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Teach English in Haobei Zhen - Jinzhong Shi

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Classroom management is the necessary skill of an instructor to organize, oversee, and manage pupils, whilst both maintaining discipline and empowering students to succeed. Classroom management is a necessary framework for any context of learning; if students are undisciplined, unattended to, or otherwise unfocused, neither teachers nor pupils can achieve academic goals. Effective implementation of classroom management is conducive to the interests of students and teachers mutually; teachers seek to engage, correct, and manage a class well, and students wish to be challenged, encouraged, and amused in the learning process. Through classroom management, as it concerns: an instructor’s demeanor, the organization of students, and particular classroom arrangement, a successful learning environment can be fostered. There is no unilateral method for classroom management; an instructor’s personality, the pupil’s age range, and further factors such as pupils’ language experience, can influence the demeanor, pace, and discipline of a classroom. Nonetheless, a series of key guidelines for classroom management can serve instructors in any learning spheres. A Teacher’s Presence: Most accessibly and physically, teachers must daily and intentionally utilize eye contact, gesture, and voice in the classroom. A teacher’s ability to maintain eye contact and a positive disposition is key in the establishment of rapport and the commanding of attention. Eye contact can be further utilized to gage student interest, comprehension, and behavior. Second to the attentiveness of eye contact, gestures can facilitate understanding, draw connections, heighten the pace of the lesson, or reinforce instructions. For the teaching of young language learners, bodily movement and physical gestures visually guide, instruct, and arrange students as needed. In the use of the voice, teachers must consider clarity, range, projection, and tone. Great teachers not only adapt their language level to suit their students but adjust their voice and expressiveness to the appropriate learning context. Variation in voice can enhance the speed of a lesson or incite amusement, interest, and student contribution. Teachers can and further should utilize students’ names, particularly when arranging activities, commending, correcting, or commanding attention. The use of eye contact, gestures, and voice play into a teacher’s physical presence and aura of authority in the classroom; if done well, teachers can immediately begin to establish rapport, friendly relations, and a safe learning environment for students. Organization of Students: The arrangement of students into individual, pair, and group work can significantly influence a learning experience. With consideration for class size and classroom furniture, teachers have a wide range of options and flexibility in the grouping of students. Any style of pairing or group work encourages student interaction and participation, it even can encourage students who are uneasy about speaking in front of the whole class. Whole class group work facilitates a sense of belonging among students and is a fast and effective arrangement, though this grouping limits the opportunity for all to interact and contribute. Student pair work facilitates excellent opportunity for student talk time, as well as a safe learning space to share ideas. Nonetheless, pair work increases classroom volume and often subtly allows students to revert to their native tongue. Individual pair work then, has its own series of strengths and difficulties; such as allowing teachers to recognize individual needs and abilities, while also restricting the potential for students to widely participate and interact. I consider the organization of students into a whole-class grouping, pair work, or individual work, as unique tools suited to varying learning contexts and language lessons. Pair work is great for drills and verbal practice, class work is great for roleplays and debate, and individual work is great for written creative reflection. Teachers should appeal to these three arrangements diversely and as needed, to facilitates students’ learning, understanding, and sense of comfortability in the classroom. Classroom Arrangement: After a teacher’s presence, authority, and energy is established among students, and peer contribution is encouraged through the organization and pairings of students, a teacher should consider the classroom arrangement, how the style of a learning space can be made more conducive to learning and success. The structure of a classroom depends on the resources available and the composition of the class; from the size of the space, types of chairs, tables, age of students, nationalities present, and student personality. From the physical arrangement of orderly rows, separate tables, circles and horseshoes, instructors must consider how a room arrangement will influence student relationships, the learning atmosphere, the degree of participation, and the exercise of control over students. Classroom management is the basis for learning; if a classroom is unmanaged, learning cannot ensue. If a teacher does not first, present confidently, behave kindly, and teach effectively, such an instructor will limit the interest, participation, and learning potential of students. If a teacher does not organize students and shuffle such an arrangement, loud and confident learners will dominate, and weaker students will be stagnated. If a teacher wisely and thoughtfully arranges students into pairs, class work, and individual projects, students will be encouraged to flourish in these varying fields. Further, if a teacher gives no consideration to the classroom arrangement, chaos and noise will overcome a stable and disciplined environment, and perhaps a teacher will fall overwhelmed and drowned out. The beauty of classroom management is that it is in the hands and authority of the instructor. Teachers can determine their presence, authority, and demeanor in the classroom; teachers can determine and facilitate student’s arrangement and learning exercises; and teachers can design and implement a classroom arrangement that suits the needs of the students and the interests of language learning. Through particular care and attention to these three concepts of classroom management, instructor’s demeanor, student organization, and classroom arrangement, teachers can set students up for personal, relational, and linguistic success.


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