TP351 English Didactics

Workshop I
Classroom Management!

UNAH

Adapted from M LIN 2017 1

 Outline

Nature of classroom management

Effective classroom management

Classroom management´s implications

Tips for classroom management

2
Reflective Questions

What is meant by classroom management?

Is it important? Why or why not?

What may be the impact of a good classroom management?

How can classroom management affect the development of our classes?

In what ways?

What does it involve?

3
Nature of classroom management

‘Classroom management involves creating and generating

the conditions that best fit into students’ preferences, this
is, making students feel in a comfortable environment, while
learning, may provoke a success in the teaching-learning
process.’-

(Scrivener, 2011:54)

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 Effective
classroom
management
• 1. Planned not improvisational
classes.
• 2. Preventative rather than
simply reactive. This is, when a
problem/inconvenience shows
up.
• 3. Controlled and organized
rather than chaotic
• 4. An opportunity for all
students and teachers to
experience success

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Classroom
management
implications
• Classroom management is beyond
arranging chairs only, it deals with:
• - Activities
• - Grouping and seating
• - Authority
• - Critical moments
• - Tools and techniques
• - Working with people

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Tips for
Arranging the
Classroom
Go to the handout available on the
Virtual Campus.

7
Classroom
Management:
summary
• Teachers have the responsibility to manage the
classroom with the purpose of getting success.
This may guarantee students feel more
comfortable and get their affective filters lower
enough for learning successfully.

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M LIN 2017 9
M LIN 2017 10
M LIN 2017 11
References

• Harmer, J. (2007b). The practice of English language teaching (4th

ed.). Harlow: Pearson Longman.
• Hedge, T. (2000). Teaching and Learning in the Language Classroom.
Oxford, OUP.
• Kerr, P., & Jones, C. (2006). Straightforward: intermediate Macmillan.
• Klippel, F. (1984). Keep talking : communicative fluency activities for
language teaching. Cambridge Cambridgeshire ; New York,
Cambridge University Press.
• Pawlak, M., Waniek-Klimczak, E., Majer, J., & Ebrary(2011). Speaking
and instructed foreign language acquisitionSecond language
acquisition. Bristol: Multilingual Matters.

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References

• Levelt, W. J. M. (1989) Speaking : from intention to articulation Cambridge,

Mess: MIT press.
• Nakatani, Y. (2006). Developing an Oral Communication Strategy Inventory.
The Modern Language Journal, 90(2), 151-168.
• Selma, J. (2010) 'What is communicative language teaching?', in Hunston, S.,
Oakey, D.(ed), Introducing Applied Linguistics: Concepts and Skills.
Hoboken: Taylor & Francis, pp. 51-59.
• https://www.teachers.cambridgeesol.org/ts/exams/generalenglish/fce/spea
king?tab=marked
• Littlewood, W. (2013). Developing a context-sensitive pedagogy for
communication-oriented language teaching. English Teaching, 68(3), 3
• Phipps, W. (1999). Interaction in the Modern Languages Classroom. London:
CiLT.

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