CLASSROOM MANAGEMENT

CONTENTS

Introduction....5

1. Look at Urs list of patterns of interaction below... Decide whether each interaction is either
more student-centred or more teacher-centred. Justify your answers. Group work........................6
2. Categorize each of the following errors under one of these headings: grammar; pronunciation;
meaning; appropriacy. Justify your answers...................................................................................10
3. Look at the following situations... and decide if you would correct or not. If so, say when you
would do so. Explain your answer .................................................................................................11
4. Below ...is a list of classroom procedures (activity types) which will, in theory, allow for
individualisation in the language classroom. To what extent does each cater for individualised
learning? What advantages and what drawbacks can you identify with each procedure if you
were to use them with your own classes? (Ur, 1996:236) Explain your answers. ....................13
5. To what extent do you agree with each of Urs statements in your materials? What are your
own views on the issue of mixed ability? Do you think that mixed ability groups always result in
more successful SLA for learners? Or can the opposite seem to be true? Why? Draw on your own
experience as a teacher or learner in order to prove or disprove each of her statements, providing
concrete examples of classroom experiences/activities. Can you add any other advantages to her
list?....................................................................................................................................................17
6. Say whether you agree or disagree with each of the following statements. Justify your
answer.18
7 Are the following statements true or false? Justify each of your answers. ..19
8. Put forward three concepts of your interest dealt with throughout the subject, and explain why
they are relevant for you. .21
9.Conclusion ..24
10. Bibliography ..25


Introduction
Classroom management and management of student conduct are skills that teachers acquire and
hone over time. To be sure, effective teaching requires considerable skill in managing the myriad
of tasks and situations that occur in the classroom each day. These skills also require that teachers
understand in more than one way the psychological and developmental levels of their students,
theirs interesting, abilities, style learner between others. It represents some of the things that
good classroom teachers do to maintain an atmosphere that enhances learning in developing
his/her teaching. In order to create a favorable atmosphere in the classroom and thus have a
positive role in the students' performance, teachers and educators should be completely aware of
the importance of establishing a suitable relationship between them and their students
classroom interaction. Their motivation towards learning a foreign language could be increased
or diminished depending on the relationship they have with their teacher, the grouping modality
he chooses for every task or activity, his sense of power and authority over them, the students'
participation and control.
In this work we will explore some balls that make up classroom management in specific
classroom practice, as speech acts, teacher talk, feedback, group work, individual learning, self-
control learning, mixed abilities, discipline and teacher thinking.

1. Look at Urs list of patterns of interaction below... Decide whether each interaction is
either more student-centred or more teacher-centred. Justify your answers. Group work
Closed-ended teacher questioning
Individual work
Choral responses
Collaboration
Student initiates, teacher answers
Full-class interaction
Teacher talk
Self-access
Open-ended teacher questioning

Making the classroom management student centred and managing student unbehavior in two
sitting, is a central focus of teachers and teacher trainers. However many researches indicate that
management of students is only one of many factors which promote high level of student
involvement and motivation in the teaching and learning sitting. Other important influences are:
Good teacher and student relationship
Effective communication
Good choice of textbooks
Interaction across individual, small group and whole class level of participation.

Learning a language is essentially an individual activity. However, this personal or individual task
does not take place in isolation: the learner is typically a member of a class. Their motivation
towards learning a foreign language could be increased or diminished depending on the
relationship they have with their teacher. According Steve Darn TTT - The development of
Communicative Language Teaching (CLT) brought with it some methodologies which emphasize
communication in the classroom, pair and group activities and student involvement in the learning
process. A consequence of this was the belief that the teachers presence in the classroom should
be reduced, however Penny Ur (1996:228) give a useful summary of the most typical interaction
which occur in a language class, where the role of the student in some activities is more
participating than the teachers role or vice versa. We will classify the Urs list of patterns of
interaction Student-Centred or Teacher-Centred.

