Royal University of Phnom Penh Teaching Methodology 401

Institute of Foreign Languages 2024-2025

Department of English Student: Narom Panharoath

Reading Guide
Unit 3 – Classroom Management
Instructions: This reading guide is used to assist students with their reading comprehension. Important key
points and key terms will be highlighted from this guide. As you are reading along the way, you are required
to answer the following questions based on what you have learned from the book.

Task 1.1: In your own words, explain what “Classroom Management” is and why it is important for your
teaching.

Classroom Management refers to the procedures and routines a teacher uses to create an effective learning

environment. It involves organizing the physical space, using your voice and body effectively, and managing

lesson flow. It is essential because it helps ensure that lessons run smoothly and students are able to learn in

an organized and engaging way.

A. THE PHYSICAL ENVIRONMENT OF THE CLASSROOM

Task 2.1: Briefly describe how these four categories in physical environment are essential for classroom
management.

1. Sight, sound, and comfort: A classroom that is neat, clean, and free of distracting noises helps students

focus. Good lighting, comfortable temperature, and minimal external noise disruptions are important for

effective learning.

2. Seating arrangement: The way students are seated can impact their ability to interact with each other and

the teacher. Arranging desks to facilitate group work or discussions can improve engagement and collaboration.

Different layouts such as semi-circles, U-shapes or circles are possible for smaller classes.

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3. Chalkboard/whiteboard use: Using the board clearly and effectively provides a visual aid for students. It's

important to write legibly, organize information logically, and erase when necessary to avoid confusion.

4. Equipment: Having necessary equipment readily available and in working order prevents disruptions. This

includes things like projectors, video players, and any other tools needed for the lesson.

B. YOUR VOICE AND BODY LANGUAGE

Task 3.1: Explain the roles of your voice and body language in classroom management.

Voice and body language are crucial for classroom management. A clear, well-projected voice ensures all

students can hear instructions and explanations. Body language, such as maintaining eye contact and using

gestures, can convey confidence, warmth, and clarity, helping to keep students engaged and attentive.

Task 3.2: Read the pointers for nonverbal communication on page 90 in your textbook. Which of these
pointers do you think are most useful for you? Pick the top three and explain.

Based on the textbook, the three most useful nonverbal communication pointers are:

1. Let your body posture exhibit an air of confidence: This is important because a confident posture

can help establish authority and create a positive learning environment.

2. Use facial and hand gestures to enhance meanings of words and sentences that might otherwise

be unclear: Gestures can make explanations more dynamic and easier to understand, especially for

visual learners or students learning a new language.

3. Make frequent eye contact with all students in the class: Eye contact helps to build rapport with

students, making them feel seen and acknowledged. It also allows the teacher to gauge student

understanding and engagement.

C. UNPLANNED TEACHING: MIDSTREAM LESSON CHANGES

Task 4.1: What are the issues which can affect the flow of the lesson that you have planned? (Think about
Cambodian Context)
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 - An unexpected but pertinent question comes up
- Some technicality prevents you from doing an activity (e.g., a machine breaks down, or you suddenly
realize you forgot to bring handouts that were necessary for the next activity)
- Students absent from the class causing incomplete collaboration
- You are asked questions you do not know the answer to (e.g. grammar point)
- There is not enough time at the end of a class period to finish an activity that has already started
- Your students digress and throw off the plan for the day
- You digress and throw off the plan for the day

Task 4.2: What can you do as a teacher to deal with the unplanned teaching and midstream lesson changes?
- Try to answer the student’s question but refuse when you do not know the right answer. You can
research and tell them later so that you do not waste class time.
- Try to plan beforehand incase any changes in student’s condition and enthusiasm in class
- Try to teach according to the lesson plan
- When given students time to talk and they get off-topic, try to bring them back
- Have alternative material incase thing goes wrong (e.g. send the slides into the group chat for students
to open them on their own when the slide projector does not work)
- When student’s engagement is low, try to be flexible with the class activity.

D. TEACHING IN DIFFICULT CIRCUMSTANCES

Task 5.1: Think of top three difficulties that you may encounter teaching in Cambodian context. Why they are
the top challenges for you as a teacher?

