TEFL/TESOL Certification Classroom Management and Teaching Skills Syllabus

Name three methods for dividing a class into pairs or groups.

By proximity (who they sit near), randomly (numbering off, colored cards), or deliberately by ability/personality (mixing strong and weak).

How does increasing pair and group work affect Student Talking Time (STT) and Teacher Talking Time (TTT)?

It increases STT and decreases TTT, giving learners more opportunity to practice producing language.

What is the recommended general balance of TTT versus STT in a communicative lesson?

TTT should be minimized and STT maximized, so learners get the most practice; the teacher acts as facilitator rather than the main speaker.

List three good practices for effective whiteboard use.

Keep it organized/divided into sections, write legibly and large enough, and don't talk to the board (don't turn your back while speaking to the class).

Why are gestures and mime valuable classroom management tools?

They convey meaning without translation, reduce TTT, manage activities silently (e.g., signaling pairwork), and aid lower-level comprehension.

Give two examples of common classroom hand gestures and their meanings.

Open palms pushing together = 'work in pairs'; a hand cupped to the ear = 'repeat/louder'; finger counting for contractions; flat hand back-and-forth for past tense.

What is 'realia' and why is it used as a visual aid?

Realia = real objects brought into the classroom (e.g., food, tickets, photos); it makes meaning concrete, increases engagement, and aids vocabulary teaching.

Define 'rapport' in the language classroom.

The positive, trusting relationship between teacher and learners (and among learners) built on mutual respect, which supports a comfortable learning environment.

Name three strategies a teacher can use to build rapport with learners.

Learn and use students' names, show genuine interest in their lives, use humor, be approachable/patient, and give encouragement.

What is the 'affective filter' and how does a positive classroom climate affect it?

The affective filter (Krashen) is an emotional barrier raised by anxiety/low motivation that blocks acquisition; a positive, low-stress climate lowers it, aiding learning.

Distinguish between intrinsic and extrinsic motivation.

Intrinsic = motivation from internal interest/enjoyment of learning; extrinsic = motivation from external rewards or pressures (grades, jobs, exams, praise).

Distinguish between integrative and instrumental motivation in language learning.

Integrative = desire to learn the language to integrate with its culture/community; instrumental = learning for a practical purpose (job, exam, travel).

Name three ways a teacher can sustain learner motivation during a course.

Set achievable goals, vary activities, make tasks relevant/personalized, give positive feedback, and acknowledge progress.

What is 'pace' in a lesson and why does it matter?

Pace is the speed/momentum at which a lesson moves; good pacing keeps learners engaged and prevents boredom (too slow) or overwhelm/anxiety (too fast).

Give two signs that a lesson's pace is too slow, and one fix.

Signs: learners look bored, restless, or finish tasks long before others. Fix: set time limits, add a follow-up/extension task, or move on more briskly.

What is the difference between proactive and reactive discipline management?

Proactive = preventing problems through clear rules, engagement, and structure; reactive = responding to disruption after it occurs.

Name three proactive strategies for managing classroom discipline.

Establish clear rules/expectations early, keep learners engaged with appropriate-level tasks, use seating/grouping wisely, and maintain good pacing.

What is a recommended low-key first response to a minor disruption (e.g., chatting)?

Non-verbal intervention: pause, make eye contact, move closer (proximity), or use a gesture — rather than confronting publicly.

Why is it advised to address serious discipline issues privately rather than publicly?

Public confrontation can cause loss of face, escalate the conflict, and damage rapport with the whole class; private talks preserve dignity.

Name the three main categories of learner error by cause.

Interference/L1 transfer errors, developmental errors (natural stage of learning), and 'slips'/mistakes (knows the rule but performs wrong).

What is the difference between an 'error' and a 'mistake'?

An error reflects a gap in knowledge (the learner doesn't know the correct form); a mistake/slip is a performance lapse the learner can self-correct when noticed.

What is L1 interference (transfer) error? Give an example.

An error caused by applying first-language rules to the target language, e.g., a Spanish speaker saying 'I have 20 years' (from 'tengo 20 años') instead of 'I am 20.'

What is a developmental (intralingual) error?

An error that is a natural part of the learning process, often overgeneralizing a rule, e.g., 'goed' for 'went' or 'He don't like.'

What is the recommended error-correction approach during ACCURACY (controlled practice) work?

Correct errors immediately and overtly, since the goal is producing the target form correctly.

What is the recommended error-correction approach during FLUENCY (free practice) work?

Use delayed correction — don't interrupt; note errors and address them after the activity to preserve communication and confidence.

Why is over-correcting during a fluency activity counterproductive?

It interrupts communication, raises anxiety/the affective filter, and discourages learners from speaking freely.

Define 'delayed correction' and describe one way to conduct it.

Correcting errors after an activity finishes; e.g., write several anonymous error sentences on the board and have the class correct them together.

What is 'self-correction' and why is it preferred as a first step?

Prompting learners to correct their own error (via a gesture, repetition of the error, or a question); it's preferred because it promotes autonomy and deeper learning than teacher-supplied answers.

List the typical hierarchy of error-correction prompts a teacher uses (least to most help).

1) Prompt self-correction (signal there's an error), 2) Peer correction (ask another student), 3) Teacher correction (supply the form) as a last resort.

What is the 'feedback sandwich' / a key principle of effective praise?

Praise should be specific and genuine (e.g., 'Good use of the past tense there') rather than vague ('Good'); the sandwich frames a correction between two positive comments.

Why is specific praise more effective than general praise like 'Good job'?

Specific praise tells learners exactly what they did well so they can repeat it, reinforces the target behavior/language, and feels more sincere and motivating.