9.

Let’s explore how learners can be grouped in the classroom, focusing on a student-centered approach
called Communicative Language Teaching. Creating a classroom community is central to this concept,
and effective grouping of learners in pairs and groups is essential for smooth classroom management.
While there is no single best arrangement, some are more effective than others. When choosing a
learning activity, you should consider the learners’ proficiency levels, learning preferences, needs,
personalities, and their relationships with each other for the best outcomes.

Most activities in CLT classrooms are designed for pairs or groups, but whole class activities can also be
used, like chain stories or games. Individual work can include tests and personal performance reviews,
allowing students to work at their own pace.

To ensure effective pair and group work, consider these practices: provide a clear context to motivate
students, give clear instructions to avoid confusion, and model the activity. Set time limits and plan for
early finishers with additional materials. Monitor student work by engaging with or observing groups,
and aim to end activities while interest is high. Finally, hold a feedback session after the activity to
provide answers, discuss suggestions, display materials, and praise efforts, reinforcing the purpose of
their work.

=============

9.2

In a classroom, students may prefer to sit away from the teacher while the teacher may want to sit closer
to engage better. It's important to understand proxemics, which deals with cultural norms about
personal space. Different cultures have varying views on how close people should stand or sit when
speaking. Some cultures, like those in Latin America and the Middle East, often communicate with less
distance, whereas White Americans and White British people typically maintain more space.

This isn’t about right or wrong, but rather cultural differences that need to be considered. In a teaching
context, you must learn the typical distance considered appropriate between you and students during
formal teaching. Recognizing how flexible these distance norms are is essential, so that you can create an
environment where students feel comfortable and respected.

To optimize classroom space, especially in an English as a Foreign Language (EFL) class, you need to
carefully arrange your students’ seating. There isn't one best way to set up a classroom. It's important to
arrange seating to support pair or group work and to decide on your position while teaching, monitoring
activities, and conducting drills. You should also ensure there is enough space for individualized attention
when needed and consider external factors like overcrowded classrooms or different student skill levels.
The next section will provide more insights on this topic.

====================

Proxemics is the study of how people use space in communication and social interactions. It was
introduced by anthropologist Edward T. Hall in the 1960s and focuses on how physical distance affects
relationships, comfort levels, and cultural norms.

Types of Proxemic Distances

Hall identified four main spatial zones, which vary depending on culture and personal preference:

Intimate Distance (0-18 inches / 0-45 cm)

· Used for close personal relationships (family, close friends, romantic partners).

· Touching and whispering are common.

Personal Distance (18 inches-4 feet / 45 cm-1.2 m)

· Used for friendly conversations, casual interactions.

· Common in workplace interactions with colleagues.

Social Distance (4-12 feet / 1.2-3.6 m)

· Used for business or formal interactions.

· Typical in workplaces, meetings, or between acquaintances.

Public Distance (12+ feet / 3.6+ m)

· Used in public speaking, lectures, and large gatherings.

· Helps maintain authority or avoid unwanted interactions.

Cultural and Situational Differences

· Different cultures have different norms (e.g., Latin American and Middle Eastern cultures
prefer closer distances, while Northern European and Asian cultures favor more space).

· Context matters: Crowded places (e.g., elevators, public transport) force people to tolerate
closer distances.
Applications of Proxemics

· Business & Marketing: Store layouts, office spaces, and customer interactions.

· Psychology & Therapy: Understanding personal boundaries and comfort zones.

· Law Enforcement & Security: Analyzing suspicious behaviors based on space use.

· Virtual & Augmented Reality: Designing digital interactions that feel natural.

=======================================

Common seating Arrangements:

