1) To establish control in large classrooms, teachers should set clear communication rules upfront and provide phrases students can use to participate respectfully. 2) When first encountering students, teachers should convey confidence, status, and firmness through posture, eye contact, relaxed poses, and formal but unambiguous instructions to establish authority respectfully. 3) Teachers should address misbehavior with a pause and serious tone rather than shouting, and rewards should be used sparingly for significant efforts that exemplify values rather than often.

1. EFFECTIVE CLASSROOM CONTROL By Katty Hidalgo

2. Communicating Authority Establishing Control over Communication When you have a small group it is not necessary to set the rules to communicate as you will have signals that will ensure the good practice of respect to listen one another. 2

5. Right, what you havesaid is absolutelycorrect

6. I don’tnecesarilyagreewith you, but …

7. I’msorrybut I don’tagreewith you

8. I thinkyou’rewrong

9. Your statement is incorrect

10. That is not what it sayshere

11. That is not necessarily the case4

12. It is also practical to know some of the phrases teachers can use in class to address the students for: Signallinga start Greetings Introducingpeople The objective of your presentation The length of time your presentation will take Structuring Saying when your audience may ask questions 2/4/2011 5

13. Introducingtopics Moving on Looking back Adding Introducingvisuals Explainingdiagrams Dealingwithinterruptions Summarising and concluding Asking for questions Playing for time Closingquestion time Thanking 2/4/2011 6

16. Eye Contact

19. GIVING REPRIMANDS When giving reprimands teachers have to think on how to giving them. For example, when a student misbehave and the rest of the class notice it, it is better to keep a moment of silence and then try to get an atmosphere of seriousness by using an appropriate tone of voice and no movement, so everybody will pay attention and in the future students will be more careful in misbehaving again. 10

20. REWARDS Teachershavetobecarefulaboutrewards. Itisnoteffectivewhenteachersrewardstudentsoften. Therewardmustbe a significant of a bigeffortforgettingthebestjob, and notonlythat, mustbethepractice of valuesduringthecompetence. 11

21. THANK YOU 12 Ourstudents