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    Classroom Management Tips

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    Javier Bahena
    Classroom management tips include standing up when directing activities, using eye contact, keeping language minimal, allowing silence for reflection, demonstrating activities rather than just explaining, using pair work to increase student talking time, following up pair work with student demonstrations, and consulting students about what lessons and activities they enjoy. Practical classroom tips involve maximizing each activity, reducing teacher talking time, ending classes with a sense of accomplishment, being aware of body language, using creative activities, and handling discipline and large classes through clear expectations, fairness, and resolving issues privately.

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    Classroom Management Tips

    Uploaded by

    Javier Bahena
    54 views6 pages
    Classroom management tips include standing up when directing activities, using eye contact, keeping language minimal, allowing silence for reflection, demonstrating activities rather than just explaining, using pair work to increase student talking time, following up pair work with student demonstrations, and consulting students about what lessons and activities they enjoy. Practical classroom tips involve maximizing each activity, reducing teacher talking time, ending classes with a sense of accomplishment, being aware of body language, using creative activities, and handling discipline and large classes through clear expectations, fairness, and resolving issues privately.

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    Classroom management tips include standing up when directing activities, using eye contact, keeping language minimal, allowing silence for reflection, demonstrating activities rather than just explaining, using pair work to increase student talking time, following up pair work with student demonstrations, and consulting students about what lessons and activities they enjoy. Practical classroom tips involve maximizing each activity, reducing teacher talking time, ending classes with a sense of accomplishment, being aware of body language, using creative activities, and handling discipline and large classes through clear expectations, fairness, and resolving issues privately.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    54 views6 pages

    Classroom Management Tips

    Uploaded by

    Javier Bahena
    Classroom management tips include standing up when directing activities, using eye contact, keeping language minimal, allowing silence for reflection, demonstrating activities rather than just explaining, using pair work to increase student talking time, following up pair work with student demonstrations, and consulting students about what lessons and activities they enjoy. Practical classroom tips involve maximizing each activity, reducing teacher talking time, ending classes with a sense of accomplishment, being aware of body language, using creative activities, and handling discipline and large classes through clear expectations, fairness, and resolving issues privately.

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    Classroom Management Tips ICELT

    Tip 1 Stand up when you are directing an activity. Sit down only when: Students are doing something which does not involve you. ou are having a conversation with the class. !hy should you "the teacher# stand up$ Tip & Loo' at the students. I% you ta'e your eyes o%% them %or a long period o% time( you will lose their attention. )on*t %orget that normal human contact %re+uently depend on( and is rein%orces ,y eye contact. Tip .eep your language to a minimum when students are doing something. I% you speal students usually listen. )o not interrupt students unnecesarily while they are preparing something. )o not dominate discussions yoursel%. )o not tell student what they want to say. )o not use more language than necessary to direct and control classroom activities. /er,al instructions are given using the imperative( to avoid unnecessary language. our eyes help your students* concentrate. So students can see "your mouth and eyes#. So you can see the students. So you can use your eyes and hands e%%ectively.

    Classroom Management Tips ICELT

    Tip 0 )on*t ,e a%raid o% silence. Constant language is tiring. Students need time to thin'( to collect their thoughts( ma'e notesd( etc. The silent struggle to undestand or recall is a natural part o% language learning. I% it is a teache the one who is constantly in1ecting ideas( students will soon sit ,ac' and e2pect the teacher to do the wor'. 3ecause the room is silent( it does not mean nothing is happening. The secret is a ,alance o% activity and +uiet moments %or re%lection.

    Tip 4 )emonstrate ( rather than e2plain( new activities. Tip 5 6se pair wor' to increase student tal'ing time. our pair wor' will ,e more e%%ective i% you: )ivide the group into pairs yursel% and ma'e sure that all students 'now who they are wor'ing with and which role they are to ta'e. Ma'e sure everyone is clear a,out what they are meant to ,e doing. 7o round( listen( and chec' that they are doing it. Stop the activity when it is clear that everyone is %inished. 8air wor' is not and e2cuse %or the teacher to sit ,ac'.. )emonstrate reduces the amount o% unnecessary teacher language. It is more e%%ective than any e2planation.

    Classroom Management Tips ICELT

    9ollow up the pair wor' with a demonstration or summary %rom one or more pairs. I% it is not well done( correct and provide help and then as' students to do the same practice again. Ma'e a ha,it o% it:

    Tip ; Consult Students. )o your students en1oy all o% your lesson e+ually$ <re there some activities they hate( and others they particularly en1oy$ <s teachers( we too o%ten pretend that we 'now what our students %eel. !hen it is e2tremely easy to %ind out ,y simply as'ing them.

