CLASROOM MANAGMENT

1. Audiability: the teacher should make sure to use an appropriate tone of voice so that all students, including those in the back of the room, can hear it.

2. Class to class: Where different-level classes are concerned, higher level students often feel positive about being able to help students from other classes, just as lowerlevel students can feel motivated by being able to engage with people whose language is better than theirs. discussions and lectures and presentations. They can be time-consuming to organise, but, at their best, can often give students a huge sense of satisfaction.

3. Solowork: This gives the student certain advantages in that the student works at his / her own pace and can concentrate better on his / her homework without interruption in addition to thinking about his / her own learning needs.

4. Groupwork and pairwork: In pairs and groups, students tend to participate more actively, and they also have more chance to experiment with the language than is possible in a whole class arrangement. Both pairwork and groupwork give the students chances for greater independence. Because the students are working together without the teacher controlling every move, they take some of their own learning decisions

5. WHOLE CLASSES: There are many occasions when the best type of Classroom organisation is a teacher working with the class as a whole group Wholeclass teaching can be dynamic and motivating and, by treating everyone as part of the same group, we can build a great sense of belonging of being part of a team. However, when a class is working as a whole group, it is necessarily the case that individual.

6. conservation: Keeping the voice is a challenge that the teacher can face and often tends to what is due to the direction and the clock that goes to the throat. Shout when it is not necessary.

7. variety: It is important that the teacher vary his voice depending on the circumstance and the message he wants to convey to his students, if he wants to highlight an important aspect of the class he should raise his voice or if he wants to give specific instructions on how to carry out a task that will allow the students to better understand the message they want to convey.

8. Awareness: This means that the teacher must know what the students are doing and thinking, assess what the students have said and know how to respond to their needs to adapt to their environment and ability to learn.

9. APPROPIACY: the teacher must find the right position to lead his group of students since every position that the teacher takes says a lot about him and his interest in giving his class. This ultimately creates an atmosphere of confidence in which the student feels motivation to learn.

10. The presence of the teacher in the classroom plays an important role in the classroom management the way in which we move and we stop has a clear effect on the reaction of the students this maintains an active spirit in the classroom and motivates the student to remain attentive during the class.

11. When we talk about classroom managment we refer to how we use the different resources with which the teacher has in the classroom, especially the proper use of his voice, but above all in how we deal with the various problems in the classroom.

12. THE TEACHER IN THE CLASSROOM

13. USING THE VOICE: our most important instrument as teachers is our voice. How we speak and what our voice sounds like have a crucial impact on classes. When considering the use of the voice in the management of teaching, there are three issues to think about.

14. DIFFERENT STUDENT GROUPING

15. MOVEMENT: the constant movement of the teacher is another factor of the classroom management, there are some teachers who prefer to remain immobile when they give the class but the truth is that this can bore the students while the teachers who move when they give the class manage to create a better environment inside the classroom because they move their heads from side to side and that allows them to keep them active to some extent.

16. SEPARATE TABLES: When students sit in small groups at individual tables, it is much easier for the teacher to work at one table while the others get on with their own work. This is especially useful in mixedability classes where different groups of students can benefit from concentrating on

17. Circles and horseshoes: Classes which are arranged in a circle make quite a strong statement about what the teacher and the students believe in. o it is in classrooms. With all the people in the room sitting in a circle, there is a far greater feeling of equality than when the teacher stays out at the front. This may not be quite so true of the horseshoe shape where the teacher is often located in a commanding

18. Orderly rows Having the students sit in rows can appear somewhat restrictive, but there are advantages to this arrangement. The teacher has a clear view of all the students and the students can all see the teacher in whose direction they are facing. If there are aisles in the classroom, the teacher can easily walk up and down making more personal contact with individual students and watching what they are doing.

19. CREATING LESSON STAGES: When we plan our class script, the beginning and end of each activity must be clearly seen, we must not start an activity without first finishing another, therefore the teacher must create stages within the planning that allow him to develop the class in a systematic and respecting an order so that everything takes a sequence and does not miss the goal you want to achieve.

20. TALKING TO STUDENT: The way in which the teacher talks about the students is an important factor that must be handled and for this you must know each one and know how to transmit the message, you should know that there are some students who are sensitive and that it is necessary to treat them in a patient if you want to correct them, you should also consider the type of language you are going to use should be clear, to be successful what you should do is speak with more or less appropriate.

21. GIVING INSTRUCTION: This issue of how we should talk to students becomes crucial when we give instructions because we must keep in mind how clear we are when giving instructions and if the students are understanding the message for it we must ask these two questions what is the important information that I'm trying? and what should students know if they want to successfully complete this activity?

21.1. PROXIMITY: Teachers need to consider how close they should be to the students they are working with. Some students are uncomfortable if their teacher stands or sits close to them.

22. STUDENT TALK AND TEACHER TALK: This is a common problem that occurs in the process the teacher talks too much and does not allow the student to express their ideas when the main objective should be for the student to experience what he or she understands, so the teacher should not speak but the student who must maintain an active role in the class expressing his opinion

23. USING L1: the execive use of l1 in the class is a factor that affects the process because if we are taught L2 we should use it as much as we can since this is what will make them form in an environment that allows them to develop their skills and not fall in the error that just because they are beginners we will let the L1 be their way of communicating in the classroom. We can use different techniques in which both languages ​​are involved but without forgetting that the main one is the L2.

24. There are various ways in which we can modify the way in which the chairs are ordered in the class depending on the type of activity that we are going to develop is very necessary to carry out this process see some ways where we can do it.

25. DIFFERENT SITTING ARRANGEMENT

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