9.

1 Grouping Learners

Congratulations! You have passed this lesson.

9.1.1. Learner Interaction Patterns

Let’s explore how learners can be grouped in the classroom. In today’s

classrooms, many classrooms are based mainly on the student-centred
approach of Communicative Language Teaching.

The classroom as a ‘community’ becomes a central concept.

This community is most effectively created and maintained by the

effective grouping of learners in pairs and groups.

This is very important for the smooth running and management of your
classroom. There’s no best arrangement, but some are better than others.

When selecting a learning exercise or activity, you must take into

consideration the learning dynamic and determine how to group learners.
You will need to consider:

 the learners’ proficiency level, particularly if the class is a mixed-

level class

 learners’ learning preferences

 learners’ needs

 learners’ personalities and relationships with others in the class

And you will need to be aware of which learners will work together best for
the learning to be most effective.

The vast majority of the learning exercises and activities in CLT classrooms
are designed to be done in pairs or groups.

A whole class pattern would be one in which all the students take part in
an activity collectively. Examples of such activities include chain stories,
or a class game, such as vocabulary tic-tac-toe.

Other patterns include individual or ‘solo’ work, which can include taking
tests or the reviewing of personal performance. Of course, the individual
work could be carried out in any seating arrangement.

Putting students to work on their own can allow learners to work at their
own speed and give them time to think and work on their individual needs
and progress.

9.1.2. Strategies To Ensure Effective Pair- And Group- Work

Here are some useful practices to consider when you are
organising pair and group work, to ensure that your learners are
learning and using the language effectively:

Context: Give the students a clear context for the activity to increase
their motivation.

Explain: The instructions that are given at the beginning are crucial. If
the students do not understand precisely what they must do, there will be
time-wasting, confusion, lack of effective practice, and possible loss of
control.

Model: After explaining, demonstrate clearly what students must do. Use
a volunteer student or pair to participate in your demonstration, if
possible.

Set time limits and prepare for early-finishers: Tell them how long the
activity will last. Indicate what you will do to confirm that the time is up.
Tell them what to do if they finish early. Ensure you have additional
materials at hand that early-finishers can work on.

Monitor: Your most important job once you get the exercise or activity
going is to move around the pairs and groups and actively monitor what’s
going on. This entails either contributing to give help or keeping a
distance (though still listening in) – whichever is apt at that time.

Ending: Aim to finish the activity while the students are still enjoying it
and are still interested or are at the point where their energy and interest
levels are just beginning to wane.

Feedback: Run a feedback session with the whole class, immediately

after the activity has finished. Feedback could include:

 giving the right answer(s), if this is appropriate

 considering and evaluating suggestions from the learners

 putting their suggestions/ideas on the board and adding comments

 displaying materials the pairs or groups have produced

 praising them for their efforts and so on.

Your primary objective in the feedback session is to express appreciation

for the effort that has been invested so that students feel there was a
purpose to their work.
9.2 Classroom Space

9.2.1. Proxemics

In a classroom, some students may wish to sit away from you while, at the
same time, you may want to sit closer to the students, perhaps wanting to
make a more significant impact or wanting to have a better chance to
relate to students.

An awareness of proxemics, which refers to cultural rules concerning

proximity, is vital.

In some cultures, such proximity rules are stereotypically close, while

keeping a distance is emphasised in other cultures.

Over-generalising people and their cultures is all a bit silly. However, we

must help you where we can. We feel it’s fair to say, based on our
experiences, that some cultures do demonstrate a ‘closeness’ or a
‘distance’ when standing up speaking to each other.

Generally, Latin Americans, South Americans, Black Americans, Africans,

people from the Middle East, those from Indonesia and those from
southern Europe tend to speak with less distance between them than, say,
White Americans or White British people.

For White Americans and White British, keeping a recognised distance is

generally the norm.

It’s not a question of good or bad; it’s just the way it is.

In classroom terms, you also need to know and work with whatever is the
typical distance between you and a student when in a formal teaching
mode.

Also, you need to have an awareness of the extent to which this is

modifiable.

Specifically, you will need to define a space that does not break any
cultural rules or make students feel uncomfortable.

Remember! Think about how the physical classroom space can be used
to avoid any proximity ‘rules’. You’ll need to research the ‘rules’ for the
country where you will be teaching, and you’ll need to observe this
carefully once you start teaching.

9.2.2. Optimising The Physical Space

In an EFL class, the optimisation of space and creation of appropriate

teacher-student distance involves physically determining the seating
arrangement of your students.

There is no single best way to organise the physical space in a classroom.

One of the main elements you will want to consider is how best you can
accommodate your learners when you place them in pairs or small
groups.

You will also have to consider where you position yourself as you present
material, as you monitor pair and group work and as you conduct other
drills and exercises.

You must consider the space needed to give your students individualised
attention when required, as well as to factor in external circumstances,
such as overcrowding or mixed proficiency levels.

The next Section will give you food for thought.

9.2.3. Seating Arrangements

When trawling through these seating arrangements, note that the
teacher’s desk may be used mainly for holding notes and books and a
place to put a computer projector. In the communicative classroom, the
teacher will tend to be up and about for most, if not all, of the lesson.

In former times, the teacher may have sat there, perhaps marking work
while the students were completing exercises. However, it shouldn’t be
like that in the communicative classroom.

1. Traditional rows

Pros

 Promotes a teacher-centred vantage point

 Effective for lectures, student oral reports

 Useful for assessments, visual or audio presentations, computer or

overhead presentations, and board work

Cons

• Not Student-Centred

 Pairs and groups can’t easily interact without moving the furniture.

 Students at the back may feel left out.

 Staring at the back of the head of the student in front for prolonged
periods is hardly stimulating.

2. Spaced rows

Pros

 A little bit less formal than traditional rows and the opportunity for a
bit more rapport than traditional rows

 Students can view the other row to break up any monotony.

