EFFECTIVE CLASSROOM CONTROL

By Katty Hidalgo

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Communicating Authority

• Establishing Control over Communication

When you have a small group it is not necessary to set the rules to communicate as you will have signals that will ensure the good practice of respect to listen one another.

But when teachers work with big groups, it is necessary to set at the beginning the rules for communication as it is easy to find students not paying attention to the speaker and talking among them.

Teachers should provide students some tools like special phrases to participate in class.

Students can participate using the following phrases:• Excuse me teacher, but I would like

to add (say, quote, clarify, etc)• I was right to say that

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• Indeed, I would also …• Right, what you have said is

absolutely correct• I don’t necesarily agree with you,

but …• I’m sorry but I don’t agree with

you• I think you’re wrong• Your statement is incorrect• That is not what it says here• That is not necessarily the case

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It is also practical to know some of the phrases teachers can use in class to address the students for:• Signalling a start• Greetings• Introducing people • The objective of your presentation• The length of time your

presentation will take• Structuring• Saying when your audience may

ask questions

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• Introducing topics• Moving on• Looking back• Adding• Introducing visuals• Explaining diagrams• Dealing with interruptions• Summarising and concluding • Asking for questions• Playing for time• Closing question time• Thanking

FIRST ENCOUNTER WITH STUDENTS

What happens the first days of class is likely to be established as the relation the teacher will have to live for the rest of the time in the class.

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Since the beginnig, it is important to use the following suggestions:

• Firmness and confidenceConfidence makes teachers be firmed and respected. It is important not to use force when the instruction has been physical because it can cause resistance

• Conveying StatusIt is determine to show status, especially to make the students feel who knows more about the topic that is being taught. Not only that, there are some dimensions that teachers can put on practice to show their status:

1. IMMEDIACYThis includes touching, closer position, forward lean, eye contact, and more direct body orientation 8

2. RELAXATIONThis is shown by an asymmetrical position of the limbs, opennes of arms position and a sideways lean and tilt of the head.

There are some important facts that make the status to be shown like:

• Posture• Eye Contact

• Dominant andSubmissive Behaviour•Territory

• ADDRESSING THE CLASSIt is very important to gain silence. You can not give clear instructions if the class is not completely silent. Teachers should avoid shouting in the class.

Humorous instructions are not appropriate for the first encounters. They must be use when the teacher has reached the trust of the students.

Informal language can also be premature because it could sacrifice some authority.

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It is important to bring them unambiguous instructions as a formal interaction is more appropriate

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GIVING REPRIMANDS

When giving reprimands teachers have to think on how to giving them. For example, when a student misbehave and the rest of the class notice it, it is better to keep a moment of silence and then try to get an atmosphere of seriousness by using an appropriate tone of voice and no movement, so everybody will pay attention and in the future students will be more careful in misbehaving again.

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REWARDS

Teachers have to be careful about rewards. It is not effective when teachers reward students often. The reward must be a significant of a big effort for getting the best job, and not only that, must be the practice of values during the competence.

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THANK YOU

Our students