Lector dr.

Monica Oprescu

Class management

I. The teacher Teaching skills Teacher roles II. Class organisation Disruptive behaviour Types of interaction The use of mother tongue

I. The teacher Teaching skills -language; -resources and materials; -managing classes; -adaptability; -class preparation; -relationship with the students;
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- positive approach. Teachers should know the language and how the language works: have knowledge about the grammar, lexical and phonological system. They should also have the necessary resources and materials and be able to use them and also use the equipment which is so necessary in a language class (cassette recorder, CD player, computer, video projector). There are specific skills which a teacher should have: managing classes, using a variety of activities, techniques, materials that should be adapted at the students level. The teacher should also be able to adapt as certain situations may occur, during teaching, regarding the activities, techniques used in the lesson, or even problem behaviour. Preparing for the classes, keeping records, being reflective about ones teaching are other skills teachers should develop. The relationship with the students is another important aspect: it should be a positive, enjoyable and respectful relationship (Harmer, 2007: 25). Respect and trust are the two most important elements of this relation. The teacher should also listen to the students who could be able to rely on him/her, know them, recognise them and use their names. He/she should also be fair and delicate in certain situations (when correcting them, when discussing problem behaviour). A good teacher should see teaching and the students in a positive light, not reacting in an unpleasant way, trying not to see the negative aspects, on the contrary, encouraging learners and respecting them, listening to their opinions and taking them into consideration. Teacher roles (Harmer, 2000) 1. controller When teachers assume this role they dominate the class, controlling what the students do, when they speak and what language they use. There are certain stages of the lesson which are appropriate for this role: introduction of new

language, accurate reproduction stage. The attention is focussed on the front of the class, the students working to the same beat (Harmer, 2000: 236). When teachers are controllers in the class they do a lot of talking, a fact that has a bad effect on the students talking time, but it is important, as the teacher is the most important source of comprehensible input. Control should be relaxed, so that the students have a chance to practice the language themselves: after the introduction of new language, the teacher should adopt a different role. 2. assessor An important part of the teachers job is to assess the students work and their performance. It is important because the students expect it, they want to know how well they have done. There are 2 types of assessment: correction and organising feedback. Correction is done immediately, insisting on the correct form during the accurate reproduction stage, whereas in other stage of the lesson (practice, communicative activities) a less formal style of correction occurs (Harmer, 2000: 237) gentle correction. This implies the fact that the teacher shows a mistake has been made and the student acknowledges it. The feedback stage is the one which appears after an activity has finished, showing the students if the activity has been a success or a failure. Content feedback refers to the ability of the students to perform the task, whereas form feedback refers to the language skills of the students. The teacher should refer both to content and form during the feedback stage. The focus should be on positive aspects. 3. organiser This is one of the most difficult roles of the teacher. When performing this role the teacher should give instructions about the task, the way the students are organised, timing. Teachers should also check if the students have understood the instructions (the use of mother tongue is useful in this case).

The next step is to demonstrate the activity and initiate it, the final part being feedback organisation. The success of the activity depends on a good organisation and clear instructions. 4. prompter Sometimes the teacher should encourage the students to participate in an activity or help them in certain situations. This role should be performed with discretion. 5. participant During a certain type of activities (communicative ones) the teacher may join the students as a participant. This will improve the atmosphere and the students will feel more relaxed. They will also have the opportunity to speak English with someone who speaks better than them. 6. resource Especially during communicative activities, the teacher could act as a resource, offer help when necessary (language, task). 7. tutor The teacher should help the students with advice in different situations: when they do individual work, when they need help clarifying ideas, looking for resources etc. 8. investigator This role refers to the development of the teacher: going to courses, seminars, conferences, discussing ides with colleagues, observing what went well in classes, trying new techniques, activities, using self-evaluation. II. Class organisation Disruptive behaviour It is one of the most discussed subjects, problem behaviour being one of the most complex aspects of teaching. The causes of these problems are different and depend on different factors:
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-students may get bored; they may be tired at the end of the day; family problems may also offer a response. Their attitude (how they view the class, the teacher) is also important. -the teachers attitude and behaviour may be another answer: if the teacher has a negative attitude, goes to class unprepared, gives boring classes, issues threats, is unfair, then the students will respond in a similar way. -the attitude of the institution to disruptive behaviour is also important. There should be an established system dealing with such problems. One way of avoiding disruptive behaviour is to create a code of conduct (Harmer, 2000:249), a set of rules, an unspoken arrangement with the students, which should be done during the first class. It should state things that should be done for the English class (arrive in time, do your homework, speak English). Penny Urs (2001) tips concerning discipline problems seemed very interesting and useful: 1.Dont smile till Christmas The teacher should be authoritative and firm at the beginning and relax later. This is a technique that works, especially with children and teenagers who need to have an authority in the classroom. 2.Dont chop and change - Do not change the rules that you have decided upon. The students might consider such a teacher indecisive, not knowing his/her job. 3.Seat them in rows - It is a useful way of organising the students and it is easier to work with them in such an arrangement, the teacher having the complete control of the class. 4.Keep it moving - Do not give static lessons, as students get bored easily. Involve them in a variety of activities and try to make them feel enthusiastic. 5.Act fast and quietly - Whenever there is a discipline problem try to solve it first in a quiet and subtle manner.

