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

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 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/
Observation

1 Introduction and course The role of effective Setting the classroom: Becoming a reflective
outline classroom classroom layouts and teacher: introduction to
management seating arrangements reflective practices
2 Setting the classroom: The role(s) of the Key teacher Video-observation 1
varying teacher teacher: an overview interventions(1)
positions and
3 Lesson planning: Lesson planning: Lesson planning 3:
overview writing aims and Staging and procedure Assisted lesson
objectives planning
4 Lesson planning 4: Key teacher Teaching Frameworks: Preparation for Live
warmers, fillers, interventions (2) Receptive skills Observation 1
stirrers, settlers +
Microteaching

5 Teaching Frameworks Teaching Frameworks: Teaching Frameworks: Video observation 2+

2: Speaking Writing: Process and TBL
Genre Approaches Preparation for Video
Observation 3

6 Presenting vocabulary Integrating skills TBA Micro teaching

7 Key teacher Becoming a better Becoming a better Micro-teaching+

interventions: Giving teacher: authenticity, teacher(2): voice, Preparation for
feedback and praise, rapport and effective language and non- Teaching Practice 1
error correction listening skills verbal cues (Diagnostic)

8 Teacher thinking Teacher language (2): Understanding Micro-teaching

processes: an overview learners: overview

9 Learners as individuals Learning-teaching The dynamics of the Microteaching

contexts learner centred +
classroom Preparation for Live
Observation 2:

10 Facilitating interaction: Whole-class work Pair and group work Micro-teaching

an overview of
interaction patterns

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11 Maximising interaction Promoting learner Flexible session Teaching Practice 2:
autonomy (Developmental)
Method of teaching and learning:

Input Lectures, discussions, workshops

Guided Classroom observations
independe Microteaching
nt 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 0% Written
rationale feedback
Week 4 Reflective response to 0% Written
an article feedback

Summative

Week 14 Portfolio of Coursework 60% Grade/ Written

- feedback
TBA End of Semester 40% Grade
Examination
(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.

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

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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