Class Management Problems and How to Solve Them

George Vassilakis
Director Language Certification, PeopleCert S.A.

International Publishers Exhibition Autumn 2010

George Vassilakis (BA, Dip. RSA, MA) has worked in the field of English Language Teaching for more than twenty years. With a background in teaching English and Greek as a foreign language, teaching English for business and for academic purposes, course and syllabus design, test design, teacher education and academic management, he is currently Director of Language Certification with PeopleCert, S.A., Athens, Greece. George has written more than twenty ELT books, most published by Heinemann ELT and Macmillan, and is an approved CELTA and DELTA tutor. He has presented more than 50 papers at national and international conferences and has published articles in most major journals. At PeopleCert S.A., he is responsible for research and development of new language testing products, processes and platforms as well as academic support of the City & Guilds IESOL and ISESOL examinations.

Class Management Problems and How to Solve Them

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What is class management? Class management is about creating the best possible conditions for learning to take place Different teachers have different beliefs about what the best possible conditions are how to create these conditions

If they want to learn, they need to do as I tell them. Thats why I am the teacher: I teach they learn!

I love my students! And I am always there for them: I guide them, I help them, I see to it that they learn in a pleasant, protected environment.

My job is to make sure that the learners are having a good time. We sing, we play games, we laugh, we enjoy our time together.

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I dont see myself as their teacher, but as their friend: we are trying to achieve something together, we are learning together.

Teaching is an art some of us are born teachers, we have an uncanny ability to just make learning happen. Regardless of any adverse conditions.

A good class manager Is clear Manages materials, resources and equipment Manages student talk Manages her/his own talk and voice Monitors whats happening in the classroom Has good rapport with the students

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Some Management Problems

attention seeking behaviour

sulking, not answering questions, not participating in pairwork, not participating in group discussion

remaining idle

lost in space, sleeping, staring at the ceiling, staring at the floor

switching off

shouting at the teacher, shouting at other students, making loud noises

shouting

friction

quarrelling or fighting with other students, being violent, rudely disagreeing with other students or the teacher

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What does effective class management involve?

managing student talk

giving clear instructions

using language that students can understand

indicating who should speak

varying interaction patterns

being clear

using mime and gesture

checking whether students understand

limiting talk

not being afraid of silence

managing teacher talk and voice

varying pitch

making eye contact

checking everyone is doing the task

varying elicitation patterns

attention spread
including everyone listening for language

monitoring

being unobtrusive

being available being polite and courteous

acknowledging learners

the computer the board

flashcards praising

smiling

establishing rapport

listening showing interest in what the students say

managing equipment
the CD player the projector handouts

correcting with respect criticising behaviours, not individuals

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Summary Clarity Demonstrate. Break down instructions into small chunks. Check whether learners have understood. Be direct: please work in pairs Dont explain what you can show. Dont give long complicated instructions. Dont just ask do you understand? Avoid indirect questions and commands: I wonder if youd mind doing this in pairs

Materials, resources and equipment Know what materials youll need before class; have them ready and in order. Plan your board and leave an empty area somewhere for rough or unexpected work. If youre going to use a computer and projector, have the program you need running and the computer and projector in standby mode. Distribute handouts after you have given instructions and checked that the students have understood them.
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Dont waste time looking for handouts, CDs, the right page in the book during the lesson. Dont keep writing things on the board without having any clue what might need to be put there next. Dont take the computer out of your bag, turn it on, connect it to the projector, wait for the computer to start up and then for the program to load during the lesson, while the students are yawning. Dont give the students handouts or other things they can read before they know what to do with them or youll lose their attention.

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Student Talk Make sure you include some pairwork and/or groupwork in every lesson. When working in plenary mode, make sure you indicate who should speak next. Allow students time to think before they speak Encourage the students to listen to one another. Dont always work in whole class plenary mode if you want the students to use their English more than you do! Dont let the more boisterous students dominate or interrupt others, who might then feel they cant have any time to think! Dont keep repeating or rephrasing your questions until someone answers them. Dont echo whatever they say or they will learn that it isnt necessary to listen to each other, but only to you. Dont just tell the students what you know and what you can guess. Dont expect that students will work in pairs or groups if they are all facing the board!

Elicit what the students know or can reasonably be expected to guess. Change the seating and desk arrangements according to the type of interaction.

Teacher Talk and Voice Remember that students need time to process information and to think. Project your voice. Vary the tone of your voice depending on the activity. Dont start talking whenever you feel that there has been more than five seconds of silence. Dont shout or the students will shout too. Dont speak in a monotone or students will go to sleep.

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Make your transition signals short and clear: OK, now were going to do some reading

Dont give a running commentary of what youre doing and why: Now Im going to move to something else, because you need to practise your reading skills, so we need to do some reading exercises based on a very interesting text that I have found

Monitoring When youve asked the students to read or write something, go around checking that they are doing what you asked them and that they are doing the right thing. While the students are involved in a pairwork or groupwork speaking activity, circulate among them discreetly, listening to what they are saying without making eye contact. Even during whole-class work, occasionally check what the students are writing down or which page of the book they are looking at. Dont disappear behind your desk, in the back of the room or elsewhere immediately after youve set an activity some students may need help or guidance or may not have understood what to do. Dont talk to, correct or even look at individual students during student-centred interaction, unless a student asks for your help. Otherwise, theyll either stop talking to each other and start talking to you or stop talking altogether. Dont be so absorbed by your lesson plan or teachers book (or rules!) that you dont even notice what the students are doing.

Attention spread Keep a record of how many times each student speaks.
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Dont allow the same students to always answer your questions.

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Ask whether the other students agree with what one or two have answered. Choose randomly who should speak next.

Dont assume that because one or two students gave you an answer, everybody understood it. Dont elicit in order, or the students will work out when their turn is and will switch off until then. Dont just concentrate on one student or one part of the class (e.g. those sitting in the back). Rapport

Make eye contact with all students.

Always use polite forms and a rising intonation when asking learners to do something. Praise learners when they get something right; a simple good or well done will do! Smile! Listen to what the students say and respond: S: I watch a good film last night T: Really? What was it about?

Dont just use imperatives with a falling intonation.

Dont assume you only need to give them negative feedback, when they make mistakes! Never screw up your face! Dont just listen to how the students are saying things: S: I dont understanding what to do. T: No! I dont underSTAND what to do. Repeat! S: Yes, what to do? T: No. What SHOULD I do.

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If you have to make a negative comment, make sure you comment on specific incidents and behaviours: That wasnt very kind, George When a student hasnt understood something, present it as your own fault: Im sorry I didnt explain that very well, let me try again Ask for learners feedback on the lesson.

Dont generalise any negative comments and dont make it sound like youre attacking students: Youre so rude, George

Dont blame the students if they dont understand: You still dont get it? How many times do I have to repeat it? Pay more attention this time please. Dont be afraid to admit mistakes that you may have made.

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