=============================

Seating Arrangements in the Classroom

Teacher’s Desk Usage

• Mainly for holding notes and books

• Place for a computer projector

• Teacher active during most lessons

Traditional Rows

Pros

• Promotes teacher• centred viewpoint

• Effective for lectures and student reports

• Useful for assessments and presentations

Cons

• Not student• centred

• Difficult for pairs and groups to interact

• Students at the back may feel excluded

• Dull experience for students staring at others’ backs

Spaced Rows

Pros

• Less formal than traditional rows

• Opportunity for better rapport among students

Cons
• Not student• centred

• Interaction difficulties for pairs and groups

• Students at the back may feel excluded

Horseshoe

Pros

• More flexible for teacher presentations

• Facilitates better pair interactions

• Students can see each other easily

• Encourages equality and participation

Cons

• Group work challenging without moving desks

• Students on extreme sides may lose focus

Circle

Pros

• Promotes equality among teacher and students

• Less formality and more intimacy

• Students can see and exchange information easily

Cons

• Lack of visibility to the board for some teachers

Pairs

Pros

• Encourages collaborative learning

• Increases communication and reflection time

• Facilitates teacher movement between pairs

Cons

• Some students may resist pairing

• Difficulties in maintaining attention from all students

• Potential for increased noise, though benefits may outweigh this

Groups

Pros

• Collaborative learning similar to pairs

• Easy for teacher movement between groups

• Generally less noise than pairs

Cons

• Some students may resist group assignments

• Attention may focus more on group dynamics than teacher

Summary

• Seating is vital in classroom management.

• Explore various layouts beyond traditional rows.

• Aim for conditions that enhance learning.

=========================================

9.3

9.3 Teaching Large Multi• Level Classes

9.3.1 Profile

· • Large classes can vary in size; often viewed as 20 or more students.

 · • Multi• level refers to learners differing significantly in age, level, competence, prior experience,
and literacy.

· • Adult EFL classes often contain learners at different levels due to funding, scheduling, and
program logistics.

· • Classes may include speakers of various native languages, some using the Roman alphabet and
some not (e.g., Mandarin, Arabic).

· • Students may have varying literacy levels in their first language and in English.

· • Type and amount of previous education

· • Learning preferences

· • Learning goals

· • Expectations of classroom activities

· • Cultural, age, gender, and religious differences

9.3.2 Pros And Cons

Pros

· • Student interaction, friendship, and cultural exchange promoting a sense of community.

· • Opportunities for creativity, innovation, and personal development.

· • Peer teaching and collaboration, fostering cooperation and student autonomy.

Cons

· • Difficulty in classroom control.

· • Challenges in sourcing suitable materials for diverse learners.

· • Uncertainty about effective learning for all students.

Our view

· • Experienced teachers who manage smaller classes should be fine adapting to larger classes.

· • Transferable skills in class control and materials development remain effective regardless of
 class size.

· • New teachers usually do not teach large multi• level classes until they gain sufficient
experience.

9.3.3 Effective Planning And Grouping Strategies

Planning

· • Planning for multi• level classes involves managing several elements.

· • Provide a variety of activities to meet different learning preferences and objectives.

· • Use techniques and grouping strategies, along with self• access materials (crossword puzzles,
texts, software, and games).

· • Design materials and activities for lower, middle, and higher• level learners to ensure success
at all levels.

· • Avoid planning that meets the needs of only middle• level learners, as this frustrates lower•
level students and bores advanced learners.

· • Planning for varying levels is more time• consuming and requires good classroom
management.

Reflect on Possible Approaches

· • Consider how to handle a large multi• level class during the planning stage.

· Think about the impact of dividing the class vs. keeping it whole.

· • Don’t fixate on levels; conduct a needs analysis to understand learner differences.

· • Students categorized at the same level may have different strengths in specific skills.

· • Perform a needs analysis in the first weeks to identify individual proficiency levels.

· • Consider non• linguistic factors from the needs analysis, such as social and educational
backgrounds, gender dynamics, and age preferences.

· • Identify willing 'assistants' among more skilled peers who can support less competent
classmates.

· • Peer teaching is effective; utilize students to help reduce the teacher's workload.
 · • Weigh the pros and cons of different grouping strategies.

===================================

One Whole Class Of Multi• Level Students

Pros

· • The class community is intact.

· • Less• competent students can listen to more• competent students, which may inspire them.

· • More• competent students can assist less• competent students, enhancing their own cognitive
skills.

Cons

· • More• competent students may feel frustrated and bored waiting for less• competent
students to finish tasks.

· • Frustration may lead to more• competent students interrupting less• competent students.

· • Less• competent students may become overwhelmed and give up.

Dividing Up The Class Into Halves Or A Few Groups

Pros

· • Promotes collaboration among students at similar levels.

· • Reduces frustration for both more• competent and less• competent students.

Cons

· • Risk of creating a division within the class ("Us and Them").

· • Potential loss of class community.

Be Mindful of the Additional Workload

· • Be aware of how group divisions affect your workload.

· • Avoid spending excessive time preparing multiple activities for groups.

· • Maintain a balance between teaching and personal life.

