Master in Teaching English as a Foreign Language

FUNIBER-UNEA

FP007 – CLASSROOM MANAGEMENT-TECHNIQUES AND REFLECTIONS

ON PRACTICE

ASSIGNMENT

Name: Ana Flavia Faria Smith

Class: 2023-10
Date: 13-01-2024

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 INDEX:

 Introduction……………………………………………………..page 03

 Classroom Interaction analysis………………………… pages 04-06

 Disciple analysis …………………………………………...pages 06-08

 References……………………………………………………page 09

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 Introduction

This present work is an individual assignment proposed in this subject: Classroom

Management. According to the orientation given, it consists of the analysis of two topics
chosen by the student. For each topic the reasons why it was chosen from a personal
perspective are elicited, their importance with reference to the general framework of
classroom management and some prediction on how the topic will evolve in the future. The
topics that were chosen here are: Classroom Interaction and Discipline.

On both topics‘ analysis, many authors opinions will be provided in order to support
the main subject content material‘s arguments with an effort to cover all the aspects that
were mentioned on them, always trying to enrich them as much as possible.

Classroom Interaction and Discipline can be two very challenging topics to be dealt with
in the learning and teaching process. Furthermore, both topics are related to each other:
after all the analysis are concluded, it will be demonstrated that an effective classroom
interaction promotes more engaged students, a greater interest in class activities and
therefore, less indiscipline in classrooms. And the opposite could also be proved: students
who are less involved in the classroom and less engaged on the proposed activities may
present behavior issues.

Both topics predictions about their evolvement in the future will be analyzed towards the
use of technology in classrooms and its benefits for the teaching and learning process. As
UNESCO (2023) highlights: techonology ―fosters engagement by encouraging interaction
and collaboration among learners‖, apart from others benefits.

―The Responsive Classroom approach creates an ideal environment for learning —

every teacher should know about it.‖― Daniel Goleman

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 Classroom Interaction:

Classroom interaction is my first topic for analyzing. As an English teacher on a

regular school, here in my country (Brazil), I find this topic extremely relevant due its impact
on the teaching and learning process and also the most challenging to develop due the
varying levels of student‘s engagement during classes. Therefore, as a teacher, I need to be
more aware of strategies and ways of providing the best opportunities for teacher-students
and students-students interactions.

Funiber (2023,p.3) points out that teachers‘ role is ―to facilitate learning for the
individual learner and be aware of what actually happens in a classroom: what is said, done,
to whom and how and what effect this has on learners.‖ Funiber also explains that
communication in language classroom can be either transactional (when information or
grammar point is being explained) or interactional (when there is communication for
personal, real, communicative/ social purposes) and in practice, both types of
communication overlap.

According to Scrivener (2005, p.80), a teachers‘ most important job is to create

conditions for learning take place. Group activities give students more time to speak than if
the whole class did this together and therefore Scrivener suggests (2005, p.84) different
types of grouping students: whole class working together with the teacher, whole class
moving around and mixing together as individual, small groups, pairs, individual work. This
author believes that varying grouping in classes is a way of enabling a variety of experiences
for learners. He also mentions that teachers need to be aware that learning also takes place
during classroom language moments, apart from the subject focus: when giving instructions,
when having a discussion, when giving comments, when saying jokes etc.

It is suggested by Scrivener (2005, p.86) that during pairs or group activities, teacher
could monitor students interactions discreetly and collect source of material for future
feedback or other work .He points out that the most efficient way for students to learn,
according to his teaching experience, is to have learners involved in a lesson. When
students are challenged through tasks, whether a problem solving task or any other type of
task, they will be learning more.

Penny Ur ( 1996:228) as cited in Funiber (2023, p.4) gives a summary of the most
common interactions in a language classroom: a) group work while teacher just listen; b)
closed-ended teacher questioning; c) individual work d) a choral responses e) collaboration:
students do the same sort of tasks as in individual work, but work together; f) students
initiate and teacher answers, but teachers decide who asks; g) full-class interaction; h)
teacher talk: they may involve some kind of silent student response; i) self-access: students

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choose their own learning tasks; j) open-ended teacher questioning: there are a number of
possible right answers, so that more students answer each cue.

