Classroom

Management Plan
A Resource Manual for TEFL in Seventh Grade

Maria Luisa Amparo Virgen

Gómez Sandoval Ana Paulina
Patrón Morales Claudia Melissa

Educational Planning
Tutor: Mariela Ávila

UNIVERSIDAD AUTÓNOMA DE SINALOA

Centro de Estudio de Idiomas Mazatlán.
Introduction
This manual is intended to help give NQTs or student teachers of English in an EFL
context some guidance in classroom management techniques and strategies. Readers
can also find some practical advice on lesson planning and material design for a target
group of middle school learners in a public educational setting. Note that this handbook
contains only suggestions on what to do during the first week of class. This manual was
written by three trainee English teachers who are always motivated to keep learning on
how to provide a life-long learning education to young pupils.

These learners in particular are going through some major physiological, psychological,
cognitive, and social changes in their lives one which is the transition from elementary
school to middle school. The following is a list of characteristics of 7th graders we
considered the most important for the development of this manual:

 These learners are highly energetic sometimes, but lethargic at other times.
 These learners are prone to experience or display behavioral problems among them
and with their superiors.
 One of the main priorities for this target group at this point is to find a sense of identity
and be perceived and approved by their peers.
 They enjoy activities that are active, hands-on, related to real life, and involve constant
interaction with peers.
 In some cases, there is an urgent need for movement and physical activity. (sports or
games)
 Learners want to feel independent and self-sufficient but are afraid of taking big risks
or being ridiculed by their peers.
 They demand too many privileges but avoid many responsibilities; nevertheless, they
show themselves sensible at times.
 There is an improvement in using speech for self-expression. They show emerging
abilities and interests in a particular skill or area. (e.g. languages, technology, pop
culture, etc)
 Other conditions in their learning environment are that schools and groups are large-
sized, there is a high student-teacher ratio, and English is not considered a core
subject in the curriculum.
Classroom Management as a System

It is our belief that classroom management should not be seen as a behavioral approach
to the management of behavior and discipline in the classroom despite its predominance
in the teaching and learning community. Instead, we hold the idea that an effective
classroom management comes forth from a systematic procedure that is implemented
since the very first day of class. We think that in this way, teachers are more likely to avoid
having problems with being inconsistent with discipline measures or showing themselves
ineffective with their impulsive action-reaction techniques. It is all about process and
outcome; planning in advance, letting learners clear what is expected from them and
involving them in the building of a safe and optimal learning environment, which is even
more beneficial for everyone.

Early intervention and constant instruction will enable learners to follow and meet the
discipline standards and expectations and will also minimize the teacher’s chances for
failing half way trough.
 Unit planning (weekly plan)
Target Group: Lower-Intermediate (Middle School Learners)
Name of the Unit: Unit 0
Main Objectives:
- To establish rapport between T and Ss.
- To clarify classroom rules and expectations.
- To familiarize with essential courtesy and useful vocabulary to communicate in the classroom.
Time (Weeks/ hours): 3 hours (3hrs per week)
Class 1 (50 min)
Objectives: By the end of the class, Ss (and T)
will be able to know each other’s
names and feel more confident
when speaking English.
Personal Aim: To start building rapport between
T and Ss and encourage them to
use TL in the classroom.
Main  Introduction Survey
activities:  Spelling the ABC’s
 Reviewing numbers
 Double Hot Potato
Materials - Introduction Survey Handout
and - ABC Audio Track
resources: - Markers, sheet protectors, and
A4 paper
- Two potatoes
Class 2 (50 min)
By the end of the lesson, Ss will be
able to define and appreciate
classroom expectations mutually
agreed on between them and T.
To raise awareness on what
constitutes appropriate and
expected classroom behavior.
 Setting Classroom Rules (Pair
and Group Speaking Activity)
 Establishing and clarifying
consequences (Handout)
 Signing Classroom Contract
- Classroom Rules Poster
- Class Contract
- Consequences Handout
- - This/That Worksheet
Class 3 (50 min)
By the end of the lesson, Ss will
be able to identify and respond
properly to teacher’s
commands to perform during
class.
To present classroom
vocabulary and practice the use
of a/an and this/that.
 Classroom Language
Worksheet (T’s commands -
TPR Activity)
 Classroom Objects
Worksheet (Plurals –s)
 Vocabulary + a/an
 Recycled vocabulary +
this/that
- Classroom Language
Handout (pp.1& & 2)
- 11 pictures of objects
 DAILY LESSON PLAN 1

