Teacher Development Course

Module B
Classroom Management
 What is
classroom
management?
 Relationship with
learners Organizational skills
Attitude, intentions and and techniques
personality

` Create conditions in which

learning can take place`

Scrivener, J. Learning Teaching, 2005.

 Actions: what is done in the
classroom

Decisions and Actions

Decisions: whether to do these

actions, when to do them, how to
do them and who will do them
 Classroom Management

Options ?
Look
Finding options. ? Actions
Looking at
classroom Making decisions ? Doing the chosen
events minute between one ? action.
by minute option and
another
 Write two or more options for
each of the following
situations
1. A student says: ‘I don’t want to do this exercise.’

2. You expected an activity to take five minutes. It has taken 20 so far,

and the students still seem to be very involved. There is something
else you would like to do before the lesson ends in ten minutes.

3. The next activity involves students working in groups of five. At the

moment, all the desks (which take two people) are facing forward in
rows. They are movable, but it takes a few minutes of chaos to do it.

4. The students are working in groups of three. Two groups have

finished the task you set them and are now sitting looking bored. The
other groups still seem to have a long way to go before they finish.
 How can you decide what is best
to do?

Here are a few factors (questions) involved in teacher decisions and actions:
- What is the aim of the activity?
- What is the aim of the whole lesson?
- Is what learners doing useful?
- What is hindering the effectiveness of what we are doing?
- What have I planned to do?
- What would be the best thing to do now?
- Is it time for a change of mood or pace?
- Are we using time efficiently?
- How do the students feel?
- How do I feel?
- What are the possible outcomes of my doing something?
- I don’t know any other options.
- I know some other options but I’m avoiding them because they are difficult
or troublesome or nerve-wracking.
 Classroom
Interaction
 What are the types of student
grouping in the classroom?
• Whole class working together with you.

• Whole class moving around and mixing together as individuals

(mingle).

• Small groups (three to eight people).

• Pairs

• Individual work
 Carry out a self-
assessment. Compare
yourself against some of
the guidelines we read.
What skills do you have in enabling effective
classroom interaction? What do you intend to work
on?
Possible Seating
Arrangements for
different types of
interaction and
different activities
Giving instructions
When you set up activities, do your students sometimes
look confused?
• Simon is teaching a group of
PRE INTERMEDIATE students (B1)
Which one is true
in the pairs?
Give instructions
Get the
students’
attention

Hand out the

worksheets

Gesture the
Interaction
Pattern to be
used
Check the
instructions
Hold up the
worksheet
 Get the
students’
attention

Hold up the
worksheet

Give instructions

Gesture the Interaction

Pattern to be used

Check the instructions

Hand out the

worksheets
What are the two questions you
can never ask a student while
giving instructions?

Do you What are you

understand? going to do?
 ICQs TIPS
• Give them options, instead of direct
questions:

- are you going to talk to everybody in class

or only two people?
- are you going to walk around or stand still
talking to one person only?
- are you going to read fast or slowly?
 ICQs TIPS
• Break the instructions into parts.

• First, Read the text and underline words you don't know.
• (Ss do it)

• Now, Check the words you don't know with a partner.

• (Ss do it)

• Then, Look up their meanings in a dictionary.

• (Ss do it)

• Now, complete the sentences with the words missing.

 ICQs TIPS
• Use IMPERATIVES rather than asking
them to do something.

• Can you open your books to page 29?

• OPEN YOUR BOOKS TO PAGE 29.

• Can I do these for all the levels?

 ICQs TIPS
• You can also use body language to check understanding:
• "If you are student A, raise your hand!“

• Instead of asking instruction checking questions, how can

you make sure you were understood?
• a) choose the weakest student to repeat back the instructions
to you.
• b) ask two students to demonstrate the activity in front of the
class.

• MONITOR as soon as you finish giving instructions and Ss

have started doing their exercises.