Cons

• Not Student-Centred

 Pairs and groups can’t easily interact without moving the furniture.

 Students at the back may feel left out.

3. Horseshoe

Pros

 More flexible – you can conduct a teacher-centred presentation and

can come in quickly to the centre to monitor
  Good for pairs

 Students can see more of their peers and exchange information a

bit easier.

 More informal and enhances a sense of equality for all

 No hiding place for weaker students who may typically hide behind
more dominating students; thus, there should be more participation

Cons

• Group work is not easy without moving desks.

Students on extreme flanks may lose focus.

4. Circle Pros

 Promotes equality, with you and students as one. You are less of an
authoritarian figure.

 Less formality

 Perhaps more intimacy

 Students can all see each other and exchange information easily.

Cons

• Being cut off from the board may be seen as a drawback by some
teachers.

5. Pairs

Pros

 Learning more collaborative

 Allows for more communication and reflection time for the students

 You can roam more freely from pair to pair.

Cons

 Some students may not wish to be paired up.

 May be more difficult for you to teach to the whole class since the
attention of some pairs may be focussed a bit more on the pair
dynamic and not so much on you

 May be more noise, but the benefits often outweigh this

6. Groups

Similar pros and cons as 5

Pros

 Learning more collaborative

 You can roam more freely from group to group.

 Often less noise than pairs as fewer learners speaking at the one
time

Cons

 Some students may not wish to be in a particular group.

 May be more difficult for you to teach to the whole class since the
attention of some groups may be focussed a bit more on the group
dynamic and not so much on you Summary

Seating is a critical factor in classroom management.

There are other possibilities-so experiment!

Try and move away from the traditional classroom layout of rows which
inhibits student participation and student attention.

Aim to provide the best possible conditions for optimum learning to occur.

9.3 Teaching Large Multi-Level Classes

Congratulations! You have passed this lesson.

9.3.1. Profile

Some teachers view a large class as 20 students or so but wait until they
have 30 or 40 students – then they’ll know what a large class really is. So,
it’s all relative.

The term multi-level is a lot easier to define, as this term is used to

identify any group of learners who differ from one another in one or more
significant ways, e.g. age, level, competence, prior experience, the degree
of literacy, etc.

In many adult EFL classes, there are even more variables that affect the
level structure within the class. Because of funding constraints, learner
scheduling difficulties, and programme logistics, some programmes will
place learners of all or several levels into the same class.

Such classes often include speakers of many native languages, some of

whom use the Roman alphabet and some of whom do not (e.g. Mandarin,
Arabic).

Learners may also have varying degrees of literacy in their first language
as well as in English.

Other factors that add to a classroom’s heterogeneity, or diversity, and

the rate of progress include:

 Type and amount of a learner’s previous education

 Learning preferences

 Learners’ learning goals

 Learners’ expectations of appropriate classroom activities

 Culture, age, gender and, in some contexts, the religion of each

learner

9.3.2. Pros And Cons

Pros

Many teachers are very positive about teaching multi-level classes. They
feel:

 There’s enjoyment in watching all the students mingling, getting to

know each other, making friends and learning about the different
values and cultures of the other students. There’s a greater sense of
community.

These large, multi-level classes provide you with a significant opportunity

for creativity, innovation and personal development.
  It’s impossible to get around everyone so students can help by
teaching each other and working together. These teachers feel this
peer teaching and collaboration are surprisingly effective, fostering
co-operation and student autonomy.

Cons

For some teachers, their first impression upon hearing they will have to
teach large multi-level classes is usually not so positive. They typically
focus on these disadvantages:

 These classes are challenging to control.

 It’s challenging to find suitable material to satisfy the differences in

learners.

 They’re unsure as to whether their students are all learning

effectively.

Our view

If you have already gained experience in classroom management with

smaller classes with fewer levels of difference, and everything has been
fine, there shouldn’t be much to worry about. You will have gained the
transferable skills which you can apply to the larger classes.

Yes, you may need to tweak a few things, and you may need to do a bit
more planning, but you’ll be fine. We don’t quite see how a teacher who
has gained the skills in class control, materials development, monitoring
and ensuring effective learning just loses those skills because the class is
bigger and there are more levels.

You’ll make up your mind if the time comes. New teachers would not
typically be put in charge of a large, multi-level class until they have
gained substantial experience. However, reflect on all of this, just in case.

9.3.3. Effective Planning And Grouping Strategies

1. Planning

Planning for multi-level classes requires the ability to juggle many

different elements.

In particular, you must provide a range of activities that address the

learning preferences, skill levels and specific learning objectives of
everyone, as best as you can.

You can use a variety of techniques and grouping strategies and a

selection of self-access materials (i.e. materials which students access on
their own with little or no guidance from you) such as crossword puzzles,
texts, computer software and games to help all learners be successful,
comfortable, and productive for at least a portion of each class.

Your approach should be to design materials and activities that enable

lower levels to succeed, middle-levels to do more and succeed, and
higher-levels to do even more and stretch themselves to succeed further.

Remember! The alternative to this – planning and using activities that

meet the needs of only those learners whose skills fall somewhere in the
middle or so- will frustrate those with lower skills and bore the more
advanced learners.

Also, you will need to decide who can help with what during a learning
activity.

Generally, planning for all the varying levels, preferences and learner
expectations is more timeconsuming than planning for a single level class
and the classroom management can be a little bit more taxing unless you
plan well.

2. Reflect on Possible Approaches

How can you best handle a large multi-level class?

Here’s what to consider in your planning stage:

1. Class community and identity

When considering your approach, i.e. whether to divide up the class or

not, think first what effect either option will have on the class
community/class identity.

For example, will dividing the class up into two halves or several groups
have a detrimental effect on class cohesion as compared to keeping it as
one whole class of multi-level students? If so, can the break in the
cohesion be fixed?