Topic Getting to know us

Context/level Lower-Intermediate (Middle School learners)
of proficiency
Objectives By the end of the lesson, Ss snd T will be able to know each other’s names.
Ss will be able to recall and recite basic language to talk about themselves in conversation.
Ss will be able to develop their confidence in speaking English.
Materials - “Get to know me” Introduction Survey
- A B C Audio Track
- Two Potatos
- Markers, sheet protectors, and A4 paper sheets
Values to Respect, kindness, empathy, friendship.
reflect about

Stage Procedure Time

Warm- up T draws on the board a cloud with six words inside and titles it: “My Cloud”. 5 min
“My Cloud” T tells ss that the words inside her cloud represent some kind of information related to her.
(opening) Ss try to guess what each of the words stand for.
T elicits answers and reconstructs language. T encourages Ss to ask the questions
properly.
T asks the group those same questions. T elicits answers and prompts language.
Activities
Survey T hands out a copy of Introduction Survey (See Appendix) to Ss. 15 min
Activity T explains instructions for the task, draws Ss attention to the questions in the chart and
(Speaking models the activity with one S.
Activity) Ss fill in the box “All About Me” above the chart with their information before surveying their
classmates.
Ss go around the classroom and find three people to survey.
After finishing, Ss share their findings with the rest of the group.T praises Ss and gives
feedback.
T writes a short conversation on the board. T models the conversation to the group. 5 min
Ss repeat the conversation. T emphasizes correct pronunciation.
 Ss get in pairs and practice the conversation.
T asks Ss to personalize the conversation.
Ss practice the conversation and switch roles. A  B / B  A

Reviewing T asks Ss to say the alphabet in English as she writes all the letters on the board. 5 min
the ABC T plays audio track and asks Ss to listen first and then, the second time, they repeat.
T chooses some students to say the alphabet out loud.
T challenges Ss to say the alphabet as fast as they can.
T writes her full name on the board and asks Ss to help her spell her name.
T asks Ss to get in pairs. Student A spells his name and SB writes it down. Ss switch roles.

T writes on left side of the board numbers from 1 to 20 and on right side she writes 10 min
numbers 30, 40, 50, 60, 70, 80, 90, 100.
Reviewing T asks Ss to say the numbers from 1 to 20 and asks them to come to the board and write
Numbers the missing numbers with letters.
T asks Ss to say the numbers on the right side. (30, 40, 50, 60, 70, 80, 90, 100.)
T hands out white sheets of paper, sheet protectors, and whiteboard markers. T shows Ss
how to make a “mini whiteboard”.
T explains instructions and models the activity with one student.
T asks one S to come to the board and take a strip of paper from the basket. S unfolds the
paper and says the number to the group; group writes down the number S at front says.
T says longer numbers to make activity more challenging. (e.g. 149, 655, 283, etc)
Ss now get in groups of five and do the same activity. T encourages Ss to use “difficult”
numbers.
Wrap -up T reminds Ss of the conversation they practiced at the beginning of the class. T asks Ss if 10 min
(Double they know what other questions people ask when they know someone new.
Hot Potato (e.g. What’s your name? , How old are you?, What’s your favorite color?, Can you spell
Game) your surname?, etc)
T elcitis Ss answers and writes questions on the board.
Ss get up and make a circle around the classroom.
T tells Ss they are going to play “Double Hot Potato”.
T explains the instructions for the game and introduces question potato and answer potato.
Ss play Double Hot Potato.
T encourages Ss to use questions from conversation or the ones written on the board.
 DAILY LESSON PLAN 2
Topic Setting Classroom Rules
Context/level Lower-Intermediate (Middle School learners)
of proficiency
Objectives By the end of the lesson Ss, will be able to define and appreciate classroom expectations and
ground rules mutually agreed on between them and T.
Ss will be able to develop an understanding of what constitutes appropriate classroom behavior.
Ss will be able to use functional classroom language to establish communication with T and
other students.
Materials - Classroom Expectations Poster
- Class Contract Template
- Handout 1 (Thermometer and Matching Exercise)
Values to Accountability, self-awareness, responsibility, commitment.
reflect about

