Teacher Roles and Language: Areas of classroom management

MANAGING THE PHYSICAL ENVIRONMENT

 managing levels of light, noise, temperature, ventilation
 keeping the classroom clean and tidy
 managing layout of chairs and tables
 teaching aids: making sure they work, making sure they are visible/audible

MAINTAINING AN EFFECTIVE RAPPORT

 knowing and using learners' names
 maintaining eye contact
 giving equal opportunities for participation, avoiding favouritism
 showing interest in learners as people: what they say as well as how they say it
 being approachable
 being authoritative
 being clear and consistent about expected standard of behaviour
 providing learners with meaningful feedback

USING YOUR VOICE

 being clear and concise in what you say, not rambling
 grading your language according to the learners' level
 using correct English (avoiding 'baby talk')
 speaking at an appropriate volume, not shouting
 using stress and intonation as an aid to meaning
 not repeating everything the learners say
 avoiding meaningless 'filler' expression, e.g. you know, sort of

SETTING UP ACTIVITIES
 providing clear instructions and demonstrations
 monitoring learners' work
 giving clear, meaningful feedback
 distributing aids and materials
 setting interaction patterns: working alone / in pairs / in groups / as a class
 managing time, setting time limits

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