 Don’t get fixated with levels – do a needs analysis

Your Head of Department/Director of Studies tells you that your class will
be made up of elementary and intermediate levels. However, no
individuals are the same. You will find that there are sub-levels within
these levels.

Also, you may well find that a particular elementary student is stronger in
speaking than some of the intermediate students. It’s only because she
was weaker in the other skills that she is still classified as elementary.

The same can be said for an intermediate student who showed great
strength in all the skills apart from writing, but his overall mark was
sufficient to label him intermediate, yet his writing is not much better than
some elementary students.

In your first week or two, aim to do a needs analysis of their proficiency.

Even if they are younger students, it would be wise to carry out a needs
analysis, so that any groupings you decide on will be tighter.

There are other non-linguistic factors which you may need to take into
account, as best as you can. These may come up during your needs
analysis:

 Some students may prefer to work with others from a similar social
background.

 Some may prefer to be with others from the same geographical

area.

Some may prefer to be with others from a similar educational background.

 Some may prefer to be with others with similar competence in

English.

 Some male students, due to cultural reasons, may be hesitant in

taking part in groups with women or where women are appointed
leaders in the group.

 Some prefer to be in groups of a similar age.

 Some may not be comfortable in groups with other learners they

consider to be more prominent or of higher status.

 Identify your ‘assistants’

In a mixed-level group, you have ready-made ‘assistants’: those students

with the more developed skills and competence who can help you, when
needed, to teach their peers who don’t yet have the skills and
competence aimed for. This is a huge benefit, so look at this very
positively.

Fortunately, most people have an innate desire to help others, and this is
prevalent in all classes in all cultures. For example, a student who has
substantial experience of word order can help with tutoring those who are
not so competent in this item.

This peer teaching and collaboration is surprisingly effective, fostering

cooperation and student autonomy.

So, a thorough needs analysis should help you to identify who should be
able to assist you with what aspect during the course. Thus, your workload
will be reduced.
  Consider the key pros and cons of different groupings

1. One Whole Class Of Multi-Level Students

Pros

 The class community is intact.

 Less-competent students can listen to more-competent students,

and this may inspire them.

 More-competent students can help the less-competent students and

the more-competent students will improve their cognitive skills
while doing so.

Cons

 More-competent students may get frustrated and bored waiting on

the less-competent to complete their efforts.

 Frustration and boredom may lead to the more-competent students

chatting over the lesscompetent students while they are still trying
to speak or answer a question.

 Less-competent students may give up because it’s all a bit too

complex for them.

2. Dividing Up The Class Into Halves Or A Few Groups

Pros

 A better chance of students at a similar level working together

 Less frustration for both the more-competent and the less-

competent

Cons

 The possibility of a Us and Them division within the class

 The class community may not be intact

5. Be mindful of the additional workload

In deciding as to how you will approach any divisions you make, you need
to be fully aware of how, say, several groupings will affect your workload.

You can’t spend all your time in the evenings and weekends, developing
loads of different activities and worksheets for numerous groups. It’s just
not the way it should be. You need to get out and about and live your life!

3. Make a Decision and Buy Them In

We have had experience of the full range of groupings in the multi-level
classroom. Based on some of the pros and cons above, our preference was
to divide the class into two halves, or three thirds if there was an
unusually large number (sometimes 50+).

When we tried several groupings in the classes, sometimes 5-8 groups, we

felt that the amount of teacher-group contact time in one lesson of, say,
50 or 60 minutes, was just too small.

After settling them down with a warmer, giving out instructions, taking
care of any class management issues, ensuring there was an enjoyable
and fun closing activity, the teacher-group contact time was far too short.

Students need teacher-group contact time so that their (group) queries

can be answered and so that you can continue to motivate them. This is
much easier when you are dealing only with two main groupings, or three
at the most.

Also, it’s much easier when you only have two groups to monitor and
prepare for. Of course, within each of these two groups, you’ll still have to
build in differentiation into the exercises and activities.

It’s true, of course, that there’s the potential for a Us and Them division
and the possibility of a break in class cohesion but often this arises
because the teacher hasn’t explained this in a way that would buy them
into the division into two groups.

Here’s what to do:

Ask them for their help on Day 1:

You: Sometimes we will be learning as a whole class together but,

importantly, I’m going to divide the class into two groups for most of the
time. One group is not better or more important than the other. You can
decide on the name of each group.

Breaking the class into two groups is proven to make you learn better and
faster.

In addition to what you might learn from me, it’s vital that you also gain
additional skills and knowledge from each other. By working in two
groups, you will achieve optimum learning.

Can I ask you for your help in this, accepting whichever group you are
placed in? In this way, there won’t be any interruption, and we will make
full use of all the time available. I’m sure that’s what you would wish to
happen. Is everyone agreeable?

Or in similar words.
This strategy has worked for us, and there’s no reason to think it won’t
work for you. Try it.

Short and open class discussions on some factors, such as learning

preferences and interaction patterns, will also help in overcoming any
reluctance.

In the end, of course, it’s up to you to decide on which strategy you

favour.

No matter which you choose, analyse your students’ strengths and

weaknesses over the first couple of weeks, draw up a needs analysis and
firm up your groups.

Your aim is to try and construct homogeneous groups, made up of learners

who have roughly equal skills (for example, certain degrees of fluency or
literacy).

Of course, there will be some students who do not tick all the boxes, so
you’ll need to aim for a percentage of competence across the skills.

4. Don’t Stick to Your Main Groups All the Time

To ensure that you keep the class community as cohesive and motivated
as possible, to ensure that your students get all the learning opportunities
they deserve, and to ensure variety, alter your group formation from time
to time:

1. Whole Class Work

Here are some tasks/activities which are appropriate for whole-class work
and this would then lead to follow-up work set at different degrees of
difficulty for different student group requirements (e.g. more practice in
writing):

 Class project: The whole group can participate in a class project to

create a finished product (such as a text, bulletin board, or collage),
where each learner completes a part of the task based on individual
abilities and interests.

