Teach English in Xiaodian Zhen - Tianjin

Classroom ManagementClassroom management was always a problem for me when I started out doing my practise teaching (I now have a B.Ed) as I became too friendly with my students and they saw me more as a student like them then someone who deserved respect. I learnt a lot from that experience and now try to maintain a working barrier between being too friendly and being who I am supposed to be in the classroom, which is a teacher. I learned I could have fun and play games with them, but I also had to show that I am the boss and rules need to be followed. I have had no experience teaching adults. All my experience lies in teaching grades 4-12 at two different places in Korea and back home. I believe that classroom management plays a key role in the ESL classroom not just for children, but for adults too. It also doesn?t have to deal with only controlling your students, but everything from how your classroom is set up; to how you treat your students; your voice, etc. Firstly, I will begin talking about using my physical presence and voice within the classroom. I found that there are multiple ways to use my voice in the classroom (not including raising my voice). This largely depends on the students; the classroom; and the role you will play during whatever you will be doing that day. I have gleamed from it what works and what does not work and changes depending on circumstances. For instance when students are loud I will tell them to be quiet once or twice and then be silent until all students see me standing there waiting and soon enough they are quiet and ready to learn as they know that the longer it takes for them to be quiet the less time there is for games, etc. Throughout my five years of teaching in an ESL classroom with young learners I am still learning to perfect my physical presence and voice within the classroom. Yet, over these years I have found certain things that work for me. Eye contact, gestures, voice, the one, two three finger method, and moving around the classroom has really worked for me. This shows students that I am confident, in charge, and lets them know that I am speaking to them and not above them. I found Eye contact is also an effective use in classroom management as I can use it to locate students who don?t understand the material. I find that those that don?t understand the material become more easily frustrated and act out. If enough students look like they do not understand I will go back and go over the material again to make sure all or most understand it before I go on. Eye contact also helps me let my students know that they matter and that I acknowledge their presence within the classroom. All of this tells students that I care about them. I found that by being ready before the class and welcoming students at the door really helps with your presence within the classroom and sets the mode for the day. My first year of practicum as a teacher I made this mistake of not being ready and looking ragged. My presence within the classroom was diminished and thus led to discipline problems. With a little preparation and time management I found it makes my life easier. At the school I am currently at teachers go to the classroom three or four minutes after the bell rings, which really sets the tone for the class as they are not there to greet students. I make a habit of not doing this and other teachers always ask me why and all I can say is that it helps with my classroom management. Lastly, in terms of managing the class itself rules have to be enforced and fair to all. You can?t seem to strict on one student and not the other(s) nor can you seem to weak. There must be a balance maintained. For example, in my class anyone who brings food to my class has to give it to me (no exceptions). Or if I see them writing on the desks those people must wash all the desks in the classroom. In conclusion, I have learned a lot over the past five years teaching and am learning something new almost every week. Classroom management doesn?t just encompass controlling the students, but also making sure you have things together to help you succeed in controlling and maintaining classroom discipline. It is ultimately up to you how things proceed in the classroom and neither is it totally up to you as outside influences always play a factor, but by minimizing these factors does help in the long road through showing you care about their lives and their learning. Be fair. Be concise. Allow students feel they have a say to a degree. And most importantly, especially with young ones, make the environment feel welcoming and fun.