Classroom Management

By Aldyansyah, S.S., MA (TESOL)

MKCU – UMB: CPD Series
Warm-up:

The “Taboo” Guessing Game!

(Guess the word/phrase your peer is describing to score a point; a point also goes
to the successful explainer)
Lead-in: Agree or Disagree?
“Avoid using too many gestures - they are very distracting for learners.”
Cambridge says:
• Gestures are used to support communication and the classroom is no different in this
respect.
• Typically teachers need to use a lot of gesture, and
• Develop a repertoire of easily understood gestures (such as pointing over your
shoulder to indicate the past)
• It can help to cut down on the amount of verbal explanation (TTT) teachers are
required to give
• It helps learners to process the information, particularly at lower levels.
Lead-in: Agree or Disagree?
“Don't point at learners - it can seem very aggressive.”
Cambridge says:
• As an alternative to pointing, it is a good idea to learn learners' names.
• Use less aggressive gestures that could be used instead of pointing.
Lead-in: Agree or Disagree?
“Classrooms are places of study-so they should be largely quiet.”
Cambridge says:
• If people are to practise speaking they need to speak, for example during
pairwork and groupwork, and this will create some noise.
• However, teachers need to distinguish between 'useful' noise and
'disruptive' noise.
Lead-in: Agree or Disagree?
“If learners want to make a contribution, they should put up their hand
and wait to be asked.”
Cambridge says:
• More appropriate to young learners than to adults.
Lead-in: Agree or Disagree?
“Demonstrating activities is sometimes better than explaining
activities.”
Cambridge says:
• Especially at lower levels, explanation is likely to challenge learners' ability to
understand.
• Some classroom activities may be unfamiliar to them, and are best
demonstrated.
Classroom
Organization
Which arrangement (1-4)
would be most suitable
for:

1) a large class 4) a grammar

presentation
2) a small, 5) pairwork/group
business work
English class
3) a written exam
(Caveat: Seating arrangements are sometimes beyond the
Classroom
control of the teacher.)
If the teacher can control the arrangements:
Organization
1. a large class: for very large classes, arrangement (1) may
be the only alternative, although, depending on the size of
the room, other arrangements - such as (2) and (4) - may
be viable.
2. a small, business English class: arrangement (3) is ideal
3. a grammar presentation: arrangements (1) and (2) may
be best because this usually requires attention on the
teacher and the board; arrangement (3) would also work
for small groups.
4. pairwork: all formats can easily be adapted for pairwork.
5. groupwork. arrangement (4) is obviously ideal, but with a
little re-organisation the other formats can be adapted for
groupwork too. For example, in (1) pairs in one row can
turn to face pairs in the row behind them.
6. an exam: probably (1), especially if the learners are
separated.
Classroom Teaching
(Think-Pair-Share)

1. Think back to a recent lesson, and answer these questions.

• What activities did you have your students do in pairs or groups?
• What was the purpose of these stages?
2. What are the benefits of pairwork and groupwork in a language
classroom?
3. What are the potential drawbacks to using pairwork and
groupwork?
Classroom Teaching
(Think-Pair-Share)
1. Think back to a recent lesson, and answer these questions.
• What activities did you have your Ss do in pairs or groups? (Recommended for variety)
• What was the purpose of these stages? (All depends on the stage aims)
2. What are the benefits of pairwork and groupwork in a language classroom?
✓ Maximize the opportunities learners have to use the language productively, giving lots of
speaking opportunities.
✓ Allow learners to practice without having to perform in front of the whole class, and this
may help them to build confidence.
✓ Allow learners to use a relatively informal style, whereas some may feel the need to be
relatively more formal if addressing the teacher.
3. What are the potential drawbacks to using pairwork and groupwork?
▪ Can lead to a loss of teacher control and a sense of disorder.
▪ Learners may be uneasy if they feel that the teacher cannot hear what they are saying
▪ A lot of errors are going uncorrected
▪ Learners may resort to the easiest means of achieving the task, including the use of their
first language.
Classroom Teaching: Pairwork and Groupwork
So, should we generally have pairwork or groupwork in our
classrooms?