 Reading comic strips or photo stories

 Listening to audio or viewing video • Learning songs

 Brainstorming on topics of interest

2. Pair Work

Pairs offer the most significant opportunity to use communicative

skills.
Similar-ability pairs succeed when partners’ roles are interchangeable or
equally tricky. Activities for similar pairs include information gaps,
dialogues, role-plays and pair interviews.

Cross-ability pairs work best when partners are given different roles, and
more substantial demands are placed on the more proficient learner. So,
here is an excellent opportunity to mix the groups.

Some examples are activities where one dictates and one transcribes,
interviews where one questions and one answers, and role-plays where
one learner has a more significant role than the other.

In this dynamic, the more proficient partner can also play the role of
mentor, helping the less skilled partner in times where she may need
attention and you are tied up with other pairs or groups.

3. Individual/Solo Work

When learners are doing independent activities in the multi-level

classroom, the usage of self-access materials can enable students to take
responsibility for choosing work appropriate to their levels and interests.

A self-access component includes activities from all skill areas as well as

vocabulary, grammar, and pronunciation exercises.

With self-access materials, each task is set up so that learners need

minimal, if any, assistance from you to accomplish the activity.

Directions are clear, and answers (when applicable) are provided on the
back of the activity, allowing learners to evaluate their work without your
intervention.

When used regularly in the classroom, self-access time can foster a

relaxed environment where learners decide how and when to interact with
one another, with you, and with English.
9.4 Classroom Discipline

While more movement of students and more communication amongst

students have had a positive effect in the communicative classroom, they
have also increased the potential for things to go wrong. This can lead to
possible problems relating to student discipline and behaviour.

These issues of discipline and student behaviour are the most frequently
mentioned concerns of inexperienced teachers.

Gradually, you will develop your strategies and techniques for dealing
with inappropriate behaviour.

Often, indiscipline arises due to confusion over:

 weak classroom rules, or lack of them

 roles and expectations, i.e. your and your students’ roles and
expectations

In essence, inadequate classroom management is likely to be at the root

of it, most of the time.

9.4.1. Teacher Attitudes To Discipline

Although it is a bit of a generalisation, there seems to be two main

categories of teachers with their differing attitudes to discipline.
Some see the learner as the recipient of information that the teacher, as
the fount of knowledge, must provide. They view the learner’s role as
relatively passive. They control. They tend to accept the need for minor
punishments as an incentive to learning.

On the other hand, some teachers see learning as a process that requires
the active commitment of the students. These teachers try to avoid
punishment, relying on the students’ interest in the work to keep them out
of trouble.

These teachers see themselves more as guides than controllers, and so

they seek to maintain discipline through persuasion and by tapping into
the students’ good nature.

Experience tells us that if you genuinely care for your students (as you
will) and communicate well with them in not only their subject content but
in all social ways, you will bring out the best in your students. When you
keep these goals in sight, you will often get the better of even the most
troublesome student.

You’ll decide on your approach.

9.4.2. Key Issues Affecting Student Behaviour

Let’s consider and reflect on some typical issues:

 You try to be liked instead of respected.

 An innate urge among some teachers to control students rather

than elicit their respect for authority

 Some teachers never seem to develop effective strategies for

dealing with unacceptable student-created problems.

 Confusion over rules, roles and expectations – on both sides

 Poor teacher-student communication

 School supervision and discipline policies which are unbending, i.e.

zero tolerance • A lack of school supervision and discipline
policies

9.4.3. Strategies For Minimising/Preventing Discipline Issues

It’s unlikely that you will have been involved in

preventing/minimising discipline issues in a classroom.
Nevertheless, you will likely have observed this while you were a
student and your teachers were handling discipline issues.
It is impossible to provide a set of rules and procedures that will work in all
student situations and settings. However, many practical strategies work
well.

Time to reflect

So what do you think may be useful, practical strategies in

preventing/minimising discipline issues in your classroom?

Try and do this without looking at the next Section. Take some
time out to make a drink or sandwich/biscuit and reflect on this.

Then you can return to check your thoughts with what we think
below.

Well done!

Here’s what you need to consider:

1. Good Planning And Organisation

Indiscipline is best controlled by preventing problems from occurring in

the first place.

Careful planning and organisation are the keys to preventing problems

arising.

Careful planning and organising promote a constant momentum, pace and

a feeling of purpose which keeps the students’ attention on the task at
hand and does not allow the formation of a `vacuum’ which may be filled
by distracting or counter-productive activity.

An awareness that everything is planned, and you know where you are
going, contributes a great deal to your confidence and to your ability to
win the trust of the students.

Because the bulk of your students are motivated by your quick-paced and
organised momentum, the misbehaver is often ignored by the rest of the
class. He has no audience to perform to and will give up his counter-
productive activity.
2. English-Only Environment

Cultivating an English-only climate as much as possible will go a long way

towards creating a classroom that does not get side-tracked with L1
usage. However, there may be some occasions where you will allow L1
usage.

3. The Skill Of Distraction

Creating a distraction is an almost guaranteed way to close the curtains

on the misbehaving performer. His performance will stop abruptly.

Always have some already-prepared distractions up your sleeve.

This can be achieved in several ways:

 Hands up those who want to see this fantastic picture.

 The first group to put these words into a proper sentence, and write
it on the board, will get 10 points added to the best group end-of-
term award.

 Ah! I forgot about the box. Who wants to be first to see what I’ve
got in my box?

 Let’s try this out. I’m going to whisper something to Chen. Then he
must whisper the same thing to Chang, and then Hu to another
member of the group and so on. The last person in the group must
stand up and tell me what was whispered. Are you ready?

 Who wants to hear about something funny that happened to me

yesterday?

He’ll want to be a part of this new activity, like everyone else.

