Contained within this chapter are eleven techniques that can be implemented in order to maintain and achieve effective group management and control. A discussion on how and why common problems occur is also presented, as well as negative classroom management techniques that we should avoid.
Managing an ESL classroom is one of the most important aspects of becoming a successful teacher. It may sound obvious, but responding quickly and diligently to problematic behavior re-establishes your status as the teacher and leader in the classroom environment. There are 11 techniques that can be implemented in the classroom that will assist in developing effective group management and control. There is no one concept more important than the other, and they can all be used in conjunction within the classroom. The 10 techniques are as follows:
Focusing – Not beginning instruction until you have everyone’s attention (Utilizing a warmer to grab attention)
Direct Instruction – Telling the class exactly what will be happening during the class (Use with caution as learning through discovery can be more effective.)
Monitoring – Circulating through the classroom checking that all the students are active and participating within the activity as well as being used as a tool to run through concept checks to see if a student truly understands the language content.
Modeling – Demonstrating the proper and expected ways of doing things as well as allowing the students to see how words and language are used. Crucial for pronunciation, articulation, and intonation.
Non-verbal Cuing – Hand clapping or ringing a bell to garner attention
Environmental control – Posters, charts, bulletin boards that change frequently as well as audio stimulation through fun songs to create a fun and interactive environment.
Low-proﬁle intervention – Moving toward and hovering around students who is misbehaving without allowing them to become the center of attention as well as including them in the lesson as if it was all part of the plan. An engaged student is less likely to misbehave.
Assertive Discipline – Confronting a student who is misbehaving in front of the entire class Assertive I-message – “I need you to” or “I expect you to”. Utilize this with caution as we do not want to cause a student to feel singled out. Rather include them in the lesson and get them involved from the start.
Humanistic I-message – “When you do X, you make the teacher feel sad” as well as showing them the good emotional statuses that come with a positive learning environment. Often this detours them and generates a positive classroom environment. Focus on the good in a student, not the bad.
Positive Discipline – Instead of “Do not do this” a teacher may say “It is better if you behave this way”
It all starts with you. A positive outlook and vibe from the teacher will go a long way and create a fun and active classroom environment.
Assessment Category: Practical Teaching Skills & Professionalism