Classroom Management

Classroom Management

• Essential for Language Learning: Classroom management is crucial for a positive learning environment and successful language acquisition.
• Clear Boundaries and Expectations: Effective strategies establish clear boundaries and expectations for behavior, reducing disruption.
• Structured Environment: A structured environment enhances student comfort and confidence in participation.
• Strong Teacher-Student Relationships: Building strong relationships fosters a sense of community and trust, particularly in new language environments.
• Differentiated Instruction: Effective management allows differentiation based on individual needs and learning styles to support inclusivity.
• Raising Hands: Raising hands before speaking is not appropriate for adult learners; alternative methods are recommended. Large classes may cause management challenges. Respectful teacher-student rapport may be compromised; alternative methods are recommended, though large classes may cause management challenges.
• Avoiding Echoing: Teachers should avoid echoing statements.

Seating Arrangements

• Impact on Learning: Classroom shape significantly affects teaching methods and student experience.
• Traditional: Rows of desks facing the teacher; suitable for lectures, but not ideal for teacher-student interaction. Efficient for large classes.
• Horseshoe: Tables in a semi-circle, enhances interaction for group work and discussions.
• Cluster: Desks grouped in clusters for peer interaction and collaboration.
• Concert: Semi-circle arrangement, promotes collaborative learning in close proximity.
• U-Shaped: Tables arranged in a U shape for robust discussion and interaction; optimal for teacher-student and peer-to-peer interaction and presentations, easily transitions into partner work.
• Circular: Good for controlled practice and using course books; difficulty for language clarification if teacher is seated.
• Group Tables: Ideal for group work, brainstorming, but may not allow optimal visibility for presentations and feedback.

Monitoring Students

• Identify Strengths/Weaknesses: Observing students helps identify their strengths and weaknesses in language acquisition.
• Provide Feedback/Support: Real-time feedback directly aids in correcting errors and building confidence.
• Scaffold Learning: Monitoring allows teachers to provide tailored support for students to achieve learning goals.
• Promote Engagement: Monitoring fosters engagement and participation by making students feel supported.
• Differentiated Instruction: It enables adapting teaching to address individual student needs.
• Listening for Errors: Allows teachers to assess understanding and target instruction.
• On-Task Behavior: Ensures students stay engaged with the lesson objectives.
• Personalized Feedback: Identifying struggling students allows for individualized support, potentially using micro-teaching.
• Class & Individual Assessment: Understanding overall class progress and individual student development.
• Fluency Activities: Offering input during fluency activities supports struggling students and enhances confidence.
• Task Assessment: Observing student responses enables adjustments to lesson plans.
• Classroom Discipline: Monitoring establishes clear expectations for behavior, fostering a productive environment.
• Improved Timing: Observing responses facilitates adjustments to activity durations.
• Lesson Pace Adjustment: Monitoring helps ensure lessons are appropriately challenging.
• Physical Arrangement: Classroom layout must facilitate clear visibility and movement.
• Fair & Consistent Monitoring: All students need equal participation and attention; avoid excessive focus on any single student or group.
• Discreet Note-Taking: Observing errors in conversational activities without interrupting; discreetly note issues to foster fluency and confidence.
• Positive Demeanor: Maintaining a positive facial expression encourages participation; avoiding a tense atmosphere.
• Flexibility: Adjusting standing or sitting according to classroom layout for optimum visibility and student accessibility.
• Free Speaking in Adults: Respectful teacher-student rapport might be compromised if students are required to raise hands before speaking. Alternative methods, like nominating speakers, are recommended. However, large classes may pose a management challenge.
• Avoiding Echoing: Teachers should avoid echoing statements.

Giving Clear Instructions

• Importance of instructions: Clear and concise instructions are crucial for effective English classrooms.
• Grabbing attention: Before giving instructions, teachers must ensure their students are paying attention.
• Presenting materials: Hold instructional materials facing the students so everyone can see what they are referencing.
• KISS Principle: Instructions should be "Keep Instructions Short and Simple." Avoid complicated language or structures.
• Instruction Checking Questions (ICQs): ICQs are vital for confirming student understanding.
  • Use them when necessary: Only use ICQs when there's reason to believe students may not have understood.
  • Be specific: Ask targeted questions relevant to the instruction.
  • Don't answer your own ICQs: Let students answer. This assesses their understanding.
• Example ICQs: For a task with a passage and multiple choice questions, ask "Are you going to read this slowly or quickly?", "How many paragraphs do we have?", "How many options are available?", and "Let's do the first one, take your time."

Instruction Checking Questions (ICQs)

• Analyze Instructions: Identify key points and concepts in the instructions to gauge student understanding.
• Create Questions: Generate questions to verify comprehension of key instructions.
• Varied Question Types: Use different types of questions (yes/no, multiple choice, fill-in-the-blank, open-ended) to assess understanding.
• Use Present Tense: Frame questions in the present tense for immediate comprehension of instructions.
• Example Scenarios: Check understanding for writing, listening, and group discussion tasks.
• AIESEC Use: Ask specific questions about student tasks ("When are you going to do this?") to ensure comprehension. Avoid vague questions ("Have you got it?").

Language Grading

• Student Level Consideration: Adjust language used according to student proficiency.
• Simple Language: Use simple, clear language, avoiding complex vocabulary or idioms.
• Contextualization: Provide context and examples for new vocabulary and grammar.
• Graded Materials: Use materials suitable for students' language levels.
• Check Understanding: Utilize formative assessments, like quizzes or role-plays, to ensure comprehension.
• Student Feedback Integration: Incorporate feedback from students on the language used.

