Classroom managementAETA TEACHER DEVELOPMENT WORKSHOP

• We will first deal with classroom management, another practicalities of teaching which may include:• Classroom arrangement• Teaching styles• Classroom energy

• By learning classroom management, it’s hoped that we could hone our skills in dealing with the intangible nature of teaching.

SIGHT, SOUND, AND COMFORT

Students could be profoundly affected by what the see, hear, and feel when they enter the classroom.

It’s worth considering the following conditions:• The classroom is neat, clean, and orderly in

appearance.• Chalkboards are erased• Chairs are appropriately arranged.• Take advantage of bulletin boards.• Free from external noise.• Tolerable acoustics• Heating or cooling systems.

SEATING ARRANGEMENTS

Students should be able to see one another, talk to another in English and so they should not feel like they walk into a military formation where the chairs are lined up in columns.

Consider:• Semi-circles• U-Shapes• Concentric circles• Crescent round• Reception

CHALKBOARD USE

• Using chalkboard gives students added visual input such as graph, words, pictures, and charts along with auditory. • Try to be neat and orderly in using the board,

erasing as often as appropriate. • To achieve this, it is often suggested that we

plan ahead how we will use the board which can be included in our lesson plans.

EQUIPMENT

If we are using electrical equipment, make sure that:• The room has outlets.• The equipment fits comfortably in the room.• Everyone can equally see the visual or hear the

auditory stimulus.• We have enough time to set up before and after

class.• The machine works.• We know how to operate it.• There’s plan B when it doesn’t work.

Voice and body language

• We don’t need to have a loud booming voice – what we need is for the students to be able to hear us clearly, even from those sitting farthest away from us.

• And remember to articulate clearly, don’t mumble. • Beginners need a fairly natural, but slow speed of

delivery• Another fundamental concerns YOU, as the teacher,

and how messages are communicated through voice and body language.

Voice and body languageNonverbal messages can be a powerful means of communications.Especially in language classes where they may not have the skills yet to decipher verbal messages.

What to consider:• Let your body posture exhibit an air of confidence.• Your face should reflect optimism, brightness, and

warmth.• Use facial gestures and hand gestures to enhance

meanings.• Make frequent eye contact with all students in the class.• Do not ‘bury yourself’ in your notes and plans.• Move about in the classroom, but don’t distract students.• Dress appropriately.

Tips on classroom

managementAdapted from Classroom management and

control (Wragg 1981, p. 22 as seen in A Course in Language Teaching, Ur, 2012)

• Be firm in the beginning, relax later• Get silence before speaking• Know and use students’ name• Prepare lesson thoroughly• Be mobile• Start the lesson with a bang• Make sure your instructions are clear• Have extra materials prepared• Develop an effective questioning technique• Anticipate discipline problems• Avoid confrontations• Show yourself as supporter and helper• Use humor constructively• Create good rapport with your students (Respect, Empathy,

Authoritative)• Choose topics that will activate students.

GIVING INSTRUCTIONS

• Get their attention first• Instruct first then give handouts• Become aware of your own instructions (record yourself

or get feedback from others)• Plan how you are going to instruct:• Include only essential information• Use short sentences• Don’t say obvious things• Don’t give instructions they don’t need to know at this

point• Demonstrate rather than explain• Check that students have understood, avoid yes/no

question