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Methodology3 Classroom Management
Methodology3 Classroom Management
3. CLASSROOM MANAGEMENT
Any average person in this country can tell you what teaching is about: a teacher
speaking in front of a large number of pupils who sit in rows at their desks. The pupils listen
or not. If the teacher knew how to make her pupils listen to her, education would be better.
In reality, you know that what happens in the classroom is not so simple. You, the
teacher, are trying to achieve several objectives at the same time. First of all, you need to
provide a range of learning experiences to the pupils. Then, you need to cater for individual
differences by organising activities that make use of various learning resources and
different tasks. You need to provide opportunities for the pupils to take responsibility of their
own learning, while you are still managing the classroom activities. In one word, you
manage classroom learning.
Classroom management emphasises the complexity of classroom life and focuses on
the managerial skills that you need to have and on the systematic way in which you
coordinate the classroom variety and complexity. You are the coordinator of a varied and
complex environment; you set objectives, plan activities, attend to communication and
motivation and evaluate performance. The aim of this unit is to help you improve your
lesson management skills.
After you have completed the study of this unit on classroom management, you
should be able to:
explain what makes a lesson effective
classify patterns of interaction
explain the advantages and disadvantages of various patterns of classroom
interaction
use various patterns of classroom interaction to involve all the pupils in your
lessons
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During the lesson, keep a watch or clock easily visible, and make sure you are aware
throughout how time is going relative to your plan. It is difficult to judge intuitively how time
is going when you are busy, and the smooth running of the lesson depends to some extent
on proper timing.
Try to create a serious impression of purpose by your contributions and by the
demands made on your pupils. This means attention to detail, and an assumption that your
pupils will take their work seriously and with a sense of responsibility.
Long-term strategies can help you build up good standards of personal relationships
that result in good classroom atmosphere. Nevertheless, pupils are not always capable of
coping with all the stresses of their lives and they may react by laziness, insubordination,
defiance, aggression, or destructiveness. Such pupil behaviour will undermine the building
up of good classroom practice, and the effectiveness of your classes. What can you do?
Unfortunately, advice about classroom tactics is less reliable than advice about
general strategies.
The complexity of classroom life is responsible for many difficult situations.
Classroom life is multidimensional, with many different kinds of activities, many different
objectives, and many people having different needs and different styles. At any one time
you need to consider what to do next, thinking ahead of the development of the lesson,
watching the pupils’ progress, looking out for what might disrupt the flow of the lesson.
There may be numberless unpredictables, interruptions, unforeseen difficulties, or minor
incidents. In such a context your action and reaction are driven by intuition more than by
deliberate thinking about alternative courses of action. Moreover, advice from other
teachers may not be reliable, as different teachers use different tactics with equal
(in)success.
1.4 Transitions
It is a good idea to mark transition moments, using transition signals, e.g.: Right.
We’ve finished…, so we’ll leave our books for today and go on to… I want you to listen to…
and decide… There is little point in beginning a new activity while some pupils are still trying
to work out what they must do. For this reason, it is well worth checking and confirming that
everyone has understood.
Always try to move from one part of the lesson to another without allowing a gap to
occur. It is quite difficult to regain the attention of a class, particularly a large one.
Sometimes you can prepare for the next activity while the pupils are busy finishing
the previous one(e.g. you can write something on the board). It is important not to reveal all
the idea for a lesson at the beginning of the period. For instance, if you intend to use a
picture, do not put it on show from the beginning of the class: pin it up and cover it with a
large sheet of paper that can be removed easily. When you show it to the class, the pupils
will have something fresh to focus on and their motivation will be helped. In the same way,
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if you are going to use handouts, keep them until the time they are to be used arrives.
Overhead projectors are especially useful in this respect because you can prepare the
material in advance and reveal it to the class bit by bit.
