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Classroom Management HOs - onlineCELTA

The document provides guidance on classroom management techniques for language teachers, including: 1) Building rapport with students by using their names, making eye contact, responding naturally, showing interest, and praising language use. 2) Giving clear instructions by getting students' attention, using clear language, demonstrating, and checking for understanding. 3) Simplifying instructions for students by providing an example and checking comprehension. 4) Addressing issues like unclear instructions by re-explaining and checking understanding, building rapport by being natural and listening, and maintaining pace by varying activities and giving adequate time.

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194 views

Classroom Management HOs - onlineCELTA

The document provides guidance on classroom management techniques for language teachers, including: 1) Building rapport with students by using their names, making eye contact, responding naturally, showing interest, and praising language use. 2) Giving clear instructions by getting students' attention, using clear language, demonstrating, and checking for understanding. 3) Simplifying instructions for students by providing an example and checking comprehension. 4) Addressing issues like unclear instructions by re-explaining and checking understanding, building rapport by being natural and listening, and maintaining pace by varying activities and giving adequate time.

Uploaded by

Jasmine Özlem Bozoğlu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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International Training Institute

Classroom Management

1. Building Rapport

Some suggestions for building a good rapport with students.

• Use the students’ names.


• Give students eye contact when speaking to them.
• Respond naturally to students.
• Show interest in what the students are saying.
• Praise students for good language use.

2. Steps for Clear Instructions

1. Stand in the centre where all students can see you (sitting or standing). Get the attention
of the whole class by using signal words such as OK, listen!, or put your hand up or
maintain a long silence.
2. Use clear language. Use imperatives, for example, Do this gap-fill rather than What I’d
like you to do now is this gap-fill. Show/Point to the activity so that students can see.
3. Check students understand the instructions. Do a demonstration with students to check
they have understood. Ask a question, for example, Do we have to change the form of
the verb? Yes or no?
4. Look around the class as students start the task to see if anyone is looking lost or
puzzled.

3. Language Grading

Below are instructions given by a teacher to their pre-intermediate students. At the moment these
instructions are too complex. Read what the teacher says and rewrite the instructions in clear, simple
language in the speech bubble on the right. Remember that your instructions should include an
example and check students’ understanding of the instructions.

Right, what I’d like you to do now is to work in groups of two – no maybe three,
yes let’s say three and you’re going to have a little chat together for a bit. Ok?
Now where was I? Yes, let me write that on the board, where’s my pen? Here it
is….ok, so now with your group you’re going to have a quick chat for a couple of
minutes about which country you think is the most fascinating in the whole wide
world. Ok?
International Training Institute

Ok, now in groups of three, talk about which country you think is most interesting.
For example, I think that Mexico is the most interesting country because of the
people, the history and the food. So, are you writing or speaking? (Answer:
speaking) Do I want you to talk about Mexico? (No) Which country do I want you
to talk about? (Most interesting). Good, you have 3 minutes.

4. Managing Pace
Below are three situations that may occur during Teaching Practice or feedback afterwards and some
suggestions for how to address these issues.

1. You give the students an activity but they do not understand what you want them
to do. What can you do about it?

This is probably because your instructions were not clear. Try again, speak clearly, show them
what you want them to do – and then ask questions to check they’ve understood e.g. ‘can
you use the past simple here?’ Avoid asking ‘do you understand?’ as students will rarely
admit to this, and if they just say ‘yes’, it gives you no indication they do understand. If the
students have already started the activity and you see when monitoring that they are unclear
what to do, you might ‘pause’ the class and do an example with them.

2. Your tutor’s feedback says that you need to build rapport with your students and
you yourself feel that there is a certain distance between you and the class. How
can you deal with this?

Remember to be natural, i.e. be yourself with your students, to listen to students and respond
to what they say to show you are interested in them. Watch your facial expression, try not to
show your worries about the lesson.

3. You want your lessons to go at the ‘right’ pace, so that students are engaged and
not bored, but you know that you often end up ‘rushing’ the students to get
through the lesson on time. How can you avoid this?

Go at the students’ pace, give the time they need to do a task, not the time you need them to
take. Varying the pace during a lesson also helps, for example by giving students a time limit,
or including a more dynamic stage in which students are required to move around the room
and ‘mingle’ with classmates to do a task.
International Training Institute
5. Interaction Patterns

Answers: 1b 2d 3a 4e 5c
International Training Institute
References:

Thornbury, S., Watkins, P. The CELTA Course: Trainee Book. Cambridge


University Press. 2007

Thornbury, S., Watkins, P. The CELTA Course: Trainer’s Manual.


Cambridge University Press. 2007

Thaine, C. Teacher Training Essentials. Cambridge University Press. 2010

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