6.Give them credit where its due! - You should consider their opinions and show them trust. 7.Make time! for the students after class to discuss their problems, encourage them and be close to them. Types of interaction Lockstep (the frontal approach) is the traditional teaching situation in which the teacher is working with the whole class. There are certain situations in which this approach is necessary (introducing new language, the accurate reproduction stage). Advantages: -the teacher controls the class; -everyone concentrates upon the activity; -the students receive a good language model. Disadvantages: -many students do not participate; -little speaking practice; -the teacher controls the entire activity. Individual work is another manner of working in the classroom. It is a comfortable way of working with the students, allowing them learning space (Harmer 2000:248). It is mostly used for practicing receptive skills. Advantages: -students work on their own; -the class is quiet; the students have time to think. Disadvantages: -it does not develop communication; -some students may take the opportunity to do something else, not work on their own.
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Pairwork and groupwork are frequently used at certain stages of the lesson: when practicing speaking, most often, but also writing, reading. These are groupings that encourage communication, cooperation, built a team spirit, increase imagination and also motivate students to learn. Advantages: -more dynamic; -the students get a lot of practice; -student cooperation is encouraged; -they use language for communication. Disadvantages: -noise and indiscipline; -the use of mother tongue; -the students may discuss other topics Organising pair work and group work Forming pairs and groups can be done in different ways: either letting the students group as they are sited, mix the weak and strong students. The teacher can form groups of weak students and groups of strong students, giving them different tasks. Another possibility is to let them make groups, according to their interests, friendship. There is also the flexible group: a student starts in a group: as the activity progresses the groups are split and other groups are formed. Groups should not be too large: a group of ore than 5 members is difficult to manage. One of the students could act as a group leader (organiser), making sure that the students perform the task, conducting the activity, if necessary. He/she could also help with the language and prompt the other members of the group to speak English and focus on the task, acting, in fact, as a mini-teacher (Harmer,2000:247).

The use of mother tongue This is one of the most difficult problems teachers encounter especially during pair and group work activities. There are several reasons for which students use their mother tongue during the English classes: -the language required by the activity is not adapted to the students level (for example asking beginner students to talk about a complex subject, like globalisation); -it is a natural thing to use the mother tongue: we perform, explain better when we use our first language; -teachers may be another cause of the use of mother tongue: if they frequently use it, then the students will follow their example. When we should use the mother tongue: -grammar explanations; -giving instructions; -checking comprehension; -discussing class problems. How we can promote the use of English during the class (Harmer, 2005): -set clear guidelines tell the students when they are supposed to use their mother tongue and when not; -choose appropriate tasks, which are at the students level and which they can solve in English; -create an English atmosphere (Harmer, 2005:133), using English as much as possible; -keep reminding the students to speak English! Conclusions The teacher should adapt during the classes, perform different roles, improve his/her teaching style and teaching skills. He/she should organise the students so that the activities will develop smoothly, being aware of the discipline
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problems that might appear and trying to solve them, prepare the activities and the materials in the best way so that the classes will be efficient and also pleasant.

Bibliography Harmer, J. 2000. The Practice of English Language Teaching . London: Longman. Harmer, J. 2005. The Practice of English Language Teaching . London: Longman. Harmer, J. 2007. How to teach English. London: Longman. Ur, P. 2001. Classroom management and discipline in adolescent classes. The lessons of experience. in Romance publication funded by British Council Romania, Issue no. 15 May, 2001. Underwood, M. 1987. Effective Class Management. London: Longman.