Faculty of Education, Arts and Humanities
Major Assignment
Subject: Teaching Methodology
Topic: Chapter 3: Classroom Management
Submitted by: Ms. Kun sereyroth
Ms. Sroun sreypich
Submit to: Dr. Vann Monniroth
Year 4, Semester 1, Batch 11
CONTENT
1. What is classroom management?
2. Classroom interaction
3. Seating
4. Give instruction
5. Monitoring the class
6. Gestures
7. Using board
8. Eliciting
9. How to prevent learning
10. Intuition
1. What is classroom
management?
Classroom management is a teacher’s
most important job is perhaps to create
the classroom condition in which
learning can take place.
The 4 rules for classroom
management
Rule 1: Get student in
• Greeting
- Teacher acts as a host
- Instructions written on the board
- Materials available
• Seating
- Where students will sit
- A seating plan showing who sits where
- Teacher learn and use individual names
• Starting
- Teacher deals with registration ,
latecomers, malfunctioning equipment.
- Games
- Work cards
Rule 2: Get on with students
Build a good personal relationship between
pupils and the teacher through building mutual
trust and respect.
• Learning pupils’ name and putting them to
faces.
• What’s going on ?
Rule3: Get on with the lesson
Content: The content of a lesson not matched to
the ability of the students to who it is delivered.
Methods and materials should closely be
examined to see that learning experience are
suitable and study tasks are attainable.
They means thinking about how they address
and question pupils and how they convey
expectations about behavior.
Rule 4: Get the students out
Summary a lesson that linking previous
learning and next activity.
2. Classroom interaction
Classroom interaction refers to the interaction
between the teacher and the learners and
among the learners in the classroom.
Some common types of student
grouping in the classroom include:
- Whole class working together
- Whole class moving around and mixing
- Small group
- Pair
- Individual work
3. Seating
Seating is a physical set up of chairs, tables, and
presentation in a classroom can significantly
influence learning.
Fixed, semi-fixed and large seating, you could
ask students to:
-Turn around and sit backwards, working with
the people behind them.
-Sit on the ends of their row and work with
people in the next row.
-Sit on their desks and talk with people nearby.
-Stand up, move around and return to a different
seat.
-All come to the front (or another open space) to
talk.
4. Giving instructions
Giving instructions is an integral part of being
a teacher.
You are going to be spending a lot of time
telling students what to do and when to do it.
How can you make your instructions effective?
- First, attract the students’ attention
- Use simple language and sport expression
- Be consistent
- Use visual or written clues
- Demonstrate
- Break the instructions down
- Target your instructions
5. Monitoring the class
Monitoring is a classroom management technique
loosely defined as listening to the learners for their
accuracy and fluency, or checking to see whether
activities are going to plan and that the learners are
'on task'.
There are two kinds of monitoring
• Monitoring group and pair work:
- Quick check
- Don’t interrupt
- Spread your attention
- Be easily accessible
- Need to feed in idea
- Provide encouragement
- Give correction and gather feedback
• Monitoring individual
- Make sure everyone has enough do before you go around.
- Be discreet in you approach
- Try to be encouraging
- Make sure everyone has some attention
Starting and finishing a lesson
Starting: The thing that you need to do
before starting the class :
-Show student you a positive attitude
toward the lesson
-Encourage them to arrive on time
-Greet students with a few words
-Provide students with an opportunity to
discuss individual problems
Finishing
When you finished the lesson:
-Summarizing and evaluating
-Making announcements
-Farewell and socializing
6. Gestures
Develop the range of gestures to save yourself repeating
basic instructions and to increase opportunities for learner
talk.
Students need to learn the meaning of your gestures, give the
oral instruction a few times with gesturing, so they soon
associate the gesture along with the instruction.
Eg: Pointing to the ground : Present
Pointing a head : Future
Pointing behind (over shoulder) : Past
Gesture can mean different things in different countries.
• Some following gestures:
Stand up
Five minutes left
Be quite
Give a long answer
…..
7. USING THE BOARD
Organization
-Although it is possible to write randomly on the board
as things occur in class, you should paying a little
attention to organizing items.