Student-Centred Interaction
In a student-centered class, put more responsibility on the learners for their own learning.
Students dont depend on their teacher all the time, and they dont ignore each other, but look at
each other and communicate with each other. They value each others contributions; they
cooperate, learn from each other, and help each other. A student-centered classroom isnt a place
where the students decide what they want to learn and what they want to do. The students in
more decision-making process, in which learn by doing, rather than just by listening and
performing meaningless tasks which are often not in context and therefore unreal to them. Here
the learning process becomes more active. Its a time where we consider the needs of the
students, as a group and as individuals, thereby encouraging them to participate in the learning
process all the time. The teachers role is more that of a facilitator than instructor; the students
are active participants in the learning process. The teacher and the textbook help the students to
manage their own activities, and direct their own learning. Being a teacher means being on
enable.
These approach to classroom organization and learning can be used as criteria for classify the
following activities in order, in which students role is more active in the interaction process.
1. Group Work: is one pedagogical strategy that promotes participation and interaction. It
also fosters a deeper and more active learning process. In groups, students can summarize main
points; review problems such as for exams; compare and contrast knowledge, ideas, or theories;
solve problems; or generate comments increasing classroom interaction. Students working in
small groups tend to learn more of what is taught and retain it longer than when the same content
is presented in other instructional formats.
2. Collaboration: in a second place, because we consider that this sort of activity is more
limited to interaction process than Group Work strategy, although there is a one working together
usually in pairs. Collaborative learning affords students enormous advantages not available from
more traditional instruction because a group--whether it is the whole class or a learning group
within the class--can accomplish meaningful learning and solve problems better than any
individual can alone. I.e. In this activity, the knowledge requires effective communication and
collaboration among teachers, students, and others. Students have the opportunity to work
together in pursuit of a common goal Cooperative learning refers to a set of instructional
strategies which include cooperative student-student interaction over subject matter as an
integral part of the process. (Kagan, 1989, p.4:1)

3. Full class interaction: in this activity where teams of students debate an issue prepared in
advance, allows classroom interaction, however interaction process focus on participate to
maintain the dialogue among students, offering them express their opinions, observing and
critique actively the point views other students; spending more time to she speak than sharing.
4. Individual work: evidently this type of activity can be an appropriate place to carry out
individual interest and ideas, where the students have a certain degree of freedom to choose how
and what they learn. Students get independence and responsibility. However it might get difficult
for some students to motivate themselves to study harder and complete assignments on time.
Students do not get to enjoy personal interaction with fellow students and teachers; there are no
group discussions that they can take part.
5. Self access: students study independently choosing from among different resources,
allowing the learners to work at their own pace on an activity targeted to their needs which is not
always possible in a regular classroom, in this activity students do not get the practice of verbal
interaction with professors and other students, thus students have to wait for feedback until the
instructor has reviewed their work and responded to it.

Interaction Teacher-Centred:
Means recognizing that class focus on the teacher rather than the student, thus teachers role is
more active in the class. There is a high level of teacher control, teacher talks most of the time,
learning process is decided by him, teacher provides all information and materials that are
required for learning. If the teacher takes the dominant role in classroom, the students role is
limited to receive or assimilate knowledge, low student interaction because they spend most of
the time listening to the teacher or to textbooks
than interacting and participle fully in learning tasks. , the learners take no responsibility for their
own learning. It requires teachers to accept that their own behavior can have a positive or a
negative effect on the overall atmosphere of the class.
According to these characteristic we can classify the following activities in order from the most
active to least active participation of teacher:
1. Open-ended teacher questioning is one effective way to elicit fresh and sometimes even
startling insights and ideas, opening minds, develops childrens curiosity, reasoning ability,
creativity, and independence; asking open-ended questions is an opportunity to teachers and
students interacting and build knowledge together. However, the type of questions which
teacher use is a key by forcing students speak. Interaction process focus on participate to maintain
the dialogue among teacher and students.

