Brown: Chapter 21 Questions
What are the major variables in classroom management?
• physical environment
• teacher's tone of voice and body language
• unexpected changes in lesson plans
• adverse circumstances (large classes,
unruly students, etc.)
• teacher roles and styles
• classroom climate as established
• by the teacher/students relationship
What kinds of seating arrangement would be most conducive to class learning and participation? Why?
1. semi-circles, U-shapes, concentric circles
or one circle; a way in which students
aren't all squarely facing the teacher (p. 412)
The above seating arrangements help
to create an atmosphere of community;
they also help to know your
neighbor which helps with verbal
What are some good things to consider regarding voice and body language? and why are they important to teaching?
What are some of the characteristics of effective praise?
(p. 422, table)
What is the key to overcoming the unexpected while teaching?
stay calm, assess the situation quickly,
make a midstream change in the lesson
plan, and move on (p. 415)
List, describe, and give a treatment for possible adverse circumstances in a teaching environment.
1. large classes
Treatment: optimal use of pair/group work
Treatment: professional diplomacy
Treatment: find source of problem & treat
What techniques may be used to minimize opportunities for students to cheat?
• ascertain students' perceptions of cheating
• lower the pressure students may feel to "excel"
• remind students that tests are tools to
help them and to help the teacher
• use seating arrangements that separate
students during testing
• use multiple forms of the test
• provide adequate preparation and review
prior to giving a test
What are some ways to deal with large class sizes?
(p. 416 a-i)
What can teachers do to help students overcome depression and discouragement due to culture differences?
• help students to acknowledge the
acculturation and its stages
• stress the importance of the L2 as
a powerful adjustment tool in the new culture<
• be especially sensitive to any
students who appear to be depressed
and do what you can to assist them
What is classroom energy?
A force that is unleashed in a classroom,
learned to perceive it really through the
experience of teaching itself. Energy is
the electricity of many minds caught up
in a circuit of thinking and talking and
writing. Energy is an aura of creativity
sparked by the interaction of students.
Energy drives students toward higher
attainment. Students (and teachers) take
energy with them when they leave the
classroom and bring it back the next day.
What are some of the things a teacher can do to help create energy in a classroom?
• solid preparation
• confidence in your ability to teach
• a genuinely positive belief in your
students' ability to learn
• a sense of joy in doing what you do
• by overtly manifesting the previous
items when you walk into the classroom
Why is it important to establish "rapport" with a class?
• it makes students feel known and appreciated
• students will think more capably and creatively
• helps build positive energy in the classroom
How does a teacher establish rapport?
• showing interest in each student as a person
• giving feedback on each person's progress
• openly soliciting students' ideals and feelings
• valuing and respecting what students think and say
• laughing with them and not at them
What are 3 considerations in creating a positive classroom climate?
Rapport, praise criticism, and energy.
What is one of the biggest discipline problems in a classroom?
Not following through on threats and / or promises.
Time & Place
Textbook & Materials
Major Learning Activities
Course Requirements & Grading Scheme
Students with Disabilities
Dr. Lynn E. Henrichsen
Department of Linguistics
Brigham Young University
Last Updated: Saturday, January 24, 1998