1. Brewster, J., Ellis, G. & griard D. (2007). The Primary English
Teacher’s Guide.
CHAPTER 16: CLASSROOM MANAGEMENT

2. MOTIVATION
 Dornyei (1998): One of the key factors that influence the rate of success
in EFL.
 “If children learn English from age 6, they will be learning it at school for
9-12 years. If children are not enjoying the lessons, the teacher’s job is
much harder”.
 Cajkler &Addelman (2000): to keep motivation levels high, teachers
should adopt a “critical attitude” towards activities and tasks being used.
 Need to provide a classroom atmosphere which promotes
pupils’confidence and self-esteem so that they can learn more
effectively and enjoyably”.
 If children have negative experiences with language learning, they may
underachieve even if they like the L2.

3. CLASSROOM CONTROL AND DISCIPLINE
 Establishing routines. Children develop
scripts/mental maps.
 Gradually introduce pupils to use English for
a short period of time through songs or
rhymes.

4. FINDING A BALANCE
 Being inconsistent.
 Being authoritarian.
 Little discipline: chaos, nothing is learned.
 Know the pupils’names.
 Identify troublemakers.
 Keep a seating plan of the class.
 Classroom rules: determination to keep
them calmly and fairly.

5. GETTING THE PUPILS’ATTENTION
 1. Firmly name the children still talking.
 2. Start a well-known activity or routine OR
 3. Give instructions for a new activity with
intonation that will ensure the
students’attention.
 4. Wait for quiet before beginning a new
activity.
 5. Little by little, cut down on the amount of
tiem spent disciplining students.

6. FLEXIBILITY
 Finding an acceptable noise level.
 Giving praise.Using stickers or badges.
 Organize learning activities around
motivating topics.

7. MANAGING PAIR AND GROUP WORK
 Berman (1998) YLE prefer working alone and
may be reluctant to share. (under 7)
 Pin important info on walls.
 How to form pairs.
 Group work for projects.Birthday groups.
 Pupils need trainign so that later on they can
move to more-independent learning.

8. DIFFERENT KINDS OF CLASSROOM ACTIVITIES
 STIRRING vs. SETTLING activities.
 Avoid activities which are emotionally or
cognitively empty: too much copying or
repeating.

9. THE MIXED ABILITY CLASS
 Assess your design of activities for a mixed
class:
 Was the task given to students too
difficult/too easy?
 Was the task rather boring or mechanical
with little contextualization or focus on
meaning?
 Was there too much “dead time”?

10. EXTENSION/SUPPORT ACTIVITIES
 The text used.
 The task used.
 The support provided.
 The outcome demanded.
 The ability group used.
 The choice/range of activities used.

11. HOW TO PROVIDE SUPPORT OR SCAFFOLDING
 Breaking down the learning sequence into
smaller steps.
 Simplifying the alnguage.
 Using lots of spoken language before written
activities.
 Translating abstract concepts into more
concrete ones.
 Using physical movement.

12.  Using more audio-visual support.
 Providing a greater variety of activities.
 Managing time effectively:
 A. Plan.
 B. Feedback.
 C. Homework.

13. KEEPING TEACHING RECORDS
 For homework.
 Portfolios.
 Story books read.
 Attendance to classes.