Objectives Recognize physical features in the classroom environment that affect the success of a lesson. Monitor your voice and body language and.

Chapter 15 Classroom Management

Lenin G. Salazar

Classroom ManagementObjectives Recognize physical features in the classroom environment

that affect the success of a lesson. Monitor your voice and body language and make changes

as necessary. Apply guidelines for dealing with unexpected, unplanned

moments, and turn them to your (and students’) advantage.

Develop some strategies for teaching large classes. Model roles and styles that are appropriate for a given

lesson and audience. Create a positive classroom climate

Classroom Management Is teaching an art or a

science? Are teachers born or made? What does classroom

management include?› Physical arrangement

of classroom› Teaching styles› Classroom energy

Classroom ManagementThe Physical Environment of the Classroom1. Sight, sound, and comfort

› Neat, orderly, clean classroom.› Boards are erased.› Well used bulletin boards, if any.› External noise.› Tolerable acoustics› Heating or cooling systems are operating.

2. Seating arrangements› Avoid military formations (columns).› Try configurations so interaction is most feasible. › You may or may not use different “mixes” of students.

3. Board use› Use the board, be neat and orderly, erase as necessary.

4. Equipment› Smart board, computer, video/audio systems, projectors› Do not assume anything!!

Classroom ManagementYour Voice and Body Language Good voice projection. Articulate clearly – more that slow down Language studentes rely on nonverbal

language to decipher what you’re saying:› Body posture – show confidence.› Face – optimism, brightness, and warmth.› Facial and body gesture – enhance meaning› Eye contact› Move around – not so much› Follow rules of proxemics (distance) and

kinesthetics (touching).› Dress appropriately, considering the expectations.

Classroom ManagementUnplanned Teaching: Midstream Lesson Changes What would you do if you planned your lesson

thoroughly, but Ss became engaged in a related conversation. They are alert, enthusiastic, participating, using fairly complex English?› Classroom management involves decisions about what to do

when: Your Ss digress or you digress. An unexpected, yet pertinent question comes up. Techical problems arise. A disruptive student. A question whose answer you don’t have. Not enough time at the end to finish an activity that already

has started. POISE is the key. Stay calm, assess quickly, make a

change to your plan, and allow the lesson to go on.

Classroom ManagementTeaching Under Adverse Circumstances Institutions and People are imperfect1. Teaching large classes.2. Teaching multiple proficiency levels in the same

class.3. Using “English only” in the classroom?4. Compromising with the “institution”.5. Disciplining.6. Dealing with cheating

Classroom ManagementTeachers’ Roles and Styles Roles Teaching Styles Cultural Expectations

Roles› Authority figure, leader, knower, director, manager,

counselor, guide, friend, confidante, parent, etc. (culture determines prominence)

› Rules of thumb: Accept the fact that each S will perceive you

differently. Know yourself: limitations & strengths, likes & dislikes Be consistently fair.

Classroom Management Teaching Styles

› Usually consistent with personality

Where do you place yourself? What do you think the formula is?

shy gregarious

formal informal

reserved open,transparent

understated dramatic

rational emotional

steady moody

serious humorous

restrictive permissive

Classroom Management Cultural expectations (Where do we fall?)

Ts are expected to have all answers

Ts are allowed to say “I don’t know”

Ts are expected to suppress emotions (and so are Ss).

Ts are allowed to express emotions (and so are Ss).

Ts interpret intellectual disagreement as personal disloyalty.

Ts interpret intellectual disagreement as a stimulating exercise.

Ts rewards Ss for accuracy in problem solving.

Ts reward Ss for innovative approaches to problem solving.

Students admire brilliance in teachers.

Ss admire friendliness in teachers.

Ss should speak in class only when called upon.

Ss are encouraged to volunteer their thoughts.

Ts should never lose face; to do so loses the respect of Ss.

Ts can admit when they are wrong and still maintain Ss´respect.

Ss expect the t to show them “the way.”

