CLASSROOM MANAGEMENT

Week no. 1
Teacher: Raluca Pop PhD.
Content:
 Introduction (timetable, attendance – 5 seminars with real

engagement in learning, final assessment - written exam (30%) + to

conduct a case study (20%)

Conduct a case study during your teaching practice considering ONE of the
following topics (maximum one page):

1. Strategies demonstrated by the teacher in order to create positive behaviour in

second language classrooms.

2. Strategies demonstrated by the teacher in order to create a supportive learning

environment

3. Use of non-verbal language in the classroom

4. Establishing rights, responsibilities and rules in the classroom.

5. Ways of organising teaching/learning space.

6. Consider the case of a student who exhibited inappropriate or disruptive behaviour.

Give details about the reasons that led to the occurrence of such a behaviour. What
was the teacher’s reaction? Was the measure successful? How would you have
(re)acted? How would you have addressed that inappropriate or disruptive
behaviour?

 WHAT IS CLASSROOM MANAGEMENT ?

Before looking at specific classroom management issues, look at some

questions you might ask yourself before taking decisions and choosing options
(this list is adapted from Learning Teaching by Jim Scrivener):
 What is the aim of the activity?
 What is the objective of the whole lesson?
 Is what I am doing useful?
 What is restricting the effectiveness of what I am doing?
 What have I planned to do?
 What would be the best thing to do now?
 Is it time for a change of pace?
 Am I using time efficiently?
 How do the children feel?
 How do I feel?
 What are the possible outcomes of my doing something?

The aim of classroom management is to create the conditions in which

learning can take place. Classroom management requires a teacher to manage
the time, the space, the resources and students’ learning path. Classroom
management urges the teacher to take decisions as lesson stages develop.
Classroom management involves both decisions and actions. Different people
or different situations create different solutions.

McCaslin and Good (1998) ‘’classroom management is often thought of in

terms of controlling students – getting them to respond quickly to teacher
demands, needs, and goals. Whereas current views of curriculum and
instruction emphasize independence, understanding, problem-solving, and
the active participation of students, classroom management is sometimes
equated with a mechanistic, authoritarian orientation that minimizes the
importance of positive interpersonal relationships and maximizes control and
compliance’’ (Handbook of Classroom Management: Research, Practice and
Contemporary Issues. Carolyn M. Evertson, Carol S. Weinstein).

Jim Scrivener strongly suggests that classroom management “reflects what

you believe about teaching and learning, about learners and their potential
and about the relationship of teacher to learner” (p. 1, 1994).

Classroom management comprises:

 To optimize student learning and achievement (create a learning

environment in which all students feel safe and challenged)
  To successfully engage students (engaging students boosts their
confidence and make lessons more effective; ask questions, employ
both verbal and non-verbal communication)
 To manage classroom time effectively (fixed time frames for
instructional strategies, make transitions short, manage interruptions)
 To maintain a positive classroom atmosphere (managing the learning
environment is an ongoing active process in which the teacher must be
a careful observer, communicator, facilitator and manager, prevent
problems from occurring, look out for sign of possible problems)
 To manage classroom resources (be aware of student movement and
flexibility, storage of materials, type of furniture, IT devices)

FACTORS TEACHERS FACTORS TEACHERS

CAN CONTROL CAN'T CONTROL

 organisation and layout of one’s  poor student attendance

teaching space

 the teacher’s attitude towards  the time when the teaching

teaching and students takes place (in the morning vs.
in the afternoon)

 one’s teaching style  the pace of learning

 materials/resources used for  parents' expectations and their

teaching attitude towards the learning
process and the teacher

 the teacher's enthusiasm and  the learners' preparation for the

ability to encourage students to class (notebooks, textbooks and
learn new things any other required materials to
bring to school)

 assessment criteria  the amount of encouragement

and support learners get from
home

 …………………………………  ………………………………………

 ………………………………….  ………………………………………..
 Everyone brings in the classroom: knowledge, skills and
attitudes/values
Due to differences in language and culture, some students might be misperceived as
being disruptive or non-responsive in regards to managing the classroom. Dr. Robert
Kizlik offers some tips that might be considered in regards to management and
English language (ELL) students in the mainstream classroom.
 ELL students come from a variety of backgrounds, even in the same country
(for example schooled, unschooled, etc.) This can lead to different
expectations or patterns of behavior.
 ELL students are not stupid and they can hear what is being said. They just
don't necessarily understand the language or culture, yet.
 It is easy to misunderstand body language and certain behaviours (for
example, eye contact, gestures, etc.)