4. Clear And Concise Instructions

Clear and concise instructions are critical. Too much hesitation and mind-
changing on your part can easily distract students.

5. Stay Alert At All Times – For Negatives And Positives

You need to be constantly aware of what is going on in all sectors of the

classroom, keeping your eyes and ears open. Don’t fall into the trap that
some teachers fall into, using the time in class to mark previous
work. That’s a recipe for disaster.

Your role is to facilitate learning at all times in the classroom. When you’re
up and about, you will be fully alert as to what’s going on.
However, it’s not only negative behaviour you should be keeping an eye
on. Look out for positive behaviour too. When you see good, specific
examples of positive behaviour, praise your students.

Don’t just praise them with a common phrase such as Well done, group B.
Tell them why you are praising them: Well done, group B. I’ve noticed that
everyone is doing a separate part of the task. That’s what group work is
all about. Thank you!

And, of course, communication with parents and caregivers is paramount.

If school policy allows it, find the time, on a termly basis, to send a note to
parents/caregivers, telling them what the students have done
well. This will be discussed at home and will provide further motivation to
your students.

6. Set And Agree On Classroom Codes Of Behaviour

A student code of behaviour should be agreed with your students.

Encourage their participation in drawing this up. As a result, they will
know the consequences of their action should it not be socially acceptable
to the rest of the group or you, e.g. concerning homework, letting others
speak without interruption, sticking to routines, etc.

Also, be wise and present your code of behaviour to the class, e.g. how
you will behave at all times (be patient, never shout, etc.). This
acceptance by you that you too will follow a code of behaviour will build
their trust in, and respect for, you.

7. Ensure Fairness And Consistency

Be fair and consistent at all times with all your students. The classroom
rules for dealing with each aspect of misbehaviour need to be applied
consistently, always, no matter if the misbehaver usually is one of your
best students.

8. Always Focus On The Behaviour Displayed, Not On The Person

Don’t make any comments about the misbehaving person. Stick to

commenting on the behaviour.

9. Encourage Even Your Misbehaving Students

When you observe them doing something right and positive, praise them.
For example: Well done, Li. You’ve got some outstanding examples there.

10. Use Your Body Language

Often, there is no need to speak. Most students will stop misbehaving

when you:
  stare at them at length

 clap your hands, once

 shake your head, signalling No!

 use a tool agreed in the class rules, e.g. ringing a bell

11. Get Your Students Up And Moving

Ensure you build in movement into your lessons. The movement may be
part of the lesson, e.g. roleplays, or intentional movement for its own
sake, e.g. changing places, doing part of the lesson outside the classroom.

When students are sitting still, lesson after lesson, lethargy can creep
in. A lethargic environment is a ripe environment for
misdemeanours.

12. Keep Up The Pace

Another ripe environment for misdemeanours is when there is a break in

the pace of your lesson. Breaks and lulls in the pace may result, for
example, due to technical issues or spending too much time with an
individual or group over some point.

When you are planning your lessons, you need to take these possible
periods of inactivity into account. Ensure you have some quick and
meaningful activity that the class can do during these breaks and lulls.

13. Do Not Ignore Minor Issues

Inexperienced teachers tend to ignore minor problems in the hope that

the problems will go away by themselves. Occasionally they do, but more
often they escalate. Generally, it is advisable to respond immediately and
actively to any potential problem you detect.

14. Deal With It Quietly

The best action is a quiet but clear-cut response that stops the activity.

15. Move Students

Ensure your potentially disruptive students sit at the front of the class –
close to you.

16. Stay Close To Them

When a student persists in misbehaving, move towards her and ask if you
can help her; then, when you have calmed the student, walk away with a
smile and a Well done!
Alternatively, you could sit down close to any disruptive students and
carry on the lesson from that position. They’ll stop what they are doing
when you’re up close and personal.

17. Don’t Use Threats

If you use threats, they are likely to exacerbate the problem. Sometimes,
teachers make threats which they will not implement.

Some of your students will soon become aware of this and will take their
misbehaviour to the brink, knowing that very little will happen. They have
worked out: Nothing happened last time, so why will it happen this time?

18. Control Your Temper At All Times

Never get angry. This especially applies to cultures where showing strong
negative emotion is one of the worst things you can ever do.

Here’s what to do:

1. Approach the offender and tell him he needs to stop doing what he’s
doing.

2. Deliver this up in a confident manner but do not shout.

3. Pause, while keeping full eye contact, showing an expectation that

you expect him to stop.

4. Repeat this process if the offender does not stop immediately.

This calm and confident approach will work in most cases.

19. Dealing With More Serious Incidents

These may never arise. However, it’s essential to have a strategy in case
this ever happens.

Here’s what to do:

1. Always remember that the whole person comes to school. Has

something happened externally,
e.g. at home and is this the underlying cause of their misbehaviour?
So, take care and take a moment to consider this.

2. Speak loudly but don’t shout.

3. Don’t go down the argument track or things will get worse. Stop and
go silent. Remember you have a class to look after.

4. Offer, with empathy, the opportunity for the misbehaver to take

time out in the fresh air and then return to class.

5. Then get the class back on track.

Depending on the seriousness of the issue:

a. Arrange a meeting with the student later to discuss the issue,

emphasising that the focus of the meeting is not about discipline.

b. See if you can get to the bottom of it all – the cause of the
behaviour – and try to help the student to move on in a more
positive vein. You may still have to impose some sanction in line
with the classroom rules.

c. For a severe action, e.g. threatening other students or vandalising

property, you need to alert your Head of Department/Director of
Studies as soon as the lesson ends. Seek advice and be guided on
the best route to take. Don’t be afraid or don’t feel weak about
asking for help.

9.5 Classroom Dynamics

9.5.1. How To Create A Productive Classroom Environment

What is a productive classroom environment?