Make a Decision and Buy Them In

· • Preference is to divide the class into two halves or three depending on size (over 50).

· • Multiple groups (5• 8) lead to insufficient teacher• group contact time.

· • Fewer groups allow for better engagement and motivation.

· • Build in differentiation within groups.

· • Address the potential division by explaining group dynamics clearly.

· • Ask students for their help on Day 1 regarding group division.

· • Highlight benefits of group work for better learning.

· • Seek agreement and commitment from students.

· • Use discussions about learning preferences to reduce reluctance.

· • Analyze students’ strengths and weaknesses early on.

· • Aim for homogeneous groups with equal skill levels.

Don’t Stick to Your Main Groups All the Time

· • To keep class engagement high, vary group structures periodically.

Whole Class Work

· • Engage in tasks suitable for the whole class followed by differentiated follow• up work.

· Class projects, reading comic strips, listening activities, and brainstorming sessions.
Pair Work

· • Pair work promotes communication skills.

· • Similar• ability pairs work well with interchangeable roles.

· • Cross• ability pairs benefit from different roles and demands on proficient learners.

· Dictating and transcribing, questioning and answering, role• playing.

Individual/Solo Work

· • Use self• access materials for independent learning.

· • Encourage responsibility in choosing appropriate tasks.

· • Self• access activities should be clear, and allow students to evaluate their work
independently.

· • Regular use fosters a relaxed learning environment and student autonomy.

===================================

9.4

Classroom Discipline

· • Increased student movement and communication can cause discipline problems.

· • Inexperienced teachers often express concerns about student behavior.

· • Strategies and techniques for managing inappropriate behavior develop over time.

· • Weak or absent classroom rules

· • Unclear roles and expectations for teachers and students

· • Inadequate classroom management is usually the root cause.

Teacher Attitudes to Discipline

· • Some teachers view learners as passive recipients of knowledge, controlling them and
accepting minor punishments as necessary.

· • Others see learning as an active process requiring student commitment, avoiding punishments,
and acting as guides.
 · • Caring and effective communication with students can elicit their best behavior.

· • Teachers must decide on their approach to discipline.

Key Issues Affecting Student Behaviour

· • Trying to be liked instead of respected by students

· • An urge to control rather than gain respect

· • Failure to develop effective strategies for managing student problems

· • Confusion over rules, roles, and expectations

· • Poor teacher• student communication

· • Rigid school discipline policies (zero tolerance)

· • Lack of school supervision and discipline policies

Strategies for Minimising/Preventing Discipline Issues

· • Teachers may not have personal experience preventing discipline issues but have observed
them.

· • No universal rules work in all situations; however, many practical strategies can be effective in
managing discipline.

=============

Discipline tactics:

If you're inexperienced with classroom discipline, the key is confidence, consistency, and clear
expectations. Here’s a step-by-step guide to handling discipline effectively:

1. Set Clear Expectations from Day One

· Establish classroom rules and consequences early. Keep them simple (e.g., "Respect each
other," "Raise your hand to speak").

· Post the rules where students can see them.

· Go over them repeatedly, especially with younger students.

2. Be Confident and Consistent

· Even if you're nervous, act with confidence—students pick up on uncertainty.

· Follow through with consequences every time—inconsistency leads to testing boundaries.

· Keep your emotions in check; stay calm but firm.

3. Use Positive Reinforcement

· Catch students being good and praise them publicly.

· Use small rewards (stickers, extra privileges, verbal praise) to reinforce good behavior.

· Build relationships—students behave better when they feel respected and valued.

4. Stay Calm, But Assertive

· Use a firm but respectful voice. Never yell—it shows you’ve lost control.

· Use non-verbal cues (eye contact, standing near misbehaving students) to correct behavior
before it escalates.

· If a student acts out, address it privately when possible to avoid power struggles.

5. Establish Routines & Structure

· Students act out when they don’t know what to expect. Stick to a clear daily routine.

· Start lessons on time to prevent chaos at the beginning of class.

· Use attention-getting techniques (clapping patterns, countdowns, call-and-response).

6. Address Problems Early

· Don’t ignore small issues—they escalate.

· Use proximity control (stand near a disruptive student) to deter misbehavior.

· If behavior continues, give a gentle warning before enforcing consequences.

7. Have a Plan for Major Disruptions

· If a student refuses to cooperate, stay calm and remove the audience (address them privately).

