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Classroom Management. What is Classroom Management?. It’s effective discipline It’s being prepared for class It’s motivating your students It’s providing a safe, comfortable learning environment It’s building your students’ self esteem It’s being creative and imaginative in daily lessons

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what is classroom management
What is Classroom Management?
  • It’s effective discipline
  • It’s being prepared for class
  • It’s motivating your students
  • It’s providing a safe, comfortable learning environment
  • It’s building your students’ self esteem
  • It’s being creative and imaginative in daily lessons
  • And . . .
it s different for everyone
. . . It’s different for EVERYONE!!


    • Teaching Styles
    • Personality/Attitudes
    • Student population
    • Not all management strategies are effective for every teacher
  • Try different strategies to see if they work for you
why is classroom management important
Why is Classroom Management Important?
  • Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate
  • Classroom management issues are of highest concern for beginning teachers
principles for successful classroom management
Principles for successful classroom management
  • Deal with disruptive behaviors but also manage to minimize off-task, non-disruptive behaviors
  • Teach students to manage their own behavior
  • Students learn to be on-task and engaged in the learning activities you have planned for them
    • It is more natural to be off-task than on
techniques for better classroom control
Techniques for Better Classroom Control
  • Focus attention on entire class
  • Don’t talk over student chatter
  • Silence can be effective
  • Use softer voice so students really have to listen to what you’re saying
  • Direct your instruction so that students know what is going to happen
techniques for better classroom control1
Techniques for Better Classroom Control
  • Monitor groups of students to check progress
  • Move around the room so students have to pay attention more readily
  • Give students non-verbal cues
  • Engage in low profile intervention of disruptions
  • Make sure classroom is comfortable and safe
techniques for better classroom control2
Techniques for Better Classroom Control
  • Over plan your lessons to ensure you fill the period with learning activities
  • Come to class prepared
  • Show confidence in your teaching
  • Learn student names as quickly as possible
classroom instruction
Classroom instruction
  • Task Discuss in pair:

How can you support children to understand your instruction in English?

Use intonation, gestures, facial expressions, actions and

Context to help the children guess and understand the unknown instructions

classroom instruction1
Classroom instruction
  • Task Discuss in group:

What purposes are teachers’ talk for? What else do we need to consider when we give instructions?

classroom instruction2
Classroom instruction

Be aware of your own instructions.

Use simple, clear language and

Short sentences

Use silence and gestures

Demonstrate rather than explain

Check that they have understood

dealing with discipline
Dealing with discipline
  • Task Discuss with your partner:

Recall your classroom observation, What was/were the cause(s) of the discipline problem? How can we solve them?

dealing with discipline1
Dealing with discipline
  • 1. Children are too young.
  • 2. The contents are too difficult.
  • 3. The contents are too easy.
  • 4. The teacher is talking too much.
  • 5. The lesson is very boring.
  • 6. The activities are too noisy.
  • 7. the teacher only pays attention to active pupil.
  • 8. The children had just finished an exciting activity
dealing with discipline2
Dealing with discipline
  • Task 3.2 Discuss in pairs: How can you keep discipline in the primary classroom?
1. Make an attention-getting code
  • 2. Give a series action game instructions
  • 3.Making eye contact with a noisy child
  • 4. Ask all the children to rest their arms and heads on the desks with eyes closed for one minute
  • 5. Stop the activity when it gets too noisy
  • 6. Always speak in a normal voice
  • 7. Competition
  • 8. Ask the noise-offenders to help you do something in class
dealing with discipline3
Dealing with discipline

Task Discuss in groups:

  • 1. What activities can stir a class?
  • 2. What activities can settle a class?

Paired oral work, competitions, role play, guessing games, TPR activities, singing songs, drama acting


behavior rambling wandering around and off the subject using far fetched examples or analogies
Behavior: Rambling -- wandering around and off the subject. Using far-fetched examples or analogies.


  • Refocus attention by restating relevant point.
  • Direct questions to group that is back on the subject
  • Ask how topic relates to current topic being discussed.
  • Use visual aids, begin to write on board, turn on overhead projector.
  • Say: "Would you summarize your main point please?" or "Are you asking...?"
behavior shyness or silence lack of participation
Behavior: Shyness or Silence -- lack of participation


  • Change teaching strategies from group discussion to individual written exercises or a videotape
  • Give strong positive reinforcement for any contribution.
  • Involve by directly asking him/her a question.
  • Make eye contact.
  • Appoint to be small group leader.
behavior talkativeness knowing everything manipulation chronic whining
Behavior: Talkativeness -- knowing everything, manipulation, chronic whining.


  • Acknowledge comments made.
  • Give limited time to express viewpoint or feelings, and then move on.
  • Make eye contact with another participant and move toward that person.
  • Give the person individual attention during breaks.
  • Say: "That's an interesting point. Now let's see what other other people think."
behavior sharpshooting trying to shoot you down or trip you up
Behavior: Sharpshooting -- trying to shoot you down or trip you up.


  • Admit that you do not know the answer and redirect the question the group or the individual who asked it.
  • Acknowledge that this is a joint learning experience.
  • Ignore the behavior.
behavior heckling arguing disagreeing with everything you say making personal attacks
Behavior: Heckling/Arguing -- disagreeing with everything you say; making personal attacks.


Redirect question to group or supportive individuals.

  • Recognize participant's feelings and move one.
  • Acknowledge positive points.
  • Say: "I appreciate your comments, but I'd like to hear from others," or "It looks like we disagree."
Behavior: Grandstanding -- getting caught up in one's own agenda or thoughts to the detriment of other learners.


  • Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or
  • "Can you restate that as a question?" or
  • "We'd like to hear more about that if there is time after the presentation."
behavior overt hostility resistance angry belligerent combative behavior
Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior.


  • Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it.
  • Respond to fear, not hostility.
  • Remain calm and polite. Keep your temper in check.
  • Don't disagree, but build on or around what has been said.
  • Move closer to the hostile person, maintain eye contact.
  • Always allow him or her a way to gracefully retreat from the confrontation.
behavior overt hostility resistance angry belligerent combative behavior continued
Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued)


  • Say: "You seem really angry. Does anyone else feel this way?" Solicit peer pressure.
  • Do not accept the premise or underlying assumption, if it is false or prejudicial, e.g., "If by "queer" you mean homosexual..."
  • Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position.
  • Ignore behavior.
  • Talk to him or her privately during a break.
behavior griping maybe legitimate complaining
Behavior: Griping -- maybe legitimate complaining.


  • Point out that we can't change policy here.
  • Validate his/her point.
  • Indicate you'll discuss the problem with the participant privately.
  • Indicate time pressure.
behavior side conversations may be related to subject or personal distracts group members and you
Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and you.


  • Don't embarrass talkers.
  • Ask their opinion on topic being discussed.
  • Ask talkers if they would like to share their ideas.
  • Casually move toward those talking.
  • Make eye contact with them.
  • Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers.

As a last resort, stop and wait.

  • 回顾你在教学实习中常碰到的课堂管理问题并找出对策。