lesson management

1. How to Spoil Your
Lesson
Galina Sharonova
23.06.2020

2. My bio
 CELTA, Delta Module 2
 15 years of teaching
 9 years of teacher training
Teaching and teacher training for me is a journey full of discoveries

3. Aims
- to consider some cases related to classroom management from two perspectives and
role-play possible ways to deal with the situations
- to revise some rules of effective classroom management
- to be better able to take instant teaching decisions
- to exchange ideas and share experience
- to have fun

4. Features of a good lesson
 Friendly atmosphere
 Beneficial for all the students
 Good and logical staging and smooth transition from one stage to the other
 Good pace

5. Features of a bad lesson
 No/ lack of logic
 No equal attention to all the students
 T-centredness

6. Case study
Case #1
It’s the end of the lesson but you still have 20 minutes left. You have covered all the material
you planned and now you need to decide what to do. You can start a new unit or do a speaking
activity or do something different. What would you do?

7. Case study
Case #2
The teacher asks students to do a vocabulary task. They start doing it and some time later one
of them finishes it, another one is still doing it while a few other students are nearing the end
of it. There are also a few students who haven’t started doing the task yet. What is going to
happen?

8. Case study
Case #3
The teacher is assigning a reading task to their group, “Now we’re going to do an interesting
task. Well you’re going to read the text. Interesting text… Read it again and answer the
questions afterwards. So can you start reading it and answer the questions?” Then students
start doing the task…What is going to happen?

9. Not-to-do listNot-to-do list Issues related to classroom
management
1. There is no need to plan your lesson
carefully. You are an experienced teacher
and can play by ear. Always skip freer
practice of new vocab or grammar. There
is no need to have a communicative task.
‘Talk to your partner’ task with no follow
up is really fine.
Thorough planning
2. Never set time frames, students don’t
really need to know how long a task will
take.
Setting time frames (and respecting
them)
3. Instructions don’t need to be short and
simple. Long and vague instructions keep
students focused on what their teacher is
saying.
Instructions

10. Making it better – What to do?
There is no need to plan your lesson carefully. You are an experienced teacher
and can play by ear. Always skip freer practice of new vocab or grammar. There
is no need to have a communicative task. ‘Talk to your partner’ task with no
follow up is really fine. (Thorough planning)

11. Making it better – What to do?
Never set time frames, students don’t really need to know how long a task will
take. (Setting time frames (and respecting them)

12. Making it better – What to do?
Instructions don’t need to be short and simple. Long and vague
instructions keep students focused on what their teacher is saying.
(Giving proper instructions)

13. Your discoveries
Please share your ideas in the chat box

14. Thank you!
If you have any questions, you can find me there:
Email: gali.sharonova@gmail.com
Instagram: @galina_sharonova
Facebook: Galina Sharonova