9.

1 Grouping Learners (150)

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 (150)
Congratulations! You have passed this lesson.

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 (150)
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 (150)
Congratulations! You have passed this lesson.

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 (150)
Congratulations! You have passed this lesson.

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 (150)
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!