Basic principles of the four

components of classroom
management
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Let’s consider the basic principles to follow for each of these

components– lesson structure, classroom layout, teacher talk,
monitoring and feedback–when planning for effective classroom
management:

1. Lesson structure or interaction patterns

Structure the lesson so that learners’ interaction with each
other is aligned with the type of learning they need to do. For
students learning English, the more opportunities they get to
practise talking, the better.
2. Classroom layout
Lay your classroom out appropriately for the type of student
interaction you want to foster. Change the layout for different
kinds of learning interactions.
 3. Teacher talk
Watch your language. Speak as little as possible. Modify
(‘grade’) your language to align with the proficiency level of
your students.
4. Monitoring and feedback
Monitor your students’ language output and provide
corrections to their errors appropriately. Do not discourage
them from trying; making mistakes is a natural part of the
learning process.

Creating opportunities for

communication
1 comment

There are a number of common assumptions about effective

language teaching that sound plausible on the surface, but
don’t actually stack up when you dig a bit deeper:

Myth 1 - Listening to and interacting with the teacher is the best way to learn the target
language.
Myth 2 - Speaking with other language learners can result in learning their mistakes

Myth 3 - Therefore, speaking to other learners is not useful

Let’s consider what the results would be if we limited interactions

in the classroom so that students only spoke with the teacher.
Consider this in the context of a class of 24 learners. If the only
interaction each learner has is with the teacher, then in a 1hr
class they only get 2.5 minutes of learning interaction each!

(60 min / 24 learners = 2.5 minutes each)—and that is if the

teacher didn’t say anything.
In a teacher centred classroom, the teacher is doing most of the
talking. But it is well known that just listening to long explanations
is a very poor way to learn a language. Below are three reasons
why a lot of talking by the teacher is a bad idea. Have you had
any of these experiences?

1) Listening vs doing
Many people learn best by doing. Long explanations turn people
off—they just stop listening, especially if they find it hard to follow.
2) Noticing speech markers
L2 learners often don’t recognize discourse markers. They miss
the signals which organise information and fail to separate
instructional language from content or examples you are sharing
with them. As a result, they can become confused about what
they are expected to do.

3) Noticing weak forms

L2 learners also don’t hear weak forms well.
(Note: Weak forms are syllable sounds that become unstressed in
connected speech and are often then pronounced as a schwa)
It can be difficult for learners to create meaning from what you say
as a result. They also often find it hard to connect the key content
words together to create meaning.

Think about your own experiences learning a language. Are

these problems familiar to you? Share your thoughts in the
discussion.

Increase student-to-student
interactions
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To increase the effectiveness of the learning time, it’s critical

to structure the class lesson so that student-student
interactions can be useful. This means you need to use your
teacher time in different ways to support a wider range of
learning activities.

After giving concise and clear instructions for students to

undertake a learning task (individually, in pairs, or in groups), you
can then use the lesson time to engage with them, individually or
in small groups, as they continue on with the task.
All of the following can be more useful ways to use teacher time:

1. Monitor what students are saying and give feedback briefly

and individually.
2. Collect information via monitoring to inform future learning
tasks.
3. Listen to and read what students say and write to find out
how well they have understood the focus of the lesson task.
4. Assess the uptake of language features or vocabulary by
attending to what students are using as you monitor.

Arranging the physical space

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One of the most significant influences on effective learning is

simply how the physical layout of furniture is arranged. The
arrangement of your physical space will depend on the
activity. While you might not be able to choose your
furniture, making sure that the layout supports the intended
type of learning is a good strategy.

Note: Be sure to discuss the furniture layout with your colleagues

before changing things around. This is something teachers have
strong feelings about! You may need to move the furniture back
into a default layout if you are sharing the use of a room with
other colleagues.

To decide on the best classroom layout, you need to be clear on

what kind of learning activity you want your learners to engage in.
Refresh yourself on some of the most common types below:

Small workshop
A teacher-or learner-led discussion with 4-10 learners, usually
with high levels of student interaction. Often best conducted
around one large table, or circle of chairs without tables.

General English class

Large group of learners with one teacher. Furniture may be
shared tables or individual desks, can be grouped in different
ways, but allowing all learners to see the board.

