ESL teaching : Classroom Management | Nikolas John Cakebread | Skillshare

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Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

6 Lessons (12m)
    • 1. Classroom Management Introduction

      1:56
    • 2. Line-Up.

      3:14
    • 3. Rules.

      1:51
    • 4. Points Systems & Stars.

      2:00
    • 5. Seating Arrangement.

      1:24
    • 6. Dead Time.

      1:37
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About This Class

Classroom Management Ideas For The Classroom.

Tips and tricks, strategies and methods! In this lesson, we will discover some great ideas for managing your classroom! These are my own personal preferences and ideas cultivated from over 12+years of teaching. 

We will take a look at what factors teachers need to consider when setting up a new classroom, including, Respect, Consistency, Point systems, and Seating Arrangements. In the lecture, you will see examples of my own classes and I'll help you understand why 'Classroom management is so important.

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Nikolas John Cakebread

Experience is the teacher of all things

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Transcripts

1. Classroom Management Introduction: Although classroom management strategies were not a large factor and the TEFL course, they do play a significant role in the actual ESL classroom and as such, developing some methods and strategies to handle rowdy classes, disruptive students, energetic voice, and certainly girls, is a must when teaching ESL. Here I will give you five basic ideas for behavior management. And from these, you can get a grasp of the types of methods that you can employ and develop to make your class run like a well oiled machine. Classroom management is all about the methods and strategies used by the teacher to maintain a classroom environment that is conducive to student success and learning. Classroom management is a key component to be a successful teacher. And it has everything to do with your attitude in the classroom and how you deal with your students. In general. Every new teacher struggles with classroom management in the beginning because they don't focus enough on establishing their role as boss in the classroom. Students must understand there are certain rules that they must follow to ensure their success. For teachers new to a class, setting guidelines for the classroom will help develop the respect that is needed so students can do their best. Remember a view, don't take control of your classroom. Your students most certainly will. With that in mind, here are some tips and methods that can help a teacher keep a controlled yet fun and educational environment in their classrooms. 2. Line-Up.: Number 1, line up before entering the class. I have found this to be a very effective method of carrying the students down before entering the classrooms. In the same vein, I tend to not let them into the classroom before the bell goes as into children fashion. When they first get to school, they're excited to see each other and it may rowdy and noisy. If you let them, they will see the classroom as another play area running in and out, shouting, being mischievous. And they'll know, understand the difference when the bell rings. Not let him into the class and having them stale side separates them from the learning space and helps create a clear definition between the two areas. Lining them up reinforces this idea. It helps to calm them down and create a routine. And understanding the class is about to start. If done regularly, they should start to associate the line-up as quiet time and be able to enter the class and orderly manner and be ready to start the lesson. Hi, Mary, I lied out. Why did they line up? Line up. Are you ready? Yes, I am. Are you after the regular lineup routine? Here you can see a good example of peer influencing. Johnson, who is the brightest and smartest soon of the class and always stands at the front. He tries to be clever and changes regular answer from, I like to play football too. I like to play Lego ninja ego, which totally throws the two boys behind him who are relying on him. Copies, answer, and repeat what he has said. Does that what do you like? Okay. Lego ninja. Good. Go ahead. What do you like? Okay. What do you like to play Ninja? What do you like? A good bar? What do you like this? Well, is this okay? Would you like silicon? Peak above to eat apple? What do you like? I like to eat rice growing day. What do you like? Very good. Ehr as I go, what do you like? Eat banana may eat banana. What do you like? Pizza. 3. Rules.: Number to establish the rules. This is something I personally didn't make use of in the early days of my teaching career. Like a law of others, I fell into the trap of being complacent after a while and wasn't consistent enough with rules. However, what I learned over time was that having consistent set of procedures and routines that the students are familiar with will help the classroom run like a well oiled machine. Nowadays, I use this method mainly with my younger learners as like the lineup. It becomes a good way to define when the class is starting in the students minds. With the older learners, use it only visible, particularly rowdy bunch. And I'll try to engage them more by letting them in green, what the rules should be in the classroom IS gives them a sense of responsibility or obligation. And you can even assign team leaders or officers in the class to help make sure that they are reinforced. The most important thing here is be consistent through number 1. What rule number juror was rule number three was rule number 4 was rule number five. It was rule number four. 4. Points Systems & Stars.: Number four, points or star system. This is a very common method of maintaining good classroom management. Let them choose their team names and give them regular points for positive reinforcement. For example, any sentences says, Well, good behavior, winning a game, give them a point for their team. And if you like, a point beside their names, two. Similarly for any bad behavior or disruptiveness, you can minus a team or individual point. Now, remember, be consistent with this. Certainly, you don't have to be too harsh. You can threaten once or twice to take away stars. And usually this is enough to quiet and don't even allow this of classes. But after two or three times, you must follow through and actually take away the points. Personal points are fine and we'll work most of the time. But taking a team point will hit home the hardest. As if it's the fall of an individual or a couple of individuals, the rest of the team will usually get annoyed and employ peer pressure on those students to behave themselves. This encourages the students to self monitor as their national competitiveness will kick in. And it will be eager to please and when they won't want to please the teacher, and they will not want to lose those points. 5. Seating Arrangement.: Number 3, seating arrangements. This can be a crucial part of managing a particularly naughty or disruptive set of children. For a start, you, as the teacher need to be aware of who is causing the distractions and why The frustrated are the board, can they see the board? You'd be amazed how many kids need glasses these days and are too ashamed to admit it. So the act out instead, as well as this maybe two or three kids are good friends, can't be sitting together because they distract each other, or maybe the opposite. Sitting next to their good friends will help them calm down. A lot of this will be trial and error in your class. And I might take a few lessons to figure out, but don't be afraid to move students around. At the very least, this will keep them on their toes and keep the classroom fresh and new. You have rowdy boys, then you can try and separate them next to girls, for example, or space them apart if possible. Sitting near the teacher can help to just being able to give naughty students warning looks or walked behind them in close proximity can sometimes be enough to stem or disruptive child. 6. Dead Time.: Number five, no dead time. To maximize teaching time is important that we find effective strategies to transition between the different parts of a lesson. Clumsy transitions or abundance of dead time can lead to students becoming distracted and open up possibilities for misbehavior. Boredom creates distraction, which creates this. As a general rule, I suggest that you overplan at all times having two or three extra activities ready to go just in case. These can be brain breaks or quick fire activities where you can play an active learning game or something to get their energy levels up if the class seems a little sleepy or lethargic. As well as this, you can make use of the whole brain method for responsive chance, hands-on needs. Look, listen, class, yes, bump, bump, listen. These kind of chance can help bridge the gap between activities and gives a teacher a moment or two to think about what's coming next. For newer teachers. A good idea to write a skeleton plan on the board for reference during the class. This saves the teacher fumbling around with a piece of paper or a book, trying to figure out what they're gonna do next in their lesson plan. If it's on the board, clear for them, they know what steps to take and what they're going to do next.