University of Kelaniya

Department of English Language Teaching

Bachelor of Arts (Honours) in Teaching

English as a Second Language

TESL 12283

Introduction to Classroom Management

Rusiru K. Chitrasena

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Introduction:

One of the key roles of a teacher is to create an environment where learning can take place smoothly,
which determines the success of a course largely. While a teachers personality, attitude and good
intention and relationship with the students has a lot to do with creating a learner and learning-friendly
classroom, there are some skills, strategies and techniques that can help a teacher engineer an effective
learning-teaching experience. Classroom management is the process by which teachers organize the
learning-teaching process more effectively.

On completion of this course, students will be able to:

1. appraise the role of effective classroom management principles, techniques and strategies for
language teaching
2. demonstrate their understanding of some key classroom management principles, concepts,
strategies and techniques for managing ELT classrooms
3. distinguish the difference between teacher-centered and learner-centered approaches to
language teaching
4. apply their knowledge and understanding of classroom management to authentic classroom
situations
5. Identify effective strategies for managing a class

Indicative Course content:

1. The role of effective classroom management for language learning and teaching
2. Setting up the classroom
3. The role of the teacher in the classroom (self-awareness, rapport, teacher roles, classroom
presence and control, voice, body language, intuition, teacher thinking processes)
4. Managing teacher interventions (giving instructions, support, control, explaining vs. eliciting,
checking learning and understanding, monitoring, giving feedback, praise etc)
5. Learner and Teacher Language (giving instructions, clarity, grading, classroom language,
signposting, questioning strategies)
6. Facilitating and maximizing interaction
7. managing pair and group work
8. managing learner heterogeny and multi-level classes
9. Planning and managing lessons (warm-up, lead-ins, ice breakers, fillers, sequencing and
staging, finishing)
10. Managing time and pace
11. Building an online classroom environment
12. Self-appraisal, reflective practices and action research for improving professionalism
13. Factors influencing management from outside the classroom

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Tentative Schedule

Week Input 1 Input 2 Input 3 Teaching Practice/ Assessment

Observation

1 Introduction and course The role of effective
outline classroom management
2 Setting the classroom: The role(s) of the teacher: an
varying teacher positions and overview
3 Lesson planning: overview Lesson planning: writing aims
and objectives
4 Lesson planning 4: warmers, Key teacher interventions (2)
fillers, stirrers, settlers
5 Teaching Frameworks 2: Teaching Frameworks:
Speaking Writing: Process and Genre
Approaches
Setting the classroom:
classroom layouts and
seating arrangements
Key teacher interventions(1)
Lesson planning 3: Staging
and procedure
Teaching Frameworks:
Receptive skills
Teaching Frameworks: TBL
Becoming a reflective
teacher: introduction to
reflective practices
Video-observation 1 Observation Report 1
(Approx. 300 words)
Lesson Plan 1 + Rationale
Assisted lesson planning (Approx 700 words)
Preparation for Live Observation Report 2
Observation 1 (Approx. 300 words)
+
Microteaching Reflection on micro teaching
(Approx. 150 words)
Video observation 2+ Observation Report 3 (300
words)
Preparation for Video
Observation 3 Reflective response to an
article (300 words)

6 Presenting vocabulary Integrating skills TBA Micro teaching Reflection on Micro teaching
(150-200 words)

7 Key teacher interventions:
Giving feedback and praise,
error correction
Becoming a better teacher:
authenticity, rapport and
effective listening skills
Becoming a better
teacher(2): voice, language
and non-verbal cues
Reflective response to an
article (300 words)
Micro-teaching+ Reflection on Microteaching
Preparation for Teaching (150-200 words)
Practice 1 (Diagnostic) Diagnostic Lesson Plan with
post-lesson observation

