Top ten classroom management tips for successful teaching.

  • Plan what you are going to do in advance step by step and have clear aims so you and your pupils know exactly where you are going throughout a lesson. This is the only way you will be able to control up to 30 children in one class – and they will be the first to know if you haven’t prepared and respond by becoming disruptive.
  • Start your year by being firm and be consistent in your own actions and behaviour – children expect a disciplined, structured classroom environment and respond well to routines. Check with the class teacher what is acceptable and unacceptable behaviour and make it clear to the pupils that you expect the same behaviour.
  • Learn your pupils’ names and address them directly.
  • Be mobile and walk round the class.
  • Have a clear signal for stopping activities or when you want children to be quiet. Get silence and wait for their full attention before you start speaking and give clear instructions or demonstrations. Make sure children understand what they have to do.
  • Never underestimate children’s abilities or intelligence. They may have very limited English but they still have the same interests and aspirations as any other child of their age. Keep them interested by providing stimulating content and meaningful activities.
  • Always ensure that children have some English ‘to take away’ with them at the end of a lesson. Children will feel proud and have a sense of achievement if they leave the classroom being able to ask, for example, a new question in English, say something about themselves, or sing a song. This means (see the first point above) that your aims will be clear to the children.
  • Avoid activities that over-excite – it is often difficult to return to a calm and controlled learning environment after a noisy game. Avoid activities that require a lot of movement as you will find that there is often very little space in a classroom for this type of activity. Also avoid activities that require a lot of cutting and pasting unless there is a clear linguistic outcome, as these can cut into valuable time, apart from creating a great deal of mess.
  • Make positive comments about the children’s work and efforts and let them see that you value their work.
  • Have additional material prepared to cope with faster and slower pupils’ needs and don’t let activities go on too long.

Niveles de competencia lingüística

El Marco Común Europeo de Referencia para las Lenguas (MCER) establece una escala de 6 niveles comunes de referencia para la organización del aprendizaje de lenguas y su reconocimiento público.

En la edición española del Marco común europeo de referencia para las lenguas las lenguas (MCER) traducida por el Instituto Cervantes, se dividen de la siguiente forma:

NIVEL SUBNIVEL DESCRIPCION
A = Usuario Básico A1 (Plataforma) El usuario básico: A1 y A2. La persona capaz de comunicarse, en situaciones muy cotidianas, con expresiones de uso muy frecuente y utilizando vocabulario y gramática básica.
A2 (Acceso)
B = Usuario Independiente. B1 (Umbral) El usuario independiente: B1. Es capaz de desenvolverse en la mayor parte de las situaciones que pueden surgir durante un viaje por zonas donde se utiliza la lengua objeto de estudio.
B2 (Avanzado) El usuario independiente: B2. Puede relacionarse con hablantes nativos con un grado suficiente de fluidez y naturalidad, de modo que la comunicación se realice sin esfuerzo por parte de los interlocutores.
C = Usuario Competente C1 (Dominio Operativo Eficaz) El usuario competente: C1. “Dominio operativo adecuado”. Representa un nivel avanzado de competencia apropiado para tareas más complejas de trabajo y estudio. (Generalmente este nivel lo alcanzan personas con estudios académicos medios o superiores en su lengua materna)
C2 (Maestría) El usuario competente: C2. Aunque el nivel C2 se ha denominado «Maestría», no implica una competencia de hablante nativo o próxima a la de un nativo. Lo que pretende es caracterizar el grado de precisión, propiedad y facilidad en el uso de la lengua que tipifica el habla de los alumnos brillantes.