There is no single definition for this but what we do know is that it should
include these elements:

 A caring environment where students are inspired in the educational

process

 A learning environment where everyone gets along with everyone

else to achieve the learning goals

 A learning environment that is positive at all times

An environment which is not just centred on academic achievement but

also aims to address students’ social and emotional needs, particularly
younger learners’ needs

So, how can you make your classroom a productive environment? It will
come as no surprise that many of the elements you have already studied
will contribute to making your classroom a productive classroom. But
there are other elements.

Here’s what to do:

1. You Must Be Positive At All Times

This isn’t easy. However, it is certain that when you are positive, this is the
crucial catalyst for making your students positive and productive. Positive
emotions lead to motivation.

Be a positive role model at all times; the rewards are great.

2. Create An Inclusive Environment

An inclusive environment is one where everyone is equal and gets treated

the same. It celebrates differences and diversity. Everyone feels welcome
and safe, and all are encouraged to work together and volunteer different
perspectives which enrich the discussions. A learning community is
established.

A vital element of this community is that cooperation is more productive

than competition.

Here are some essential practical tips to ensure you do not

disrupt the inclusive environment you are building:

1. Continuously examine your assumptions. Never allow yourself to

believe that all your students share the same opinions and beliefs as
you do, e.g. the position of men and women in your society, views
on sexual orientation, what you see as ‘a family’, your views on
economic class, etc.
 2. Use inclusive language all the time. Inclusive language is language
which avoids expressions which may be construed to omit certain
groups, e.g. continually using man, mankind, he which might be
considered as excluding women.

3. Use lots of diverse examples that relate, for example, to both sexes
and work across cultures. By using lots of diverse examples, your
students will hopefully connect to at least one of these.

4. Never fall into the trap of inadvertently attributing what are

called low-ability cues. Here is an example of this:

You are teaching a class of native-Japanese students. The students

are having a bit of difficulty with some item of language. You say,
inadvertently: I can help you with this. Japanese speakers have
great difficulty with these.

Wow! In the students’ minds, they may very well construe this as an
eternal, uncontrollable problem that Japanese speakers have and
which they may never be able to overcome. Goodbye to your
inclusive community!

So, avoid these types of comments at all cost.

5. Finally, difficult though it may be with a large class, you will never
build an inclusive community if you don’t learn and use your
students’ names. Start with a few at a time, and then learn them all.
Show them that you care about them.

3. Ensure The Learning Is Relevant To Them At All Times

When students can see and understand that what they are learning is
relevant and critical to their success and wellbeing, they will be much
more engaged. Make it crystal clear what they are learning and why they
are learning it. Sell the benefits of the learning.

4. Discover What Makes Them Tick

Explore your students’ attributes, learning preferences and interests by

asking, listening and observing. By doing so, your teaching will be even
more relevant to them, and this will motivate them further to become
engaged and achieve.

5. Allow Them To Voice Their Suggestions

No matter what age your students are, giving them an opportunity (now
and again) to contribute to what goes on in the classroom will provide
them with a feeling of ownership in the learning process.
This sense of ownership will increase their motivation. It can be as simple
as:

 What will we do next?

 Do you want to do this in pairs or groups?

6. Agree How Others Should Be Treated

Agree on a code of conduct with them, setting out the positive behaviours
and positive interactions that all will want to see, including your
behaviour. Involving them in setting these ground rules will maximise their
buy-in. Present the ground rules in an informational way and not as
commands.

7. Teach And Encourage Positive Behaviours At All Times

Do not assume that all students know what positive behaviours are or that
all of their parents/caregivers are continuously helping them to
understand these and put them into action. Ensure you teach them
positive behaviours.

Learning how to make positive actions and then putting these into action
add to the students’ intrinsic motivation.

8. Ensure You Know Where You Are Going, And They Know Where
They Are Going. Help Them To Get There.

 Tell them what they are going to achieve by a specific date.

 Give them updates on their achievement goal along the way.

 Ensure your curriculum is well-planned with clear and sequenced

objectives.
Ensure your content includes variety, authenticity and choice where
possible and is culturally relevant at all times.

 Ensure that your students are challenged to learn.

 Stick to your objectives; do not stray from these.

 Ensure there are lots of independent activities for them to practice

their learning.

 Monitor their progress both formally and informally.

 Do regular reviews of their learning to ensure it is embedded.

9. Keep Reminding Yourself And Your Students That The Class

Time Is For Learning.
Of course, it’s good to have fun and lots of laughs in your classroom.
However, keep reminding yourself and your students that you and they
have a goal to achieve for their sake. So:

 Have some fun when your objective for the lesson has been
achieved. Get this order of events right.

 Ensure you are aware of what time planning is all about. Effective
time planning is based on urgency and importance. Ensure you work
out what is urgent and what is important. When an item is both
urgent and important, then it’s critical to get on with it right away.

 Teach at a brisk pace and limit the lulls in your classroom. If there
are unexpected lulls, ensure you have an activity to keep them
going.

 Help your students to understand ‘pace’ and how it relates to them.

If they are falling a bit behind, they need to do their bit to keep up
with the pace, i.e. using their own time at lunchtime or early
evening to catch up. Ensure this is one of your ground rules.

 Ensure all your students understand all the classroom routines and
help them to understand that some routines, if not carried out
briskly, will eat into their learning time, e.g. settling down at the
beginning of class, giving out worksheets.

 You too need to ensure that any teacher routines, e.g. admin tasks,
are carried out briskly and that you don’t go on and on about some
particular point.

10. Arrange Your Classroom Well

How you arrange your classroom will also determine how productive it is:

 Ensure you arrange it to minimise any distractions, e.g. ensure

those sitting at a window have their backs to the window.

 Ensure you are positioned such that you can see all your
students all the time.

 Ensure you are positioned so that you can easily interact with
any student at any time.

If you follow all our advice, there’s absolutely no doubt that you
will create a very productive classroom.

9.5.2. Pacing

Let’s explore pacing a bit further.