Pictures and handouts should be made visible or available to all the pupils as quickly
as possible. When you have handouts or other papers to distribute to a large class, do not
try to give every paper yourself to each pupil. A number of handouts can be given to pupils
at different points in the class, asking them to take one and pass the rest on. Then wait
quietly for a few moments so that the pupils have time to look at what they have received. If
you begin speaking at once, many pupils will simply not listen as they will be preoccupied
with what they are looking at. Do not forget that for most people the eyes almost always
take precedence over the ears.
2 Patterns of Interaction
Classroom interaction is central to effective instruction. However, your pupils work
better in some circumstances than in others: some pupils may prefer a collaborative and
conversational style, with interruptions and more than one pupil talking at a time. Others
tend to be less active and yet others more independent.
The most common type of classroom interaction is that known as ‘IRF’: Initiation
Response Feedback. The teacher initiates an exchange, usually in the form of a
question, one of the pupils answers, the teacher gives feedback (in the form of assessment,
correction, or comment), then initiates the next question, and so on. There are however,
alternative patterns: the initiative does not always have to be in your hands. Interaction may
be between pupils, or between a pupil and the material.
Here are some interaction patterns ordered from most teacher-dominated to most
pupil-active:
Teacher talk: the teacher is talking or reading aloud with all pupils listening.
There may be some kind of silent pupil response, such as writing from
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dictation or making notes in notebooks. There is no initiative on the part of the
pupils.
Choral response: the teacher gives a model which is repeated by all the
class in chorus; or gives a cue which is responded to in chorus.
Closed-ended teacher questioning: the teacher asks a question which can
get only one ‘right’ response.
Open-ended teacher questioning: the teacher asks a question to which
there are a number of possible ‘right’ answers, so that more pupils answer
each cue.
Pupil initiates, teacher answers: the pupils think of questions and the
teacher responds. Such an interaction pattern can be found in guessing
games. The teacher decides who asks the question.
Whole-class interaction: the pupils debate a topic or do a language task as
a class. The teacher may intervene occasionally, to stimulate participation or
to monitor.
Individual work: the teacher gives a task or set of tasks, and the pupils work
on them independently. The teacher walks around monitoring and assisting
where necessary.
Collaboration: the pupils do the same sort of tasks as in ‘individual work’, but
work together, usually in pairs. The teacher may or may not intervene. This is
different from group work where the task itself necessitates interaction.
Group work: the pupils work in small groups on tasks that entail interaction,
conveying information or making decisions. The teacher walks around
listening and intervenes little if at all.
Self-access: the pupils choose their own learning tasks, and work
autonomously
The range of activity patterns is infinite, but we can group them into two main
categories:
1. whole class teacher-led activities
2. pupils’ independent activities
teacher presentation
whole class class dialogue
pupil activities
Teacher-led activities
briefing
tutorial reviewing
discussion
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2.1 Whole Class Teacher-Led Activities
These are the best known of teaching arrangements, and they are often referred to
as traditional teaching. Although traditional, if they are well done, whole class teacher-led
activities (also called ‘lockstep’ teaching) can be very powerful. These activities include:
teacher presentation, class dialogue and student activities.
3 Teacher-Led Activities
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A teacher’s presentation can be very effective if it is done for short periods and
with sparkle. The pupils can be inspired and stimulated by the charisma of a
teacher with good presentation skills.
Class dialogue (also known as the “Socratic method”) is a very useful method.
By skilful questioning, you can lead the thinking of the class. Class dialogue is
best when it is lively and motivating for the pupils. However, it needs firm and
careful handling, as it can lose its vitality and become mechanical and repetitive.
Pupil activities, that is giving the pupils something to do, help to bring variety
into whole class teaching. The pupils may all repeat something in the chorus; or
respond to a cue, they may take notes, or write after dictation. The teacher
remains in control of what is happening, but the pupils are given opportunities to
be active.
