TKT Core Module 3: Teachers' and learners' language in the classroom
Classroom management

This is a complicated area and there are four more guides following this which look at the aspects of classroom management in turn.
Think of this as the general overview.

Key concepts in this guide

By the end of this guide, you should be able to understand and use these key concepts:

managing the space
establishing systems
establishing rules
thinking about needs
thinking about variety

Look out for these words like this in the text.
There will be tests at the end of the guide for you to check that you understand the ideas.

Managing the space

Spaces vary so this can only be a general guide. How you group learners is covered in another guide in this course. Here, we'll look at generalities.
If you are teaching at the moment, take a minute to draw a quick plan of the room you teach in. Which does it most resemble?

Long and thin

Which is the best position for the whiteboard?
In the second arrangement, the learners will be at various distances. Those on the left will be a long way away and that makes it difficult for them to see a key aid. It will also mean that the teacher will be far away from some learners when he / she is using the board.
In the first arrangement, all the learners will be about the same distance away and the teacher will be central, not off at one end.
Moral: move the board if you have arrangement 1!
Square

Which is the best arrangement?
There are advantages and disadvantages to both but having white board directly opposite a window is sometimes unhelpful if you want to use it for projection. In the second arrangement, however, the door is in a better place because latecomers have to come past you to get in. They can't sneak in at the back!

Whatever your teaching space is like there are few things to consider when setting it up:

Can everyone see critical aids: the whiteboard, the screen, the flip chart etc.?
Can you see everyone and can everyone see you?
Has everyone got somewhere to write and take notes when it is necessary?

Setting up systems, rules and routines

We are, all of us, creatures of habit to some extent no matter whether we consider ourselves free spirits or not.
Having clear systems and rules helps our learners feel comfortable and allows them to focus on learning without the distraction of a changing environment.
It is a good idea occasionally to shake people out of their comfort zones but doing that too frequently will disturb and confuse them.
This is especially true of children and teenagers but adults, too, want some stability and predictability.

Systems, rules and routines can include:

where people sit
how homework is delivered
how it is returned
marking convention for written work (e.g., underline error in red, underlining good use in green, using symbols for missing words, wrong word order etc.)
whether people just ask questions and answer or raise their hands
whether first language use is allowed (see the guide to using language appropriately)
whether eating and drinking is allowed
forms of address

and so on.

class contracts

With younger learners especially, it helps to have a class contract to which everyone can refer and which everyone signs. It can include, for example:

the use of first language(s)
attendance and punctuality
listening respectfully to others
being courteous
behaviour generally

It should also include what the teacher promises to do!

prepare well
mark homework promptly
listen and help
correct and praise

and so on.

	Needs, variety and planning
*Variety is the spice of life*

While it is true that people like systems and routines because they make us comfortable, we also like a bit of variety in our lives.
This can be achieved by:

changing groupings
not allowing people to sit where they usually do
using a range of materials (see Module 2: Selection and use of materials and aids)
using a variety of lesson structures (see Module 2: Planning)
varying assessment procedures and tasks (see Module 2: Choosing assessment activities and tasks)

You should also consult, or remind yourself of the contents of:
The guide to learners' needs
The guide to learners' characteristics
in Module 1 of this course.

Self-test questions

Before you go on, make sure you can answer these questions. If you can't, go back to the sections which give you trouble.

Why are classroom rules important?
Explain why the board in your classroom is in the right / wrong place.

If you are happy with your progress, go on.

Tests and practice for TKT

This is a short, simple guide so there's only one practice test.

Test 1

A gap-fill task

Now you can return to the Module 3 index:
or go on to the next guide which is to grouping learners.

TKT Core Module 3: Teachers' and learners' language in the classroom Classroom management