Pacing plays a crucial part in classroom dynamics.

Pacing is the result of you calculating the time needed in the various
lesson stages and the actual amount of time these stages take place in
the real-time execution of the lesson.

Here are some common pacing issues:

 Allowing an activity that is working well to take up far too much

additional time

 Giving too many examples to illustrate a teaching point

 Relying too much on drawings/diagrams on the board, which can

slow the lesson down

 Reviewing homework during class time in a non-selective fashion

 Trying to teach for mastery of each learning point- sometimes a

reasonably good grasp of a point is good enough

 Addressing questions at length, particularly questions that are

outside of the topic being discussed

 Allowing pairs and groups to work without a clearly defined time

limit

Pacing can significantly influence the ultimate productivity of a class or

lesson. For example, a class that moves too quickly or chugs along too
slowly can disengage learners.

How then can you make sure you are pacing the lesson effectively?

Here’s what to do:

During your lesson planning, you need to determine how long each task
and activity should last.

Once a lesson begins, you will then use your experience and knowledge to
make decisions about any changes, e.g. because the students are having
difficulty with a structure.

Maintaining flexibility is critical.

Planning decisions relating to pacing can be determined by you

considering the following questions:

 What do I hope to achieve in a specific lesson or unit of work in the

time that I have?

 How many different tasks or activities can I reasonably expect to

complete in the time available?
  If I am using the primary textbook, does the teacher’s guide give
suggestions on pacing?

 If so, are these guidelines realistic or practical for my particular

class dynamic?

 If I have varying levels of ability subgroups within the class, should I

try and pace activities differently for different subgroups within the
class?

Remember these key points:

 Pacing is an elusive skill for some teachers.

 Predetermined rules for deciding how long to prolong an activity

often do not work.

Experienced teachers can pick up cues from students that indicate their
levels of interest or boredom and evaluate these cues against the aim of
the lesson. Inexperienced teachers can pick up this skill quickly by
observing experienced teachers.

 Always keep alert for tell-tale signs of student boredom,

disengagement, or confusion and frustration.
9.6 Cross-Cultural Aspects in the Classroom

We touched on cross-cultural aspects previously. We stated that:

1. Students’ learning preferences may differ from yours.

2. Your previous learning experiences may have influenced the way

you think students should learn, but your students may have
different expectations of how they can best learn.

3. Some students may expect to use a coursebook every day, but your
approach may be entirely different.

4. What you think the students need may be much different from what
some students want.

An awareness of cross-cultural aspects in your classroom is vital.

So, let’s explore this.

9.6.1 Cross-Cultural Aspects

Here are some practical guidelines to ensure you get the cross-
cultural aspects right:

Cross-cultural aspects play a crucial part in classroom dynamics. Handle

these aspects right, and the class will be on fire. Get any critical cross-
cultural aspect wrong, and the learning may well be disrupted.

You will need to be sensitive to cultural differences and cultural elements

at all times, particularly as they pertain to the host culture since they can
influence overall student learning behaviour.

You must be fully aware of the environment in which you are working and
mustn’t judge the students based on your cultural background and
educational experiences.

If you are not aware of cultural nuances, it can prove to be detrimental to

your success.

You cannot assume that your expectations of the classroom will be the
same as the learners’ expectations.
Remember: The comments below are general – every single student
from a particular culture won’t necessarily display the same behaviours.

Examples of cultural differences

Here are some cultural differences that can come up in class. We have
mentioned a few of these already, but we must include them here again. It
will all depend on where you are teaching and the cultural background
and educational experiences of your students.

This information will serve you well, so reflect on this regularly.

Learners’ Expectations

Learners from more traditional educational systems may expect you to

behave in a more formal and authoritarian fashion during classes.

They may also want you to engage in the extensive correction of

grammatical form or pronunciation during all activities rather than at
specified points in a lesson, or not at all.

In some cultures, e.g. Brazil, Norway and Spain, students are expected to
be vocal and pro-active in the learning process; in other cultures, such as
Japan and Korea, learners are expected to be silent, passive recipients of
knowledge.

In some cultures, silence is viewed as a sign of respect and a willingness

to learn; in other cultures, it is seen as boredom and a refusal to
participate.

In some cultures, students asking a question is seen as disrespectful,

challenging and inappropriate; in others, asking a question is seen as a
significant sign of students taking responsibility for their learning, and
something to be welcomed.

Teachers’ Expectations

Similarly, you bring to the classroom your expectations regarding teacher

behaviour. This includes your views on appropriate learner behaviour
within your culture in general, as well as in the classroom.

You may unconsciously attribute these same expectations to your

students, which can heighten the potential for conflicting expectations
and evaluations of behaviour between you and your learners.

Gender, Age And Status-Related Issues

Find out whether your learners have ever experienced mixed educational
groupings; whether they expect male and female teachers to behave
differently; and how different classroom activities, including various group
configurations or activity types, such as role-plays, might affect learners
due to native cultural constraints. Research this before starting.

You may encounter reluctance from both men and women from cultures in
which women have historically been constrained by social roles that do
not promote active participation in mixed-sex settings, e.g. Afghanistan
and Saudi Arabia

In some cultures, if some students think that women (especially younger

or other lower-status women in their eyes) are lower in the ranking, that
will exaggerate any adverse reactions they have to being interrupted,
corrected, told to do things in the classroom that are unfamiliar, etc.

Some students might feel they cannot interrupt or correct students who
are older, in a high-status job, are male, etc. or may be shocked when you
(or another student) do not pay attention to such distinctions.

Inappropriate Topics For Discussion In Various Countries – General

 Religion

 Politics

 Dating, sexual relations

 Gender roles

 Civil strife (where some students are refugees from this strife)

 Immigration (where some students are in the process of this and

may be unsettled by questions about their personal details)

 Freedom and democracy

 Human rights issues

 Conflicts with other countries

 Discussing opinions and beliefs

There are some cultures in which the reaching of a group consensus is

more highly valued than a statement of personal opinion, so discussion-
type tasks should be used with care.

