Classroom Management 2

TP351 English Didactics
Workshop I
Factors influencing the effective classroom management
UNAH
1
Objectives
• Identify the factors
influencing the effective
classroom management
• Describe the challenges of
“being a good teacher”
2
Reflective Questions
What does effective classroom What are the factors that influence the
management require? effective classroom management?
3
Effective Classroom Management
requires:
AWARENESS PATIENCE GOOD TIMING BOUNDARIES
INSTINCT
Harmer (2015) 4
Factors
Teacher’s role & responsibilities
Use of the blackboard
Seating arrangement
Teaching context/Class work
Affective filter (Krashen, 1995)

Classroom environment
Discipline/behavior (Piaget,
5
Teacher’s
role
Teachers are called upon to
assume a number of different
roles in the classroom:
- Controller
- Monitor and evidence
gatherer
- Resource and tutor
- Organizer / task-setter
- & many more…
6
Use of the
blackboard
It´s one of the oldest and best-known teaching aids
Effective blackboard use

 Plan ahead as to how it will be used during a
class.
 Writing and drawing should be sufficiently
large, clear and visible to all.
 The entire surface of the blackboard must be
visible to all.
7
Use of the blackboard
Work to be covered should be organized into sections with appropriate
headings. The writing of one section should not run into another section.
Label an elaborate drawing or diagram clearly as the lesson unfolds.
Stand in a way that does not hide the board. Stand sideways-half facing
the board and half facing the class. Fully extent your arm
• Talk as you write. Say aloud what you are writing phrase by phrase. Involve the class
(ask them to suggest what to write.
• Erase work as soon as its usefulness to the lesson has been expended.
Where possible, new words, sentences, figures or diagrams should be

put up as they arise in the lesson.
Harmer (2015) 8
Evaluating the blackboard
IMPORTANT QUESTIONS!
1. Is it easy for the students and the teacher to
follow the flow of the lesson?
2. Is it logically and coherently organized in order
to help students´ understand the lesson?
3. Is the goal and task of the lesson clear on the
board?
4. Are the materials presented on the board
meaningful and effective for the students´
understanding of the lesson?
Hedge, (2000) 9
Seating Arrangement
There are many different ways of seating classes
Mellow, P. (2020). Classroom seating arrangement [Online image]. Learning spaces and environments.
https://www.scoop.it/topic/learning-spaces-and-environments/p/4106738266/2019/04/03/classroom-seating-arrangement
10
M LIN 2017 11
Class size – large classes and variety of
work/Teaching ability levels pose particular challenges
Students on their own – allow them to

work privately and answer questions
individually
Pairs and groups – It maximises
Context
student talking time (STT) and

minimises the teacher talking time
Class
(TTT)
Groupwork – Ss do a range of tasks for
which pair work is not sufficient or
appropriate
12
Classroom environment
Affective filter
- Build your community
- Create a safe, supportive environment
- Know your students
- Create classroom guidelines and include students in the
process
- Be fair and consistent with all students
- Use praise but make it sincere
13
Discipline
• Building a good relationship

between teacher & students
• Setting rules, routines & procedures
• Managing self
• Maintaining appropriate student
behavior
• Techniques of motivating
14
Keep lessons engaging and relevant
Have a clear plan for the lesson
Deal with disruptive behavior quickly and

consistently
Challenge students
Be passionate about teaching -
15
Harmer, J. (2015). The practice of English language
teaching (5th ed.). Harlow: Pearson Longman.
Hedge, T. (2000). Teaching and Learning in the
Language Classroom. Oxford, OUP.
Mellow, P. (2020). Classroom seating arrangement
[Online image]. Learning spaces and
environments.
https://www.scoop.it/topic/learning-spaces-and-
environments/p/4106738266/2019/04/03/
classroom-seating-arrangement
Littlewood, W. (2013). Developing a context-sensitive
References
pedagogy for communication-oriented language

teaching. English Teaching, 68(3), 3
Phipps, W. (1999). Interaction in the Modern
Languages Classroom. London: CiLT.
States, J., Detrich, R. & Keyworth, R.
(2017). Overview of Classroom
Management.Oakland, CA: The Wing Institute.
https://www.winginstitute.org/effective-
instruction-classroom.
16

Classroom Management 2

Uploaded by

Copyright:

Available Formats

Classroom Management 2

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Classroom Management 2

Uploaded by

Copyright:

Available Formats

TP351 English Didactics

AWARENESS PATIENCE GOOD TIMING BOUNDARIES

Use of the blackboard

Teaching context/Class work

Affective filter (Krashen, 1995)

Effective blackboard use

Label an elaborate drawing or diagram clearly as the lesson unfolds.

Where possible, new words, sentences, figures or diagrams should be

Students on their own – allow them to

student talking time (STT) and

• Building a good relationship

Have a clear plan for the lesson

Deal with disruptive behavior quickly and

Be passionate about teaching -

pedagogy for communication-oriented language

You might also like