YOUR CLASSROOM,

YOUR LEARNERS,
YOURSELF—CONNECTED!
José Luis Morales

If teachers were asked to name the single most stressful part of their job, a clear majority would
probably say, “coping with lack of discipline.” Palmer (1998) writes: “Good teachers possess a
capacity for connectedness.…” But apparently many teachers are finding it increasingly difficult
to manage their classes, resulting in a lack of “connection” with their learners.

CLASSROOM MANAGEMENT:
HOW THE CONCEPT EVOLVED
Traditionally, the teacher was responsible for
keeping control of the class, and class control had CONTENT
to come before instruction. In the late 1970s and
1980s, educators started to look at classroom
management as a system that required full
SPACE RELATIONSHIPS TIME
participation of the learners. Teachers increasingly
became pressured to make the curriculum relevant
to the learners’ interests and to give learners a more
active role in their learning process. Consequently,
PROCEDURES
the 1990s saw classroom management becoming
inseparable from instruction (see Jackson Hardin,
C. [2004] for a detailed description of this process).
Now more than ever, classroom management
1.1 The Classroom Management “Diamond”
involves making quality decisions affecting all the
elements of the Classroom Management “Diamond”
(see 1.1). Let us focus on each “facet” of the MANAGING RELATIONSHIPS:
diamond, identify the challenges each possesses— IN TEACHERS WE TRUST
especially in the context of Teaching English to The foremost challenge for a teacher of young
Young Learners (TEYL)—and explore ways of learners is to create what Charles (2000) calls a
dealing with each. “synergetic community.” At least three things can
facilitate creating this type of community:

1
 1. Clear house rules negotiated with the could be anchored as the “reflection spot.” The and expand attention spans, the basic skills MANAGING CLASSROOM PROCEDURES:
learners, conspicuously displayed in teacher can trigger a state of alertness whenever children need in a classroom environment. In My USE RITUALS TO CONTROL ENERGY
the classroom. she enters that space by only doing so when she First English Adventure (Morales et al., 2006), for
Whether or not the learners can carry out
intends to discipline someone. Over time, the example, children first greet and then say goodbye
2. A system for managing transgressions. teacher’s mere silent approach to that space may to their friend Mickey Mouse (a puppet held by the
classroom procedures efficiently can have a great
When a serious look of warning at the impact on the general flow of any lesson. In order
be enough to make any noise in the room subside. teacher). The ritualized song “anchors” the
transgressor is not enough, a system of for all learners to carry out activities to the best of
Whatever space is used for displaying excellent concepts of beginning and ending and triggers
discipline needs to be in place. One such their ability, teachers constantly have to either
work can be anchored for that purpose to show attention and positive feelings faster and more
system is inspired by soccer rules. The harness or boost their energy.
recognition and appreciation. Making the most effectively every time, thus maximizing the little
teacher gives learners a yellow card as time that may be available to you.
of space, however, also means surprising learners Harness Energy
a warning, followed by a red card if the
by using it in new and unconventional ways, such Teaching children how to harness their enormous
learner doesn’t stop the inappropriate
as placing puzzle pieces or index cards with key amounts of energy is one of the classroom manager’s
behavior. At the end of the class, cards
words or pictures under chairs or shelves, or
MANAGING CONTENT:
greatest challenges. Rituals and chants seem to
should be returned to the teacher with
hanging from the ceiling, using the back of the
MAKE IT CAPTIVATING
work wonders in this respect, since controlled
an apology—and a promise that the
room as your “looking-at-things-from-a-different- There is reasonable agreement among EFL movement helps energy settle in different ways
transgression will not happen again.
angle” spot or a place for finding creative solutions practitioners that content should be absorbing inside the human body. These rituals, inspired by
3. Conflict resolution tools that teach children to complex problems. Anchoring special parts of and that it must realize different combinations of RYE, or Research on Yoga in Education (Flak, M.
to resolve conflict amicably. One such tool is the classroom like this and using the rest in “language,” “cross-curricular,” and “attitudinal” de Coulon, J [1985]), involve children stretching
called “peace cards” (a set of white cards with creative ways satisfies both the children’s need aims. A discussion of the first two would exceed the their arms and legs, taking deep breaths, or doing
a peace sign). Either the learner or the for guidance and structure as well as their scope of this monograph. I want to dwell on the a combination of these exercises, while they remain
teacher can give a peace card to someone to curiosity and playful nature. third, however, because the society we live in at their tables. Some examples are:
signal he or she wants to resolve a conflict places extra pressure on all schools and educators
with that person. Once the parties have to teach values that working parents are unable to
1. “Letting the sunshine in.” The children
MANAGING TIME: pretend to open a window to let the
talked, the card is returned to the pile. The instill at home (Donatelli, 2004). To facilitate this
MAKE IT FLY, NOT DRAG sunshine into the room. They deliberately
actual dialogue should take place after class process, authors create content that opens doors
do this slowly to enjoy the sunshine as they
time and in the presence of a mediator (i.e., a Teachers who connect with their learners can for teachers to address specific values; for example,
take a deep breath of fresh air.
teacher or trained peer). The main objective make a long time seem short. In the words of in English Adventure 1 to 6, the characters and
of any system must be to protect relationships Csikszentmihalyi (2002), “When you are involved situations demonstrate human values to the 2. “Washing it away!” The children rub their
by giving children nonviolent tools to settle … the sense of time is distorted.” Start to master children. The humor and comic-book format convey hands together as if they were washing
their differences in a win-win manner. your own timing by answering three basic questions: the message without moralizing. The attitudinal them. As they do this, explain that they are
content can be delivered via a brief reflection with washing away stress, worries, nervousness,
1. When and how should I start
the learners after they have read and enjoyed the anxiety, frustration, fear, or even rudeness
MANAGING SPACE: the activity?
story. (For additional suggestions on how to teach and anger.
GUIDE AND SURPRISE YOUR STUDENTS 2. When and for how long should I do values, see Ferradas Moi, C., Morales J. L. [2006],
Teachers can do a lot to make the most of space, the activity? Working with Values.) You can encourage working Boost Energy
even in small, crowded classrooms. Start by parents to spend some quality time with their There may be times when energy levels are low
3. When and how should I finish and require a boost. Examples of such energy
“anchoring” different parts of the room. Anchoring children by letting them know about the values
the activity? boosters are:
is a term Neuro-Linguistic Programmers use to taught in a particular period (see template letters
mean a stimulus that is linked to and triggers a Timing, like any skill, can be mastered only to parents in www.english-adventure.net and in 1. “The Wave” (the one soccer fans do at the
physiological state or feeling; for example, you through practice, self-reflection, and with help English Adventure: Letters Home © 2007). A strong stadium). Children stand up, swing their
could anchor the front part of the classroom as the from peer observation. As you perfect your timing, home-school connection most certainly improves arms in the air, and let them fall as they sit
“everything’s OK spot.” The wall on the teacher’s explore the power of rituals and routines. the chances of instilling values. down. This can be done at different speeds,
right or left—where class rules are displayed— Beginnings and endings can serve to trigger focus starting with slow motion and speeding up
to leave them energized a little longer.