Stage Procedure Time

Warm- up T draws on the board a stickman wearing a birthday hat and asks Ss: What do you need to 5 min
“The throw a huge birthday party?
Birthday T tells Ss they are to organize a birthday party for her and they will have to bring one
Party Game”
object along.
(opening)
T explains instructions and models activity. T passes the ball to one student and asks him
to name his object. That S passes the ball around and next S must say the previous object
and a new one and so on... (e.g.:S1: cake, S2: cake and balloons, S3: cake, balloons,
soda…, etc.)
Activities
Setting T asks Ss the following questions: How do you imagine a perfect classroom? What does it 10 min
Classroom take to be a perfect class? What do students have to do? What does the teacher have to
Rules do?
(Speaking Whole class brainstorms ideas and T writes them down as key words on the board. (e.g.
Activity) pay attention, speak English, etc.)
T asks Ss to discuss the questions in pairs and list down on a sheet of paper three rules a 10 min
perfect classroom follows.
 Ss get together in groups of six to compare and combine their lists so in the end they have
at least three “strong” rules to share with the class.
One student from each team reads out to the class the rules they agreed upon.
T shows Ss a poster titled “Classroom Rules” with numbers 1 to 5 listed down. Rules 1 and
2 are already there but are covered with a strip of cardboard so Ss can’t see them.
T reveals rules 1 and 2 and asks Ss to find any similarities to theirs and explains the
instructions for the activity.
One S from each team comes to the board and writes down the team’s most important
rule.
If some of the rules are repeated or Ss don’t agree with them, T will suggest some
changes and group will have to decide which rules will be written on poster.

Follow Up T hands out Handout 1. T draws Ss attention to “Consequence Thermometer”. Ss cut it out 10 min
and paste it on their notebooks and keep it for the rest of the course.
Ss do the matching exercise in Handout 1.
Ss check answers in pairs.
Whole group checks answers and T elicits language.

Follow Up T passes out the “Classroom Contract” for all students to sign it with their full names.

Common T writes on the board the heading “FAQs” and asks if they know it means. 10 min
Questions T tells Ss to get in groups of six and think of the most frequent questions Ss ask in the
in the classroom.
Classroom T writes an example on the board.
Ss discuss and write down their questions on a sheet of paper.
Whole group shares answers.
T provides feedback.
Ss do some repetition and write the questions down on their notebooks.
Wrap –up T writes on the board: “Motto” and asks Ss if they know what it means. T elicits Ss 5 min
“Creating a answers.
Class Motto” T writes on the board the words Safe, Smart, and Special around “Motto”. T explains to Ss
that part of being responsible is making promises to ourselves and sticking to them.
T asks Ss: What do we have to do to be a safe, smart, and special class?
 T explains instructions and hands out the post it notes to Ss. T models task on the board.
Ss write their promise on their post it and paste it on the cardboard on the wall.

DAILY LESSON PLAN 3

Topic Classroom Language
Context/level Lower-Intermediate (Middle School learners)
of proficiency
Objectives By the end of the lesson Ss will be able to identify and respond properly to teacher’s commands
to perform during class.
Ss will be able to identify and describe the vocabulary related to classroom objects.
Ss will be able to use the target grammar to talk about classroom objects and their location.
Materials Handout 2 (2 pages: Pt1 and Pt2)
Eleven pictures of classroom objects
Handout 3 (This/That)
Values to Kindness, courtesy, participation, collaboration.
reflect about

