-Applied Linguistics-

EFL Classroom
Management
Jihan Nawal Aini – 180403048
Novita Dyah Pitaloka - 180403004
What is Classroom Management?
 Are activities that are strived by a teacher to create a conducive
classroom situation in order to achieve maximum learning objectives.
What does Classroom Management
include?
 Physical arrangement of classroom
 Teaching styles
 Classroom energy
 Classroom
Management
The Physical Environment of the Classroom
 Sight, sound, and comfort
a) Neat , orderly, clean classroom
b) Boards are erased
c) Well used bulletin boards
d) External noise
e) Tolerable acoustics
f) Heating and cooling system are operating

 Seating arrangements
a) Avoid military formations (columns)
b) Try configurations so interaction is most fleasible
c) You may or may not use different “mixes” of students
 Classroom
Management
The Physical Environment of the Classroom
 Board use
a) Use the board, be neat and orderly, erase as necessary

 Equipment
a) Smart board, computer, video/audio systems, projectors
b) Do not assume anything!
 Classroom
Management
Your voice and body language
 Good voice projection
 Articulate clearly
 Language students rely on nonverbal language to dechiper what are you saying:

1. Body posture
2. Face
3. Facial and body gesture
4. Eye contact
5. Move around
6. Follow rules of proxemics and kinesthetics
7. Dress appropriately, considering the expectations
 Classroom
Management
Unplanned Teaching : Midstream lesson changes
 Classroom management involves decisions about what to do when :

1. Your status digress and throw off the plan for the day
2. You digress and throw off the plan for the day
3. An unexpected but pertinent question comes up
4. Some technicality prevents you from doing an activity
5. A students is disruptive in class
6. You are asked a question you don’t know the answer to
7. There isn’t enough time at the end of a class period to finish an activity that has already started
8. The key is poise
9. You will keep the respect of your status & your own confidence by staying calm, assessing the
situation quickly
10. Making a midstream change in your plan, and allowing the lesson to move on
 Classroom
Management
Teaching Under Adverse Circumstances

 Institution and people are imperfect

 Roles
Authority figure, leader, knower, director, manager, counselor, guide, friend, confidante, parent,
etc. (culture determines prominence)
Rules of thumb:
1. Accept the fact that each S will perceive you differently.
2. Know yourself: limitations & strengths, likes & dislikes.
3. Be consistently fair.
 Classroom
Management
Teacher’s Roles and Styles

 Teaching Styles
 Usually consistent with personality
 Where do you place yourself?
 What do you think the formula is?
 Classroom
Management
Teacher’s Roles and Styles
 Cultural Expectations
Ts are expected to have all answers Ts are allowed to say “I don’t know”

Ts are expected to suppress emotions (and so are Ss). Ts are allowed to express emotions (and so are Ss).

Ts interpret intellectual disagreement as personal disloyalty. Ts interpret intellectual disagreement as a stimulating exercise.

Ts rewards Ss for accuracy in problem solving. Ts reward Ss for innovative approaches to problem solving.

Students admire brilliance in teachers. Ss admire friendliness in teachers.

Ss should speak in class only when called upon. Ss are encouraged to volunteer their thoughts.

Ts should never lose face; to do so loses the respect of Ss. Ts can admit when they are wrong and still maintain Ss´respect.

Ss expect the t to show them “the way.” Ts expect Ss to find their own way.
 Classroom
Management
Creating a Positive Classroom Climate

 Roles * Styles = Tools + positive,

 Establishing rapport

 Balancing praise and criticism

 Generating energy
 Classroom
Management
Creating a Positive Classroom Climate

 Establishing Raport
Rapport is the relationship built on trust and respect that leads students to feeling capable,
competent, and creative.
How can a teacher build that relationship?
1. Interest, Feedback on progress,
2. Solicit ideas and feelings,
3. Value and respect the above,
4. Laugh with,Work with not against,
5. Rejoice on their learning and/or success.
 Classroom
Management
Creating a Positive Classroom Climate
 Balancing Praise and Criticism
With genuine praise => SS welcome and use criticism
 Generating energy
Brown suggests its a force, electricity, an aura, released in the classroom and started by the
teacher. It’s only perceived by a “sixth sense”.
It’s that something that makes you say and feel “what a great class that was!” after you leave a
classroom. How?
1. Solid preparation,
2. Confidence in your ability to teach,
3. Genuine belief in your students’ ability to learn,
4. Sense of joy in what you do,
5. And perhaps above all, by manifesting overtly all of the above.
THANK
YOU