2 3
 2. “A Little Bit of Energy.” This is a chant ABOUT THE AUTHOR
accompanied by movement to the tune of
José Luis Morales is a teacher, teacher-educator
the famous pop song, Mambo No. 5. For a
and author with 20 years experience in the field
light-hearted, cheerful boost, lead the
of English Language Teaching.
children in preparing their energy drink.
As you sing each line, mime pouring the
various ingredients into a cup, and then
shake it up and down to the rhythm.
Finally, open the cup and drink its energy-
boosting contents.

“A Little Bit of Energy” (suggested lyrics)

A little bit of movement in a bag.

A little bit of music in a cup.
A little bit of sunshine and pizzazz.
A little bit of energy to wake us up! José Luis Morales
(Shake) Para Paparap Pap Pap
He also holds a post-graduate diploma in
Classical Theatre from the London Academy
CONCLUSION of Music and Drama (Chevening Scholar). His
experience as an author of classroom materials
Successful classroom management involves much
for young learners, Director of Studies of two
more than maintaining control and discipline.
prestigious private schools, and as a teacher-
It requires teachers to create a positive emotional
educator for the latest reform of the Uruguayan
and social climate in the classroom that allows for
state school system have won him recognition
the fulfillment of the teaching/learning objectives
and earned invitations to present all over
of a course. But, just as real diamonds increase
Latin America. At present, he is International
their value if set in a beautiful ring, decisions
Consultant and author for Pearson Longman.
regarding each facet of our Classroom Management
Diamond will be better if informed by valid foreign
language education practices. Classrooms can be
REFERENCES
messy places at times, but wonderful things can
happen if teachers provide structure while Charles, C. M. (2000). The Synergetic Classroom: Joyful
Teaching and Gentle Discipline. Pearson Longman,
remaining flexible, if they teach fun rituals and White Plains, New York.
routines, and when they stay connected with Csikszentmihalyi, M. (2002). Flow. Rider, London, UK.
their learners. Donatelli, D. (2004), Quem me educa? A familia e a escola
diante da (in) disciplina, Editora ARX, São Paulo, Brazil.
Ferradas Moi, C., Morales, J. L. (2006). English Adventure,
Working with Values. Pearson Longman, White Plains,
New York.
Flak, M. de Coulon, J. (1985) Des Enfants Qui Reussissent:
Le Yoga á l'école. Desclée de Brouwer, Paris, France.
Jackson Hardin, C. (2004). Effective Classroom
Management, Models and Strategies for Today’s
Classrooms. Pearson Education, Inc., Upper Saddle River,
New Jersey.
Palmer, J. P. (1998) The Courage to Teach: Exploring the
Inner Landscape of a Teacher´s Life. Jossey-Bass Inc.
ISBN 0-13-000000-0 Publishers. San Francisco, California.