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Classroom management--that is, the skill of organizing and managing he class, having a friendly, relaxed manner, and maintaining discipline is helped by the teacher effectively using eye contact, gestures, and voice level and inflection. Another tool is the practice of grouping students--either in a whole class arrangement, pairs (for "think-pair-share" activities), individually, and in small groups. Different activities and conditions dictate the kind of grouping chosen by the teacher; however, an important practice is to change the grouping frequently Classroom arrangement includes how to determine student seating--whether in orderly rows, circles or horseshoes, separate tables, and the teacher's position. As in every other aspect of classroom management, factors that influence classroom arrangement include class size, available and furniture, the age and nationalities of students, and the personalities of the students themselves. Writing on the board effectively, giving adequate individual attention to students, keeping teacher talking time to a reasonable limit-avoiding the "sage on the stage" trap--and giving effective instructions also can help a teacher maintain optimal classroom management. Finally, establishing rapport, making the lesson interesting, varied, and on the appropriate level help the teacher avoid discipline problems. When those problems do occur, the teacher needs to react in an adult, calm, proactive, and sensible way. In all matters relating to classroom management, common sense and forethought go a long way to maximizing success.