- Large classes: When the class has so many students, teacher will fail to look after and teach every one
of them. Hence, the study time is ineffective for students don’t receive adequate teaching and fail to
study. There will be no balance in the classroom for students who can easily excel in class on their
own will be able to study where students who can’t, will slack off.
- Low resources: Often in many schools in public Cambodia apart from higher education have poor
resource and lack of equipment. When the rest of the world advanced, these schools still rely on old-
school teaching that is not learning-effective for students. In the rural area is even worse as some
don’t even have teacher not to mention books.
- Absenteeism: From the teaching perspective, good academic institution has good teachers. However,
due to poor salary and low motivation, they are unable to use their fullest potential into helping

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 students achieve the best performance. In other cases, teacher have not been valued so little to less
training are provided to them in the purpose of making them a better teacher.

Task 5.2: Do you think the suggestions in the textbook will help you address those difficulties? Are there any
other solutions that you can implement to address your concerns?
- Suggestions in the textbook provide ample of solution towards Issues like large classes however there
is no solution for addressing low resources and absenteeism within an institution. Addressing low
resources and absenteeism in Cambodian institutions requires community-driven and context-
sensitive strategies. Institutions can optimize existing resources, seek partnerships with NGOs,
businesses, and government bodies like MoEYS, and use technology to fill gaps. To combat
absenteeism, it's essential to identify root causes, such as financial difficulties or transportation
challenges, and provide support through scholarships, flexible schedules, and health services.
Community involvement, such as engaging parents and local leaders, along with recognition for good
attendance, can foster engagement. Regular monitoring and collaboration ensure that solutions are
sustainable and impactful.

D1. TEACHING IN LARGE CLASSES

Task 5A.1: What might be the classroom management issues in terms of techniques and resources?
- While the teacher is trying to teach, students are busy doing other things or talking to each other.
- The teacher wants to organize group work so he asks students to move their chairs and desk. This
wastes a lot of time.
- The teacher wants students to practice speaking with an information gap technique like “Find the
differences”. For this technique, there is a need for a lot of handouts so teacher just give up.
- The teacher is unable to mark all of his/her student’s work.
- The teacher could not memorize all his/her student’s name.
- The students feel that the lesson is over complicated when the teachers try to make it interesting.
- Different student’s ability makes it hard for teacher to plan the lesson.
- Teacher use his time unwisely or do things beside teaching that wastes time.
- Student’s preference (e.g. students wants teacher to teach them when the teacher provides them group
work instead)
- Students become over-enthusiastic and difficult to control – and they are not using English.
Task 5A.2: How can teachers accommodate resources and techniques for students in large classes?

- students need time to learn new technique.

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- students learn more by doing a few good techniques well.

- giving techniques names helps students remember them easily

- consider giving instructions for a new technique in L1

- Students who know the basic techniques can use them to learn without the teacher’s help

- Frequent partner change give students a lot of practice

- Students preparing data for others to work on is good practice.

- Students can do different things in class at the same time

- Move students not furniture

- Student need training in forming groups

- Classroom instructions are very good comprehension practice for students

- pair and group work mean students working together doing a good technique

Task 5A.3: Among the ten problems listed on page 95, which THREE are you most concerned about? Why?

First, Student Distraction. while the teacher is delivering the lesson, students often engage in other activities
or chat with each other, which disrupts the learning process and teaching process.
Second, Inefficient Use of Time for Group Activities. When the teacher attempts to set up group work, the
time spent rearranging chairs and desks can significantly interrupt the lesson and lessen the time available for
teaching.
Third, Challenges with Diverse Student Abilities. The different skill levels among students make it difficult
for the teacher to plan effective lessons, leading to frustration for both the educator and the learners, and
negatively affecting educational outcomes.

Task 5A.4: In your opinion, are the solutions suggested by the textbook effective in addressing your
concerns? Is there anything else that you can do to address your concerns?

All the solutions that suggested by the textbook are very effective in addressing my most three concerns
mentioned in the previous answers. However, to add on to the solutions given, the teachers shall also regularly
check up on the students’ progress, keep track on them and also provide them more sources or documents so
that they can catch up and improve.

Task 5A.5: Of the twelve tips listed on pages 99 – 102, which THREE do you find most useful for yourself?
Briefly explain.

