TP351 English
Didactics Workshop I
Factors influencing the effective classroom management
UNAH
1
Objective
s
• Identify the factors
influencing the effective
classroom management
• Describe the challenges of
“being a good teacher”
2
Reflective Questions
What does effective classroom What are the factors that influence the
management require? effective classroom management?
3
Effective Classroom
Management requires:
AWARENESS PATIENCE GOOD TIMING BOUNDARIES
INSTINCT
Harmer (2015) 4
Factors
Teacher’s role & responsibilities
Use of the blackboard
Seating arrangement
Teaching context/Class work
Affective filter (Krashen, 1995)
Classroom environment
Discipline/behavior (Piaget,
5
Teacher’
s role
Teachers are called upon to
assume a number of different
roles in the classroom:
- Controller
- Monitor and evidence
gatherer
- Resource and tutor
- Organizer / task-setter
- & many more…
6
Use of the
blackboard
It´s one of the oldest and best-known
teaching aids
Effective blackboard use
Plan ahead as to how it will be used
during a class.
Writing and drawing should be
sufficiently large, clear and visible
to all.
The entire surface of the blackboard
must be visible to all.
7
Use of the blackboard
Work to be covered should be organized into sections with appropriate
headings. The writing of one section should not run into another section.
Label an elaborate drawing or diagram clearly as the lesson unfolds.
Stand in a way that does not hide the board. Stand sideways-half facing
the board and half facing the class. Fully extent your arm
• Talk as you write. Say aloud what you are writing phrase by phrase. Involve the class
(ask them to suggest what to write.)
• Erase work as soon as its usefulness to the lesson has been expended.
Where possible, new words, sentences, figures or diagrams should be
put up as they arise in the lesson.
Harmer (2015) 8
Evaluating the
blackboard
IMPORTANT QUESTIONS!
1. Is it easy for the students and the teacher
to follow the flow of the lesson?
2. Is it logically and coherently organized in
order to help students´ understand the
lesson?
3. Is the goal and task of the lesson clear on
the board?
4. Are the materials presented on the board
meaningful and effective for the students´
understanding of the lesson?
Hedge, (2000) 9
M LIN 2017 10
11
M LIN 2017
M LIN 2017 12
13
M LIN 2017
M LIN 2017 14
M LIN 2017 15
Seating Arrangement
There are many different ways of seating classes
Mellow, P. (2020). Classroom seating arrangement [Online image]. Learning spaces and environments.
[Link]
16
Class size – large classes and variety of
work/Teachin ability levels pose particular challenges
Students on their own – allow them to
work privately and answer questions
g Context
individually
Pairs and groups – It maximises student
Class
talking time (STT) and minimises the
teacher talking time (TTT)
Groupwork – Ss do a range of tasks for
which pair work is not sufficient or
appropriate
17
Classroom
environment
Affective filter
- Build your community
- Create a safe, supportive environment
- Know your students
- Create classroom guidelines and include students
in the process
- Be fair and consistent with all students
- Use praise but make it sincere
18
Discipline
• Building a good relationship
between teacher & students
• Setting rules, routines & procedures
• Managing self
• Maintaining appropriate student
behavior
• Techniques of motivating
19
Keep lessons engaging and relevant
Have a clear plan for the lesson
Deal with disruptive behavior quickly and
consistently
Challenge students
Be passionate about teaching -
20
Harmer, J. (2015). The practice of English language
teaching (5th ed.). Harlow: Pearson Longman.
Hedge, T. (2000). Teaching and Learning in the
Language Classroom. Oxford, OUP.
Mellow, P. (2020). Classroom seating arrangement
[Online image]. Learning spaces and
environments.
References
[Link]
environments/p/4106738266/2019/04/03/
classroom-seating-arrangement
Littlewood, W. (2013). Developing a context-sensitive
pedagogy for communication-oriented language
teaching. English Teaching, 68(3), 3
Phipps, W. (1999). Interaction in the Modern
Languages Classroom. London: CiLT.
States, J., Detrich, R. & Keyworth, R.
(2017). Overview of Classroom
[Link], CA: The Wing
Institute.
[Link]
instruction-classroom.
21
