IN The Name Of God

Ch2: Classroom Management

By: Mohammad Akhtarian

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 Classroom management VS classroom discipline
How teachers organize classroom and How teachers manage student behavior.
classroom events.
How teachers creates positive classroom How teachers keeps order in the class.
environment.
Involve students by keeping them on How s/he deals with disruptive behavior.
task/plans effective lessons.
How s/he manages time and how s/he How s/he establishes a well-balanced code of
promotes interaction among students. conduct.

Three teaching styles

1) The controlling Teacher

 Gives very little freedom and responsibility to students.

 Work very hard by planning, directing, controlling, and coordinating things.
 They falsely believe that when they control their students actually they are doing
them a service.
 They think they are always right (students often react negatively toward these
teachers).
 People with this style of management are often successful in sports and
business.

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 2) The permissive Teacher

 They are often ineffective teachers who creates frustration and confusion (because they
are too lazy or too busy elsewhere).
 Permissive teachers find it hard to assume responsibility (I cannot give you what you
need)
 They make few decisions, give little direction.
 They are not successful in motivating their students at all.

3) The Empowering Teacher

 Providing a pleasant learning environment for their students by accepting them.

 Gives power and control to his or her students (I trust you)
 They treat their students with respect and give them confidence by:
 Spending time for each student.
 Being an active listener.
 Accepting each student as a unique individual.
 Encouraging students to participate in the decision-making process.

Issues related to classroom management:

Voice

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  A good teacher is one who speaks audibly in addition to audibility they ought to
vary the volume they speak at.
 Teachers are strongly advised not to unreasonably raise their voices.

Eye contact

 As scrivener (2012) suggests teachers should avoid locking their

gaze onto one or two students and keep looking for a long time.
 The best advice is that teachers make eye contact with one student
for five to ten seconds
 Eye contact is a useful tool when a student is misbehaving or
breaking a classroom rule.

The teacher’s questions

 Promotes students engagement and maximizes student talking time.
 According to Gebhard(2006),teachers ask questions for a variety of purposes:
 Display questions :language practice
 Referential questions: ask for information that is
unknown to the teacher.
 Comprehension questions: to check students’
comprehension.

Keeping students on Task

 The more students are on task, the more the teacher is in charge.

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 Lesson planning: A most important factor that keeps students engaged, the following
points suggested by Walters and Frei (2007) ensure well-planned lessons:

 Teachers plan realistic objectives that can be met by most of the students In a class
period
 Students are assessed both formally and informally on their abilities to accomplish the
objective.
 The lessons covers all the four language skills: reading, writing…
 Materials are appropriate to age and ability levels of the students

Creating positive classroom environment:

 By considering the affective filter :anxiety (krashen 1982)
 An affective factor is an invisible screen that rises when students face a stressful
situation
 Using positive words instead of negative ones.(walter&frei 2007)

 Praise:
According to scrivener (2012) “praise refers to the ways that a teacher approves,
acclaims, and extol a student for what they have done to a high standard.

Praise VS supportive feedback

You are a very bright student. You have answered all the questions
correctly.
Good boy. I am sure you work hard but I am
afraid three of your responses are
wrong
That was fantastic. You have written a very interesting
story. I enjoyed the part about going
on vacation with your family,

The following figures clarifies the differences b/w praise and

supportive feedback more clearly:

Praise Supportive feedback

Evaluates the person and the work Evaluates the work.

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 Tends to be organized.
Doesn’t give information about how
improve.
Encourages trust in the teachers
assessment.
Mostly reserved for the best,fastest,etc.
Notices task completed well. Doesn’t
typically notice engagement and effort.
Always good news.
Tends to be specific.
Gives useful information about how to
improve.
Encourages self-assessment.
Available for all students of all abilities
Notices work at all stages of a task.
Can be bad news given in a supportive
way, as well as a good news.