The cultural make-up of your class will determine your approach; when
well used, of course, these activities can be very successful.

Gestures

The main point to note with gestures is that people do not stop finding a
gesture offensive just because they understand that it means something
else in other countries.
Impulsiveness V Reflection

In some cultures, such as most of the USA, children are encouraged to

answer any question quickly, while in other cultures, e.g. Japan, reflection
is encouraged before answering.

Proxemics

Each culture has its norms for the distance between two people standing
and conversing, and these norms may also differ between you and your
students.

Eye Contact

In some cultures, respect is shown by avoiding eye contact, or shortening

the length of contact, while in others making eye contact is evidence of
honesty and respectfulness. One frequently misunderstood example is
that East Asian students often close their eyes when concentrating.

Your failure to make eye contact with students in some cultures could be
interpreted as you lacking in confidence.

Active Participation

Verbally expressing ideas and asking questions during class can prove
difficult for students unaccustomed to this form of active participation.

Communication Styles

Be aware of the cultural differences in reasoning and communication.

There are patterns of expression and rules of interaction that reflect the
norms and values of a culture. A lack of understanding of these
communication styles could lead to confusion, anxiety and conflict. Two
key communication styles are Direct v Indirect and Attached v Detached.

Direct: straightforward, no beating about the bush, avoiding ambiguity v

Indirect: meaning conveyed by subtle means, stories, frequent use of
implication.

Attached: communicating with feeling and emotion, subjectivity is valued,

sharing one’s values and feelings about issues is desirable v Detached:
communication should be calm and impersonal, objectivity is valued;
emotional, expressive communication is seen as immature or biased.

Motivation And Memorisation

You will already be thinking of many ways to motivate students which, in

the main, will work. Be aware that in many schools in China and Taiwan,
there are numerous learning strategies based entirely on memorisation.
The greatest motivator is success in exams and is based on how much
students can remember.

Writing

In some cultures, students are not stimulated and supported to express

their opinions and ideas. They may have little experience with creative
writing to bring from their native language.

Interrupting

In some cultures, several students talking over each other is typical,

whereas others will wait until there is complete silence before making
their contribution.

Volume

Another variant is the volume at which people pitch their voices for
‘normal’ conversation. This can vary widely, even among subcultures, and
will also put a learner at a disadvantage if either speaking too softly or too
loudly is viewed negatively by you.

Autonomy

You will tell your students that they should take charge of their learning,
that you are a helper and guide rather than the source of knowledge and
authority. However, these wishes may not fit with educational traditions
from different cultures.

Movement In Class

If you are accustomed to walking about the room to monitor your

students’ performance and crouch down to help a student, and if you are
teaching in a culture that views this as somehow offensive, it will be your
responsibility to modify your technique to conform to the expectations of
your students.

Summary

1. Always be culturally aware.

2. Increase your learning of culture in the classroom.

3. If ever asked about any subject we have suggested as taboo,

reply: I’m sorry. I’m a guest here in your country, and I don’t think
I’m in any position to comment.

9.6.2 Handling Cultural Issues In The Classroom

If any cultural issues come up in class, decide if it’s any of those areas
mentioned above: e.g. religion, politics and democracy
If it is, it’s closing time, and you need to close down the conversation or
debate straight away.

1. Do it courteously.

2. Empathise with the student(s) involved that their point is important,

worrying, concerning whatever emotion is stated by the speaker.

3. However, state that you need to move on. Something like this: I’m
sorry everybody, we’ll need to move on. We’ve got lots to cover. I
suggest the two of you continue the discussion outside the
classroom. Right, where were we?

Of course, if it’s a general discussion about superstitions or what foods are

eaten in different countries and appropriate areas like these, then you will
let it run for a bit as real communication is taking place.

Remember! Be aware of any inappropriate discussion topics

starting and head them off at the pass quickly!

9.7 Professional Responsibilities in the Workplace

9.7.1. Rules, Policies And Procedures

1. Follow all the school rules – all of the time. It’s just common sense.
Don’t start to question them.
You may be able to do this once you have been in situ for several
years.

2. Because a ‘rule’ is not written down, it doesn’t mean that it doesn’t

exist. Inexperienced teachers are frequently so overwhelmed with
the excitement of the new environment that they can miss subtle
nuances of behaviour, expectations, and unwritten rules. So, ask!
Ask your Director of Studies or Head of Department or a colleague.
Otherwise, how will you know if there is an unwritten policy or ‘rule’?
For example, there could be unwritten ‘rules’ about:

 Dress code

 Class noise volumes

 Class internet usage

 Plagiarism

 Homework

3. Follow any institutional codes/policies, e.g. diversity, equal

opportunities, code of conduct, disciplinary code.
Implement institutional procedures, as set out by the school, e.g.
health and safety, record-keeping, time-keeping, etc.
 4. When you are teaching in a small town or living in accommodation
near to the school, remember that your conduct may be heavily
scrutinised and discussed – by students, parents and other teachers.
Of course, you should enjoy yourself in your free time. But time and
time again, there have been complaints about some teachers
drinking too much, making too much noise when returning to their
accommodation at night and dressing slovenly when they are out in
the streets. So, beware of these situations. Fit in with the
expectations.

5. One of your greatest achievements will be if you put into action

everything in YOUR Code of Practice. If you do so, you will
become an excellent teacher.

Well done! You have completed the penultimate lesson. Only one
more to go! What you have learned here will help you better
understand how to manage your classroom, seamlessly.

Time for a little break. Then, come back and have a go at Quiz 9.

Again, it’s not too challenging. Good luck!

After that, we’ll move on to Module 10 where we will explore how

to teach young learners. They’re a special group and a delight to
teach. You’ll learn how to teach them, using a ‘softly, softly’
approach.