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In this unit, I learned skills to manage the classroom. There are a number of factors to take into consideration when managing the class. These factors include classroom arrangement, teacher eye contact, voice, and gesture, and student grouping. When organizing a classroom seating arrangement, it is important to take into account student personality, nationality, and age to allow for optimal learning environment. It is also important to consider the types of chairs and tables given in the space available so as to provide a safe learning environment that is conducive to classroom control and allows maximum student talk time (STT). Desks and tables can be arranged in ordered rows to allow for ease of movement throughout the classroom and student focus towards the teacher. Such a layout is best for large classrooms of twenty-five or more students. For smaller class sizes, arranging desks and tables in a circle or horseshoe provides an intimate, relaxed atmosphere where students can see one another and do pair work with ease. Desks and tables can be arranged individually to provide ease for the teacher to work individually with each student or a group of students. However, discipline problems may arise as students may feel part of a small group rather than part of the classroom as a whole. Changing where the students sit may be done as needed to maintain discipline in the classroom. When the classroom is arranged well, the teacher can allow his or her eyes, voice, and gesture to help maintain classroom order and inspire confidence in students. Good eye contact is essential to establishing good rapport with students. Using voice with good clarity, range, and projection is effective to keep students interested in a lesson. Good voice also gives clear and understandable instructions. The use of good gestures can assist in managing the classroom and conveying the meaning of language, reducing the need for verbal explanation. Good gestures also add visual interest to the students during a lesson. When using these skills combined, it is important for the teacher to keep in mind that it is best not to talk when writing on the board; students have a better understanding of what is said when the teacher is facing them while talking, rather than when the teacher is talking while facing the board. This in turn will help to reduce teaching talk time by not having to repeat instructions, and increase student talk time. Additionally, all skills combined and used well establish good rapport and maintains discipline. Lastly, it is helpful to consider what type of grouping to use for an activity so as to reach an optimal outcome to the learning objectives. There is whole-class grouping, small group or pair grouping, and allowing students to work individually. Teacher talk time and student talk time will can be balanced by allowing various types of grouping for classroom activities. The type of grouping used depends on the learning objectives and outcomes. Combining the various groupings allow for more or less teacher and student talk time, a sense of belonging in classroom through open discussion and group work, and individual attention to students who need the extra attention for remediation or advanced extension work. So in sum, when combining the classroom arrangement, teacher eye contact, voice, and gesture, and student grouping, discipline and good rapport can be established and provides students in a safe and nurturing learning environment.
