CLASS MANAGEMENT
There are various aspects of class management including the role of the teacher, students grouping and disruptive behaviour. The most effective activities can be made almost useless if the teacher does not organise them properly, and disruptive behaviour can spoil the best classes if it is not checked. Using a variety of students groupings (pairs and different groups) is an opportunity to create a cooperative atmosphere in the class and to maximise student practice.
The role of the teacher and his behaviour will change according to the nature of classroom activities. Perhaps the most important distinction is between the roles of controller and facilitator, since these two concepts represent opposite ends of a cline of control and freedom.
Controller is in complete charge of the class. They control not only what the students do, but also when they speak and what language they use. Certain stages of a lesson lend themselves to this role very well. The introduction of new language, where it makes use of accurate reproduction and drilling teqniques, need to be carefully organised.
Assessor - the teacher's function is to show where incorrectness occurs and help the student to see what has gone wrong so that it can be put right. Assessment compares students' achievement with standard in a form of marks or grades but also occurs throughout the learning as a feedback. Feedback - comments or information learners receive on the learning task, either from the teacher or from other learners.
Organiser. The success of many activities depends on good organisation and on the students knowing exactly what they are to do. The main aim of the teacher is to give clear instructions about what exactly their task is, get the activity going, and then organise feedback when it is over. It is essential for the teacher to plan activities as well as information the students will need. A lesson is often planned to include three stages:
Presentation stage the introduction of new items, their meaning are explained and demonstrated and other necessary information is given.
Practice stage - new items are practised, either individually or in groups. Practice activities usually move from controlled to less controlled.
Production stage- students use the new items more freely, with less control by the teacher.
Prompter - the teacher needs to encourage students to participate or needs to make suggestions about how students may proceed in an activity when there is a silence or they are confused what to do next. This role has to be performed with discretion and students should be helped only if necessary.
Participant - teachers should take part in class activities such as roleplays or simulations making sure that they do not dominate tasks for learners. It probably improve the atmosphere in the class, but it will also give the students a chance to practise English with someone who speaks better than they can do.
Resource. The teacher should always be ready to help if it is needed. Students are to be aware that their teacher is available so that thay can consult her whenever they wish.
Tutor. This is the role the teacher adopts where students are involved in self-study or where they are doing project work of their own choosing. The teacher will be able to help them clarify ideas and limit the task, for example; the teacher can help them by pointing out errors in rough drafts: the teacher can also offer the students advice how to get the most out of their learning and what to do if they want to study more.
Facilitator. The teacher, on the one hand helps students as much as possible, but on the other hand maintains low-profile (is careful not to attract attention to himself or his activities ) in order to make the students' own achievement of a task possible.
9. Investigator. All the roles mentioned above have had to do with the teacher's behaviour as it relates to the students. However teachers have to keep up with new ideas, trends or methods to try to use them in their classes. Moreover, they should observe what works well in class and what does not, try out new techniques and activities and evaluate their appropriacy.