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This unit was about classroom management and outlined various strategies relating to arrangements of seating (rows, circular, horseshoe, ect.), making/avoiding eye contact, hand gestures, amount of time to face towards and/or away from a white board/chalk board, how a teacher should position him/herself in the classroom (i.e. standing, sitting, motioning through walking, etc.), how to give instructions (meaning level of language used and/or repeated use of same terminology for various tasks), and the use of students’ names – and when to use names among others. The general idea was to use the approach best-suited to the size, level, age, and cultural backgrounds of the students. For instance, rows work better for larger classes, whereas seating in a horseshoe structure is better for small classes, and making use of gestures that everyone understands, but would not be seen as ambiguous or offensive in a given culture to clarify points. Another key point of this chapter focused on student participation, and in particular the effort to maximize student talking and engagement with the material. The unit delved into the advantages and disadvantages of activities that involved: individual activities; pair activities; group activities; and whole class activities. The factors involved in assessing whether or not such activities are useful related to considerations of comfort levels of various students to participate, and in particular to speak in English, the level of teacher involvement and “teacher talking time,” noise level in classroom, and individual absorption of the material.