Stage Procedure Time

Warm- up T slowly reads out a list of words in English and asks Ss to find out what the title of 5 min
(opening) the list is or what the connection between the items is. (e.g: spoon, fridge, stove,
chicken, plate, sink  kitchen). T reads out two lists of six items.
Ss have some time to write their own lists and read them out to the group to guess.
After a few Ss participated, T reads out a list of six phrases and asks Ss: Where do
you normally hear these words? Who says these words?
T asks Ss to think of any other words they might hear from the teacher in class.
Activities
Classroom T hands out Handout 2 to Ss. T draws Ss attention to the phrases in the box and asks 15 min
Language Ss to listen and repeat after her.
Ss work on Handout 2.
Ss check their answers in pairs. Whole group checks answers on the board.
(Follow Up: TPR Ss stand up and T explains instructions. T performs a gesture with each one of the
Activity) commands. T says the command and Ss perform the gesture. Then, T performs the
gesture and Ss say the command. Ss come to the front and do the same but faster.

Ss work on the second part of Handout 2. 10 min

Ss check answers in pairs.
Whole group checks answers on the board.
T explains grammar on the board. Ss copy notes in their notebooks.

(Reviewing use T writes on the board the words a and an and asks Ss to tell her what they are used 10 min
of a / an) for. T elicits Ss answers.
T pastes eleven pictures on the board and asks Ss to come and fill in the blanks with
the correct form of the indefinite article.
Ss listen and repeat.
Ss write down the vocabulary on their notebooks and draw a picture for each item.

T hands out Handout 3 to Ss. T draws Ss’ attention to the grammar box and explains
(Grammar it. 5 min
Focus: This / Ss work on Handout 3.
That) Ss check answers in pairs.
Whole group checks answers.
Ss get in pairs and take turns to ask each other about objects in the classroom.
Wrap -up Ss make four lines of ten people in front of the board. (everyone facing the WB) 5 min
(“The Broken T gives markers to all S at the front. Ss at the back are given a short phrase, object,
Telephone”) or command related to classroom language in a strip of paper.
Each line takes turns to play the Broken Telephone.
T checks spelling and pronunciation.
 References:
Epperson, M., & Rossman, M. (2013). Strategies for Motivating and Managing the
Chilean Classroom. Santiago: Ministerio de Educación; Embajada de los
Estados Unidos de América.
Hardin, C. (2008). Effective Classroom Management Models and Strategies for
Today's Classroom. New Jersey: Pearson.
Levin, J., & Nolan, J. (2010). Principles of Classroom Management a Professional
Decision-Making Model. New Jersey: Pearson.
Glendale-River Hills School Disctrict Online. (2007) Developmental Characteristics
of 7th Graders. Grapevine-Colleyville ISD. Retrieved from:
https://www.glendale.k12.wi.us/glen_hills/grade__teacher_pages/7th_grade/
developmental_characteristics_of_7th_graders
Evertson, C. M. & Weinstein, C. S. (2011) Handbook of Classroom Management:
Research, Practice and Contemporary Issues. Routledge. New York, NY.
Retrieved from:
https://books.google.com.mx/books?id=ce3hAQAAQBAJ&pg=PA519&dq=cl
assroom+management+handbook+esl&hl=en&sa=X&ved=0ahUKEwiUi_7F
werhAhWOhJ4KHVIDBCAQ6AEINzAC#v=onepage&q=classroom%20mana
gement%20handbook%20esl&f=false
Tes-Education,Teaching Resourcers, Management and Forums. (2009) Agreeing
Classroom Rules: Class Contract. Retrieved from:
http://www.tes.co.uk/teaching-resource/Class-Contract-Agreeing-class-
rules-6021675?utm_campaign=RES-
1316&utm_content=resource&utm_source=pinterest&utm_medium=social
Mindset Marker: Online Professional Development (2013). Growth Mindset Class
Motto. Retrieved from:
https://www.mindsetworks.com/websitemedia/resources/class-motto.pdf
MM Publications. Full Blast 1. KSA Edition Student’s Book. Retrieved from:
https://www.scribd.com/document/340347866/Full-Blast-1-Student-Book-
2016-2017
Introduction Survey (Day 1)
Name: Date:
Instructions: Complete the following chart with your information. Then, go around
the classroom and find three people to survey. Write down your results in the
corresponding column.