2. Student initiates, teacher answer in this activity learner is involved in a communicative,
which require them to elaborate questions to teacher, Their participation is limited to decision of
the teacher who have class control. There is a low interaction between students; it focuses on
relationship between teacher and students.
3. Choral response: in this activity the learners role is passive; constantly teacher is giving
the students models which are repeated by all in class.
4. Closed ended teacher questioning this activity limit the possibilities of develops students
criticizes, reasoning
as a closed question can be answered with either 'yes' or 'no'. Learners get less opportunity to
speak; it is a conversation stopper. They have to work on the role of teacher's question types.
Teachers have classrooms control.
5. Teacher talk: in this activity teachers role is more active in class, because he/she spends
more time talking, the students role is passive; they spend more time listening to the teachers.
Opportunities for developing the speaking skill are therefore limited. Constantly teacher control
the class. The learners take no responsibility for their own learning but learns what the teacher
decides and when. Student autonomy is thus limited. In teacher talk the purpose is primarily
teach.

2. Categorise each of the following errors under one of these headings: grammar;
pronunciation; meaning; appropriacy. Justify your answers.
In the learning process of a second language students will make many Errors y Mistakes. We
as teachers must record these error and mistake in order to determine the pattern of recurrence.
So that we can take effective corrective action and give the students feedback on their progress
"Mistake is a kind of slips of the tongue. The speaker who makes a mistake is able to recognize it
as a mistake and correct it if necessary. An error, on the other hand, is systematic. That is, it is
likely to occur repeatedly and is not recognized by the learner as an error" (p. 67)
Errors are usually categorized under four broad areas:
Grammar: Refers to unknown of linguistic
rules for constructing sentences in natural languages.
Pronunciation: Focus on target language learning, which are generally defined in term of
inappropriate use of phonological units e.g., phonemes, stress, intonation, and voice quality.
Meaning: Denotes a problem of understanding that comes down to word selection or
connotation
Appopriacy: Refers to the imprecise use of a word in the context it is being used.
- How you come to school? This is a grammatical error; there is an omission of the auxiliary (Do) in
this sentences. How do you come to school?
- I go always to France for my holidays. This is a grammatical error; there is an incorrect use of
grammar structure in this sentence (Syntactic). I always go to France for my Holiday
- I dont like travelling by sheep. In this sentence the error can be Pronunciation, specifically in the
last words, the phonetic sound of the word Sheep and the word Ship are similar: (sheep /i:p/ vs
ship /p/)
- (Mike speaking to his boss) Thats a load of rubbish, mate. Here there are two errors, in the first
sentence the error is Grammatical, there is not a correct management of Tense structure in this
sentence Mike is speaking to his boss About the last sentence Thats a load of rubbish, mate,
the error is one of Meaning, this is a expression with a strong pragmatic meaning, which can be
difficult for students and learners to understand. This is a phrase where the words together have a
meaning that is different from the dictionary definitions of the individual words.
- She suggested us to go home. In this sentence of type error is Grammatical; the preposition to
for expressing destination is omitted. She suggested to us... and it must be used after the verb
go as it is expressing motion- She suggested to us go to home
- Oh, of course! - youre Peter, arent you? (rising intonation on arent you). We considered it as an
error of pronunciation, because the expression Oh, of course! Is an exclamation the pronunciation
about it needs a rising intonation too.
- (student in pub) Give me a beer. Its an expression spoken, and doesnt necessarily conform to
the rules of a sentence; its doesnt contain correct grammar. Its a common idiomatic expression.
Simon, help me here please
- She went to the library to buy a book. As we can see, in this sentence the type of error can be of
Appropriacy- , there is not a correlation between the verbs used Buy with the context in which it
develops Library. In this context the most appropriate verb would be Borrow She went to
the library to borrow a book
3. Look at the following situations and decide if you would correct or not. If so, say when you
would do so. Explain your answer.
1. Students are writing a paragraph about a holiday in ones or twos.
Textual production requires the use of appropriate grammatical structures. According to
Conscious Learning, learners need to have control of the language rules in order to be able to
generate their own language. When students do not have
