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Unit 3 focuses on classroom management. There are many things that a good teacher will do to ensure that he or she runs the classroom affectively. Appropriate use of eye contact, gestures, voice, and students' names can all help the teacher to maintain control of the class as well as aid in student learning by keeping the students' attention and reducing teacher talk time. The way that a teacher chooses to organize class activities also plays an important role in classroom management. By knowing about the topic and knowing about class dynamics, the teacher can then organize students to work in pairs, on their own, or together as a whole class in order to give the students the best chance to achieve success with that specific assignment. Classroom set-up is another factor that affects the teachers' ability to manage the class. Arranging students into orderly rows allows the teacher appear to be more dominate, while still giving all students a clear view and still easily allowing for pair work or group work. Other arrangements, such as small tables or a horseshoe, gives the students more opportunity to interact with one another, providing both pros and cons in itself. While handling a student who is misbehaving or being disruptive is never pleasant, it is necessary in order to ensure that the entire class does not miss out on an opportunity to learn. Speaking to the student after class, disciplining the behavior, not the student, and following through with threats all help to establish the teachers' dominance as well as to let the student know that his or her behavior is not conducive to a positive learning environment. By affectively managing the classroom, the teacher in turn builds a positive rapport with his or her students, making learning more enjoyable.
