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Unit 5 involves classroom management when it comes to eye contact, gestures, the voice, and students' names. Firstly, the teacher should always maintain eye contact when being the center of the lesson, and vice versa. Secondly, gestures are more important for promoting STT and lessening TTT. Thirdly, the voice can manipulate how the lesson goes. Fourthly, using the students' names aloud in class can also be a tool for manipulating the students' focus. How to group the students in class for activities can be varying. Whole class grouping is good for Teacher Talking Time and catching all the students' attention. Sometimes, it is useful to have students work on their own which gives the teacher the chance to speak individually to students and give them direct feedback. Pair-work can be the most practical grouping method when it comes to students interacting with one another. Group-work is best for STT but can somewhat be noisy. When arranging the classroom, the desks can be in orderly rows (for large classes and whole class activities), circles and horseshoes (for smaller classes, intimacy, and more focus), or put in separate tables (is informal, for group-work, and can create a problem in discipline). The teacher's position in the classroom can have a dramatic effect on the students' performance. When the teacher is monitoring the work of the class, he/she can be seated to avoid intimidation. When it is required for the teacher to be involved in the lesson, he/she should be standing or moving around the classroom. Writing on the board can create a problem in the discipline when not taken care of. There are a number of ways to keep the students interacting or being observed when the teacher is writing on the board. The teacher should keep turning and looking at the students whenever he/she is writing on the board, or ask a student to use the board instead. The teacher can use the board when the students are engaged in something else or when they aren't in class yet. Giving individual attention is also crucial in classroom management. All students should be treated, called upon, and get a chance to answer questions equally. Individual students shouldn't be allowed to hog the teacher's attention. Teachers should bear in mind that when giving instructions, they should use simple below lesson-level language, be consistent with instructional language, use visual clues/realia and demonstrations, and check instructions by asking for explanations back from students. Establishing rapport with the students and among them is key for a successful classroom environment. Maintaining discipline and knowing why the troubled students' act the way they do is the first thing to figure out in a class. Common disciplinary problems come from problems in the household, students with low self-esteem, boredom, peer pressure, lack of teacher/other students respect, or class size.