How does classroom management in the Second language (SL)

classroom differ from that in the mainstream classroom?

Possible Challenges Possible solutions

More oral interaction activities call for more Strategic teacher planning and preparation.
structured environments Exploration of different seating plans.
Exploration of different group-making
ideas.

Using the target language (TL) in the class Teachers can use visual cues and supports
can lead to less explicit directions, to clarify expectations.
instructions or expectations. Some expectations can be laid out at the
beginning of the year in the L1.

Language classes are often treated as Advocacy of the importance of SL

secondary courses (or optional courses) acquisition.
that are not taken as seriously as other Setting expectations from the beginning of
courses. the year.

The difficulty of subject matter can lead to
a decrease in student motivation.
Use a variety of instructional techniques in
order to move students progressively
toward stronger understanding and,
ultimately, greater independence in the
learning process.
Plan and use activities that relate to
student learning styles, interests and
multiple intelligences.
Ice-breaker activity:
 Used at the beginning of the course to create a positive atmosphere in the
class and between students and teacher.
 Can also be used to facilitate students (and teacher) getting to know each
other at the start of a new course.
 Decide: how you set up the activity, what instructions you give, how you
intend to monitor the activities and how you bring activities to an end.

The first activity:

Students are going to work in pairs for the next activity (4-5 minutes). They are
given some papers containing different questions:
 What objects do you always carry with you?
 What is your greatest fear?
 What personality trait do you most dislike in other people?
 What do you most like about yourself?
 What was the toughest challenge you have ever faced?
 What are your interests?
 What is your favourite smell?
 What is your motto?

Students have to ask each other these questions and then remember the answers.
The teacher is going to ask some questions during the feedback session and the
students have to remember as many details as they can about their colleagues.

The second activity:

Students are going to work alone for this activity. They are asked to present a
place/a monument that is worth seeing in their home town. The activity would
probably take 20 minutes. This activity is suitable if students who participate in the
course come from different towns.

The third activity:

Students work in two large groups for this activity. The name of the activity is True
or False. Each student has to think of two stories/ events: one should be true and
the other should be false. Then each student tells the two stories. The whole class
has to guess which of them is true and which is false. This activity is engaging
because it is very competitive. Students are going to enjoy this activity and this is
why it may take up to 20 – 30 minutes until everyone shares his/her experiences.
They should definitely put in practice their acting/presentation skills during this
activity.

The fourth activity:

Adjective Name Game – students work in pairs but have to come up with an
interesting adjective that starts with the same letter as their first name, i.e.:
Meticulous Miranda, Artsy Anna.

Videos:
https://www.teachingchannel.org/videos/new-teacher-classroom-management,
A new teacher uses 7 classroom management tips to change her classroom

https://www.teachingchannel.org/videos/improving-teacher-practice
Explore the "gradual release" instructional model with Sarah as she tries it in her class

https://www.cartoonstock.com/directory/c/classroom_management.asp

Establishing rules
How do you set up routines?
  Is it advisable to set up routines? Why? Why not?
 Provide some examples of routines that allow a smooth transition.
Here are some examples that you can take into consideration:
Entering the classroom
Distributing materials
What to do when some students have finished their tasks
What to do when some students are late
Group work
Answering questions

Bibliography for the course:

IUCU, Romiţă, Managementul clasei de elevi, Polirom, Iaşi, 2006.

BOCOŞ, Muşata, Instruire interactivă, Cluj-Napoca, Presa Universitară Clujeană, 2002.
Stan, Emil, Managementul clasei, Aramis, 2005
Mih Viorel, Psihologie educationala, Asociatia de Stiinte Cognitive din Romania, 2010.
Scrivener Jim, Classroom Management Techniques, Cambridge University Press 2012.