control of grammatical rules, their production of grammatical text will probably fail. In such a case,
teachers should focus less on students' errors and more on providing linguistic materials which
help students to correct their errors and also give them a better understanding of grammatical
rules and their application. (Krashen i + 1)
2. Students are discussing the question of pollution in small groups.
This activity in which teams of students debate a social issue, is one effective way to develop the
students criticism and reasoning. It allows classroom interaction, negotiation of meaning and
acquisition of learning. It also provides an opportunity for the teacher to encourage the students
to speak. If a student fails to communicate, or is not understood, or might be misunderstood, the
teacher must show acceptance and wait until that student has finished speaking. Then repeat the
original question or alter the syntactic structure without making any changes semantically, but
leave students to correct their own errors.
3. Students are debating on the rights of women in an open class focus.
Debate as a methodological strategy allows every student to participate in an active process.
Students build knowledge together while expressing their opinions, observing and actively
criticizing the points of view of their mates. In this situation, it would be inappropriate to make
corrections. This would impede the development of communication and would limit participation
of students. It would be better to ignore the errors and wait for the students to complete their
contributions. Then provide more materials which can help the students to corrective their errors.
4. Students are discussing role-playing a public meeting after reading a text, and are
preparing their side of the argument.
In activities where the focus is on fluency, procedures such as discussion and debates are a great
opportunity for students to make the effort to speak. In this situation; a corrective approach
wouldnt be appropriate. It would impede the development of communicative competence. It is
better to provide the students with additional linguistic materials so that they can independently
improve their fluency.
5. Students are giving the answer to a listening comprehension exercise in class feedback.
In this listening and speaking context, teachers should respond to the errors of students by
encouraging them to review their responses while giving them hints about key points and angles in
the comprehension.
6. Students are checking a grammar exercise in open class
Teachers should wait until students complete the exercise and, if there are errors, request that
they repeat it after reminding them of some general but relevant Rules of Grammar covered in a
past lesson or exercise. Some more able students in the group might be encouraged to assist in
correcting the errors.
7. Students are giving the teacher examples of the target structure used to and the teacher
is writing these examples on the board.
In this case the teacher should write on the board all the examples given by the students. Then
small groups of students should consider the examples and make corrections. The more
knowledgeable students should be encouraged to actively participate.
4. Below is a list of classroom procedures (activity types) which will, in theory, allow for
individualisation in the language classroom. To what extent does each cater for
individualised learning? What advantages and what drawbacks can you identify with each
procedure if you were to use them with your own classes? (Ur, 1996:236) Explain your
answers.
1. Readers. Students choose individual simplified readers, of varied level and topic, from a school
library, and read quietly in class.
2. Response to listening. The teacher plays a recorded text on a topical issue, and asks the class to
note down points they understood.
3. Workcards. A pile of workcards prepared by the teacher is put in the centre of the class, all
practising the material the class has recently learned, but each different. Each student chooses
one, completes it and then takes another.
4. Textbook questions in class. The class has been given a set of questions from the textbook to
answer in writing; each students does them on his or her own.
5. Worksheets. The teacher distributes worksheets which all practise the same grammar point, but
containing various sections with different kinds of practice tasks and topics. The students choose
which sections they want to do, and do as much as they can in the time allotted.
6.Textbook exercises for homework. The teacher gives three sets of comprehension questions
from the textbook, of varying difficulty, on a passage that has been read in class; each student is
asked to select and do one set.
7. Varied tasks. The teacher has prepared a number of work cards based on different language
skills and content. There is a cassette recorder in one corner with headsets for listening tasks, and
another corner available for quiet talk. Students select, work on and exchange cards freely.