For Adam (2018), interaction among peers in second language classroom provide
opportunities that are not likely to happen among teachers and students. It´s believed that
students get engaged in meaningful communication, focused on meaning and negotiation to
make input comprehensible while trying out new language forms (Gass & Mackey 2006, as
cited in Adam 2018). According to Chaudron (1998:10) as cited in Funiber ( 2023, p.5), ―only
through interaction can learners break down structures and derive meaning from classroom
events and have opportunities to incorporate target language structures into their own
speech.‖

Although there are some advantages of teacher-student interaction (learners obtain

expert scaffolding to help them express meanings they cannot formulate on their own;
teachers provide feedback on crucial language errors; some learners feel more comfortable
to speak and make mistakes with a teacher), it´s believed that learners get more chances to
speak and produce substantially more language in peer interactions (Sato, 2015, cited in
Adam 2018). They also give one another more opportunities to correct their own language
errors (McDonough, 2004 cited in Adam 2018), and they get chances to figure out how to
express their ideas collaboratively (Swain, 2006 cited in Adam 2018), rather than simply
accepting guidance from a teacher.

Moreover, learners get to consolidate what they have learned because peer
interactions move slower than interactions with native speakers, and because learners have
more control over how they develop, they get chances to stop and reflect on how they can
apply what they have learned in the classroom into actual language use, solidifying
connections between forms and meanings (Gass & Mackey, 2006, cited in Adam 2018).
They also get low anxiety language practice: interacting with a language user at a similar
proficiency level is less stressful than interacting with more proficient language users
(Valmori, 2016 cited in Adam 2018), among other benefits.

When it comes to analyze the evolvement of class interaction in the future, Scrivener
(2005) argues that teachers should work on ways of becoming more aware of unnecessary
TTT( Teacher Talking Time) and try to maximize student´s interaction in class: 1) provide a
friendly and relaxing learning environment 2) ask more questions than giving explanations;
3) allow time for students to think, process their answer and speak; 4) listen to what they
say, their language, their mistakes; 5) allow thinking time without talking over it; 6) increase
opportunities for STT (Student Talking Time) 7) use gestures to avoid unnecessary teacher
talk; 8) make more use of pairs or group works to maximize students opportunities to speak;
9) when possible, arrange seats so students can see and talk to each other (i.e. circles,

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squares, horseshoes etc.) 10) teachers don´t need to be always at the front of a class; 11)
encourage quiet speaker students to speak louder; 12) get students to ask questions; 13)
use gestures and facial expressions to encourage them to speak and listen to each other.
Scrivener (2005,p.88) also highlights the importance of teachers questioning themselves
what skills they already have in enabling effective classroom interaction and what others
they still have to develop.

Furthermore, the use of technology in classrooms has to be taken into consideration

when thinking of development of language classrooms‘ interaction in this digital era and in
the future ahead. An article from Bay Atlantic University(2022) mentions that the appropriate
use of digital learning tools in the classroom can boost students‘ engagement, make classes
more interesting, develop more inclusive practices that foster cooperation and intellectual
curiosity, help teachers assign various tasks and allow students to put their knowledge and
experience into action. Technology facilitates students‘ transition from sitting attentively and
listening to more hands-on-learning. Whether technology is used in class or after school,
students have more opportunities to communicate with instructors, collaborate with peers
and participate in their learning process.

Discipline
My second point for analysis is discipline. As an Elementary English school teacher,
this has been an issue of struggles and hard time experiences. Giving some time to reflect
and study about it, it can hopefully bring some light and contribute to my teaching
experiences along the road ahead.

