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This unit discusses how to manage a classroom. The use of your voice, eyes and placement of your body as a teacher,including using your energy, staying positive and encouraging. The timing of when and how you present materials to the students, and how prepared you have to be is also discussed. Developing or establishing good rapport with the class and showing firmness and control initially before allowing for more informality once you get to know the students and they get to know you. Important factors are also how the student desks are set up and how different placements such as, individual desks, pair desks, groupings of four or half moon shapes or circles, all have a particular purpose in mind for how the students interact with each other and with you. Obviously the aim of the course is for the students to learn English and the main way to do so is talk. Lots of STT is necessary to accomplish fluency and comfort speaking, thus setting up the classroom to enable practice of using the language works best as pairs, small groups or larger groups with structured activities. The unit discusses what and how the teacher presents new activities and how to find out if the students have understood the task/s. For instance, if you want the students to interview of each other asking about where they come from, you demonstrate it first using very easy language, below or at their level, model it with gestures and mime and/or have it drawn on the board, on cue cards or some other way with phrases to use. I find this is very helpful and have done this gradually using more advanced phrases as you see them progress. Also, working the students in pairs for this activity works very well. I may switch them out after a certain time period so they can change partners. Another way is to put two pairs together after their first role-play to then present to each other what they learned about each other. How to correct students is another part of class management and the unit discusses ways to do so. It is fine for students to help each other and correct each other, as long as they remain respectful. Sometimes students feel less pressured if another student corrects them. Some students are very hesitant and shy about speaking in front of class and it is important not to put them on the spot. It may be helpful to make sure the teacher works individually with that student to build their speaking confidence before asking them in front of the class, but even then it is better to be considerate of that student not feeling stressed or embarrassed. It is recommended that the teacher asks a question to the whole class adding a specific name of a student last, to avoid one person always answering, and making sure everyone gets the opportunity to answer. Discipline is also covered in this unit and different ways of controlling a class. One way is keeping them engaged all the time. If you have to ask students to quiet down for example, it can be done with the eyes and a hand gesture for ex. putting a finger over your lips, or showing a flat hand pushing downwards. It is important never to lose your calm or show frustration but stay positive even when students can be unruly. Again placement of desks is helpful here and having a good rapport with the students from the start. If you respect them they will respect you. If nothing helps it is good to discuss it with colleagues to get some advice on how to proceed since a disruption in class slows progress of the whole class. All the aspects above of how to manage a class are very important for the successful outcome and experience for both the students and the teacher. A positive, energized and fun environment really enhances learning.