    <s' your class: )id you particularly en1oy today*s lesson$ !hy=!hy not$ !hat activities in your English lessons do you particularly li'e=disli'e$

    Classroom Tips ICELT

    1.-

    >Mil' every activity to its %ullest? e.g. < Story a# @ave they tal'ed a,out it$ ,# @ave they written a,out it$ c# @ave they written a,out what someone else said a,out it$ d# @ave they read what other students have written a,out it$ e# @ave they done a dictation a,out it %or listening practice$ E2plain the purpose o% the activities. Specially to adult learners. Aeduce your >Teacher Tal'ing Time?. End every class with a sense o% accomplishment. @ave students write you a letter. a# <,out wha they*ve learnt. ,# <,out what they are con%used a,out. c# <,out what they still want to 'now=learn. Teacher Movement: !hey presenting something to students( ,e aware o% your movement( which can convey a lot o% meaning. Movement includes your posture( gestures( e2pressions B appearance( as well as visual aids ,oth planned and unplanned. Aesearch shows that: 5CD o% the impact o% a presentation is due to movement. -CD is due to voice and only 1CD is due to words.

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    6se >right ,rain? activities. e.g. incorporate rhythm( music( visualiEation into your lessons.

    drawings(

    imagination

    F.-

    Stories with holes. Incorporate stories or well-'nown %airy tales. 6nscram,le the letters. !rite a scram,led word on the 33 and as' students to do as many two-letter( three-letter( etc. words as they can.

    G.-

    Classroom 8racticalities ICELT

    Teaching 6nder <dverse Circumstances: 1.Teaching Large Classes.

    Some pro,lems: <,ility across students varies widely. Individual teacher-student attention is minimiEed. Student opportunities to spea' are lessened. Teacher*s %eed,ac' on stsudents* written wor' is limited.

    Some solutions: 1.Try to ma'e each student %eel important "and not 1ust a >num,er?# ,y learning names and using them. Hame tags or des' >plates? serve as reminders. 7et students to do as much interactive wor' as possi,le( including plenty o% >get-ac+uainted? activities at the ,eginning( so that they %eel part o% a community and are not 1ust lost in the crowd. IptimiEe the use o% pair wor' and small group wor' to give students chances to per%orm in english. In grouping( consider the variation in a,ility levels. )o more than the usual num,er o% listening comprehension activities( using tapes( video and yoursel%. Ma'e sure students 'now what 'ind o% response is e2pected %rom them. Throuhg active listening comprehension( students can learn a good deal o% language that trans%ers to reading( spea'ing and writing. 6se peer editing( %eed,ac' and evaluation in written wor' whenever appropriate. 7ive student a range o% e2tra-class wor'( %rom a minimum that all students must do to challenging tas's %or the ,etter students in class. )on*t collect written wor' %rom all o% your students at the same timeJ spread it out in some systematic way ,oth to lighten your lead and to give students the ,ene%it o% a speedy return o% their wor'.

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    Classroom 8racticalities ICELT

    F.G.-

    Set up small >learning centres? in your class where students can do individualiEed wor'. organise in%ormal conversaiton groups and study groups.

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    )iscipline:

    Some ideas: 1.&.-.Learn to ,e com%orta,le with your position o% authority. 7ain the respect o% your students ,y treating them all with e+ual %airness. State clearly and e2plicitly to your students what your e2pectations are regarding their ,ehaviour in class. E.g.: spea'ing( turn-ta'ing( respect %or others( group wor'( test tal'ing( attendance "tardiness and a,sences#( and any e2traclass "homewor'# o,ligations. 3e %irm ,ut warm in dealing with variances to these e2pectations. I% a reminder( reprimand( or any other %orm o% ver,al disciplinary action is warranted( do your ,est to preserve the dignity o% the student "in spite o% the %act that you could ,e %rustrated enough to want to humiliate the student in %ron o% the classmates:#. Try initially( to resolve disciplinary matters outside the classtime "as' to see a student a%ter class and +uietly ,ut %irmly ma'e your o,servation and let the student respond# so that valua,le class minutes aren*t spent %ocusing on one student. In resolving disciplinary pro,lems( try to %ind the source o% the pro,lem rather than treating symptoms. I% you cannot resolve a recurring disciplinary pro,lem( then consult your coordinator.

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