1. Teaching by Principles H.D. Brown
15. CLASSROOM MANAGEMENT
Teaching by Principles
H.D. Brown

2. CLASSROOM MANAGEMENT “both-and” questions
Is teaching an art or a science?
Are teachers born or made?
Is the learning-teaching connection poetic or predictable?
Classroom management involves diverse factors such as physical arrangements, teaching “styles”, & classroom energy

3. THE PHYSICAL ENVIORNMENTAL OF THE CLASSROOM
1. Slight, sound, and comfort
2. Seating arrangements: English will be
more readily practiced if sts of the same
native language are not sitting next to each
Other.
3. Chalkboard use
4. Equipment

4. YOUR VOICE AND BODY LANGUAGE
Concern has to do with you
Requirements of good teaching is good voice projection
Slow down your normal rate of delivery for beginning level classes, but only slightly
Not to the point that the rate of delivery is down right silly

5. YOUR VOICE AND BODY LANGUAGE
Explicit an air of confidence
Reflect optimism, brightness, &warmth
Use facial & hand gestures
Make frequent eye contact
Do not “bury yourself” in your notes & plans
Do not plant your feet firmly in one place for the whole hour

6. YOUR VOICE AND BODY LANGUAGE
Move around the classroom, but not to distraction
Follow the conventional rules of proxemics and kinesthetics that apply for the culture(s) of your sts
Dress appropriately, considering the expectations of your sts & the culture in which you are teaching

7. UNPLANNED TEACHING: MIDSTREAM LESSON CHANGES
Classroom management involves decisions about what to do when
Your sts digress and throw off the plan for the day
You digress and throw off the plan for the day
An unexpected but pertinent question comes up

8. UNPLANNED TEACHING: MIDSTREAM LESSON CHANGES
Some technicality prevents you from doing an activity
A students is disruptive in class
You are asked a question you don’t know the answer to
There isn’t enough time at the end of a class period to finish an activity that has already started

9. UNPLANNED TEACHING: MIDSTREAM LESSON CHANGES
-The key is poise
-You will keep the respect of your sts & your own confidence by staying calm, assessing the situation quickly,
-making a midstream change in your plan, and allowing the lesson to move on

10. TEACHING UNDER ADVERSE CIRCUMSTANCES
There are always imperfect situations
1. Teaching large classes
Try to make each st feel important
Assign sts as much interactive work as possible, including plenty of “get acquainted” activities
Optimize the use of pair work and small-group work

11. TEACHING UNDER ADVERSE CIRCUMSTANCES
d. Do more listening activities which can be
transferred to other skills
e. Use peer-editing, feedback, & evaluation
f. Give sts a range of extra-class work according
to proficiency levels
g. Don’t collect written work from all of your sts at
the same time
h. Set up small “learning centers”
i. Organize informal conversation & study groups

12. TEACHING UNDER ADVERSE CIRCUMSTANCES
2. Teaching multiple proficiency levels in the same class
-A byproduct of institutional placement procedures and budgetary limits
a. Do not overgeneralize sts’ proficiency levels- proficiency vs. ability
b. Competences will vary among the 4 skills

13. TEACHING UNDER ADVERSE CIRCUMSTANCES
Diagnostic tests/exercises & day- by-day monitoring
c. Offer choices in individual techniques
d. Take advantage of whatever learning centers or tutorial laboratories may be available in your institution
e. The tenor of classroom teacher talk will need to be gauged toward middle levels

14. TEACHING UNDER ADVERSE CIRCUMSTANCES
3. Compromising with the “ institution”
Classes are too large to achieve results that the administration expects!
Physical conditions are onerous!
Administratively imposed constraints on what you have to teach
Courses are test-focused!
-bring professional diplomacy and efficiency to bear on the varying degrees of hardship

15. TEACHING UNDER ADVERSE CIRCUMSTANCES
4. Discipline
Comfortable with position of authority
Treat sts all with equal fairness
What your expectations are regarding sts’ behavior, attendance, any extra-class obligation
Be firm but warm in dealing with variances

16. TEACHING UNDER ADVERSE CIRCUMSTANCES
Do your best to preserve the dignity of the st
To resolve disciplinary matters outside of class time
Try to find the source of the problem
Consult your institution’s counselor or administrator

17. TEACHERS’ ROLE AND STYLES
2. Teaching styles
shy ←---→ gregarious
formal ←---→ informal
reserved ←---→ open, transparent
understated ←---→ dramatic
rational ←---→ emotional
steady ←---→ moody
serious ←---→ humorous
restrictive ←---→ permissive ←

18. TEACHERS’ ROLE AND STYLES
3. Cultural expectations
p a number of cultural expectations of roles and styles
If you have convictions about what good teaching is, it pays to be patient in slowly reaching your goals

19. CREATIG A POSITIVE CLASSROOM CLIMATE
1. Establish rapport
Rapport is the relationship or connection
you establish with your sts
2. Balance praise and criticism
See the table 13.1
3. Generate energy