· If needed, send them to cool off in a designated area before discussing the behavior.

· In extreme cases, involve administration or parents, but don’t overuse this option.

8. Build Respect and Relationships

· Get to know your students—their interests, strengths, and struggles.

· Show fairness—students respect teachers who treat everyone the same.

· Use humor (appropriately) to diffuse tension and create a positive atmosphere.

9. Reflect & Improve

· After each class, ask yourself: What worked? What didn’t? Adjust your approach.

· Seek advice from experienced teachers—watch how they handle discipline.

· Don’t take bad behavior personally—students test limits; it’s not about you.

10. Get Support When Needed

· If a particular student is constantly disruptive, talk to colleagues, parents, or a counselor.

· If multiple students are acting up, reassess your approach—are instructions clear? Is the
lesson engaging?

Final Tip: Stay Patient

Discipline takes practice. You will make mistakes, but as long as you stay consistent and keep learning,
your authority will grow.

========================
Good Planning And Organisation

· • Indiscipline is best managed by preventing problems before they arise.

· • Careful planning and organization maintain momentum and focus.

· • Knowing the plan boosts confidence and trust among students.

· • Motivated pace helps ignore misbehaving students.

English• Only Environment

• Create an English• only classroom to minimize L1 usage, with occasional exceptions.

The Skill Of Distraction

· • Distraction can effectively halt misbehavior.

· • Asking for hands up for a picture.

· • Sentence formation for points.

· • Showing interest in a box.

· • Whispering games among students.

· • Sharing funny stories.

Clear And Concise Instructions

• Provide clear and direct instructions to avoid distracting students.

Stay Alert At All Times – For Negatives And Positives

· • Be aware of classroom activity; avoid marking previous work during class.

· • Facilitate learning actively and stay engaged.

· • Recognize and praise positive behavior with specific feedback.

· • Communicate with parents about student achievements regularly.

Set And Agree On Classroom Codes Of Behaviour

· • Involve students in creating a behavior code.

· • Clearly present and model your own behavior standards to build trust.

Ensure Fairness And Consistency

• Be fair and consistent with all students regarding rules and consequences.

Always Focus On The Behaviour Displayed, Not On The Person

• Comment on behavior rather than the individual misbehaving.

Encourage Even Your Misbehaving Students

• Praise misbehaving students when they display positive actions.

Use Your Body Language

• Staring, clapping, shaking head, or using agreed signals.

Get Your Students Up And Moving

• Incorporate movement into lessons to prevent lethargy.

Keep Up The Pace

• Maintain lesson speed to avoid drops in engagement and activity.

Do Not Ignore Minor Issues

• Address minor problems promptly to prevent escalation.

Deal With It Quietly

• Respond to disruptions with calm, clear gestures.

Move Students

• Position potentially disruptive students near you at the front.

Stay Close To Them

• Approach persistent misbehavers calmly and supportively.

Don’t Use Threats

• Avoid threats that might exacerbate issues; they can lead to a lack of respect.

Control Your Temper At All Times

• Stay calm and confident without shouting when addressing misbehavior.

Dealing With More Serious Incidents

· • Consider external factors affecting behavior and maintain class focus.

· • Communicate firmly without argument and offer time out if needed.

· • Arrange follow• up discussions to address underlying causes.

· • For severe issues, consult higher authorities for guidance.

===================================

9.5

9.5.1. How To Create A Productive Classroom Environment

What is a productive classroom environment?

· • Includes a caring environment that inspires students.

· • Features a learning atmosphere where everyone collaborates to achieve goals.

· • Maintains a positive learning environment at all times.

· • Addresses students' social and emotional needs, especially younger learners'.

How to make your classroom a productive environment?

· Be Positive At All Times

· • Positivity inspires students and fosters motivation.

· • Be a role model for positive behavior.

Create An Inclusive Environment

· • Ensure equality and treat everyone the same.

· • Celebrate diversity and encourage collaboration.

· • Avoid competition; promote cooperation.

· • Examine your assumptions; don’t assume all students share the same beliefs.

· • Use inclusive language that doesn’t exclude any group.

· • Provide diverse examples relevant to different cultures and genders.

· • Avoid low• ability cues in comments that could harm student confidence.

· • Learn and use students' names to show care and build connections.

Ensure Learning Is Relevant

• Link lessons to students' success and well• being.

• Clearly explain the relevance and benefits of what they are learning.
Discover What Makes Students Tick

• Explore attributes, preferences, and interests of students.