Among the twelve tips listed on pages 99-102, the three tips the I find the most useful for myself are Consider
giving instructions for a new technique, students do different things and pair and group work. Firstly, By giving
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the instruction before while using tech techniques, it helps the students with having a clear understanding of
what they need to do, and on top of that, it helps the students with familiarizing themselves with the techniques
so they will familiar with it when the teacher use that again next time. Secondly, regarding students do different
things, it helps fasten the learning process for each students/group of students do different things at the same
time. It also helps the students with exchanging ideas and also enhance their explaining skills too, for they have
to explain it later to those who work on the tasks that is different from them. Lastly, the pair and group work
can help the students with exposing to different ideas, opinions and perspective from them for they have to
work with other people. This can also get students expose to various answer yet also build the engagement
within the class too.

Task 5A.6: Why do we, as teachers, need to establish order and routines in our classroom?

help the students. As teachers, we need to establish order and routines in our classroom so that the students will
have more confidence in us for we’re well organized. Moreover, there will be more time for real learning, all
the students will get involved and don’t have time to get bored, students don’t get confused and also the routines
help create teachers the order and security so the teacher be able to introduce new ideas and change with little
resistance.

Task 5A.7: Among the seven routines proposed in the textbook in pages 102 -103, which one do you want to
try first? Why?
Among the seven routines, I want to try the routines number 5 where students are assigned to do tasks and
takes responsibility for the classrooms. By get the students engage with these activities, it will give them a
sense of pride and usefulness. Moreover, it also enhances the engagement in the class for when students are
engaged, it’s easier for them to focus and stay on track. Being active in class also helps them think and solve
problems creatively. It is also involving everyone makes learning enjoyable and helps build a strong classroom
community.

Task 5A.8: Look at these classroom management procedures or jobs. Which of these tasks can be shared with
the students?
RESPONSIBILITIES OF:
CLASSROOM JOB
Teacher Students Both
Taking the register/attendance Yes
Handing out/collecting in materials, papers Yes
Choosing and preparing data (texts, pictures, etc.) Yes
Giving praise Yes
Cleaning the room Yes
Writing on the board Yes
Moving furniture Yes
Keeping discipline Yes
Deciding who speakers (allocating turns to speak) Yes
Planning the lesson Yes

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 Forming pairs and groups Yes
Checking, marking homework Yes
Giving feedback Yes
Others:

Task 5A.9: Why should we, as teachers, need to learn our students’ names?

There are eight reasons that we should learn students’ name:

1. Students will feel happier and more welcome in the class, so they will be more co-operative and motivated.

2. Students will co-operate with each other more

3. Teachers can manage pair and group work more easily

4. Teachers can choose students more easily to answer the questions or come to the board by nominating them.

5. Teachers can easily control students who are not paying attention.

7. students and teacher can use rea; students lives and knowledge as data.

8. Teachers can discuss students.

Task 5A.10: Among the suggested techniques for learning students’ names on pages 105-106, which one do
you think will be most effective for you? Why?

Among all the technique, I think “Chain Game” is the most effective because in this game students have to
remember the name as a chain from one person to another. Thus, it promotes student awareness of the names
of their classmates much more better than other techniques.
Task 5A.11: Why monitoring is important in classroom management?

Monitoring is very vital for classroom management because:

- Good monitoring is essential for successful in teaching and learning because the teacher need to move
around and monitor the process of their students while the students are doing a technique.
- A teacher who does not monitor effectively is not teaching.

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Task 5A.12: Among all the tips for effective monitoring, which THREE do you think are most useful for you?

The three useful tips that I would like to follow most are:

1. Talk to students from different parts of the room, not just the front.

2. Never ask the question “ have you finish?” A teacher should know if students have finished by effective
monitoring.

3. Don’t waste time on long periods of checking. This can be done quickly if the teachers have monitored
effectively.

D2. TEACHING MULTIPLE PROFICIENCY LEVELS IN THE SAME CLASS

Task 5B.1: How can we teach multiple proficiency levels class?

There are many ways that we can teach multiple proficiency levels class:

- Do not overgeneralize your assessment of students’ proficiency levels by classifying between “ the
good students” and the “bad students”.
- Students’ competency varies among the four skills within each skill and by context.
- Offer choices in individual techniques that vary according to needs and challenges.
- Take advantage of school infrastructure whether laboratories.
- Group work tasks may solve multiple-proficiency issues.

D3. COMPROMISING WITH THE “INSTITUTION”

Task 5C.1: What are the constraints that as teachers, you might have to compromise with the institutions?

The constraints that the teacher has to compromise with the institutions are:

- The classrooms that are too large that the teacher can not meet the administration's expectation of the
course.
- Physical conditions in the classroom that are onerous.
- Limitation of what you have to teach in your course.
- Course that only satisfy institutional foreign language requirements, that the students only want to pass.
- Courses that are test focus not language focus.
Task 5C.2: How can you deal with such limitations?

