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Grouping 2

The document outlines effective classroom management strategies, including establishing rules, giving clear instructions, and using rewards to motivate students. It emphasizes the importance of engaging students through varied activities and managing noise levels appropriately. Additionally, it discusses the benefits of grouping students for collaborative learning and suggests methods for getting students' attention.

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9 views5 pages

Grouping 2

The document outlines effective classroom management strategies, including establishing rules, giving clear instructions, and using rewards to motivate students. It emphasizes the importance of engaging students through varied activities and managing noise levels appropriately. Additionally, it discusses the benefits of grouping students for collaborative learning and suggests methods for getting students' attention.

Uploaded by

Phương Trang Trần
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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MODULE 5: CLASSROOM MANAGEMENT

READING 2
Sources: British Council training materials (2009)

Read the following passages and match the headings in the title boxes marked from
A to G.

GROUPING STUDENTS IN PAIRS/GROUPS

USING REWARD SYSTEMS

GIVING INSTRUCTIONS

LEARNING TO ACCEPT A CERTAIN LEVEL OF POSSITIVE NOISE

USING STIRRING AND SETTLING ACTIVITIES GIVING INSTRUCTIONS

ESTABLISHING RULES AND ROUTINES

GETTING STUDENTS’ ATTENTION

It is a good idea to introduce some basic rules, e.g. raising hands when you want to answer the teacher’s
questions, listening carefully to him/her when your classmate is answering a question, being kind. When
introducing rules, ask the students to suggest some rules, too.

Here are a few suggestions for giving instructions:

1. First of all, get your students' attention before you start giving out the instructions.

2. Plan what you are going to say.

3. Give short instructions.

4. Make sure your instructions are in a logical order, using such signposts as first, second, next…….

5. Always demonstrate what the students should be doing.

6. Check that students understanding before starting.

Short instructions together with gestures are more efficient. For the routine of conversational lines, they
could be “make 2 lines, stand opposite your friend”, “This line (pointing toward student line) will be Lan,
this line will be Nam)...
C

With young learners you may need to establish a signal for getting their attention. This may be when you
say FREEZE! RIGHT! or clap, or use a musical instrument, or knock on the desk, and so on. You may
feel like trying these strategies:

 Name the children still talking; Mai and My, stop talking please and keep eye contact. As soon as the
children become quiet, give a short verbal instruction, such as Let’s begin.
 Start a routine. It may be a good idea if you use the sounds of a bell, or a small drum as start/ stop
signals, for instance, “short ring – start” “long ring – stop and listen”. Singing a song or saying a
chant together with some gestures are also some wonderful ideas.
 Keep eye contact with talkative children for a while to show them their behaviour is being
monitored.

It is important that you have to vary the activities to get the children engaged in learning and also to
maintain discipline. By using different types of activities with different levels of difficulty, teachers can
maintain students’ interest and involvement.

We not only need stirring activities, which involve physical movement and of course raise the level of
noise and excitement, but also settling ones, writing tasks for instance which calm them down. Also, this
combination satisfies a range of different types of intelligence that students might naturally possess.
E

Most language teachers find some noise acceptable, though you might get some complaints from other
teachers who are teaching next door. This does not mean the teacher should take no action. If the noise
level rises too much, the teacher should pick out the noisiest group, name some children in the group and
gesture them to quieten down. Don’t try to shout louder than your students to make them less noisy.
Remember that the noisier the teacher is, the noisier the children will become.

Sometimes the noise exceeds the limit, because the tasks are not clear, or too easy or too difficult. If so,
you may have to re-think the activity.

Properly setting up pair/ group work is another key area of effective classroom management as it gives
the students more opportunities to practise and learn from each other. It’s a good idea to experiment with
mixing up strong and weak students whilst also giving time for stronger students to work together so that
they have to work to their full potential.

There are several ways of organising groups to work together. The easiest is to ask pupils who sit next to
each other to work in pairs of small groups. Other ways of organising students into groups include giving
each child a number from 1 – 5 and then asking them to work with other students with the same number.

A reward is something that you receive because you have done something well. Examples of rewards
include – praise, good comments, stickers, sweets, small articles such as erasers, rulers, notebooks and
so on, which can create extrinsic motivation, and thus are important in reinforcing expected learning
behaviours.

Some of the kinds of student behaviour you might want to encourage and praise include:

 Sharing with others or helping a classmate, working well together


 Observing classroom rules, putting classroom materials away, completing homework on time

 Trying something difficult for the first time, achieving something difficult.

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