Classroom management strategies Peter Lucantoni

Peter Lucantoni Started teaching in 1979 in UK, MA TESOL University of Edinburgh, lived and worked in Europe and Middle East, now based in Cyprus Author, Educational Consultant & Teacher Trainer for Cambridge University Press Cambridge TKT, CELTYL, CELTA & DELTA trainer and Cambridge CELTYL assessor Examiner for Cambridge ESOL speaking examinations

Workshop aims To establish a classroom definition for classroom management To establish what factors are involved in managing learners positively To brainstorm practical techniques for managing learners positively To consider the stages required in successfully setting up tasks and activities

What does “managing” mean? people controlling and organising different situations that happen in their lives or their work

techniques / ensures / behave /allows / lesson / smoothly / learning Definition What is classroom management? Work with your colleagues and produce a definition. Use these words for help: techniques / ensures / behave /allows / lesson / smoothly / learning

Definition Classroom management is a set of techniques which ensures that the learners behave in a way which allows the lesson to run smoothly and for learning to take place.

Learners, Activities & L2 Time & Ourselves Space & Dynamics We manage Discipline Learners, Activities & L2 Time & Ourselves Space & Dynamics

Factors There are various factors involved in managing learners – those which you can control or improve, and those which you can’t Complete the table: Can control Can’t control Classroom layout Learners’ natural abilities

Involving learners in decisions Fairness Mutual respect Group dynamics Can control Can’t control Classroom layout Learners’ natural abilities Lesson content Motivation Classroom rules Involving learners in decisions Fairness Mutual respect Group dynamics Previous experience Classroom size, furniture Outside noise Home environment Imposed coursebook Length of lesson

Setting up What are the stages in setting up tasks and activities? For example, you could start with: Prepare the language you are going to use to set up the task, before going to class Think of 5-6 stages for teachers to consider

Setting up Look at Handout 1 with the suggested stages, which have been mixed up Put them into a logical order. There is more than one possible answer 1 2 3 4 5 6 7 8 9 G H I A D F C B E

Setting up groups Classroom groups move through various stages (Tuckmen & Jensen, 1977). What do you think each stage involves? Forming Storming Norming Performing In 1987, Tuckmen added a fifth and final stage – what do you think he called it?

Adjourning Performing Norming Storming Forming Conflict – minor arguments may arise Completion – moving on Socialising – not much actually gets done Cohesion – listening to each other Task-orientation – getting the job done Adjourning Performing Norming Storming Forming

Managing space and dynamics “Most authentic communication requires the teacher to adapt classroom space.” Vale & Feunteun, 1996 “Newer approaches to teaching … offer us different possibilities of classroom dynamics which make class activities much more communicative and efficient.” House, 1997

Managing space and dynamics Where students sit can determine many things. Try to think of three aspects of classroom management which could be affected by where students sit their attitude to each other their attitude to you your attitude to them how they interact with each other how they interact with you the types of activity they can do

Why is group work important? Communicative language teaching (CLT) encourages the use of pair and group work activities in the classroom. Why?

Why is group work important? Interaction is the means and the goal Learning is task-based Communication of message is more important than exact grammar Authentic materials are used Multi-answers are possible Mistakes are part of learning

What are the problems with group work? Students only speak in Arabic Students make too much noise Students get bored Some students finish early ... For each difficulty, think of possible solutions

1. Students only speak in Arabic Give learners the language they need Close monitoring Provide feedback Give incentives Assign English monitors

2. Students make too much noise Consider productive vs. disruptive noise Use ‘quiet signal’ to maintain control Set clear guidelines about noise levels Assign ‘English’ monitors

3. Students get bored Know your learners and what interests them (not you!) and motivates them (not you!) Match tasks to learners’ levels Give each student a role/job in the group Do follow-up feedback, reports

4. Some students finish early Prepare back-up activities for early finishers Use stronger students as teaching assistants (‘learn by teaching’) Give feedback and encourage students to start extension activities

Management tips Ask yourself ‘How can I help my students to learn?’ Give handouts, use visuals, realia, etc Insert pauses into the lesson for students to ‘catch up’ with regular changes of pace / activity / skill Use students as teaching assistants

Management tips Encourage students to prepare questions and quizzes in groups of 2-3 Get other students to answer these questions and encourage competition Use: Dictogloss, Jigsaw Texts, Moving Dictation

Any questions?

peter@cup-training.org 26