• Adapt lessons based on what engages them.

Allow Students to Voice Suggestions

• Provide opportunities for students to contribute to classroom plans.

• Involve them in choices like group work versus pairs.

Agree on Treatment Codes

• Collaborate with students to set ground rules for positive behavior.

• Present rules informally to encourage buy• in.

Teach and Encourage Positive Behaviors

• Don’t assume students know positive behaviors; teach them explicitly.

• Encourage the practice of positive actions to boost motivation.

Know and Share Learning Objectives

· • Set clear achievement goals with deadlines.

· • Provide progress updates.

· • Plan curriculum with clear objectives and varied, authentic content.

· • Challenge students and maintain focus on objectives.

· • Include independent activities for practice.

· • Monitor student progress regularly.

Remind That Class Time is For Learning

 · • Balance fun with focusing on objectives.

· • Teach with urgency based on priority.

· • Maintain a brisk teaching pace; avoid downtime.

· • Encourage students to keep pace and utilize their time effectively.

· • Ensure all understand routines that impact learning duration.

· • Streamline administrative tasks to minimize time loss.

Arrange Your Classroom Effectively

· • Minimize distractions, such as sitting arrangements away from windows.

· • Position yourself to see and engage with all students.

· • Facilitate easy interactions throughout the classroom.

· • Following these guidelines will help you create a highly productive classroom environment.

=====================================

Pacing

· • Pacing is essential for classroom dynamics.

· • It involves planning time for different lesson stages and their actual execution time.

Common Pacing Issues

· • An engaging activity taking too much time.

· • Too many examples for illustrating a point.

· • Over• reliance on drawings/diagrams, slowing down lessons.

· • Non• selective homework review during class time.

· • Aiming for mastery on each point instead of a reasonable understanding.

· • Lengthy responses to off• topic questions.

· • Allowing group work without clear time limits.

Influence of Pacing

· • Effective pacing affects class productivity.

· • Lessons moving too fast or too slow can disengage students.

Effective Pacing Strategies

· • Determine task and activity duration during lesson planning.

· • Be flexible and adjust based on student difficulties.

Questions to Consider for Pacing

· • What are the objectives for the lesson or unit?

· • How many tasks or activities can realistically be completed?

· • Does the textbook teacher’s guide suggest pacing, and is it practical?

· • Should activities be paced differently for various ability groups in the class?

Key Points on Pacing

· • Pacing can be an elusive skill for teachers.

· • Fixed rules for activity timing may not work effectively.

· • Experienced teachers pick up on student cues for interest or boredom.

· • Inexperienced teachers can learn by observing seasoned teachers.

· • Stay alert for signs of student disengagement, confusion, or frustration.

=============================

Pacing a lesson properly ensures students stay engaged, understand the material, and don’t get
overwhelmed or bored. Here’s how to do it effectively:

1. Start with a Clear Objective

 · Define what students should learn by the end of the lesson.

· Keep it specific and achievable (e.g., "By the end of this lesson, students will be able to solve
two-step equations").

· Write the objective on the board or state it clearly.

2. Use the "I Do, We Do, You Do" Model

· This helps balance teacher instruction and student practice:

· I Do (Direct Instruction) – Teacher explains and models the skill. (5-10 min)

· We Do (Guided Practice) – Students practice together with teacher support. (10-15 min)

· You Do (Independent Practice) – Students apply skills on their own. (10-20 min)

3. Chunk the Lesson into Short Segments

· Avoid long lectures—break content into 5-10 minute sections.

· Use a mix of explanation, discussion, and practice.

· Set timers if needed to stay on track.

4. Check for Understanding Frequently

· Ask quick questions after each segment (e.g., “Thumbs up if you get it, thumbs down if you
need help”).

· Use exit tickets, quick quizzes, or peer discussions to gauge comprehension.

· If students struggle, slow down and reteach briefly before moving on.

5. Keep Transitions Smooth and Fast

· Plan how students will move between activities (e.g., “When I say go, quietly get your
materials in 10 seconds”).

· Use attention signals (clapping, countdowns) to refocus the class.

· Minimize downtime—students lose focus when waiting.

6. Adjust Based on Student Engagement

· Too fast? If students look confused, slow down and explain differently.

· Too slow? If students seem bored, pick up the pace, add group work, or ask more engaging
questions.

