Implementation of classroom management techniques ► Realia presentation

Implementation of classroom management techniques ► Getting feedback I found this activitya) useful and enjoyable b) enjoyable but not very useful c) useful but not very enjoyable If you answered b) or c), please tell me why Instructionsa) 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 Purposea) 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 Languagea) 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

Bibliography ► Collum R. A guide to teaching English. / Collum Robertson, Richard Acklam. – BBC World Service, – 38 p. ► Edge J. Essentials of English language Teaching. / Edge J. – Longman, – 141 p. ► Harmer J. How to Teach English, 2nd Edition / Harmer J. – Longman: Pearson Education Limited, – 288 p. ► Scrinever J. Learning teaching: A guidebook for English language teachers, 2nd edition / Scrinever J. – Macmillan, – 432 p. ► ►