Dealing with this circumstance, teachers must have some sort of compromise. Teacher, as professional figure

should be ready to bring professional diplomacy and efficiency to bear on the varying degrees of hardship.

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D4. DISCIPLINE

Task 5D.1: Which of the suggested pointers will help you in building discipline in your classroom? Why?

One of the suggested pointers which will help me I building discipline in my classroom is “Gaining

the respect of my students by treating them all with equal fairness”. I personally believe that a cause behind a

classroom with lacking of discipline is the unfair treatment from the teacher. A teacher could be friendly

towards students in the classroom; however, a teacher should be considerate with the treatment or judgement

to each student. With the great fairness treatment, the teacher will gain respect from students and achieve the

discipline in classroom.

D5. CHEATING

Task 5E.1: How can you discourage and prevent cheating in your classroom?

I would discourage my students to cheat by ascertain students’ perception. Asking students some

questions as a reflection would be also the tools to allow them doubt their behaviors in cheating: What do

you think of cheating? What would you gain in terms of knowledge from cheating? These are the examples

that would let students question their perceptions and perhaps build self-awareness in what is right and wrong

in academic learning. Additionally, to prevent cheating in my classroom, there one implementation in the

classroom that would reduce the chance of cheating is embracing students’ responses in the classroom would

increase students’ trust in their knowledge. Students would cheat if they are unsure with their answers or they

have self-doubts in answering questions. Therefore, by praising students in the classroom would create a

space where students are encouraged not to have self-doubts and not to cheat.

F. CREATING A POSITIVE CLASSROOM CLIMATE

Task 6.1: How can you create a positive classroom climate?

Having a positive classroom climate means having a space where students feel free and comfortable

to express their thoughts or communicate in the class and encouraged to learn with no pressure. To achieve

the mentioned, I would establish the rapport with my students; it means the relationship with students that

connect them with the teacher; so that everyone in the class will feel included and encouraged to learn.
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Task 6.2: What do you think are the most effective ways to build rapport with students in the current

generation?

The most effective ways to build rapport with students in the current generation is to understand each

student personality. In today society, everyone is encouraged to prioritize in individualism which means each

person is comfortable at where the energy or mindsets are match with him/her. Therefore, the teacher should

observe students’ personalities and mindsets in order to get connected with them and create a informed space

where everyone feels safe.

Task 6.3: How can you give praises to students effectively?

Giving praises to students is not only to acknowledge their production; however, it is also a

phycology trick to boost their confident and motivation. In order to give praises effectively, the teacher

should state not only their outcomes but also their efforts and actions before accomplish the works. By

pointing students’ behaviors or actions, students could acknowledge or embrace their efforts as it will

motivate them to be even more productive to receive good praises in the future.

Task 6.4: In your own words, explain what is “classroom energy”?

Classroom energy means level of communication or pressure in the classroom. The level of

communication or pressure can be defined by observing many aspects such as students’ responses, behaviors,

facial expressions, the scale of interactions or the productivity in the classroom.

Task 6.5: How can you use your energy for classroom management?

There is a method that I have seen in a phycology book; it said “to level up the energy in a room is to

match the energy first.” It means the teacher should first try to observe students’ level of behaviors and

reactions; so that the teacher can blend in the mood. By trying to understand them, it allows the teacher to

find the method to control the classroom with positive energy with no pressure.

F. THE TEACHER’S USE OF ENGLISH IN CLASS

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Task 7.1: How can we encourage students to use English more in the classroom?

The teacher can encourage students to use English more in the classroom by:

• The teacher should use English most of the time in the classroom: When the teacher only uses English

in the classroom for communication and teaching in the classroom, it will set the space where L1 is

not encouraged to use or could be useless. The students will try to speak English because all they

could hear from teacher is in English.

• The teacher should be the good example of someone who could speak English well: Actually, it is not

that necessary; however, when students is learning with someone who is good or mastered in

speaking English, it will naturally motivate them to use or speak English well too.

• The classroom should be the safest space for students to practice their English: Since English is

students’ second language, it is natural that students would make mistakes along the way of learning

to speak English. Therefore, the classroom should be where students can practice using English with

no judgements or pressure.

CONGRATULATION! YOU HAVE COMPLETED UNIT 3.

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