7. End with a Recap and Exit Ticket

· Summarize key points in 1-2 minutes.

· Have students reflect (e.g., "What’s one thing you learned today?").

· Use a quick exit ticket (a short question to check understanding).

8. Be Flexible

· If students struggle, adjust on the spot instead of rigidly following the lesson plan.

· If they master something quickly, move on or add a challenge.

💡 Pro Tip:

Start with a detailed lesson plan, but be ready to adapt based on student needs. Experience will help you
fine-tune your pacing!

===========================================

9.6 Cross• Cultural Aspects in the Classroom

· • Students’ learning preferences may differ from teachers’.

· • Previous learning experiences may shape teacher expectations, which may not align with
students’ expectations.

· • Some students may expect to use a coursebook daily, contrasting with the teacher’s approach.

· • Understanding student needs may differ from teacher perceptions.

9.6.1 Cross• Cultural Aspects

 · • Cross• cultural aspects are critical to classroom dynamics.

· • Sensitivity to cultural differences is essential, particularly related to the host culture.

· • Awareness of the teaching environment and avoiding judgments based on personal cultural
backgrounds is necessary.

· • Cultural nuances must be recognized to ensure success in teaching.

· • Do not assume that your expectations are the same as those of your learners.

Examples of Cultural Differences

· • Learners from traditional systems may expect formal and authoritative teaching styles.

· • Some cultures value extensive correction, while others prefer limited corrections.

· • In certain cultures, active participation is expected, while in others, silence shows respect.

· • Asking questions can vary in perceived respect and acceptance.

Teachers’ Expectations

• Teachers project their expectations about behavior onto students.

• Conflicting expectations can arise between teachers and learners.

Gender, Age, and Status• Related Issues

• Learn about cultural expectations regarding gender roles and classroom dynamics.

• Students may have reluctance to participate in mixed• gender settings due to cultural constraints.

Inappropriate Topics for Discussion

· • Religion

· • Politics

· • Dating and sexual relations

· • Gender roles
 · • Civil strife

· • Immigration

· • Freedom and democracy

· • Human rights issues

· • Conflicts

Gestures

• Gestures may be offensive despite cross• cultural understanding.

Impulsiveness vs. Reflection

• Cultural differences exist in response time; some encourage quick answers while others value
reflection.

Proxemics

• Different cultures have varying norms for personal space during conversation.

Eye Contact

• Respect can be shown through the avoidance of eye contact in some cultures, while in others it
indicates honesty.

Active Participation

• Students from different cultures may struggle with verbal participation.

Communication Styles

• Recognize differences between direct/indirect and attached/detached communication styles.

Motivation and Memorization

• Understand different approaches to motivation based on cultural practices regarding memorization.

Writing Skills

• Some cultures may lack experience in creative expression and opinion• sharing through writing.

Interrupting

• Communication styles regarding interruptions can vary widely across cultures.

Volume

• Variations exist in acceptable speaking volumes, potentially disadvantaging learners.

Autonomy

• Encourage student autonomy in learning, but recognize possible cultural dissonance with educational
traditions.

Movement in Class

• Adjust teaching movements to respect cultural expectations surrounding personal space.

Summary

• Always be culturally aware and increase cultural knowledge in the classroom.

“I’m sorry. I’m a guest here in your country, and I don’t think I’m in any position to comment.”

9.6.2 Handling Cultural Issues in the Classroom

· • Identify cultural issues, particularly regarding religion and politics.

· • If necessary, courteously close the discussion and empathize with students involved.
 · • Suggest that discussions continue outside the classroom when appropriate, while redirecting
the class focus.

============================

9.7

Follow all school rules at all times as it is just common sense. Do not question them, especially when you
are new. Inexperienced teachers may overlook important unspoken behaviors and expectations, so it is
advisable to ask your Director of Studies, Head of Department, or colleagues about any unwritten
policies. These may include dress code, noise levels in class, internet usage, plagiarism, and homework
guidelines.

Adhere to institutional codes and policies such as diversity, equal opportunities, and the code of
conduct. Implement school procedures related to health and safety, record-keeping, and time-keeping. If
you are teaching in a small town or living near the school, remember that your behavior may be closely
observed by students, parents, and other teachers. While you should enjoy your free time, be mindful of
complaints about excessive drinking, noise, or inappropriate appearance in public. Align your actions
with the expectations of your environment, and you will succeed as a teacher by following your own
Code of Practice.

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