Teach English in Xinjie Zhen - Dali Baizu Zizhizhou

The Classroom Management unit offers techniques and in depth instructions on successfully managing ourselves as teachers, our students, and the classroom we share. Subjects such as body language (gestures), grouping students, classroom seating arrangements, teacher and student talking time, and discipline were covered in this unit. As someone who has had firsthand experience teaching and handling a class of over forty students, I can confidently say that the information in this unit has been most instructional. The unit began with the teacher’s physical presence in the classroom, specifically, eye contact with students, the use of gestures, and voice. Eye contact, as a form of acknowledgement, can help a teacher build rapport with his students, encourage the class, and maintain discipline at the same time. Effectively used gestures can help a teacher communicate without the need to talk, which as covered later in the unit, is an essential factor for student talking time (STT). A pre-meditated tone of voice and using language at or below the level and ability of the students allows a much better understanding of the lesson, instructions, explanations, warnings, etc. carried out in the classroom. The unit then continues with classroom arrangement and grouping students which are both essential for classroom management. With consideration to the number, age, nationality, and personality of students, as well as space availability, types of chairs and desks, and the day’s activities, a teacher may organize the classroom in a way that would most benefit everyone in the room. For example, a horseshoe seating arrangement is effective with small groups by allowing the teacher’s position at the open end of the arrangement to be less dominating, becoming a full circle, so students may feel more comfortable contributing to the lesson due to the sense of closeness with one another and the teacher. Grouping students into pairs is much easier when this seating arrangement is used. Whereas the traditional orderly rows seating arrangement, though missing that sense of closeness, allows both teacher and students to have a clear view of one another and facilities the teacher’s movement as he or she monitors the class. If the activity calls for individual work, this seating arrangement would be ideal for it allows a teacher to give individual attention without disruption. Due to the fact that there are advantages and disadvantages to any style of seating arrangement, a well organized teacher would be able to adapt the classroom and the current activity to his or her students rather than the other way around. Teacher talking time (TTT) vs. student talking time (STT) is also discussed in this unit as an important aspect to keep in mind when planning and carrying out a lesson. In the given time of a lesson, the longer a teacher speaks the longer the students must listen without talking themselves, which robs them from the much needed practice that they’ve attended to receive. Student talking time a being a priority, a teacher can keep TTT to a minimum by ensuring to use language that can be easily understood, use gestures and/or visual aids to communicate, write simple self-explanatory instructions on the board, etc. There are many different ways in which a teacher can increase STT in the classroom mentioned in this unit. The use of pair-work, communication activities or games, short and friendly interaction before and after class, etc. are some ways in which this can be achieved. Finally, the unit talks about maintaining discipline in the classroom. Factors such as age and number of students, school’s code of conduct, the absence or presence of respect between teacher and students, and student motivation for learning contribute to the degree in which a teacher is able to maintain discipline. It is suggested that finding a good balance between exercising control and stepping back to allow free rein is key to maintaining order. There are, however, circumstances in which misbehavior in the classroom is very likely to occur due to factors outside of a teacher’s control. Thereby, a teacher must include taking steps to prevent and minimize misbehavior when managing a class. These steps would be something such as using a respectful language when addressing students, being well prepared, being impartial, keeping one’s word, being consistent, demonstrate dedication to work and students, etc. If misbehavior does occur, it is advised to address it immediately and to focus on the behavior itself rather than the student. After reading this unit, I personally consider that, as a teacher, I must plan and organize my classroom with the purpose of creating a space where rapport can be built. This would require getting to know each one of my students as individual learners and to always have their best interest at heart. It is a process that would require time, patience, and dedication, and it must be accomplished if the goal is to have a class in which everyone feels comfortable to contribute and enjoy learning.