Penny Ur Mixed ability classroom, highlights the association between 'individual learning' and
'Interaction process' in a language classroom. In this teaching and learning context, 'scaffolding
and differentiation of instruction' are necessary. This, she says, requires a great deal of planning, in
addition to, the ability of the teacher to provide a variety of materials, activities and strategies to
address individual factors of the learners in the classroom. These include needs, interests, abilities
and learning styles, as well as speed, level, topic and language skill or teaching point (Ur 1996:
235). Ur (1996: 236) exhibits a list of classroom procedures which allow individualization in the
language classroom. In the following chart, we will consider aspects as advantages, drawbacks and
how each one caters to individual learning.
PROCEDURES ADVANTAGES DRAWBACKS INDIVIDUALISED LEARNING?
Readers
Useful for large groups
Maintain classroom discipline
Simulates students to think, analyze
Thereis no immediate feedback
Students do not get to enjoy personal interaction with fellow students and teachers;
Classroom is often passive.
Learning is difficult to gauge.
Communication is one-way.
The student is allowed to work at his own pace of learning.
Students get independence and responsibility.

Response to listening.
Students are exposed to a native speaker
Develops analytic and problem solving skills
Allows for exploration of solutions for complex issues.
Allows student to apply new knowledge and skills
Interaction with the students is often limited
Communication is one-way.
Students dont have a certain degree of freedom to choose how and what they learn.

Workcards
Learners playing an active role in the classroom
The student actively participates, either individually or as a team member.
Learning cant be observed
There is awareness of individual difference among learners.

Textbook questions in class.
Create meaning individually
Give learners the chance to express themselves.
Students have to wait for feedback, after the instructor has reviewed their work and responded to
it.
Restricts language content
Impedes interaction in classroom
Students take greater responsibility for their own learning.
Allows students to think for themselves without being influenced by others Individual thoughts
can then be shared in large group

Worksheets
Student participation is active rather than passive class time is limited,
Can be used only for short period of time
Students have fewer opportunities to experience success in using the target language
Students decide on what they want to study
Each student has a different preference.

Textbook exercises for homework
Give students the opportunity to express their ideas,
Places students in a passive rather than an active role, Learners are less involved in a
communicative learning.
Encourages one-way communication
Learners to determine the direction of their own learning.
Learners have access to bank alternative activities.

Varied tasks promotes participation and interaction
Students dont carry out all language skills.
Learners to determine the direction of their own learning.
Learners have access to bank alternative activities.

5. To what extent do you agree with each of Urs statements in your material?
The advantages of the work in group according to Penny Ur, (mixed ability groups) show the
association of abilities that the student can share and acquire with his schoolmate, not only for the
acquisition of a Second language, also in the part of formation and acquisition of important human
values in the formation of the student. Example: to share knowledge, tolerances, discipline,
order
The work and the conformation of work groups in the classroom must be limited, is due to have
well-taken care of in the organization of these; because in a classroom there are different students
with different characteristics, specifically we speak of the
acquisition of the abilities in a second language SLA, in this aspect exist students more agile than
others and at the time of organizing the calls mixed ability groups, these must contain skillful
students and less skillful students, with the purpose of which first can be used as support for less
skillful at the same time these can to help in the orientation of the teacher, in the teaching and
learning of a foreign language.
What are you own view on the issue of mixed ability? Do you think that mixed ability groups result
in more successful SLA for learn? Or can the opposite seem to be true? Why?
The work with mixed ability groups is generally advantageous if this one is organized suitably the
teacher doesnt must to neglect the process of group in the SLA, but if the teacher neglects the
group in the classroom, could happen a possible disadvantage of the process of the SLA. Example:
the indiscipline is fomented, and could exist a failure in the learning of a second language in the
student and a failure in the teaching on the part of the teacher.

