By the end of this session, trainees will be able to:

• Choose seating arrangement that is most suitable for

the class
• Give clear instructions
• Use the board effectively
• Establish classroom routine
• Use tone of voice and body language
to communicate
• Deal with different behavior styles
 Classroom Management

• Look at the following diagrams and say which

arrangement would be most suitable for the classes
below. Give reasons for your choice.
• Large/small classroom
• Pair work
• Group work
• Presentation
• Written exam
 Match the seating patterns below with the activities
Exams - Pair work - Group work - Learning centers – Whole class discussion
 Giving Instructions

Teachers’ instructions should be:

• Clear
• Precise
• Graded
• Checked (ICQs)
Teacher Language
 Giving Instructions
Unscramble the steps of giving instructions
Feedback
Teacher’s Roles
 What role is this?

1. Organizes the physical classroom, tasks, activities and

student seating.
2. Motivates SS in general and less interested SS in particular.
3. Monitors learners during activities to maintain discipline.
4. Evaluates SS performance and decides when and how to
give feedback.
5. Gives guidance and extra help to slow SS. Guides SS to reach
goals & answers by eliciting.
6. Makes learning an easy and joyful experience for SS.
Encourages SS to communicate effectively.
7. Gives individual attention to slower learners.
8. Is trusted by his/her SS. SS open up to him/her in
life’s various aspects.
9. Helps SS realize their potential.
10. Does not dominate the class but delegates tasks to
SS.
11. Reaches resolutions for conflicts among SS and
between teachers and SS.
12. Controls and manages the class either directly or
indirectly.
 What role is this?
1.Organizer: Organizes the physical classroom, tasks, activities
and student seating.
2. Motivator: Motivates SS in general and less interested SS in
particular.
3. Monitor: Monitors learners during activities to maintain
discipline.
4.Assessor: Evaluates SS performance and decides when and
how to give feedback.
5. Guide: Gives guidance and extra help to slow SS. Guides SS to
reach goals & answers by eliciting.
6.Facilitator: Makes learning an easy and joyful experience for
SS. Encourages SS to communicate effectively.
7. Tutor: Gives individual attention to slower learners.
8. Confidant: Is trusted by his/her SS. SS open up to him/her
in life’s various aspects.
9. Educator: Helps SS realize their potential.
10. Delegator: Does not dominate the class but delegates
tasks to SS.
11. Mediator: Reaches resolutions for conflicts among SS and
between teachers and SS.
12. Authoritarian: Controls and manages the class either
directly or indirectly.
 Classroom Procedures Need Consistency
• Every class must have its own classroom routine, such as
starting with a warm-up activity, being systematic in
passing in papers and dividing tasks.
 Create a Classroom Contract
• A class contract is an agreement made between
learners and the teacher to follow certain rules and
standards.
• It applies to both the learners and the teachers and
is drawn up at the beginning of the course.
Create a Safe Classroom Environment Using Respect
• A safe classroom environment includes classroom rules,
consequences, procedures, and respect.

• Teacher must model respect if she wants them to be respectful.

• Say only positive things about students

• Make all students feel they are an integral part of the class

• Acknowledge the fact that every student is different; do not

point it out

• Be consistent with your rules

• Use please and thank you when making requests

 Use Classroom Consequences to Correct
Wrong Student Behavior

• Avoid threats
• Change of behavior plan: Have students write a
change of behavior plan that includes 3 questions:
1. what did they do wrong?
2. Why did they do it?
3. What are they going to do differently? Make
students sign it.
 Conferences & Sanctions

• Parent-teacher conference; teacher-student

conference ( to find the root of the problem and tackle
it, not to demean the student or blame the parents)
• Use system of rewards
Behavior
 Activity: Case Study
Activity Directions: Read the case study below. Then, working with a
partner answer the questions.
Tom entered the classroom and smiled at the teacher. The teacher smiled back
and told Tom his assignment was at his desk. Tom responded, “I don’t have a
book.” The teacher gave him a book. Then Tom said, “I don’t have any paper.”
The teacher gave him a piece of paper. “I don’t have a pencil” was the next
thing Tom said. The teacher gave him a pencil. Finally, Tom slammed his book
closed and yelled a bad word. Tom immediately looked at the teacher
expecting an angry response. The teacher just smiled, shook her head and
continued on with what she was doing. Realizing his attempt to disturb the
teacher was not working, Tom settled down to work.

What was Tom trying to do?

What was the teacher attempting?
Do you think the teacher’s behavior was appropriate?
What would you have done?
Effective Strategies
 When possible, ignore the student's bid for attention. Give
Getting Attention attention and encouragement at other times.
Give attention in unexpected ways.
Recognize positive behavior.
Walk away when student demands attention.
Make a contract (If…., then…)
When not possible to ignore, make eye contact without any
comment or call student's name.

Refuse to engage in conflict.

Withdraw as authority figure.
Help students use power constructively by enlisting their help.
Power Give student position of responsibility.
Give responsibility for own work by providing options.
Give sincere encouragement.
Make an agreement.
Remain calm.
Speak softly.
Provide for cooling off period.
 Examine behavior that is being interpreted by student as
hurtful.
Revenge Try to understand the student's feeling of hurt
Build a trusting relationship
Set up situations for student to exhibit talents or strengths
Call on class to support and encourage the student

Encourage and reward effort, no matter how small.

Display of Demonstrate that the student can be successful.
Inadequacy Break difficult tasks into smaller parts.
Make student feel useful
Give responsibilities
In your group discuss the following thinking map which shows the link between
Classroom Management and other components of ELT (15 min.)
Be ready to explain the link to the whole group in a 5-minute presentation

assessment

Multiple Classroom Methods of

Intelligence Management teaching

Lesson
planning
 Readings
- Harmer’s book: Chapters 4B and 9

Reading Task
While reading think of the following questions:
• What important things did you find out?
• What points were not clear to you?
• What would you like to ask/read/learn more
about?
 References
• Thornbury, S & Watkins, P. (2011) The CELTA Course (5th ed.).
Cambridge University Press: UK

• http://www.edutopia.org/blog/classroom-management-tips-
novice-teachers-rebecca-alber

• http://www.edutopia.org/article/new-teachers-classroom-
management-resources

• http://www.ngsslifescience.com/classroom_management_ch
eck_for_understanding.html