According to Funiber (2023, p. 51), a teacher needs to bear in mind that before having
students behaving according to his/her instructions and performing any tasks, the main
concern should be whether those tasks are meaningful and useful to the students so
learning can be really taking place. If not, there won´t be a point of having a disciplined
atmosphere in the classroom. For McCamley (2019), teachers need to make sure students
are finding relevance in what they are learning and are understanding most of what is being
taught. Bad behaviour patterns, including not listening to the teacher, can be the result of not
understanding what is being taught.

Lopes and Oliveira (2017) argue that discipline is usually related to the actions that the
teacher undertakes to end indiscipline and to restore order. Although students are by far the
most frequent source of disruption, they are not the only source. The teacher and and school
staff may also be a source of it (Good & Brophy, 2000 as cited in Lopes & Oliveira 2017).

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 ―Classroom discipline encompasses complex interactions among teacher variables,
students variables, school variables, societal variables (e.g. general attitudes and values
towards schooling)‖( Lopes & Oliveira 2017, p.02 ). For Burns and Knox (2011) classrooms
are a complex adaptive system and in order to understand all classroom actions, there is a
need to focus on the relation of its elements: physical, environmental, cognitive and social.

Classroom teaching involves two important features: the promotion of learning

(cognitive changes) and the promotion of organizational conditions that will allow learning to
occur. The ultimate goal of classroom order is to enable instruction. Classroom order is not a
goal itself, nor a way to correct classroom disruption. Effective teachers have fewer
disciplinary problems because they estabilish procedures that maximize time available for
instruction and students‘ on-task behavior. A lesson that is too fast or too slow may affect
students‘ focus on classroom tasks (Lopes & Oliveira 2017).

Therefore, learners‘ discipline is seen as a consequence of their level of

participation/engagement on classroom tasks. Engagement is multidimensional and involves
emotions, behaviors, and cognitions (Shernoff, 2013 as cited in Macklem 2015).
Engagement results in positive outcomes and decreases negative emotions and it predicts
learning, grades, and behavior in the short-term (Lam, Wong, Yang, & Lui, 2012, as cited in
Macklem 2015 ). Liu (2001) as cited in TeachThoughtStaff (2019) observed different types of
a student behavior in the classroom according to his/her level of participation and listed facts
that can influence them: socio-cultural, cognitive, affective, linguistic, and environment.
Kerdikoshvili (2012) states that when students misbehave, beginning teachers often
think about what the students are doing wrong. In contrast, experienced teachers are more
likely to think about what they themselves can do differently to keep students on task and
then modifiy their plans accordingly.
When trying to restore order, Apple (1995), as cited in Funiber ( 2023), argues that a
teacher needs to focus on the emotions more than on any other issue. Funiber (2023, p. 54)
points out that teachers tend to see what they do in classroom in terms of their own
intentions and do not take students‘ intentions into consideration. Hence, there is a need for
a change of teacher‘s perspectives on classroom practice, providing students the feeling of
being involved in the classroom interactions. Excessive teacher control can alienate learners
from what is happening in the classroom and seriously inhibit learning. Effective classroom
managers, according to Kounin(1970), cited in Funiber (2023), are more skilled at preventing
disruptions from occurring in the first place and to keep students focused on learning.
Dunbar (2004) suggests to have functional assessments to gather information that
enables teachers to understand a student‘s behavioral habits to its roots. Also, having
teachers more self- aware of his/her teaching management style by taking surveys,

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increases his/her ability to address inappropriate behavior before it escalates into something
more serious.

According to Funiber (2023,p.55), there have been some research in the field of
‗reinforcement‘ in mainstream education and it has been concluded that positive
reinforcement (e.g. praise, rewards or merit marks) are considered to be good ways of
motivating underachieving or reluctant learners whether negative reinforcement such as
punishments ( e.g. extra homework, detention etc.) are ineffective in bringing about positive
change and they contribute to reinforce a negative learner´s self-image.