Draw on your experience a teacher or learner in order to prove or disapprove each of statements,
providing concrete examples of classroom experiences/activities. Can you add any other
advantages to her list?
The affirmations given by Penny Ur as far as the advantages of the work with Mixed ability groups
for the SLA are very productive, but to suggestion way it would be possible to be added that this
work not only occurs in the classroom must occur and also be handled in students house.
Example: when the ability of speaking is being taught generally are made pairs even I engage in a
dialog to show it in the classroom, this work also must be executed in equal house of assigning
works to make in group being used other resources for example the Internet, presentation of
dramatizations, theater is to ratify that this work is due to show in the foreign language. In
conclusion the interaction of students in mixed ability groups must to do in hose in the social
surroundings too.
6. Say whether you agree or disagree with each of the following statements. Justify your
answers
1. If you give instruction for activities in the mothers tongue, you deprive students of an
important opportunity to be exposed to natural L2 use. (DISAGREE)
The level of education of the foreign language in the students is due to watch, can be given
instructions in mother tongue, this doesnt mean that the student could lose the opportunity to
express itself in the foreign language which to be learning he. We must remember that the class of
foreign language must occur in L2 an 80% approximately; the rest of the class, serious for
instructions in L1 and we must not to be fallen in the mistake to translate what it was explained in
foreign language.
Example: the MEN of Colombia (Ministry of National Education) focuses the learning levels
according to Common Marco European these are: nascent, basic, pre-intermediate, intermediate,
pre-advanced and advanced, in this last level it is to understand
that the student dominates in 100% L2, while the one of first single level goes to begin with the
learning of the foreign language, which indicates this that the teacher must use the mother tongue
for to orient the L2
2. Students should be allowed to ask the teacher (in English) if they may say something or ask
something in their own language, and all other use of their mother tongue should be prohibited
(DISAGREE)
We can consider doesnt mattering that methodology uses the teacher for to teaching the L2,
the professor must begin to accustom his students to acquire the four skills from the beginning:
speaking, listening, reading ah writing. The student must begin to produce in foreign language and
it s normal that she/he uses his special mother tongue for translating in his L1. Example: the
student of nascent level generally first that learning is some expressions of formality or simple
words in form written and spoken of equal listen to them and it understands them: good morning
teacher, thank you, excuse me how are you? , bye, see you come on But, by its
level of learning it will not let use its mother tongue like support to understand the L2
3. Teacher could sometimes use mother tongue texts with students, but comprehension task
should require students to produce English (AGREE)
The use of this strategy can develop in the student the skill of writing and the acquisition of
grammar rules of the foreign language
4. If students translate the meaning of new vocabulary they will develop the mistake idea
that there is a one-to-ane correspondence between words in English and their own
language(DISAGREE)
Much importance in the acquisition of vocabulary is must to give; this will help the student to
begin to enrich its lexicon in the foreign language. The translation of words of L2 to L1 not only is
must to orient like the strategy to understand the meaning of words or sentences in the mother
tongue, also is it must to orient with the intention of which the student of L2 beginning to think
about foreign language at the time of facing in the use of it
5. Instructions should always be given in both languages but in English first (AGREE)
The Teacher must not to abuse of the instruction in mother tongue in oral form or in writing form.
As we spoke in statement number one 80% on the directions of the classes of L2 must give in
English, the rest in L1
7. Are the following statements true or false? Justify each of your answers.
1. teacher thinking refers not just to the way we think as teachers but also to what effect
the way we think has on our teaching (TRUE)
We cant understand that Teaching thinking not only is to make actions as teacher. Example: to
dress as teacher, to maintain the order in the classroom teacher thinking it is to obtain that
our students acquire the knowledge, looking for strategies, mechanisms and new approach
methodologies that help the student to organize the thought at the time of learning.
2. Our beliefs as teacher affect our classroom management more than any other element in
the classroom (TRUE)
The part of the affect must be distributed by the teacher not only in the social part or in the
climate of classroom, also the affective part related to the learning of one second language is due
to orient, this will form positive values in the human part and the development of each one of the
activities corresponding to the acquisition of L2
3. Examining our pro- inter and post- active decisions is the best way to investigate our
thinking as teacher (TRUE)
The planning for the development a L2s class is not single to evacuate a subject in certain time,
the planning must contain a process from selecting the support elements (material didactic), to
prepare the activities for the class, to execute the action in the classroom, to watch the type of
activity and action that are expected in the future of our students. When applying all the previous,
we would be truely thinking and acting as teacher
4. As teacher we are doomed to repeat teaching behaviour that we learnt through our
apprenticeship of observation (FALSE)
As to teacher we must search new mechanisms, new strategies and new approach of education,
with the purpose of finding one more a easier way for the learning (students) and the teaching of