The Whiteboard

• Visual Support: Whiteboards provide vital visual aids in language teaching.
• Vocabulary/Grammar Practice: Use the board for writing key vocabulary or grammar.
• Interactive Exercises: Facilitate group work, brainstorming, or discussions.
• Structured Writing: Create frameworks or graphic organizers for writing tasks.
• Visual Aids: Use maps, diagrams, or tables to present complex information.
• Error Correction: Identify and address student errors directly on the board.
• Collaborative Work: Assign board tasks for collaborative learning.
• Capitalization and Punctuation: Capitalize the first letter of sentences and end sentences with full stops. Write words correctly.
• Consistency on the Board: Maintain consistent punctuation. Avoid capitals in the middle of sentences. Maintain consistent feedback practices.
• Sectioning: Divide the whiteboard into clear, organized sections for new vocabulary, grammar, feedback.
• Clear Handwriting: Use clear, legible handwriting. Consider using flashcards if handwriting is difficult to read.
• Accurate Language Model on the Board: Avoid errors on the board. Highlight key information. Use accurate language to encourage proper writing.
• Importance of Whiteboard: The whiteboard is a vital classroom resource. Accuracy is critical as students copy from it. Whiteboard presentation is assessed in CELTA.

Body Language

• Effective Use: Teachers should use gestures strategically and thoughtfully for clarity.
• What to Avoid: Avoid excessive or distracting gestures. Pointing is generally inappropriate; use an open palm gesture instead. Respect cultural norms and variability when using gestures. Avoid snapping fingers, the "V" sign (especially in some countries), and the thumbs-up gesture (in some cultures) as these may be offensive.
• Appropriate Gestures: Use clear and concise hand motions when teaching new vocabulary and conveying meaning. Use positive facial expressions like smiling to enhance engagement. Avoid negative expressions. Avoid pointing at students.

Rapport in the Classroom

• Definition: Rapport is the relationship between the teacher and students in the classroom.
• Key Factors: Three key factors contribute to a strong rapport: empathy, authenticity, and respect.
• Raising Hands: Avoiding the use of "raise your hands" to speak in adult classrooms might negatively impact rapport. Alternative methods, like nominating speakers, are recommended. Large classes may pose management challenges.
• Avoid echoing: Teachers should avoid echoing statements.

Empathy

• Definition: Empathy involves caring about students' feelings and understanding their perspectives.

Authenticity

• Definition: Authenticity means creating a natural classroom environment, preparing students for real-life situations.

Respect

• Definition: Respecting students involves acknowledging their intelligence, not dismissing or belittling their opinions, and using appropriate body language and language.

Demonstrating Activities

• Demonstrating activities is often more effective than simply explaining them. Demonstrating provides a clear visual example for students and reduces the need for lengthy instructions.

Demonstrating With Students

• Demonstrate with students by asking questions and waiting for them to answer, ensuring students understand the instructions.

Demonstrating For Students

• Demonstrate for students by performing the task and giving the answer yourself. This does not allow students to demonstrate their understanding and is not effective.

Benefits of Demonstrating

• Demonstrating with students can positively impact grading on professional courses like CELTA, as it showcases clarity and appropriate instructional techniques.

Things to Avoid (with emphasis on respecting adult learners)

• Pointing at students is unacceptable and can be perceived as threatening or disrespectful. Use an open palm gesture or similar, instead.
• Excessive or distracting gestures should be avoided. Be mindful of cultural norms.

Taboo Topics in ELT (PARSNIPS)

• Definition: PARSNIPS is an acronym for topics generally considered taboo or inappropriate in ELT classrooms.
• Examples:
  • Politics: Discussions can be divisive.
  • Alcohol: Sensitive topic, especially in cultures that do not condone it.
  • Religion: Personal beliefs; best to avoid religious discussions.
  • Sex: Inappropriate, potentially offensive.
  • Narcotics: Illegal and harmful; discussions are taboo.
  • Isms: (e.g., racism, sexism, nationalism)
  • Pork: Sensitive in some cultures.

Grouping Students

• Grouping students is essential to improve student speaking skills, build confidence, and create a supportive learning environment.
• Working in pairs and groups encourages students to speak more and practice English in a low-pressure context where they feel comfortable making mistakes.
• Group work provides students with a safe space to practice English with peers at a similar level, reducing anxiety about speaking in front of a teacher.
• Grouping students makes lessons more dynamic and engaging by encouraging interaction, idea exchange, and collaboration.
• Grouping helps the teacher in providing open class feedback as stronger students guide weaker students.
• Group work effectively reduces Teacher Talking Time (TTT) and promotes more Student Talking Time (STT).

Effectively Pairing and Grouping Students

• Practicality is crucial when grouping students. Consider the classroom space and the number of students to ensure manageable group sizes.
• Be assertive when instructing students to work in groups. Use a commanding voice and positive body language to encourage participation and movement.
• Develop clear hand gestures and visual cues to communicate instructions effectively.
• Vary grouping methods throughout the lesson to keep things interesting and engage different learning styles.
• Change partners regularly to foster different perspectives, reduce monotony, and promote interaction.

Grouping in Professional Courses

• CELTA (Certificate in English Language Teaching to Adults) criteria explicitly promote the use of group work in the classroom.
• The criteria emphasize the importance of understanding student needs and interests, learning styles, and cultural factors when designing and implementing group activities.
• Group work is essential to cater to different learning styles and create a dynamic learning environment because not all students learn best through lectures.
• The CELTA criteria also emphasize the importance of assessing the learners’ backgrounds and previous learning experiences to create balanced groups and encourage participation.
• Grouping students appropriately is crucial to maximizing student participation and achieving the goals of the lesson.
• It's important for teachers to ensure that all students have the opportunity to participate in group work, regardless of their English language proficiency level.