Ts expect Ss to find their own way.

Class MangementLarge classes Challenges:

› Can we give students personal attention?› How can we enhance interaction?› Is smooth and effective organization

possible? How? Advantages (Hess, 2001):

› Always enough Ss for interaction.› Rich variety of human resources.› Many possible “teachers”› The challenge is so great that it’s impossible

to get bored.

Learning ContextsLarge Classes Be organized Establish routines Use a diferent pace for different activities. Maximize individual work. Use students Use worksheets Use pairwork and groupwork Use chorus reaction Take account of vision and acoustics Use the size of the group to your advantage

Classroom ManagementManaging mixed ability Major concern, but it’s only natural. Given multiple intelligences & differing

primary perceived systems. To kind of solve problem placement

exams & streaming. Tomlinson (1995) speaks of a

differentiated classroom. ??????????? It’s not always possible nor desirable.

Classroom Management Working with different content

› Tailored or chosen according to individual needs. For that, give Ss options or give them some freedom. Obvious disadvantages

Different student actions/responses (Lindstromberg’s flexible tasks)› Give students different tasks for same material› Give students different roles (conversations/debates)› Reward early finishers with extension tasks.› Encourage different student responses (high limits,

creativity)› Identify student strengths (linguistic or non-linguistic)

so everybody shines, thus motivating them to learn.

Classroom ManagementWhat the teacher does Responding to students

› Feedback, as a tutor, as a resource, as a monitor, etc.

› Consider feelings, personalities, learning styles, do they need mechanics or challenge, organization or communication.

Being inclusive› High achievers-more able/low achievers-less able.› Start at the same level, once engaged, allow for

differentiation. Flexible groupings (heterogeneous-

homegeneous)

Classroom ManagementRealistic mixed-ability teaching Is it the same to do mixed-ability

teaching in a small class than in a large class? Is it the same to do mixed-ability teaching with your homeroom than when you have to teach 5 or 6 different large gruops like in Relaciones?

Should we always differentiate? Is it better to have Ss work in teams than to have them work individually?

Classroom ManagementCreating a Positive Classroom Climate

Roles * Styles = Tools + positive,stimulating and energizing climate

Establishing rapport

Balancing praise and criticism

Generating energy

Classroom Management Establishing rapport – What is rapport?Rapport is the relationship built on trust and

respect that leads students to feeling capable, competent, and creative.

How can a teacher build that relationship? Interest, Feedback on progress, Solicit ideas and feelings, Value and respect the above, Laugh with, Work with not against, Rejoice on their learning and/or success.

Classroom Management Balancing praise and criticismWith genuine praise SS welcome and use

criticismEffective Praise Ineffective Praise Adapted by Brown (2007)

from Brophy (1981)

Shows genuine pleasure and concern. Is impersonal, mechanical, and “robotic”.

Shows verbal and nonverbal variety. Shows bland uniformity.

Specifies the particulars of an accomplishment, so Ss know exactly what was performed well.

Is restricted to global comments, so Ss are not sure what was performed well.

Is offered in recognition of noteworthy effort on difficult tasks.

Is offered equally strongly for easy and difficult tasks.

Attributes success to effort, implying that similar success can be expected in the future

Attributes success to ability, luck, or other external factors

Fosters intrinsic motivation to continue to pursue goals

Fosters extrinsic motivation to perform only to receive more praise

Is delivered without disrupting the communicative flow of ongoing interaction.

Disrupts the communicative flow of ongoing interaction.

Classroom Management Generating energy (Define it (I) (G) (C))

Brown suggests its a force, electricity, an aura, released in the classroom and started by the teacher. It’s only perceived by a “sixth sense”.It’s that something that makes you say and feel “what a great class that was!” after you leave a classroom.How?Solid preparation, Confidence in your ability to teach, Genuine belief in your students’ ability to learn,Sense of joy in what you do,And perhaps above all,

by manifesting overtly all of the above.

Classroom Management