Most teachers tend

.
to feel that the
benefits outweigh these potential
drawbacks
Whiteboard Management
Work in pairs. Say what the pictures below suggest about the best use
of the whiteboard.
Whiteboard Management
Tips:
1. Plan the use of the board
2. Leave designated spaces for
different purposes
3. Take care with spelling
4. Avoid joined up writing
(cursive) as it is harder to read
5. Avoid letting the board
become too cluttered
 Grading Language (Group Discussion)
One of the most important things that teachers have to learn is how to adjust their
language to make it appropriate for different groups of learners, particularly
lower-level learners.
Read sentences a-g. Tick five sentences that offer good advice. Cross out the other
two sentences. Then compare your answers with the other groups.
a. Pronounce each word slowly and deliberately.
b. Use gestures, pictures and other things that will support what you are saying
to make it easier to understand.
c. Speak with natural rhythm and intonation.
d. Miss out small words (articles, prepositions, auxiliary verbs and so on) so that
learners can focus on the 'content' words and understand the message.
e. Speak at a natural speed, but pause slightly longer after each 'chunk', if
necessary.
f. Try to avoid 'difficult' vocabulary (for example, very idiomatic language).
g. Try to avoid complex grammar patterns.
 Grading Language (Cambridge Says)
Generally Good Advice Potentially Unsound Advice
b. Use gestures, pictures and other things that will a. Pronounce each word slowly and deliberately.
support what you are saying to make it easier to Learners need to get used to hearing reasonably
understand. natural sounding language.
c. Speak with natural rhythm and intonation. d. Miss out small words (articles, prepositions,
e. Speak at a natural speed, but pause slightly longer auxiliary verbs and so on) so that learners can focus
after each 'chunk', if necessary. A little extra decoding on the 'content' words and understand the message.
time after each phrase is likely to help comprehension
more than pausing after each word. This will impoverish the input they receive - learners
pick up a lot of grammar from hearing it used. Also,
learners may feel patronised if they feel they are being
spoken to in 'babytalk'.
f. Try to avoid 'difficult' vocabulary (for example, very
idiomatic language).
g. Try to avoid complex grammar patterns.
Giving Instructions
Study the scripts below and get ready to act it out in front of the class.

Teacher 1: Teacher 2:

So look at these pictures. [Teacher holds up the book and

OK, so if you wouldn't mind, open your books and
look at the pictures about what the man does now points to the pictures.] You can use these for ideas, if you
and what he used to do - OK yeah, they're on page want. And then write some sentences about things you used
87 - yeah you can find them in just a sec, doesn't to do, but you don't do now. Write four sentences, please.
really matter now - OK - they're just some ideas for
you to think about. OK, and then what I want you [Learners write some sentences.]
to do is, you're going to write some sentences,
about four, maybe a few more - don't worry if you OK, let me stop you there - don't worry if you've only written
find it difficult, just have a go anyway. So, write three. Now compare your sentences with a partner.
some sentences about things you used to do, but
you don't do now. OK? And when you've done that [Teacher indicates who should work with who and then
I want you to compare them with your partner - or learners compare.]
you can work in threes if you'd rather - I don't think
it matters too much - OK, so do you understand all OK - good - now, I want you to stand up - talk to as many
that? - and then I want you to mingle around and people as you can and find people that used to do the same
then find someone that you have something in things as you. OK? So, for this do you speak or write? [Learner
common with. Have you got that? All right, so let's
start - I would like you to write some sentences. answers 'speak'] OK, and do you speak to one person or lots
of people? [Learner answers: 'lots'] OK, so, stand up, please.
[Learners stand up and mingle.]
Giving Instructions
Listen to your fellow teacher. Which teacher is easier to understand?
Both teachers are giving instructions for the same activity to an intermediate class.