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8 Teacher thinking processes:
an overview
9 Learners as individuals
10 Facilitating interaction: an
overview of interaction
patterns
11 Maximising interaction
12 Establishing and maintaining
appropriate behaviour
Teacher language (2): Understanding learners:
overview
Learning-teaching contexts The dynamics of the learner
centred classroom
Whole-class work Pair and group work
Promoting learner autonomy Flexible session
Using, adapting and Course books
managing resources for
teaching
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)
Micro-teaching Reflection on Micro-teaching
(150-200 words)
Reflective response to article
(300 words)
Microteaching Reflection on microteaching
+ (150-200 words)
Preparation for Live
Observation 2: Observation report 4 (300
words)
Micro-teaching Reflection on microteaching
(200 words)
Reflective response to an
article (300 words)
Teaching Practice 2: Lesson Plan with post-lesson
(Developmental) reflection
(750 words appox)
Micro-teaching+ Lesson Plan with rationale
(750 words appox)
4
13 Teacher-led materials
Development 1: Handouts
and worksheets
14 Computer-assisted language
learning: an overview
15 Improving professionalism 2:
action research, reflective
practices and continuing
professional development
Using the board
Managing learner
heterogeneity and large
multi-level classes (1)
Recent Developments in
English Language Teaching
Methodology and their
implications for classroom
practices
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Managing time and pace
Teacher-led materials
development 2: exploiting
authentic materials
Post-communicative ELT:
Context-sensitive approaches
Micro-teaching
Assisted materials design
Preparation for Teaching
Practice 3: Final
Micro-teaching/Assisted
materials Design
Teaching by principles:
macro-strategies for success
Receptive+ Productive Skills
Worksheet with rationale
(500 words)
Writing the reflective
summary of the learning
experience (approx. 1000
words)
Submission of coursework
portfolio
(Approx. 6000 words)
5
Method of teaching and learning:

Input Lectures, discussions, workshops

Guided Classroom observations
independent Microteaching
learning Teaching practice
Assisted lesson planning
Meeting with mentor
One to one and group tutorials
Post-lesson and post-observation reflections

Self-study Online and library research

Listening to videos and podcasts

Scheme of Evaluation

Formative

Week Type Weight

Week 2 Observation report 0% Written feedback
Week 3 Lesson plan with rationale 0% Written feedback
Week 4 Reflective response to an article 0% Written feedback

Summative

Week 14 Portfolio of Coursework 60% Grade/ Written

- feedback
TBA End of Semester Examination 40% Grade
(written)

Essential Reading:

Gower, R. et al (1995). Teaching Practice Handbook. 2nd Revised. ed. London: Macmillan
Education.

Harmer, J. (2015). How to teach English. Harlow: Pearson Longman.

Harmer, J. (2016). The practice of English language teaching. Harlow: Pearson Longman

Lewis, M., & Hill, J. (2005). Practical techniques for language teaching. Boston: Thomson-Heinle.

Scrivener, J. (2010). Learning teaching: a guidebook for English language teachers. Oxford:
Macmillan.

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Scrivener, J. (2012). Classroom Management Techniques. 1st. ed. Cambridge: Cambridge University
Press.

Other Recommended Reading:

Brown, H. D. (2015). Teaching by principles: an interactive approach to language pedagogy. White

Plains, NY: Pearson Longman.

Canter, L. (2011). Assertive discipline: Positive behavior management for todays

classroom. Bloomington, IN: Solution Tree Press.

Kohn, A. (1997). Beyond discipline: From compliance to community. Alexandria, VA: Association for
Supervision & Curriculum Development.

Marzano, R. (2003). Classroom Management that Works: Research-based Strategies for Every
Teacher: Alexandria, VA: Association for Supervision and Curriculum Development

Richards, J and Lockhart, C. (1996). Reflective teaching in second language classrooms. 15th. ed.
New York: Cambridge University Press.

Richards, J and Renandya. W. (2002). Methodology in Language Teaching. 1st. ed. New York:
Cambridge University Press.

Walters, A. (1998). Managing monkeys in the ELT classroom. ELT Journal. 52 (1), pp.11-18.

Wright, T. (2005). Classroom Management in Language Education. Basingstoke: Palgrave Macmillan

Yisrael, S. B. (2012). Classroom Management: A Guide for Urban School Teachers. Maryland:
Rowman & Littlefield.

Recommended Journals:

ELT Journal: https://academic.oup.com/eltj

TESOL: http://www.tesol.org/read-and-publish/journals/tesol-journal

Asian EFL Journal: https://www.asian-efl-journal.com/

TESOL international Journal: https://www.tesol-international-journal.com/

TESL EJ: http://tesl-ej.org/wordpress/

English Language Teaching Professional: https://www.etprofessional.com/home

Modern English Teacher: https://www.modernenglishteacher.com/homepage

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