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Transcript of Classroom Management for English Teachers Marla Yoshida .
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Classroom Management for English Teachers
Marla Yoshida
http://teflclassroommanagement.pbworks.com
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What is classroom management?
• Student behavior and discipline• Rules and procedures in your classroom• Physical arrangement of things in the classroom• Student motivation• Everything you do to make your classroom run
smoothly
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Why is classroom management important?• You must be able to manage your class before
you can teach your class.• We can help prevent behavior problems
through good classroom management.
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An ounce of prevention is worth a pound of
cure.
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What do you want to change?
• No class is perfect. What are three student behaviors that you would like to change?
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Take a positive approach• Recognize and reward students when they’re
being good.• Try not to scold, nag, or shout. It doesn’t help.
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Take a positive approach• Express your instructions in a simple, positive,
respectful way. Compare:
Please listen. / All eyes on me. / Don’t talk to your friends. / Be quiet. / Shut up! / Shhhhh! / Would you please be quiet?
• Set your expectations high. Your students can accomplish more than you might think!
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Positive self-fulfilling prophecies
• A self-fulfilling prophecy is an expectation that causes itself to come true.
• Teachers’ expectations have a powerful influence on their students.
• Have high expectations for your students, both in behavior and learning.
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Movement and ProximityMove around the classroom as much as possible.
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Zones of proximity
• The red zone
• The yellow zone
• The green zone
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“Working the Crowd”• Mobility: Moving around the room keeps
students in the “red zone” more often. • Deal with students’ misbehavior in private as
much as possible. (You can do this more easily if you’re moving around the room.)
• Eye contact gives you a way to “work the crowd” from a distance.
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What are the obstacles to “working the crowd”?• Habit—ours and our teachers’, going back
over many generations.• The arrangement of the room—the teacher’s
desk, students’ desks, other equipment.
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Rearrange the furniture• Arrange the students’ desks so there’s more
room to walk around. • If other teachers share your classroom, talk to
them to ask their cooperation. It could help them, too.
• If it’s not possible to move desks permanently, train students to move their desks according to your plan when your class begins and move them back when it ends.
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An interior loop
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Attention Seekers
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How can we stay calm?• Understand what’s happening, and then take a
relaxing breath. Don’t let it get to you.
• Emotions are contagious. If you’re calm, the class is calm. If you’re upset, the class is upset.
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Strong body language: “The Look”• A strong “teacher
look” is calm and without emotion. Think of England’s Queen Victoria.
• If the student gives you a “cute” look, resist smiling.
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Strong body language: “The Turn”• Turn slowly. Turn your
upper body first, then the rest of you. Finish with your feet pointing squarely toward the student.
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What happens to us when something goes wrong in the classroom?• We get upset and feel stressed out.
• The “fight-flight” reflex begins. We get angry and start shouting.
• Adrenaline starts pumping through our body. We get more upset. It takes a long time to calm down.
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Calm is strength. Upset is weakness.
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Giving instructions effectively
• Get the attention of the class. Make sure you have everyone’s attention before you start talking, or no one will hear you.
• Keep your instructions simple, short, and specific. Explain each step. Pause after each step.
• Have the students repeat the instructions back to you.
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Giving instructions effectively
• Demonstrate the activity with a more able student. Show what they should do.
• Write a shortened version of the instructions on the board.
• Tell students what they are responsible for doing, completing, or producing.
• Tell them how you will check to make sure they’ve done what you asked.
• Have a time limit for the activity.
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An ounce of prevention is worth a pound of cure.
Calm is strength. Upset is weakness.