ITTT Diploma in TESOL Course

Dip009

Module 9
Classroom management

International TEFL and TESOL Training

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Where the world is your classroom

Mod
o ule 9
Classroom
management
Overview
In this module we will consider what is perhaps one of the
most important practical aspects of teaching for most
teachers, discipline in the classroom.

We will then take a look at some of the issues behind the

problems often associated with, and the management of:

n Large classes
n Mixed ability classes
n Monolingual and multilingual classes
n Early learners
n ESP clients

If the main aim of our English teaching is to develop

students’ talking skills then we would need to maximize
their opportunities to do this, so we will consider some of
the ways this can be encouraged.

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and TESOL Training
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Where the world is your classroom Dip 009 Copyright © 2012 International TEFL and TESOL Training. All rights reserved.
Mod
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Classroom
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Background
Whether consciously, or not, the one area of their job that
many teachers spend most of their time thinking about is
classroom control. This is entirely understandable as an
unruly classroom environment is not a pleasant place to
work, day in, day out.

There are, unfortunately, no magic formulas for

classroom control, but, there are certainly some
measures we can take to minimize problems arising in
the first place.

Teacher trainers often ask trainee teachers the following question about their own schooling experience:

We have all had experience of many different teachers and we have probably classified them as good, bad
or indifferent. Think about the bad teachers first. Can you remember some of their responses to unruly
behavior?

This question usually elicits a typical range of responses from, “the teacher shouted at us”, to some (legally)
very questionable methods of control.

This would be the next question:

Now think about the good teachers and what were their responses to unruly behavior?

The results here may be quite surprising as typical responses are, “I don't remember”, “I'm not sure they did
anything” and so forth.

This typical response is extremely important in an idiosyncratic sense, as what it tells us is that the teachers with
the better grasp of classroom control didn't appear to do anything, whereas those who were poor teachers did,
and it just didn't work.

In an analogy consider the work of a dentist. If we visit our dentist every six months and can afford the
treatment, this preventative work will probably stop us from having any major problems. However, if we only go
to the dentist as a result of pain or decay, then the dentist's remedial therapy may not be able to save the tooth.

So for the teacher we need to create a classroom environment that is conducive both to learning and control.
Unfortunately every class is different and so a different dynamic exists between the teacher and their class.

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Where the world is your classroom Dip 009 Copyright © 2012 International TEFL and TESOL Training. All rights reserved.
Mod
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What are some of the general conditions needed in the classroom and character traits of the teacher that are
likely to promote such an environment?

1. ………………………………………….............................................………………………………………………………………………………………………………………………………………………

2. ………………………………………….............................................………………………………………………………………………………………………………………………………………………

3. ………………………………………….............................................………………………………………………………………………………………………………………………………………………

4. ………………………………………….............................................………………………………………………………………………………………………………………………………………………

5. ………………………………………….............................................………………………………………………………………………………………………………………………………………………

There are no great secrets to all this! Students who are engaged in activity and are given the opportunity to talk
(about a topic for which they have something to say), are less likely to display disruptive behavior than those who
are not.

Equally the behavior and attitude of the teacher is possibly the single most important factor that can affect the
dynamic of the classroom. Teachers who treat all their students with respect, respect themselves and remain
calm and light hearted under all circumstances, are generally far less likely to experience unruly behavior.

To be fair there are also some practical aspects which need to be taken into consideration, too. To teach in the
same way in all circumstances is a recipe for disaster, and we need to be inventive and adaptive to create the
best learning environment within the parameters of availability.

As with most things prevention is preferable to the cure.

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and TESOL Training
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Where the world is your classroom Dip 009 Copyright © 2012 International TEFL and TESOL Training. All rights reserved.
Mod
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Classroom
management
Research study sheet

1. Classroom layout can encourage or hinder student interaction, briefly discuss with the use of simple
diagrams, four different classroom seating arrangements, and give an advantage and disadvantage for each.

2. Outline Marshall's Hierarchy of Social Development.

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and TESOL Training
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Where the world is your classroom Dip 009 Copyright © 2012 International TEFL and TESOL Training. All rights reserved.
Mod
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3. What specific problems should be considered as potential causes of control and behavior difficulties when
teaching…

a) Large classes?

b) Mixed ability classes?

c) Monolingual and multilingual classes?

d) Early learners?

e) ESP clients?

4. Have a look at two definitions of non-verbal communication at

www.indeed.com/career-advice/career-development/nonverbal-communication-skills

Describe three methods of non-verbal communication that may be employed in the control and discipline of a
class.

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and TESOL Training
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Mod
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5. We need to be aware that some methods employed to maintain order and control in one setting may be
culturally inappropriate in another. Think of three such examples and explain why they would be inappropriate in
a country of your choice.

6. We can organize our students in a number of different ways to try to maximize student interaction, such as
using pair work. Outline three such arrangements and for each explain how interaction can be maximized.

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and TESOL Training
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Where the world is your classroom Dip 009 Copyright © 2012 International TEFL and TESOL Training. All rights reserved.
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Classroom
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7. Outline a number of methods for establishing rapport with a class.

8. The best organization will be to no avail if our students are not motivated to learn. Different ages will have
different motivational factors for learning English. Outline what these motivational factors could be and explain
how they may change with age.

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and TESOL Training
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Where the world is your classroom Dip 009 Copyright © 2012 International TEFL and TESOL Training. All rights reserved.
Mod
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Classroom
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Task sheet

1. Outline some of the organizational and methodological differences between teaching monolingual and
multilingual classes.

2. Explain the term ‘differentiated’ or ‘graded’ activities in relation to mixed ability classes.

3. Discuss the potential advantages and disadvantages of using a reward system as a motivational tool with
young learners.

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and TESOL Training
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Where the world is your classroom Dip 009 Copyright © 2012 International TEFL and TESOL Training. All rights reserved.
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4. We can create or destroy rapport with students by our knowledge or lack of knowledge about their culture. For
a country of your choice give a brief description of some of the issues that should be addressed or avoided.

5. Give five examples of ways in which teacher talking time (TTT) can be reduced.

6. Give five examples of ways in which student talking time (STT) can be increased during activities.

You should now be ready to access the test.

Make sure you have copied and saved a file of your guided study and research answers, so that you can refer to
them during the test.

Good luck.

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and TESOL Training
©

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Where the world is your classroom Dip 009 Copyright © 2012 International TEFL and TESOL Training. All rights reserved.