CLASSROOM

MANAGEMENT
TM

Y4, S1
Presenter: Bun Hakrortana

What we look at: Outline

1)
2)
3)
4)
5)
6)

Classroom layout
Classroom interaction
Roles of the teacher
Classroom language
Error correction and feedback
Dealing with diversity

1) Classroom Layout
Vary based on classroom activities
Desks
Chairs
Others

Questions to alter yourself

Can everyone see me?

Can everyone see the board?
Can the learners talk to each other?
Can they hear the tape recorder?

Desk Arrangement
Rows

Group work
Pair work

Sitting next to
Turning the chairs behind

Half-circle (horseshoe)
Common/ popular

Language schools
State tertiary institutions (small classes)

Good interaction between T and Ss

T (the main focus)
Ss (interact with each other)

 Joined Desks
Project work
Group work
Bad: Less teacher focus
Good: space for materials and 4-6 Ss; interaction between T and Ss

2) Classroom Interaction
Teacher to students (T-Ss)
Teacher to students (T-Ss) and Students to teacher (Ss-T)
Half class to half class (Ss-Ss)
Student to class (S-Ss)
Student to student (Open pairs) (S-S)
Student to student (S-S)
Individual work(s)

 Teacher to students (T-Ss)

Eliciting
Explaining
Giving instructions
TTT (Teacher Talking Time) too much
bad
STT (Student Talking Time) should be more
good

 Teacher to students (T-Ss) and Students to teacher (Ss-T)

Question and answer
Good:
individual response
See what they are doing

Bad: threatening (put on the spot) asking to talk without any warning

drill

 Half class to half class (Ss-Ss)

Common
Practice activities
Review activities

Divide the class into half

Dialogue practice
A lot change to contribute
fun

 Student to class (S-Ss)

Group work
One learner fro each group can report back to the class
Valuable interaction
Bring the class together group work and round the activity off

 Student to student (Open pairs) (S-S)

One student interact with another
The rest of the class listening
Good: checking learner comprehension

 Student to student (S-S)

Mingling activity
They walk around the class and talk to each other at random
Good:

speaking practice
T can listen and give feedback and check the language the T have taught
Choice of who to talk to and for how long
Developing interacting skills in English (start, develop and finish the interaction)

 Individual work(s)
Writing activities
Individual planning time before a speaking activity

Conclusion
Vary the interaction pattern
to best fit your aim for that activity
To maintain pace and interest

3) Roles of Teacher
Teacher as information giver

Explainer
Demonstrator
Organizer and instruction giver
Controller
Route planner

Teacher as facilitator

Guide
Monitor
Support system
Feedback giver
Counsellor

Teacher as information giver

Explainer

How to play a game

Grammar exercise
Grammar
Meanings of words
Mime, actions, pictures, tables, and diagrams (low levels)

Demonstrator
Show sth to the class through actions
Jump (show what the word means)
Show how a game is played

 Organizer and instruction giver

Giving the instructions to the class
E.g. Now get into groups of four
Turn to page 24

Controller
To restore order from time to time (group work)
E.g. - Reminding the class to speak English
- Asking them to speak more quietly
- Preventing more dominant leaners from interrupting others

Route planner
Give a sense of direction by:
Outlining what T will cover in the course or in a lesson

Teacher as facilitator
Guide
Eliciting information from Ss
Remodeling where necessary (Ss formulate their own explanations of grammar of
vocabulary items)
No need for a T to explain

Monitor
Ss: working in pars or groups
T : listening to Ss, noting errors to discuss with them later

Support system
Circulating and providing language when SS working in groups ask for help

 Feedback giver
Giving feedback on Ss performance
Correcting errors
Encouraging them to correct their own errors if they can

Counsellor
Giving advice and support on things Ss can do to help themselves learn
E.g. on ways of learning vocabulary at home

4) Classroom Language
Giving instructions
Clear
Simple
Break your instructions down: one step, one sentence is a good rule
Wait for the Ss to carry out that step before going to the next one
Demonstrate what to do: actions are often clearer than words

Giving feedback
Commenting
Correcting
Praising (e.g. Well done) to boost learners confidence and motivate them for
the future activities

5) Error Correction
Vary based on how the correction fit best:
Immediate correction (as soon as they make the mistakes)
Later correction (wait until after they have finished speaking)

Types of correction (Outline)

Self-correction
Immediate self-correction
Self-correction after the activity

Peer correction

Types of correction (details)

Self-correction: (Learner correct their own mistakes)
Immediate self-correction:
as soon as you hear a mistake, bring the mistake to the learners attention
Good: know the mistake and has chance to correct
Bad: interruption, time consuming, losing self-confidence, embarrassed

Self-correction after the activity

Correcting after the activity (avoid fluency interruption)

Use correction code
Writing up errors anonymously on the board
Doing correct and incorrect sentence exercise

 Peer correction
Correction done by their classmates

Group/ pairs/ Individual

Sentence errors
Writing on board
Supervised by a T

6) Dealing with diversity

Different

needs and wants

Abilities
Personalities
Learning styles

May be impossible but try to satisfy with all of the demands

Different needs, levels and abilities

Solution:
Provide a range of activities and balance the skills
E.g. Both fluency (practice for hesitant speakers), and accuracy (grammar
exercises for the fluent but inaccurate students)
A course that has sth for everyone
Make them know they must balance their needs with those of the other students

Autonomous learning
Self-access center

Different learning style: Balance and variety

Make sure you follow the followings:
Visual aids, audio and movement gestures (to fit all learning styles)
Balance social activities and quiet reflective ones
Balance analytic activities with activities to help to absorb new language
Analytic activities: grammar explanation and gap filling)
Absorb new language: read and retell, listen and discuss, role play, drama, information
gap activities, and games with repletion of the language patterns)

Balance logical exercises and creative tasks

Logical exercises: puzzles and games
Creative tasks: Poetry writing and drama

 Balance close tasks with open ended tasks

Close tasks: gap fill, completing a task
Open ended tasks (no fixed outcome): role play, drama, creative writing

Balance factual subject mater with more personal topics

Factual subject matter: topics, descriptions, argument, and opinion
More personal topics: topics dealing with emotions and feelings

Different personalities
Promote a supportive and enjoyable group atmosphere/ good group
feeling
Solutions:
Have fun
Keep the sitting arrangement flexible
Get them to exchange personal information so that they get to know each
other well
Get the class to create group products
Story writing, class magazine, short play

 Keep the atmosphere positive

Think of sth nice that happened this morning
Close your eyes and imagine you are in a very beautiful place
Make a medal for another student in the class, awarding it for the special qualities the
have
Imagine you have a present for our partner: imagine what the present might be and
mime giving it

The End