the L2. The models of education of the past cant be not known totally, these always serve and will
serve as way for the construction of new approaches of teaching.
Teachers must not be always registered with a single pedagogical approach; we must remember
that everything also evolves the education.
5. There is always a mismatch between a teacher espoused theories and his/her real
classroom behavior. (FALSE)
The different theories expressed on the form as the professor handles the classroom, are product
of the experience that daily a teacher with his students lives. In a classroom the teacher is itself
faced every day a some of new experiences of teaching and of learning of the students not only in
the also reflected acquisition of L2 in the social part, the human, cultural, emotional too part of
each one of the students and all this only the teacher can look.
6. Teachers beliefs which are formed early in life, are very difficult to change (FALSE)
Again reaffirming part of the saying previously as it spends the time, everything is changing
everything is evolving: science, the technology, the economy, the polity, the culture, etc. The
education too is evolving, when evolving it also evolves the form to teaching and learning, it
doesnt matter the age and the time in which we formed as teachers
7. A teacher will usually have a deeply-rooted (possibly unconscious) view about who his/her
learners are, and this view is related to how the teacher believes language are learned (TRUE)
When a teacher faces a classroom of L2 will look that all the students dont learning to a same
rate, but as it is working with them, could looking the different characteristics in which a L2 is
learned, when a method in special is applied in the students. The teacher can be said that
if he could have deeply-rooted in a while given which can be unconscious and normal within the
work of the teaching of a L2, of equal would not be remote of possible errors, which must be
avoided frequently or correct them in time.
8. Taking into account the affective climate in a classroom is likely to affect a teachers
classroom management decisions.(FALSE)
The affective climate would not affect the decisions of the teacher, the affective climate is part of
teaching and of the learning, it is a subject that the educational one must give special attention
him, since they can here leave strategies of teaching of a L2 but also possible failures if dont
handle them carefully.
8. Put forward three concepts of your interest dealt with throughout the subject, and explain
why they relevant for you.
Classroom discipline
To maintain the discipline in the classroom is a very important topic that all teachers must handle
and dominate. If it isnt applied or a good discipline in the classroom stays the learning in the
students and teaching in the teacher would be given to the failure. The discipline isnt single to
maintain to the student within good behavior or good behavior in the classroom and outside it,
the discipline also must be understood as the application and formation of good habits of learning
of one second language as they are it the order, the responsibility, the dedication, the fulfillment,
the respect, this discipline not only must be applied in the student the teacher also must practice
it.
The use of the L1 in the classroom
The use of L1 in the classroom must be taken as a tool of single support in the considered students
nascent of L2, but its due to measure when to be applied and not to abuse the use of L1. We must
remember that the L2s class must within an atmosphere of foreign language as also it must be the
classroom. The use of L1 in the classroom can have manifold functions, within some are: the one
to serve as comparison in the grammar structure with the L2, to acquire vocabulary, to orient
some activities etc. In students of advanced level its to be understood that the use of the L1 isnt
necessary, nevertheless also can exist some activities in where it would have to resort to the use
of the L1 on the part of the teacher or by the students.
Teacher thinking
This topic is of special attention and self-reflection in the teachers. The teacher not only is to fulfill
his function in the classroom, this goes more has of the daily task in the classroom, from the
behavior, the physical presentation to the thought in the form to teach, as he teaches, that goes
away to teach and that hopes that their students learning or who results hope to obtain. Thinking
as teacher looking from a second aspect of the teaching of L2 must be creative and searching.
Creative: to search for and to use the means that can offer the surroundings him (use of the
technology, drawings, graphs, TV mass media (foreign news)) with so doing of the education of
dynamic and interactive L2. Searching: because every day were see multiple problems of learning
and changes in education in the classroom, the teacher must be to the front of each one of them
with his solution respective. We are seen by the society like the special teacher who teaching a
second language and this hope that the results in the students must be more positive than
negative, to resist this we must be in constant update and investigation in the teaching of L2.
A third look the one to practice the sense of belonged as teacher of teaching of one second
language, to be it jeopardize in the importance of acquiring a L2, of appreciating the importance of
one second language and mainly of trying to give the maximum use him although were
surrounded by a communication in mother tongue.

CONCLUSION

The manage of the classroom for the teacher of a second language this marking in strategies that
not only maintain the order and the discipline as far as the compartment of the student; the
discipline also this cantered in the organization of the different activities that the teacher must
present to his students in the development of a topic of L2, from as the teacher must act in front:
the handling of L1, organization of works in group, interaction teacher student form, handling of
corrective etc and his conscience as teacher.
If each teacher get manages all aspects previous in the classroom with his students, we could say
that the teacher of L2 would be acting and thinking as teacher, and the results Could be optimal in
the teaching and the learning.