The Main Areas of Classroom Management
13 Scrivener 2005 says that a teacher should be aware of a constant
movement every five minutes which might be, for most students, uncomfortable p. 87. Walking around the classroom helps the teacher motivate students to
participate in classroom actively. However, Gower, Philips, and Walters 2008 point out that too much movement from the teacher might distract the students p.
25.
2 Giving Instruction and Monitoring
Giving the right instruction for young learners is difficult and challenging. The instruction should be clear and unnecessary confusion for students.
According to Lemlech 1999, “students want and need to know what, how, and why.” It means that students must understand what the teacher wants them to do
p. 11. A teacher should not start explaining until students are listening and
watching Gower, Philips, Walters, 2008, p. 40. Harmer points out that instructions should be as simple as possible and logical 1998, p. 4. In addition,
Scrivener suggests using wordy instruction in young learners classes are ineffective and may cause disruption and interruptions 2005, p. 90. In spite of
giving clear instructions, students may have difficulties in following. Hence, the teacher should walk around the classroom and monitor if the students get
confusing Scrivener, 2005, p. 93. Lemlech 1999 suggests three monitoring functions that affect classroom
management. They are checking students’ understanding of assignment
14 instructions
and of
work-in-progress, verifying
short-and long-term
accomplishments, and checking upon student behavior p. 21.
3 Timing
Time management is one of the important classroom management tools. Lemlech 1999 says that a teacher’s ability for effective timing appears to be
instinctive in some teachers whilst others have to develop it p. 23. Thornbury 2010 suggests that the teacher in yo
ung learners’ classroom should keep “the pace of the lesson fairly upbeat”. When planning the lesson, it is wise to consider
using time-controlled activities such as group work, role plays, etc. Mckenzie, 2006. He adds that transitions from one activity to another need to be smooth
enough for students to easily follow.