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Having disruptive behavior in classroom can reduce the amount of time the teacher has to carry out the lesson. There are ways that the teacher can ensure that the classroom lessons runs adequately. For the most part, a teacher can have under control the disruptive behavior by building rapport (Training, 2011, p. 2) with the students at the beginning of school year, or at the beginning of the course. When the teacher builds a relationship (student-teacher) the student will be able to participate easily with the desire to learn. When there is behavior that causes distraction then other students will not be able to concentrate on the lesson. Keep in mind that there will be factors that contribute to a students’ behavior such as, “self-esteem, family problems, bored, class size, etc. (Training, 2011, p. 12).” On these factors the teacher will not have much control over. A teacher should be able to know the limits of when to be active with the students or passive (Training, 2011, p. 2). Being overactive in the classroom can make a student uncomfortable and will have difficulty concentrating. Sometimes even the students might not take the teacher too seriously because the way the teacher is portraying him/herself. The teacher will want to make each student comfortable when participating in class lessons. Make sure there are rules to be followed. Along with building rapport with students, the teacher should be able to make rules/instructions as clear as possible. If the rules or the instructions are not followed, the student will not be able to know or understand why a certain task is done that way. The teacher will want to take into consideration several things before setting up the classroom such as: “having a small ice- breaker if the students don’t know each other, to keep in mind which students get along (Training, 2011, p. 11).” Having rules in the classroom can help the student learn, such as being quiet when someone else is talking; being respectful of one another. Classroom management is not only to keep students well-behaved, but also, they way classroom is set up to get as much learning as possible. The teacher will not want to put two students who dislike each other if this might cause distraction (Training, 2011, p. 11). If there are activities that have the students working in pairs then the students can share with each other their ideas before presenting them to the whole class. It can also balance out between the stronger and the weaker students. Since this is teaching the students English as a foreign language then the teacher will want as much talking time from the students using English. As mentioned, it is extremely important to have set up good relationship with the students. The teacher is the role-model in the classroom setting, they will get motivated if the teacher also is motivated and has good classroom management. The teacher should be “punctual, well prepared, motivated, to show respect for each learner, and make sure lessons are interesting (Training, 2011, p. 11)” and that they have to do with the lesson. Not all the workload should be on the teacher, of course, but it also depends on the students desire to learn. How well the class is managed will have a good outcome percentage of students retaining the information and learning. References Training, I. T. (2011). Classroom Management.
