MODULE 4 - SELF-STUDY SUGGESTED ANSWERS

Remember that for some tasks there are no "correct" answers. What we have provided are
"suggested" or possible answers.

FOLLOW-UP ACTIVITIES

WHAT IS INVOLVED IN CLASSROOM MANAGEMENT?

1) Choose the most appropriate answer to complete the sentence: Classroom

management is about ... b. creating a positive environment in which your
students can learn.

2) True or false?
a. True.

b. True.
c. True.

d. False. Teacher should do a recap of the objective accomplished in class.

3) Complete the following sentences appropriately:

a. If you ever have to leave your class for any reason, you should ensure
that your students are working on a task.
b. You should try to ANTICIPATE potential problems and have
SOLUTIONS ready in place.
c. If you are well-prepared for your class, you have time to THINK rather
than just REACT to situations.

4) Note down 1 advantage and 1 disadvantage for each of the following

seating arrangements:
a. ROWS. ADVANTAGES - effective method of behaviour management;
allows teacher to make eye contact with all students; students can easily
see board at the front of the class; you can pack in a lot of student into a
small space. DISADVANTAGES - students cannot readily talk to
different people in the class; it isn't easy to change pairs or get students
to work in groups; it isn't easy for the teacher to monitor the class unless
there are spaces between rows or aisles.
 b. CABARET. ADVANTAGES - Good for small group work and project
work; easy to monitor. DISADVANTAGES - Some students will have
their backs to you; you need to move around the class when giving
instructions to make sure all students can see/hear you.
c. CIRCLE. ADVANTAGES - Great for games, group discussions, taking
the register, talking to your students. DISADVANTAGES - It can be
difficult for students to write as they have to balance paper/notebooks on
their knees, or move to their desks in order to write.

5) True or false?
a. FALSE. You should negotiate classroom rules with your students at the
beginning of term.
b. TRUE. Routine is the organised teacher's friend. Students know what to
expect and what is expected of them, thus enabling them to relax more.
c. FALSE. You should have already established with your students that
they shouldn't interrupt you while you are giving instructions. They
should know that you will allow time for them to ask any questions when
you have finished.
d. FALSE. The teacher, not the students, should ask 'concept check'
questions to ensure that students have understood what they have to do.
 PART 3: FOLLOW-UP ACTIVITIES

DEALING WITH DISCIPLINE ISSUES

Your answers will be monitored by one of our trainers in the forums.

PART 4: VIDEO VIEWING TASKS

MANAGING LARGE CLASSES

1) Before you watch the video, brainstorm a list of ideas according to the
following mind map:

2) As you watch the video for the first time, answer these questions.
a. Which three aspects of classroom management does the video
examine?
1. Pedagogical planning 2. Classroom learning systems 3. Student behaviour

b. Are any of the problems you noted down in the previous exercise
(brainstorm) mentioned in the video?
PROBLEMS FOR TEACHING: 1, 3, 4, 5
PROBLEMS FOR LEARNING: 1, 2, 3, 5

3) If necessary, watch the video again in order to answer the following

questions.
a. What solutions were offered to the problems you wrote in the mind map?
PROBLEMS FOR TEACHING
1. Difficult to move students around for pair work & group work.
Encourage freedom for students to help with classroom logistics. Classroom needs to be
organised to facilitate goals and student movement around the class.
2. Noise levels.
3. Discipline!
Establish a calm working environment with clear expectations and routines. Set up
systems, eg moving students to another classroom so each student knows what they have
to do, shifting in and out of group work. Have an established routine to get students'
attention, eg "one, two, three, eyes on me!". Be proactive rather than reactive. Be
consistent! Use rewards systems and peer reinforcement and establish consequences for
disruptive behaviour.
4. Ability to pay individual attention to students.
Learn students' names or have name cards so that students feel important. Set up groups
so teacher can rotate time and attention for each group. Create smaller teaching units
within the larger group.
5. Monitoring & evaluating. Marking student work.
Establish routines so students can self-check and peer-check their own work.
PROBLEMS FOR LEARNING
1. No individual attention from the teacher.
Learn students' names or have name cards. Set up groups so teacher can rotate time and
attention for each group.
2. May feel unable to ask questions.
Set up systems so students can help each other, eg have an "expert" for each group who
the teacher has worked with previously.
3. Disruptive students dominate the class.
Have additional self-directed activities for students who finish early. Allow students to
choose their own groups. Let students establish their own classroom conduct guides. Try
to discover the reason for student discipline problems. Postpone dealing with
consequences (if appropriate) till after the class. Try to establish school-wide behaviour
models.
4. Unable to see the board/hear the teacher.
5. Boring classes from textbooks.
Lessons should be clearly structured and motivating for students. Work with fellow
teachers and administrators to update the curriculum so that it meets student needs. Give
students responsibility for choosing and doing individual projects.

b. Identify at least three ideas offered in the video for each of these
aspects:
• Pedagogical planning
 • Classroom learning systems
• Discipline

Pedagogical planning
• Ensure you have structured, well-planned lessons.
• Use diagnostic tests for your students.
• Teach students to learn for themselves - 'independence training'.
• Students have a range of abilities - try to avoid labelling students.
• Update the curriculum (with other teachers and administrators) to meet students'
needs.
• Allow students choices and freedom within the routines you establish.
Classroom learning systems
• Organise your class, as far as possible, to allow for student movement.
• Establish consistent routines and train your students in these routines.
• Establish a calm working environment.
• Use self-checking and peer-checking for monitoring and evaluating student work.
• Keep explanations short and clear.
• Create smaller working units within the large group.
• Display students' work.
Discipline
• We have an obligation to treat all students equally and fairly.
• Be proactive rather than reactive.
• Establish clear rules and a system of rewards and consequences. Enforce them.
Consistency is crucial.
• Allow students to establish their own classroom conduct rules, and employ peer
reinforcement so that the whole class is working towards a behaviour goal.
• Postpone dealing with consequences for discipline issues (where possible) till after
the class.
• Try to discover reasons for misbehaviour.