My name is _______________.
I am from _______________.
I am ____ years old.
My favorite food is _______________.
I don’t like _______________.
My favorite movie is _______________.
My favorite sport is _______________.
In my free time, I _______________.
My favorite day of the week is _______________.

Questions Student 1 Student 2 Student 3

1. What’s your name?
2. Where are you from?
3. How old are you?
4. What’s your favorite food?
5. Name a food you don’t like:
6. What’s your favorite movie?
7. What’s your favorite sport?
8. What do you do in your free
time?
9. What’s your favorite day of the
week?
Sample Conversation (Day 1)
A: Hello!
B: Hi!
A: How are you?
B: I’m fine. And you?
A: I’m great! My name is Paulina. What’s your name?
B: My name is Carlos. Nice to meet you.
A: Nice to meet you too. Where are you from?
B: I’m from Mazatlán. And you?
A: I’m from Mexico City. How old are you, Carlos?
B: I’m 12 years old. And you?
A: I’m 11 years old.
B: Do you have a favorite sport?
A: Yes! I love soccer. What’s your favorite sport?
B: My favorite sport is tennis.
A: Cool!
Classroom Rules Poster (Day 2)
Classroom Contract (Day 2)
 Handout 1 (Day 2)

Classroom Rules and Consequences

 Careful! If you choose to break the rules, these are the consequences:

The Consequence Thermometer

Strike #5: Teacher sends a discipline report to parents and principal.

Strike #4: Teacher contacts parents.

Strike #3: Student goes out of the classroom.

Strike #2: Time Out

Strike #1: Verbal Warning

Instructions: What happens when I break a rule? Match the situation to the
possible logical consequence.

SITUATION LOGIC CONSEQUENCE

1. ____ Student
a. Teacher separates student from
chews gum during
classmate(s) and talks to him in
class.
private.
2._____ Student is
talking too much. He b. Teacher moves student to another
is interrupting the seat in a quieter place.
teacher and
classmates. c. Students behind can’t see the
board. Student goes to the back of
3._____ Student doesn’t the classroom and stands still in
work in class. He doesn’t the corner for the rest of the class.
finish the activities.
d. Other classmates can’t
concentrate. S throws gum away
4._____ Student is
into garbage can and continues
mean and disrespectful
the activity.
to another classmate(s)
or teacher.
e. Student has to stay in recess or
after class to finish classwork.
5. _____ Student doesn’t
remain in his seat.

Answer Key: a)4 b)2 c)5 d)1 e)3

 Handout 2 (Day 3)

Classroom Language (Pt. 1)

Name: Date:
Instructions: Match the words in the box to the corresponding picture. Then, listen
and repeat.

1 2
a. Talk in pairs
b. Close your books
c. Stand up
d. Look at the board
e. Open your books
_____________________ _____________________
f. Sit down _ _
g. Write
3 4
h. Read the text
i. Speak
j. Listen

_____________________ _____________________
_ _
5 6 7

_____________________ _____________________ _____________________

_ _ _
<<
8 9

_____________________ _____________________ _____________________

_ _ _
 Handout 2 (Day 3)

Classroom Language (Pt. 2)

Name: Date:
A. Instructions: Label the picture with the words in the box. Then listen and
check your answers.

door
chair
computer
teacher
desk

B. Instructions: Look at the picture again. Count and write the objects
Example: a chair  six chairs
six chairs
 Handout 3 (Day 3)

C. Instructions: Look at the pictures below and complete with this or that.
Then listen and check your answers.

This/That
A: What’s that?
A: What’s this? B: It’s a rubber.
B: It’s a ruler.
there
here

1._____ is a 1._____ is a 1._____ is a 1._____ is a

pencil. bag. pencil case. ruler.


Pictures for flashcards: Classroom Objects (a / an)