Revie Lesson
w
Board drawing
-For quick explanation of vocabulary items, dialogue, role play or
story building, teacher need pictures.
- If students don’t understand what you’ve drawn, whisper the
word to a student and get them to draw it.
8. Eliciting
It means drawing out information, language,
ideas, etc from students.
The learners have a real effect on the outcomes
of the lesson in terms of ideas, languages and
place.
There are 3 steps to eliciting:
- Convey a clear idea to the students, using
pictures, gestures or questions, etc.
- Supply the appropriate languages, information
or ideas.
- Give feedback.
9. How to prevent learning
Sometime teachers unintentionally hinder or
prevent learning. There are some popular
techniques to avoid this issue.
TTT (Teacher Talking Time)
-The more teacher talks, the less opportunity
there is for learners.
-Allow them the time and the quite they need.
Echo
-Remember that learners need more practice than teacher.
-If teacher repeat student words, they will not listen to
anyone except you so they will not interaction in the
classroom.
Helpful sentence completion
-If students can’t complete the sentence
themselves, help them produce they own sentence,
words and ideas.
-Just adding tail to their sentence.
Complicated and unclear instruction
-Unplanned, uninstructed instructions are
extremely confusing to students.
-Clear explain to student by short and simple.
Not checking understanding of
instructions
-Teacher must checking whether students have been
understood by ask 1 or 2 students to repeat it back
to you.
Asking “Do you understand?”
-This question is often useless.
-The best way is to get students to demonstrate
their understanding by repeat the instruction or
explain in their own way.
Fear of genuine feedback
- An active in forward-moving class, the learner
will constantly be giving teacher feedback on
what they have understood, think, need and feel.
- However, it is hard to get so teacher should
open themselves up to the possibilities of reality
to what student comments.
- Then teacher can find that they can find out
what student are really thinking.
Insufficient authority
- Don’t be over-politeness
- Teacher should say what they
need to say without hiding it.
Example: When you want to stop
activity, “Stop now, please!”.
-Feel your own natural authority
and let it speak clearly.
The running commentary
- Don’t give a running descriptive that cause the
class boring, hard to follow and unnecessary.
- Tell students what they need to know and stop
descriptive.
Lack of confidence in self, learners,
materials or activities
- Don’t make the task too easy.
- A common cause of boredom in classrooms is
when the material used is too difficult or too
easy.
- Assign the task that challenging enough.
- Try to keep the level of challenge high by
demanding.
- Believe that the learners can do more than
they are aware of being able to do and help.
Over-helping or over-organizing
- When teacher provide task to student, the best way is
let tem get on with it by let them working on their own.
- If teacher is around, students will ask for guidance,
control and help.
- Go away and let them do the work themselves, they
will do much better without teacher, you just have the
courage to trust them.
Flying with the fastest
- When teacher ask the question and only listen
to the first student who speak, its very easy to
get a false of how difficult or easy of the lesson.
- Teacher may find a few strongest students
dominate and get little idea for others in the
class.
- This can lead teacher to fly at the speech of
the top 2-3 students and lose the rest
completely.
- Don’t ask and get the answer from only a
strong student.
Not really listening
- Sometime teacher hearing student’s
language problem but not the message.
- Try to listening to students of what they
are saying not just how they pronounce or
wrong structure.
Weak rapport
- Don’t create a poor working environment.
- Improving the relationships and interaction within
the class without activities or language aim is likely to
be a lower quality.
- The 3 quality that help to enable a good working
environ are: authenticity, respect and empathy.
10. Intuition
It is the skill of spontaneously understanding something by
passing the supposed conventional route of thinking
carefully and reaching a considered decision.
It is learnable and improvable.
Intuition response are important in teaching because things
happen so fast in lesson time Such as: the proceeding of
activities, the reacting of each students, etc.
Fluent teaching depends on being able to quickly read the
classroom situation moment by moment and respond
appropriately.
Origins of intuition
-It is the ability to smoothly access the quantity of
experience that people have stored inside to help
interpret what is happening in the present moment.
-We can get a better of it by gaining more
experience and story it away.