3.2 Tutorials
Not as common as whole class teaching, mostly used in private schools, tutorials
(extra-class small group work) are also teacher led. Tutorials can make a real difference to
the quality of the pupils’ learning. During tutorials, you can help the pupils to prepare for
their next assignment, give them guidance, indicate resources, possible problems or
standards. Reviews can also be organised during tutorials to look back at the work which
has been completed, and to assess it. Tutorials can be organised to encourage the pupils
to talk about their work, and to explore issues and ideas together, or to allow you to help
them overcome their difficulties. Working in a small group, during tutorials it is easier to
identify problems and to offer pupils more personal and individualised support.
(questions from Howard Beckerman, Family Album, U.S.A, Editura Univers, 1993)
An effective questioning technique is one that elicits fairly prompt, motivated, relevant
and full responses. If your questions result in long silences, are answered by only the
strongest pupils, bore the class, or elicit only very brief or unsuccessful answers, then there
is probably something wrong. Effective questioning should follow a few criteria:
Clarity. The pupils should immediately grasp what the question means, and
what kind of answer is required. The language must be simple, clear and unambiguous.
Learning value. The questioning should start with an invitation to observe or
identify. The question should stimulate thinking and responses that will contribute to further
learning of the target material. It shouldn’t be irrelevant, unhelpful or merely time-filling. The
key word is What?
What are the people in the picture doing?
What is the difference between these two animals?
What surprised you in this anecdote?
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What is this?
Interest. The pupils should find the question interesting, challenging, stimulating.
Availability. Most of the pupils in the class should be able to answer the
question. However, allowing a few seconds’ wait-time before accepting a
response can make the question available to a larger number of pupils.
Extension. The question should invite and encourage extended and/or varied
answers. Try to eliminate questions which can be answered simply by Yes or No,
or by any single word. Questions likely to get fuller answers often start with
Why…?, How…?, What would happen if…?
Grading. The questions should build up to higher levels of thinking.
The way you respond to your pupils’ answers will affect the way they perform at the
time but also the way they will perform in the future. You will need to respond to content not
only to the language form. If there is no answer at all during questioning, if your pupils
cannot think of what to say, prompt them forwards. This kind of help has to be offered
gently, with tact and discretion.
Here are a few suggestions for managing your pupils’ answers:
Be prepared to wait for an answer. Refrain from filling the gap immediately if the
question is met with initial silence. During the silence, use non-verbal
communication, give encouraging nods or raise your eyebrows. You may also try
a short prompt. Signal that you are actually enjoying the silence and are not in
the least embarrassed or annoyed.
Encourage pupil answers. Praise the good answers and preserve the self-
esteem of those who give wrong answers. The pupils should be sure that their
responses will be treated with respect, that they will not be put down or ridiculed
if they say something inappropriate. Give help if you see it is needed during an
answer.
Try to get answers from as many pupils as possible. Responding only to the
bright and eager tends to focus attention on them at the expense of the others. A
reluctant pupil can be helped by being nominated to answer an easy question.
Encourage answers which express the pupils’ personal thoughts or feelings, or
which are bold and imaginative. Even if it is incorrect, such an answer deserves
praise.
Encourage respect for the contribution of others. Set a good example of respect,
courtesy and constructiveness and then expect it of the pupils. Do not tolerate
sarcasm, aggression, or destructive criticism.
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Whole class teaching is an important part of a teacher’s repertoire of methods, and
has a lot of potential. It relies on teacher talk, which may be more or less inspiring and
motivating. That is why, during class teaching the pupils may become passive as individual
differences are ignored and their motivation may decrease. However, class teaching has its
place in the repertoire of a teacher, provided it is not the only method in use!
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5 Pupil Groupings: Pair Work and Group Work
In pair and group work pupils perform a learning task through interaction. Both pair
and group work are forms of learner activation that are of particular value in the practice of
oral fluency. They have the added advantages of fostering learner responsibility and
independence, of improving motivation and contributing to a feeling of cooperation and
warmth in the class.
Pair and group work can mark a transition from one stage of the lesson to the next.
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member of the group should know that help for another member of the group is
encouraged.