Teacher 1: Teacher 2:

So look at these pictures. [Teacher holds up the book and

OK, so if you wouldn't mind, open your books and
look at the pictures about what the man does now points to the pictures.] You can use these for ideas, if you
and what he used to do - OK yeah, they're on page want. And then write some sentences about things you used
87 - yeah you can find them in just a sec, doesn't to do, but you don't do now. Write four sentences, please.
really matter now - OK - they're just some ideas for
you to think about. OK, and then what I want you [Learners write some sentences.]
to do is, you're going to write some sentences,
about four, maybe a few more - don't worry if you OK, let me stop you there - don't worry if you've only written
find it difficult, just have a go anyway. So, write three. Now compare your sentences with a partner.
some sentences about things you used to do, but
you don't do now. OK? And when you've done that [Teacher indicates who should work with who and then
I want you to compare them with your partner - or learners compare.]
you can work in threes if you'd rather - I don't think
it matters too much - OK, so do you understand all OK - good - now, I want you to stand up - talk to as many
that? - and then I want you to mingle around and people as you can and find people that used to do the same
then find someone that you have something in things as you. OK? So, for this do you speak or write? [Learner
common with. Have you got that? All right, so let's
start - I would like you to write some sentences. answers 'speak'] OK, and do you speak to one person or lots
of people? [Learner answers: 'lots'] OK, so, stand up, please.
[Learners stand up and mingle.]
Giving Instructions
How does Teacher 2 make the instructions easier for
the learners to understand?

Write here
 Classroom Management:
Group Trouble-shooting
Read the teachers’
venting on the right
and brainstorm
possible solutions
with your group.
Classroom Management:
Group Trouble-shooting (Cambridge Says)

Suggested answers: 1-d) 2-f) 3-b) 4-a) 5-c) 6-e)

Classroom Management Tips
Key classroom management tips for large mixed-ability college English as a Foreign Language (EFL)
classes, drawing from Cambridge English Teaching principles and qualifications:
1. Differentiation and Personalization: Tailor lessons to 7. Flexible Grouping: Rotate groups and create flexible
different learning styles and abilities, offering varied compositions based on language proficiency levels for
activities and materials. Allow students to work at their specific activities.
own pace and explore personal interests.
8. Task-Based Learning: Design tasks that promote
2. Clear Objectives and Expectations: Communicate clear collaboration, critical thinking, and problem-solving,
learning goals and classroom rules to provide a focused aligning them with real-life situations.
and organized learning environment.
9. Incorporate Student Voice: Encourage student
3. Establishing Rapport: Build a positive class culture by participation, opinions, and leadership in discussions
fostering community and using students' names for a and projects.
personalized, friendly atmosphere.
10. Effective Classroom Transitions: Plan and execute
4. Effective Use of Technology: Integrate tech tools that smooth transitions between activities using visual or
support language learning and engagement, using auditory cues to maintain momentum.
online resources and multimedia for diverse learning
styles. 11. Adaptability: Be flexible, adapting lesson plans based
on student needs and unforeseen circumstances.
5. Varied Instructional Strategies: Use a mix of teaching
methods and incorporate kinesthetic, auditory, and 12. Professional Development: Stay updated on teaching
visual elements to appeal to different learning methodologies through continuous professional
preferences. development, engaging in reflective practices for
ongoing improvement.
6. Regular Formative Assessment: Implement ongoing
assessment strategies to gauge student understanding
and provide timely feedback.
Classroom Management: Q&A
Consolidation and Classroom Application
Think about your next lesson.

1. What will be the best seating arrangements? Will they be the same
throughout the lesson?
2. Plan the instructions that you will need to give.
3. Will you use the board in the lesson? What will you need to write?
When would it be appropriate to erase what you write?
4. At what points in the lesson will you monitor the learners? What
will you be looking and listening for?
Thank you
"Education is what remains after one has forgotten what one has learned in
school.“ – Albert Einstein