Classroom management requires a positive relationship between the teacher and the student. A teacher, who has a good rapport with their students, will have a better outcome. Respect for each other, will prove positive in both the relationship and study.

Obstacles to this rapport may involve the classroom set up, which can create problems, such as with rows. The students, at the back, are disadvantaged.

1. An alternative, he suggests, is to arrange the chairs and tables into a three sided box shape. In this fashion, every student is in the first row and the teacher can freely move around the room while talking, and therefore giving personal contact.
   Training students to do what you want them to do, when you ask them to do it, is the side of discipline management called Responsibility Training. The goal is to make responsible behavior in the classroom a matter of routine.

2. Maintaining good order in classrooms is one of the most difficult tasks facing young inexperienced   The task has become more difficult  over the past few decades as young peoples respect for authority has changed dramatically.

• The primary cause of misbehavior, in the classroom, is attention, power, revenge, self confidence and problems at home. To look at one example of misbehavior is when the student, that is the loudest in class, is commonly known as The Loudmouth. To act on the students problems, this one included, we need to pinpoint the students needs.
  We can identify that the student is looking for attention and cries out for it with every action. The school or home environment may be very painful and the student may be using loud behavior to protect him/herself from others.
• The status of the student is that he/she needs to be noticed and recognized and is trying to be somebody through negative behavior.
• The consequent mistakes, which can be made by the teacher, can be to avoid the student, or not deal with the problem at all.
• Never yell at the student, is sound advice, instead take the student aside and communicate.
• Putting the student down and making them feel immature in the classroom is a recipe for disaster.
• This will not only anger the student, but cause more problems with the whole class.

3. The ways to get a routine of positive behaviour is to reward them with more than just a pat on the back. Activities to help you get to know and understand your students.

What to do if the whole class is good- or not? Encouraging new learning partnerships with creative learning relationships. Getting people involved!

4. Consistency is all or nothing. You are either consistent or inconsistent. Being consistent lays the foundations for meaning Business? Never make a rule that you are not willing to enforce. The line between acceptable behavior and unacceptable behavior must be crystal clear.
   When someone annoys us we get upset, and when you get upset in the classroom we can open our mouths and yell, without the students even listening to us.
5. Our first object, therefore, is to relax in response to seeing the disruption. Even though this is not a natural response, it takes training, but it is a skill that all natural teachers master. Relax, keep your mouth shut and give yourself a moment to think to signal to students that you mean business.

Stop what you are doing, take a deep breath, turn slowly towards the students and simply wait. The students can now see that in your classroom, discipline comes before instruction. Studying the students behavior is a common problem in the classroom.
How do you control a student that just sits there looking at you instead of getting back to work? The answer is to move closer, relax and wait. Human interaction is more intense the closer the people are to each other. With practice, patience and experience most behavior problems can be overcome.

Author: Warren Roga

When it comes to managing a classroom, most of what new teachers learn is trial by fire. It’s also smart to heed the advice of those who have walked — and stumbled — before you. If you are struggling with discipline, here are five tips that you can start using right away:

1.            Use a normal, natural voice

Are you teaching in your normal voice? Every teacher can remember this from the first year in the classroom: spending those first months talking at an above-normal range until one day, you lose your voice.

Raising our voice to get students’ attention is not the best approach, and the stress it causes and the vibe it puts in the room just isn’t worth it. The students will mirror your voice level, so avoid using that semi-shouting voice. If we want kids to talk at a normal, pleasant volume, we must do the same.

You want to also differentiate your tone. If you are asking students to put away their notebooks and get into their groups, be sure to use a declarative, matter-of-fact tone. If you are asking a question about a character in a short story, or about contributions made by the Roman Empire, use an inviting, conversational tone.

2.            Speak only when students are quiet and ready

A 20-year teaching veteran advises that you should just wait and then wait some more until all students were quiet.

So try it! Fight the temptation to talk. Sometimes you may have wait much longer than you think could hold out for. Slowly but surely, the students would cue each other: “Sshh, she’s trying to tell us something,” “Come on, stop talking,” and “Hey guys, be quiet.” (They’ll do all the work for you!)

Your patience will pay off. And you’ll get to keep your voice.

3.            Use hand signals and other non-verbal communication

Holding one hand in the air and making eye contact with students is a great way to quiet the class and get their attention on you. It takes awhile for students to get used to this as a routine, but it works wonderfully. Have them raise their hand along with you until all are up. Then lower yours and talk.

Flicking the lights off and on once to get the attention is an oldie but goodie. It could also be something you do routinely to let them know they have three minutes to finish an assignment or clean up, etc.

With younger students, try clapping your hands three times and teaching the children to quickly clap back twice. This is a fun and active way to get their attention and all eyes on you.

