NAME : SILVANA FASLAH QORI

NIM : 218820300791
SUBJECT : TEFL

CLASSROOM MANAGEMENT

Classroom management is how your style to teaching the classroom. You can take some
important steps to sharpening your skills as a language teacher by understanding what some of
the variables are in classroom management.

1. The physical environment of the classroom

4 principles of classroom management on physical environment for learning :
1) Sight, sound, and comfort
The way of classroom is set up, right from the accessibility and visibility.
2) Seating Arrangements
Seating plans within the classroom allow teachers to manage their students and class
activities more effectively.
3) Chalkboards use
It is allowing students to better follow the lesson and more easily take notes.
4) Equipment
The "classroom" may be construed to include any equipment you may be using

2. Your voice and Body Language

Teacher does not have to have a loud, booming voice, just need to be heard by all
the students in the room. Also, must use clear body gestures when explain the material so
that it is easy for students to understand.

3. Unplanned Teaching: Midstream Lesson Changes

There are some things that hinder the learning process that is unexpected such as:
1) Unexpected question
2) Questions that the teacher cannot answer
 3) Technical constraints class facilities
4) Students mess up
5) Class time is over but must still be overcome by the teacher peacely and
spontaneously.

4. Teaching Under Adverse Circumstances

There are some problems that will be faced by the teacher in class such as:
1) Teaching Large Classes
Large classes present some problems :
 Proficiency and ability vary widely across students.
 Individual teacher student attention is minimized.
 Student opportunities to speak are lessened.
 Teacher’s feedback on students’ written work is limited.

2) Teaching multiple proficiency levels in the same class

There is often a wide range of proficiency levels among students in the same
class, especially in large classes, but even relatively small classes can be composed of
students who in your estimation should not all be placed at the same level.In either case,
you are faced with the problem of challenging the higher-level students and not
overwhelming the lower-level students, and at the same time keeping the middle group
well paced toward their goals.Do not overgeneralize your assessment of students'
proficiency levels by blanket classifications into "the good students" and "the bad
students."As much as possible, identify the specific skills and abilities of each student in
your class so that you can tailor your techniques to individualized needs.Students at
higher levels and lower levels of proficiency can thereby be challenged to meet their
needs.Sometimes you can place students of varying ranges in the same group, and at
other times students of the same range in a group together.
3) Using ‘English only’ in the classroom
that a balanced approach is best, using English as much as possible while also
allowing for the use of students' native languages when necessary for comprehension or
communication. The chapter emphasizes the importance of creating a supportive and
inclusive classroom environment that values and respects all students' linguistic and
cultural backgrounds. The author also provides practical tips for implementing a balanced
approach to language use in the classroom.

4) Compromising with the “institution”

discusses the challenge of teaching under institutional conditions that do not meet
the teacher's ideal standards or philosophy of education. It provides examples of adverse
circumstances, such as large class sizes, onerous physical conditions, and
administratively imposed constraints on the curriculum or teaching methodology. the
author suggests that teachers must be ready to bring professional diplomacy and
efficiency to bear on these varying degrees of hardship and may need to compromise to
some extent.

5) Disciplining
provides practical advice on classroom discipline, including gaining respect from
students by treating them fairly, stating expectations clearly, being firm but warm in
dealing with disciplinary issues, preserving the dignity of the student, and trying to
resolve disciplinary matters outside of class time. It also suggests finding the source of
the problem rather than treating symptoms and consulting with the institution's counselor
or administrator if a recurring disciplinary problem cannot be resolved.

6) Dealing with cheating

provides advice on dealing with cheating in the classroom. It suggests that the
first step is to ascertain the student's perception of the situation and cultural variation in
defining what is or isn't cheating. Prevention is more effective than dealing with cheating
after the fact, so minimizing opportunities to cheat is recommended. Lowering the
pressure to excel can also reduce the chance of cheating. The document suggests
spreading students out as much as possible during tests and using different test forms to
 make it more difficult for someone to spot an answer. If cheating does occur, the
document advises preserving the dignity of the student and trying to resolve the matter
outside of class time. If cheating is a recurring problem, the teacher should consult with
the institution's counselor or administrator.

5. Teachers’ Roles and Style

 Roles
A teacher must play many roles, include as leader, knower, director, manager,
counsellor, guide, and even such roles as friend, confidante, and parent.
 Teaching style
An another affective consideration in the development of your professional skill.
 Cultural expectations
that Western cultures tend to emphasize non-directive, non-authoritarian roles and
teaching styles, while other cultures may have different expectations. The chapter
provides a list of cultural expectations related to teachers and students, such as the
expectation that teachers have all the answers or that students should speak in class only
when called on by the teacher. The author advises teachers to be aware of cultural
differences and to adapt their teaching styles and roles accordingly. The chapter also
provides activities for teachers to explore cultural expectations with their students and to
reflect on their own teaching styles.

6. Creating A Positive Classroom Climate

The roles you play and the styles you develop will merge to give you some tools
for creating a classroom climate that is positive, stimulating, and energizing.
1. Establishing rapport
Teachers can initiate and maintain rapport with students by showing humor,
being available, and engaging in discussion.

2. Balancing praise and criticism

Teachers can also provide effective feedback to students by giving them an
explanation of what they are doing correctly and incorrectly, focusing on what the student
is doing well, and linking comments and feedback to the goals for an assignment
 3. Generating energy
Teachers can build rapport with students by showing humor, being available,
encouraging discussion, and engaging in active learning.

STRATEGIES BASED INSTRUCTION

Strategies Based Instruction is a learner-centered approach to teaching. That extends
classroom strategy training to include both explicit and implicit. Integration of strategies
into the course content.