Pair work
Learners each work with one other learner on specific tasks. The
furniture layout should allow each pair to collaborate, potentially
separately from other pairs in the room.

Group work
Learners each work with 2 - 5 other learners on specific tasks.
The furniture layout should allow each group to collaborate,
potentially separately from other groups in the room.

Formal examination
Learners complete a formal examination individually. The furniture
layout should provide for individual separation to avoid cheating
or other academic malpractice.

Formal lecture
The teacher presents to the whole class from the front. Emphasis
is on the most efficient seating arrangement for the space, often
in rows. This type of learning activity is rare in ELT lessons but
may be used for guest speakers or other special occasions.

Sorting exercise
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In the exercise below, you will see different classroom

layouts and types of activities. Drag the type of learning
activity to the most appropriate layout. Note that some
layouts may suit more than one type of learning activity.
Manage your language to be effective
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Quote: “I know that you believe you understand what you

think I said, but I am not sure that you realize that what you
heard is not what I meant.” Robert McCloskey

In a language classroom, the potential for misunderstanding

between a teacher and L2 learners is much greater. It is critical
that you adjust and modify your language to align with the level of
proficiency of your learners. This is called ‘grading’ your
language.

Note: Graded language is language, either spoken or written, that

has been adjusted to meet the level of the learners. It may include
the choice of simpler vocabulary and grammar or a slower speed
of delivery.
Grade the teacher language
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Think about how you might need to grade your language for
different classes you teach, whose proficiency is at different
levels. Look at this example of a grammatical explanation.
Common mistakes
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There are a couple of common traps that teachers can fall

into which can be unhelpful for students. Can you identify
the problem if teachers do the following:

1) Pronounce each word slowly and carefully

Problem: Learners need to get used to hearing reasonably natural
sounding language that includes connected speech patterns.
Beginners may be an exception to this rule.

2) Miss out articles, prepositions, and other small words

Problem: Leaving out words will impoverish the input learners
receive. They can pick up a lot of grammar and language chunks
from hearing the small words used correctly in natural speech.

Keep instructions simple

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Managing language when giving instructions is key. Clearly,

you need to apply the principles discussed above to all your
teacher talk. But the one area where it matters most is when
giving instructions. Giving clear instructions in appropriately
graded language is probably the single most important thing
you can do to optimise the way time is spent in your
classroom.
Here are some tips from the experts:

Do …

1. break down the instructions–keep steps and language

simple.
2. only tell them what they need to know for the next part of the
lesson–this reduces the burden on memory.
3. be direct–use imperative forms and ‘please’.
4. be explicit and clear.
5. tell the learners who they should work, what they are to do,
and how they will know they have finished.
6. ask questions to check they have understood.
Don’t …

1. use demanding vocabulary. (Grade your language instead.)

2. ask “Do you understand?” (This forces a student who
doesn’t understand to either admit they don’t in front of their
peers, which can be embarrassing, or to affirm they
understand when they actually do not. Neither outcome is
desirable)

Now let’s apply these principles to an example. Look at the

instructions below. Think about which of the principles above
(do’s and don’ts) apply. Which instructions are better? Why?
Example
1

Example
2

What are some differences you noticed between the two

examples?

Answer: Of course example one would be overly wordy and

confusing for the students.

In example 2

• the instructions are staged,

• the sentences are short, and

• each instruction is followed by a demonstration.

How would you continue the instructions with a group of students
(same activity as in Example 1)? Think about the principles of
good practice you have learned above.

Here’s our version:

T: OK, good. Now watch me. (T. goes over to one group and
points to S1 player’s cards.)

Player 1 begins: take a card, any card. Put it on the table (S1
takes a card and puts it on the table).

Now he asks a question. (Shows the class the card) This card is a
picture of ice cream. What will he ask?

SS: Do you like ice cream?

T: Good: (to S1) Ask your partners, “Do you like ice cream?”

S1: Do you like ice cream?

T: Now who has the matching card? Who has a picture of ice
cream?

S2: ME!

T: Good. Put the card on the table. (T waits for S2 to do this.) Now
answer the question: Do you like ice cream?

S2: Yes, I do!

T: Now, it is Player 2’s turn. (T points to player 2.)

