Skip to main content



Classroom Management

            Classroom management for me is defined as strategies done in class depending on the class need.  Sensitivity to certain situation is classroom management.  To identify a group of people that can work together is classroom management.  Bottom line is, to be able to succeed in teaching that would provide a nurturing learning environment, classroom management must take place. 

            It takes years to learn classroom management because every class is different.  You may be successful in handling a class at some point and then find yourself frustrated at some other class.  It is a process of learning behaviour and knowing how to deal with it. 

            Setting an expectation at the beginning of every class is a must. I have this practice that I ask students on what they expect in class before I tell them my set of expectations.  We agree on when cell phones can be used, bathroom breaks, attendance and Q&A time. We write all the rules of expectation in an easel which everybody signs after we all agree. 

            One thing that I have done effectively is starting the class on time especially after a break.  It is a fact that most students’ especially adult learners, at least in my country, are not really disciplined when it comes to being on time.  One practice that I do is that I turn on the projector and start on time after a scheduled break time.  This practice was very effective in making sure that they follow time schedule properly and have the sense of time. This practice prepared them in what was expected of them after training. 

            Grouping is a very effective way to learn from each other.  Identifying who’s at ease working together and which appropriate level goes together makes sure that they are learning.  They pick up best practices from each group members and those who are behind tries to catch up and be better learners. 

            One-on-one session is also a great practice that I learned in dealing with those whom I identify as falling behind.  Extra time and guidance is needed to these kinds of learners.  But to make sure they don’t get embarrassed, the expectation is that all learners will have a one-on-one session with me and make sure to advance those who are progressive learners.

            I agree to what Nathan Hall mentioned about the backup activities.   It is one way of advancing students learn the next level or drill them with current lesson.  I find this very effective to make sure everybody is busy while giving some time to those who need help or one on one attention.  Being prepared to attend to fast progressive learners is a great way of classroom management.

Classroom management is an immense responsibility that requires all of a teachers senses. It requires preparation, anticipation, problem solving, decision making, time management, cultural sensitivity, diverse decorum, and passionate commitment. Preparation alone considers effort to know all student levels and needs.  Anticipation to these needs can be projected or not but needs to be problem solved.  The teachers’ decision making sometimes is limited to readily available resources.  With all of these factors given, teachers can do much in a class which is always a learning process especially with diverse culture, needs and levels.  Classroom management is a success when everybody learns as expected and followed the rules as agreed on day one.  


Nathan Hall

Comments

Post a Comment

Popular posts from this blog

Why Teach Grammar?

It is a surprise that Joseph Webbe’s attitude to grammar as early as 1622 mentioned the holistic approach to learning language as he quoted, “No man can run speedily to the mark of language that is shackled… with grammar precepts. By exercise of reading, writing, and speaking… all things belonging to Grammar, will without labour, and whether we will or no, thrust themselves upon us.” Surprisingly, English grammar is still taught in other countries using the “Rule of Law” transmission view as I experienced. Though I believe it is essential but lacks the speaking part to complete the holistic process of learning. ( Thornbury: How to Teach Grammar ; Chapter 2, pg. 17) Learning a second-language must be experiential (the knowledge-how argument). Speaking and writing practices are essential to express grammar learning. It is saddening that learners of a second-language are limiting themselves in speaking outside the classroom and practise the use of language at home. Learning must not b
Post a Comment
Read more

TESL 0100 - Unit 4: How Language are Learned Opinion to Statements

How Language are Learned 1.       Languages are learned mainly through imitation. §   Indeed, languages are learned mainly through imitation.   The Principle of Automaticity explains how children learn foreign languages when they are living in the cultural and linguistic environment of the language.    It is also a fact that we all learned our first language through imitation.   Our parents thought us how to speak by asking us to imitate them. We all started as imitators before we subconsciously learned all words by listening and being in the environment of that language. Second language learners are also the same.   In my country, most kids learn English by watching English cartoons; mimic them through singing and understanding the conversation by answering questions through the audio-video activities. Imitation I should say is the first step and the best way to learn a language.       2.       Parents usually correct young children when they make grammatical err
Post a Comment
Read more

TESL 110: Unit 1- Why Teach Grammar?

  Grammar is the basic foundation of proper communication.  It becomes a major challenge to converse or write without this foundation. Grammar helps learners to be more proficient and confident in using their language in all aspects of communication, speaking, and writing and more so to enjoy listening and reading.                   Teachers do struggle too, “And that’s because, as I and other language experts have pointed out, they themselves were never taught much, if any, grammar. And appropriate teaching support and materials are lacking.” quoted from the 'grammar-still-matters'.                Though it is my professional responsibility to learn grammar for teaching purposes, it is beyond my present skill to be called an expert. It takes years to master grammar and knowing it all at the top of your head will require years of being in an environment where grammar is tested on a daily basis. This is impossible to do when you are basically teaching the fundamentals. I don’t
Post a Comment
Read more