Select tasks that are simple enough to describe easily. Sometimes it may be cost-
effective to explain some or all in Romanian.
You should be able to foresee what language will be needed, and have a preliminary
quick review of appropriate grammar or vocabulary. Also, before giving the sign to start, you
should tell the class what the arrangements are for stopping: if there is a time limit, or a set
signal for stopping. If the groups simply stop when they have finished, then you should tell
them what they will have to do next.
In the table below tick the advantages that characterise pair work, group work or both:
pair group
work work both
increases the amount of pupil speaking time
allows pupils to work and interact independently
promotes pupil independence
allows the teacher time to work with one or two chosen
pairs
helps the classroom to become a more relaxed and
more friendly place
helps pupils to share responsibility
can be easily organised
personal relationships are less problematic
more opinions and more contributions are made public
encourages cooperation and negotiation skills
more private than whole class work
promotes learner autonomy
pupils can choose their level of participation
During pair and group work you have an opportunity to work with individual pupils
whom you feel would benefit from your help. Do not spend too long with one pair or group
as this sometimes leads to other pupils losing interest in the task as they feel you have lost
interest in them. Pair and group work which goes on for too long causes problems as the
pupils get bored.
If you have set a time limit, this will help you to draw the activity to a close at a certain
point. In principle, you should try to finish the activity while the pupils are still enjoying it and
interested, or only just beginning to flag.
A frequent problem is that some pairs or groups will finish earlier than others, and will
want or need to do something else. When they are tired, some will be happy to just wait for
the others to finish. In other circumstances, you may ask them all to stop the activity after
the first pairs or groups have finished. This solution removes the problem of boredom, but it
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may de-motivate those who have not yet finished. It is wise to have a reserve task planned
to occupy the members of groups who finish earlier than expected.
Some teachers may be hesitant about using pair work and group work with very
large classes. They fear that they will have difficulty in controlling the pupils. There is no
doubt that collaborative work can lead to a lot of noise if it is not controlled carefully. For this
reason, you may find it useful to explain why you want to do pair work and group work and
to impress upon the class the need to behave in a responsible way. On the first one or two
occasions when you organise pair or group work, you should be especially firm in dealing
with noisy or troublesome pupils.
Some thinking needs to be given to the life-span of the group. While permanent
groups may not be the best solution, constant changes are not advisable, either.
A group should start with a clearly defined task to be done within a defined time. This
helps the pupils build a sense of team identity but also removes the fear of being locked
into a grouping which an individual may feel uncomfortable with. While the pupils are
working in pairs or groups, you need to observe how well they interact together. You will
need to change the pairs ot groups in future if you notice that some pupils cannot
concentrate on the task and talk about something else (usually in Romanian), that one pupil
dominates the group, or that some weaker pupils are lost.
The advantages of pair and group work soon become apparent. Questions directed
at the pairs or at the teams can anticipate longer, more thoughtful answers, which are the
result of group deliberation. This overcomes the main disadvantage of the class dialogue
which can degenerate into a succession of short questions, with one-word answers
supplied by the bright and eager, and the teacher jumping from one student to another in
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search of the right answer. In the collaborative work approach, different solutions can be
explored, and pupils can learn to justify their arguments to their fellow group members.
Summary
Effective lesson management needs careful planning. The cornerstone of effective
management is a clearly understood and consistently monitored set of rules and
procedures that prevents management problems in all stages of the lesson. These take into
account both the characteristics of the pupils and the physical environment of the
classroom. Lesson rules and procedures are the steps for the routines the pupils follow in
their learning activities.
While in whole class teacher-led activities opportunities for pupil participation are
limited, collaborative learning activities (pair work and group work) relie on interaction to
promote cooperative knowledge construction, increased motivation and interest.
Key Concepts
lesson management
patterns of interaction
whole class teacher-led activities
pupils’ independent activities
class dialogue
questioning
teacher feedback
supervised learning
supported independent learning
pair work
group work
Further Reading
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