Classroom management refers to ways in which both

the physical and the affective dimensions of the class are arranged in order to provide

an environment that promotes successful teaching and learning. In an ideal classroom,

students pay attention to what the teacher is trying to achieve; they behave with respect

towards the teacher and other students in the class; they participate actively in activities

the teacher has assigned; and the class functions as a cohesive group that collaborates to

help make the lesson a positive learning experience.

Classroom management is concerned with more than discipline,

since it relates to how teachers and learners see their roles in the classroom and the kind of

learning community that develops in the classroom.

achieving a productive atmosphere depends on how both the teacher and students

build up a sense of mutual trust and rapport. Obviously, this is not something that a

teacher ‘learns’ from a teacher-education course, since it depends to a great extent on the

personal qualities of the teacher and the dynamics of an individual class

If this level of trust and respect is not maintained, problems

of control and order can soon emerge, and it can be dif!cult for a teacher to regain the

students’ con!dence,

remembering students’ names can have a powerful in"uence

on how the teacher builds rapport with the class

Among the factors that account for the qualities of exceptional language teachers is

their enthusiasm for teaching, the high expectations they set for their learners and the

relationships they have with them. Enthusiasm can be communicated in

many different ways, such as by showing interest in the students and the activities being

used.

Establishing good relationships among students in the class is also important. This

involves working towards a sense of cooperation, rather than competition, among

students, using group consensus-building activities and avoiding activities that could

lead to strong disagreement or tension. Students also need to feel that they are in a

safe learning environment where they can take risks and try things out

When a disruptive form of behaviour does occur (such

as when a student continues to speak to another student while the teacher is talking),

experienced teachers often respond in a humorous way (e.g. with a humorous gesture),

rather than by expressing anger.

An over-enthusiastic student may dominate

questions or answers, a student may not cooperate during group work, or there may be a

student who distracts those around him or her. Dörnyei (2001) recommends that group

pressure is the best response in these situations. If norms of acceptable behaviour have

been agreed upon, the teacher can gesture to another student to remind the disruptive

person of appropriate classroom behaviour.