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Unit 5 discusses classroom management in terms of physical classroom orientation as well as managing interactions with students. The section provides 3 main strategies for organizing the classroom layout: rows, horseshoes/circles and separate desks. Each layout has its own advantages and disadvantages, and may also be restricted or outright impossible due to limitations of the school and classroom. An instructor must be aware of such limitations before planning lessons which may require certain arrangements. It is also necessary for the teacher to be aware of his/her position. Depending on the activity, it may be more conducive to be seated or standing to best present a lesson, monitor the classroom or simply provide support to students. The layouts must cater to whatever activity is planned for the class. Rows may best suit lecture portions where the instructor dominates attention. While a horseshoe seating arrangement would be best suited to small group work as it allows the class to become more intimate. When assigning students individual work, it would be beneficial to have them working at separate desks if possible. The chapter introduces the importance of using eye contact, gesture and voice to strengthen, maintain or relax control over the class environment. It is important to be aware of cultural differences and not use gestures which will not be seen as offensive or disrespectful. It is important to establish an relationship of mutual trust and respect between the instructor and students and among the students with each other. The instructor must be mindful of these interactions during all types of classroom activities. While writing on the board, he/she must necessarily turn away from the students and therefore be able to trust that they will give full attention and not cause disruption. Giving students individual attention helps to focus the lesson on aspects with which they may be struggling and to gain understanding of strengths/weaknesses, likes and dislikes, etc. When giving instructions it is important to be clear and concise, but also thorough so that students are able to understand what is being requested of them. All of the previous activities will help to establish a positive rapport with students, but it is also important to focus on these relationships through the use of introductory activities in early classes, being mindful of possibly troublesome seating arrangements, allowing students to work together with many different classmates in small groups, not disrespecting or yelling at students, being punctual and professional, truly caring about lessons, being clear about expectations and interacting openly and positively with the class. In the event that it is necessary to discipline the class or individual students, it is best to be as non-confrontational as possible. The instructor must always adhere to school or institution guidelines above personal opinions, be mindful of students' personal issues as much as possible and try to be understanding, attempt to focus on problem behavior to dissuade rather than seeking to punish individual students, reprimand in private unless necessary to do so in front of the whole class and never threaten punishment which cannot or will not be enforced.