1. Strategic Investment
 Strategies are learner’ss technique for capitalizing on the principles of succesful learning
 The learning of any skill involves a certain degree of “investment” of one’s time and effort.
 Your classroom technique can encourage, build and sustain effective language-learning
strategies in your student.
 Teachers might overlook their mission of enabling learners to eventually become independent,
autonomous.
 Students need to have the necessary strategy competence for the give and take of meaningful
communication.

2. Good Language Learners

1. Are creative,developing a “feel” for the laanguage by experimenting with grammar and words.
2. Find their own way, taking charge the learning.
3. Organize information about language.
4. Use mnemonics and other memory strategies.

3. Styles of Succesful Language Learning

 Styles: the consistent and enduring traits, tendencies. Or preferences that may
differentiate you from others.
 Strategies: spesific method of approaching problem or task for controlling and
manipulating certain information.
  Succesful second learners are usually people who know how to manipulate style as well
as strategy levels.
 The number of personality (extroversion, self-esteem, anxiety) and cognitive styles
(left/right brain orientation, ambigyity tolerancee, field sensitivity) that lead
toward succesful learning is finite.

4. Developing Students Self-Awarness of Styles

1. Informal self- checklist.
 Handout checklist to each student and tell them to fill them on their own
 When they finish, put students into group
 in whole-class activity, groups can be asked to share any major agreements and
disagreement
 Summarize by explaining that no one sixe in necessarily good or bad

2. Formal personality nad cognitive styles test.

Personality, Cognitive Style, Motivation, and Aptitude Predict Systematic Trends in
Analytic Forecasting Behavior: This study examines whether psychometric measures such as
personality, cognitive style, motivation, and aptitude can predict systematic trends in analytic
forecasting behavior.

3. Reading lectures, and discussion.

The end-of-chapter exercises give readers opportunities to process material
interactively, and suggested readings direct readers to important books and articles in the field

4. Encouraging “good language learner” behavior.

Instilling self-awareness in students involves frequent reminders of "rules" for good
language learning and encouraging discussion. These rules can be summarized in ten
"commandments" or "rules" in teacher's and learner's versions. It's crucial to remember that
these rules don't always fit all learners, as most learners come to language classes with
inhibitions, low self-confidence, and low confidence. The mission is to help 90% of students
overcome these challenges and develop their own learning styles.
 5. How to Teach Strategies In The Classroom
1. Teach strategies through interactive techniques:
a. To lower inhibitions
b. To encourage risk-taking
c. To build students' self-confidence
d. To help them to develop intrinsic motivation
e. To promote cooperative learning
f. To encourage them to use right-brain processing:
g. To promote ambiguity tolerance
h. To help them use their intuition
i. To get students to make their mistakes work FOR them
j. To get students to set their own goals
2. Use compensatory techniques
Here are some typical cog- nitive style "problems" and a few techniques you might
prescribe to help overcome each problem.

a. Low tolerance of ambiguity: brainstorming, retelling stories, role-play, para-

phrasing, finding synonyms, jigsaw techniques, skimming tasks
b. Excessive impulsiveness: making inferences, syntactic or semantic clue searches,
scanning for specific information, inductive rule generalization
c. Excessive reflectiveness/caution: small-group techniques, role-play, brain-storming,
fluency techniques.
d. Too much right-brain dominance: syntactic or semantic clue searches, scan- ning for
specific information, proofreading, categorizing and clustering activi-ties,
information-gap techniques
e. Too much left-brain dominance: integrative language techniques, fluencytechniques,
retelling stories, skimming tasks

3. Administer a strategy inventory

The best and most comprehensive of such instruments is Rebecca Oxford's (1990)
Strategy Inventory for Language Learning (SILL), an exten- sive questionnaire covering (in its ESL
version) fifty separate strategies in six major categories. The SILL can be used in class for
developing awareness of strategies in the same way suggested earlier for the self-checklist on
styles.
4. Make use of impromptu teacher-initiated advice
learners can benefit greatly from your daily attention to the many little tricks of the
trade that you can pass on to them.When the appropriate moments occur in your class, seize
the opportunity to teach your students how to learn

7. “Packaged” Models of SBI

1. Textbook-embedded instruction.
ESI textbooks are increasingly offering strategies awareness and practice within a
chapter's content. Examples include Building Bridges series by Chamot, O'Malley, and Kupper,
which includes daily logs and grids for easy checking. Brown's New Vistas series encourages
students to continue learning outside the classroom, with a teacher's resource manual
providing guidance on facilitating extra-class learning experiences.

2. Adjunct self-help guides.

Self-help study guides are a popular method for teaching strategies to students. These
short, easy-to-understand guides provide information, anecdotes, tips, and exercises to help
learners use strategies effectively. However, they may not be necessary for English learners, as
they are written in English.
3. Learning centers
Learning centers worldwide offer extra-class assistance in writing, reading, academic
study skills, pronunciation, and other oral productions. These centers provide diagnostic
testing, one-on-one tutorials, small-group tutorials, audio and video teaching programs, and
computer programs. Some progressive institutions view these centers as resources for
improving strategic competence in language learning. At the Defense Language Institute of
Monterey, students receive an initial interview to determine the most beneficial resources.
Diagnostic tests identify areas needing attention, such as style continua, motivation, strategy
use, language-specific problems, and stress management. Treatments include workshops, self-
instructional programs, tutorials, and clinics. Interactive language teachers must also emphasize
the importance of getting students strategically invested in their language learning process,
using the Intrinsic Motivation Principle. This encourages students to develop their own
strategies for success, generating more motivation and autonomy as autonomous learners.