Module 5-classroom management

Classroom management: main issues Becoming a good classroom manager  Developing a positive classroom atmosphere including rules and disciplines  Organizing pair and group work... Kind

Classroom management: main issues

 Becoming a good classroom manager

 Developing a positive classroom atmosphere (including rules and disciplines)

 Organizing pair and group work

Kinds of classroom manager

 Describe one teacher you like and one teacher

you don’t like.

(Moon 2000, task 1, p 41)

 Share your description in groups.

 Make a list of positive qualities

a teacher should have.

Pupils want their teacher to…

… do a lot

of games

and parties

… never get

in a fun way

… bring surprise

… be ‘cool’

… pronounce well

… help them if

they don’t

understand

… never hit them

… be ‘pleasant

… draw well

How atmosphere affects us

Complete the charts:

Atmosphere Effects on pupils

Tense and unfriendly

Angry, rude and ignorant

people

Warm and relaxed

Friendly, supportive people

Insecure Unhappy Little / No motivation

Secure Confident Lots of motivation

Positive learning environment

 What factors create a positive learning

atmosphere?

Positive atmosphere

 Positive teacher / student relationship

 Motivating learning materials

 Students actively participating

 Students productively engaging

(British Council 2009)

A well-managed classroom  positive learning atmosphere

To create a positive atmosphere

2 things are important:

 a sense of security

(Moon 2000, tasks 3 & 4, p.p 44 – 46)

 a sense of self-esteem and confidence

(Moon 2000, p.p 48 – 49)

How would you managing these classroom

behaviours:

 Being too late for the class

 Easily distracted

 Moving around

 Laughing / chattering / gossiping

 Teasing classmate / name calling / mimicking

 Passing notes

Positive atmosphere

Students …

 pay attention

 listen to teacher and each other

 understand what they have to do

Children are …

 easily distracted

 not able to organize themselves well

 not aware of the intellectual reason for

pair/group work

can’t work in pairs / groups

Build up ability to co-operate and communicate with others

• engage children’s interest

• make pair/group work meaningful

 Demonstration

• Find your partner

• Find your group

• Musical circle

Building up ability to co-operate and communicate with others

• engage children’s interest

• make pair/group work meaningful

 Demonstration

• Find your partner

Choosing suitable pair/group

work tasks

 A task must have a reason for children to work together

 Demonstration

• Bring me

• Bingo

Which task provides children a reason to work

together?

Grading activities for

pair/groupwork

 Demonstration

• Simon says

 How much children control over their work

(task 10, Moon 2000, p.p 56 – 57)

• Making a surprise picture

Describe and color

Types of feedback

 Positive feedback

• Praise (‘Very good’, ‘Excellent’, ‘Your pronunciation is

good’, ‘You finished the exercise very quickly’, etc.)

• Rewards (clap hands, sweets, stickers, small gifts, etc.)