This document outlines the topics covered in an EDUC 1839 Classroom Management course at Northern Virginia Community College. The course covers teaching adult English language learners, conducting needs assessments, differentiating instruction, fostering a positive classroom culture, and discussing classroom management scenarios. It provides information on topics such as the characteristics of adult learners, creating needs assessments, differentiated instruction strategies, positive classroom techniques, managing large and open enrollment classes, grouping students, addressing problems, and providing feedback. Sample classroom scenarios are also presented to demonstrate classroom management strategies.

1. www.nvcc.edu/workfo

2. EDUC 1839:
Classroom Management
American Culture & Language Institute, TESOL Certificate Program
Northern Virginia Community College
www.nvcc.edu/workfo

3. Overview
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Teaching adult learners
Conducting a needs assessment
Creating differentiated instruction
Fostering a positive classroom culture
Discussing classroom management
scenarios
• Creating a classroom management plan
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4. Teaching Adult Learners
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Self-directed
Goal or results oriented
Limited time + numerous demands
Multi-level, -cultural, -first language
Learning styles
Educational background
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5. Reflection
• Think of a classroom experience where there
was too much or too little control.
– What were the results?
– What could the instructor/students have done
differently?
• Discuss in small groups.
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6. Multi-Level Classes
• Educational
– Formality of education
• Sitting in a classroom
• Learning another language
– Expectations about learning + teaching
• Content, skills, textbooks, etc.
– Literacy
• L1 vs. L2
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7. Multi-Level Classes (cont.)
• Cultural
– Classroom behavior
• Asking questions
• Working in pairs + peer correction
– Multi-cultural
• Tensions among groups (Russians + Ukraines)
– Language
• Difference in grammar + sounds of L1 and Eng.
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8. Multi-Level Classes (cont.)
• Individual
– Personal
• Introverted vs. extroverted
• Individual vs. group work
– Motivational
• Voluntary or compulsory
• Personal, professional, academic
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9. Multi-Level Classes (cont.)
• Individual
(cont.)
– Attitude
• Homesickness + Acculturation
– Age
• Open-mindedness
• Physical limitations
– Learning Styles
• Individual, intrapersonal, etc.
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10. Multi-Level Classes (cont.)
• Situational
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Immigration status
Study load (part time or full time)
Length of time in country
Access to English outside of the classroom
Socioeconomic status
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11. Needs Assessment
• Teachers cannot meet everyone’s needs all
of the time.
• Aim to identify needs & wants and plan
accordingly.
• Needs vs. Wants
– Needs: Gaps in students’ knowledge/ability
– Wants: Goals and expectations of class.
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12. Creating a Needs Assessment
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Country of origin
Age
Language
Time spent in U.S.
Educational background
Experience with other languages
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13. Creating a Needs Assessment
(cont.)
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Reason for studying English
Future goals
Easy and hard part of learning English
Learning styles
Employment and/or kids
Expectations of the teacher
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14. Creating Differentiated Instruction
• Create open-ended tasks
• Provide a variety of tasks on the same topic
with increasing difficulty
• Provide the same task with differing levels of
support
• Assign supportive roles
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15. Fostering a Positive
Classroom Culture
• Arrange seating in small groups/semi circle.
• Create a list of classroom rules for the
teacher and students.
• Create a predictable warm up routine.
• Display student work on billboards.
• Enable students to work outside of the
classroom and report back.
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16. Fostering a Positive
Classroom Culture (cont.)
• Develop a class routine for stopping activities
(flicking the lights, clapping).
• Have a Plan B for early finishers.
• Create and monitor group work.
• Provide a variety of whole group, small group,
pair and individual activities.
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17. Managing Large Classes
• Give directions, model and check for
understanding before students start.
• Utilize peer discussion and correction.
• Call on random groups to present.
• Circulate around the small groups during
planning.
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18. Managing Large Classes (cont.)
• Call on students by name to ensure
equal contribution.
• Have students raise their hands to avoid
the whole class shouting the answer.
• Ask student to repeat the answer rather
than the teacher echo it.
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19. Managing Open Enrollment
• Allow for introductions.
• Post class rules on the wall for review.
• Pair the new student up with a more
capable/experienced peer.
• Catch them up before or after class.
• Provide a waitlist.
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20. Grouping Students
• Create a role and outcome for each ss.
• Consider ability level, gender, relationships.
• Group students randomly.
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Number students (1, 2, 3)
Month they were born
Favorite color
Alphabetically
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21. Grouping Students (cont.)
• Explain the benefits of working with others.
– Peer teaching: Similar ability vs. different ability
– Different intelligences/approaches
• Model providing constructive feedback.
– Provide rubrics or checklists for evaluation.
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22. When Problems Arise
• Address the issue with the student or
students promptly and privately.
• Empathize and listen.
• Encourage students to suggest solutions.
• Outline the next steps and/or consequences.
• Follow up!
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23. Provide Constructive Feedback
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Specific & factual
Timely
Frequently
Constructively
Balance good qualities with areas of
improvement
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24. Scenario 1
A student wore a gun necklace to school. When Mike,
the teacher saw it, he yelled at him to take it off in front
of the class. Mike said that an AK-47 necklace was
inappropriate. The student felt embarrassed and didn’t
return to class the next day.
What would you do if faced with this situation? How
might Mike have prevented this situation from occuring?
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25. Scenario 2
Trang teaches a class of 21 adult ESL students from a
variety of cultures and L1s: Saudi Arabia, Vietnam,
Turkey, Korea, and Spain.
• The Saudi and Turkish students are fluent speakers,
but need writing and spelling instruction.
• The Vietnamese, Korean, and Spanish students are
fluent writers, but need pronunciation instruction.
How should she organize students into pair and group
activities?
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26. Scenario 3
A student eagerly participates in class, but often
overshadows other students. He is the first to call out an
answer or provide an anecdote. During group work, he
strongly presents his opinions, and if they are not
accepted, withdraws from the conversation and no
longer contributes.
What kinds of participatory rules should the instructor
and class develop to ensure equal participation?
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27. Classroom Management Plan
• Imagine & describe your perfect class.
– Student Needs vs. Wants
• Identify the types of activities & classroom
organization.
• Create a list of class rules for teachers and
students.
• Present it to the class.
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