S2 (takes a new card and puts it on the table): Do you like tennis?

You may have different ideas for teaching this activity. You can
share them in the chat.

Monitoring and giving feedback

0 comments

Monitoring student activity in your class and providing timely

and effective feedback is critical. However, sometimes it can
be hard deciding whether to interrupt to provide feedback, or
wait until later to avoid disrupting the flow of the learners’
work or interaction with each other.

Think about what you would do in the following situations, then share your
answers in the discussion.

1. The students are doing a pairwork activity. On going round

you see that many are confused and have interpreted
instructions wrongly.
2. You are doing a whole class question and answer activity in
preparation for groupwork. You ask, ‘What did you do at the
weekend?’ A student replies, ‘I go cinema.’
3. Students are doing groupwork. Many are making the same
mistake. Instead of using the past participle to form the
present perfect they are using the base form: I have see her;
I have be to Paris.
 4. Students are working in groups. They are talking fluently but
making a variety of errors.
Think about what would you do in the following situations.

1. The students are doing a pairwork activity. On going round you see that many are confused and
have interpreted instructions wrongly.

2. You are doing a whole class question and answer activity in preparation for groupwork. You ask,
‘What did you do at the weekend?’ A student replies, ‘I go cinema.’

3. Students are doing groupwork. Many are making the same mistake. Instead of using the past
participle to form the present perfect they are using the base form: I have see her, I have be to
Paris.

Our suggestion: Stop the activity. Explain again what to do, with more demonstration this time.
Check that they know what to do by asking questions. Our suggestion: Correct immediately. You
want the students to be able to produce the correct form before they go on to pair or group work.
Our suggestion: If many students are making the same mistake in groupwork , it is a good idea to
stop the activity and practise the correct form, then to restart the group work. Our suggestion: If
students in different groups are making a variety of mistakes, the best approach is not to interrupt
fluency but to go round and listen and take notes of errors . You can then deal with the errors in
feedback after the activity.

Summary
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Four key aspects of good classroom management:
Structure your lesson well
Lay out your classroom well
Ensure your own language is carefully graded
Monitor and provide appropriate feedback

Student Interaction Patterns:

Ensure there is a good mix of interaction types, so students don’t
get bored.

Examples include:
T-S direction
S-T individual response
SS – T choral response
S-S pairwork
SS – SS groupwork
S – S – S -S -S mingle activity
T -S -S -S chain drill
Ensure your class layout encourages different interaction types.

When giving instructions:

 Break down the instructions

 Be direct.
 Be explicit and clear
 Tell learners who they should work with
 Ask questions to ensure understanding
 Grade your language
 Never ask “Do you understand?”

Choose an appropriate method and timing when providing

feedback to students on their errors.

Four key aspects of good classroom management are:

• Structuring your lesson well

• Laying out your classroom well

• Ensuring your own language is carefully graded

• Monitoring and providing appropriate feedback. Student Interaction Patterns: Ensure there is a
good mix of interaction types, so students don’t get bored. Examples include:

• T-S direction

• S-T individual response

• SS – T choral response • S-S pairwork

• SS – SS groupwork • S – S – S -S -S mingle activity

• T -S -S -S chain drill Ensure your class layout encourages different interaction types. Summary
Basic Classroom Management When giving instructions:

• Break down the instructions

• Be direct.

• Be explicit and clear

• Tell learners who they should work with

• Ask questions to ensure understanding

• Grade your language

• Never ask “Do you understand” Choose an appropriate method and timing for providing
feedback to students on their errors.

Discussion
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Take a moment to think about the questions below. Share

your thoughts in the discussion.

1. What interaction patterns do you usually include in your

classes?
2. Which interaction patterns could you include more of?
3. How well suited is the physical layout of your classroom for
including more interaction patterns?
4. How can you determine whether your teacher language
needs to be improved?
5. What different methods of feedback are suitable for the
types of classes you use.
6. Which aspect of basic classroom management do you most
need to work on?
7. What three things could you try to improve this area of your
classroom management?
8. Who (colleague or manager) could assist you with observing
your class while you try these new techniques, and provide
you with feedback?Who (colleague or manager) could assist
you with observing your class while you try these new
techniques, and provide you with feedback?