4.            Address behavior issues quickly and wisely

Be sure to address an issue between you and a student or between two students as quickly as possible. Bad feelings — on your part or the students — can so quickly grow from molehills into mountains.

Now, for handling those conflicts wisely, you and the student should step away from the other students, just in the doorway of the classroom perhaps. Wait until after instruction if possible, avoiding interruption of the lesson. Ask naive questions such as, “How might I help you?” Don’t accuse the child of anything. Act as if you do care, even if you have the opposite feeling at that moment. The student will usually become disarmed because she might be expecting you to be angry and confrontational.

And, if you must address bad behavior during your instruction, always take a positive approach. Say, “It looks like you have a question” rather than, “Why are you off task and talking?”

When students have conflicts with each other, arrange for the students to meet with you at lunch, after or before school. Use neutral language as you act as a mediator, helping them resolve the problem peacefully or at least reach an agreeable truce.

5.            Always have a well-designed, engaging lesson

This tip is most important of all. Perhaps you’ve heard the saying, if you don’t have a plan for them, they’ll have one for you. Always over plan. It’s better to run out of time than to run short on a lesson.

Bored students equal trouble! If the lesson is poorly planned, there is often way too much talking and telling from the teacher and not enough hands-on learning and discovery by the students. We all know engaging lessons take both serious mind and time to plan. And they are certainly worth it — for many reasons.

Share with us your classroom management experiences: What specific challenges are you having? What strategies have worked well for you and your students? Please share in the comment section.

Classroom Management:
Classroom Management – Power Point Presentation
Classroom Management  – How would you rate yourself at
Classroom Management  – Jigsaw Dictation for differentiated learning
Classroom Management – Case study cards

Grammar:
Grammar 1-8
Grammar worksheets – teachers’ copies for Lesson Planning and Grammar

Lesson Planning:
Lesson plan 1- 6
Session description – Lesson Planning and Grammar – 60 mins

Pronunciation:
Pronunciation

Last week, over 1000 Georgian English language teachers have gathered on a conference held in four cities (Batumi, Kutais, Telavi and Tbilisi) to discuss different topics and share English language teaching practices.

The conference was organized by The English Book in Georgia with the great support of Macmillan. We were honored to have Jim Scrivener (a freelance writer, consultant, teacher, trainer and conference speaker), Maura O’Brien (teacher trainer), Philip Kerr (lecturer, teacher trainer and materials writer), Teresa Doğuelli (teacher trainer) and Nick Goode (Regional Manager, Central Europe for Macmillan Education) as the guest-speakers of the conference.

“It is my honor to attend this conference. We learned about many new methods and activities, very helpful to reach our goals, the goals of National Curriculum. We will bring these methods to our students and will involve them in the activities. This all will help the students learn to speak English more freely”, says one of the participants Ms.MakaBerishvili, Rustavi PS N14.

English Book in Georgia is amazed by the motivation, interest, commitment and dedication the participants have showed during those four days. The representative of the Ministry of Education and Science of Georgia, Ms. Natia Jokhadze has also mentioned this during her speech, saying that the number of attendants in Tbilisi was significantly bigger than any other similar events organized before. She thanked the participants, in the name of Ministry of Education and Science of Georgia, for their commitment and dedication.

The participants were engaged and actively involved in the discussions. As one of the teachers, Ms. Ana Panchulidze, IB Mtiebi, mentioned, “what we can learn from this conference, is the new approach to teaching processes and this is why, it is essential that this kind of events are organized often. On this conference we have the chance to meet world’s leading experts in the field”

The conference consisted of two parts – each speaker lead one plenary session and there were several workshops offered, running simultaneously in two sessions for smaller groups. This way each participant had a chance to attend two different workshops of their choice. The workshops covered different interesting topics, such as Classroom Management, Vocabulary Practices, Emotional Intelligence, Teamwork as well as Student Engagement.

“As a company, MacMillan Education what we try and do is to focus on the learners and focus on the teachers. And one way of increasing thelevel of English in any given situation, whether it is a particular classroom or if you think about a country like Georgia, isthat to educate the teachers as much as possible. Because by educating teachers it means that they can spread the techniques through to their students and therefore, students can have a better understanding of English and increase their level of English. And conferences like this are a great way to gather as many teachers together at one place as possible and that has many different benefits.”, says Nick Goode, Regional Manager (Central Europe for Macmillan Education). 

This was one of the biggest English Language Teachers Conferences organized in Georgia having over 1, 000 participants, both public and partner private school teachers.

The conference in Tbilisi took place in the new office of English Book in Georgia. Right now, the room used for the conference is empty and ready for other interesting events. Our new office andour staff members are all set and ready for newchallenges, new events and new ways to stand by the teachers and overall, stand by the Education System in Georgia. We can only show our admiration to the teachers and again thank them for their interest, motivation and dedication and look forward to future opportunities of cooperation!