Dunbar (2004, p.3) highlights what Fred Jones, a classroom management expert, once
said: ―A good classroom seating arrangement is the cheapest form of classroom
management‖. He mentions that assigned seating for students facilitates discipline and
instructions and they suggest some common-sense rules to guide classroom arrangements:
a) students seating directing towards the teacher; b) students should clearly see the chalk
board, screen and teacher; c) students should be seating facing the front of the room and
away from the windows; d) classroom arrangements should be flexible to accommodate a
variety of classroom activities. As TeachThoughtStaff (2019) highlights, the classroom is the
most formal setting for the interaction phenomenon where both teachers and students
perform a variety of different actions designed to accomplish classroom activities.

A lot of research, according to Dunbar (2004, p.3), suggest that students should
actively participate in the creation of guidelines governing classroom behavior for the belief
that they will support the rules they established. It is also recommended minimizing the
number of rules which should be: direct, clear, consistent and encouraging of positive
behavior and should also include consequences for inappropriate behavior rather than
punishments.

When we think how discipline will evolve in the future, we must think how digital
learning tools will cope towards this topic, taking this digital era into consideration. An article
from Bay Atlantic University (2022) claims that appropriate classroom technology can boost
student´s academic achievement, self-confidence, motivation in class, and attendance. More
specifically, technology engages students behaviorally, emotionally, and cognitively.
Consequently, as teachers and schools invest in technology and apply it to the learning and
teaching process, there are many benefits to expect from it in terms of students‘
engagement on tasks and consequently, students‘ discipline and behavior in classrooms.

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 References:
Burns, A. and Knox, J.S ( 2019). Classrooms as a Complex Adaptive Systems. A Relational
Model.The Electronic Journal for English as a Second Language. June 2011- Volume 15-
Number1.

MacCamley, M.(2019). Classroom management: Classroom discipline.Onestopenglish.

Ghannaj, A. (2019, July 4th). How to improve engagement in The Language Learning
Classroom. Teachthought. How To Improve Engagement In The Language Learning
Classroom (teachthought.com)

Funiber (2023) Classroom Management - Techniques and Reflections on Practice.

Scrivener, J.(2005).Learning Teaching – A guidebook for English language teachers. Macmillan.

learning-teaching-by-james-scrivener.pdf

Eaton, S.E. (2018).The Impact of technology on how instructors teach and how students
learn. Chapter 07, p.74. University of Calgary. In R. J. Harnish, K. R. Bridges, D. N.
Sattler, M. L. Signorella, & M. Munson (Eds.). The Use of Technology in Teaching
and Learning. Retrieved from the Society for the Teaching of Psychology web site:
http://teachpsych.org/ebooks/ Use_of_Technology_in_Teaching_and_Learni.pdf

How does technology Impact student learning? (2022). Bay Atlantic University. Washington
D.C.How Does Technology Impact Student Learning? (bau.edu)

Dunbar, C. ( 2004). Best Practices in Classroom Management.College of Education.

Michigan State University. Best Practices in Classroom Management.pdf

Adams, R. (2018). Enhancing student interaction in the language classroom: Part of

the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press.
Available at cambridge.org/betterlearning
CambridgePapersInELT_EnhancingInteraction_2018_ONLINE.pdf (google.com)

Lopes, J., & Oliveira, C. ( 2017). Classroom discipline: Theory and practice. In J. P. Bakken
( Ed.), Classroom:Academic content and behavior strategy instructions for
students with and without disabilities ( vol.2,pp.231-253). New York: Nova Science
Publisher Classroomdiscipline.pdf

Kerdikoshvili, N.(2012). A Student-Centered Approach to Classroom Management in English

Language Teaching. Journal of Education, 1(2):53-60,2012 ISSN:2298-0245.

Gayle L. Macklem.(2015). Boredom in the Classroom Addressing Student Motivation, Self-

Regulation, and Engagement in Learning .DOI 10.1007/978-3-319-13120-7 ISBN 978-3-
319-13119

UNESCO, 2023. Why technology in education must be on our terms | UNESCO

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