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This unit summarizes some of the contemporary classroom management strategies that new teachers can adopt in order to deliver a conducive learning environment, build stronger rapport with the students, and hence motivate them to learn English.
The strategies also deeply differentiate some of the pros and cons, as well as dos and don’ts when performing various classroom management methods. The central idea is that no particular classroom management method is the best.
This range from numerous grouping student methods, including whole-class grouping, students working on their own, pair work, group work.
In this chapter, I learnt that sometimes the ways to organize the position of the students are in fact very important to affect the lessons quality, which depend on some kinds of external factors, such as space available, types of chairs/tables, and even students’ personalities and nationalities.
On the other hand, I also came to realize that teacher’s position (e.g. either sitting or standing) is also very important which possibly shape up students’ learning attitude. Teacher’s positions will send a signal to the students the kind of learning activity that the teacher is going to implement, the teachers’ roles in this lesson, and what other roles that students are expected to play during the activity.
In addition, I also gained a better understanding in terms of striking a balance between teacher talk time (TTT) and student talk time (STT). As a teacher, we should be aware that having too much TTT will mean that this may reduce the amount of time available for the students to speak and actively take part in the class activity. Therefore, teachers should aim to keep TTT to minimal levels and avoid some other factors (such as avoiding TEFL jargons and having too much elaboration).
Being able to understand the above is of a great significance as it can affect students’ level of participation in my class activities, interest to learn English, and motivation to attend my lessons as a long term.
