Objective:
Find a video or article that explains a classroom management strategy for teaching English as a Foreign Language (EFL).
Instructions:
- Search online for a classroom management strategy that interests you or that you think would be useful in an EFL classroom.
- Choose either a video or an article and Post the link and your description in the designated forum.
- Write a short paragraph that includes: A brief description of the strategy and why you chose this strategy and how you think it could help in managing an EFL classroom.
https://youtu.be/51FyDOZVeVU?is=2cgnhWJqKGqP1kBJ
How to make a noisy class quiet ,Classroom management strategies for teachers with a loud class - Etacude English Teachers
This video outlines strategies to get the attention of your students in a noisy classroom using call and response. Not everyone in an EFL/ESL classroom will understand you 100%, using a physical call and response (for example clapping to a beat) or even a popular theme song (Spongebob squarepants) can get students attention. In the video it’s explained how if students don’t trust or respect you they will not listen or care when given warnings or discipline. Noisy students having fun and chatting aren’t always trying to disrespect the teacher or classroom by not being quiet, they simply need a pattern interruption. That’s why a teacher can start teaching call and responses to the students from the start of the lessons so throughout the year it becomes an immediate reflex and pattern break. This can make a classroom fun and offer a bit of a bond between students and teachers which is essential especially in an EFL/ESL classrooom where not everyone understands each other. A call and response can go beyond the language barrier between students and teachers create a bond and get their attention in messy moments.
article : https://tahricteaches.com/nn/classroom-management-strategies-esl/
The article highlights the importance of using non-verbal cues and consistent routines rather than relying solely on spoken instructions to manage an ESL/EFL classroom. Non-verbal attention signals—such as raising a hand until the class mirrors the gesture and goes silent, using rhythmic claps, or deploying visual timers—provide clear, immediate feedback without overwhelming students with auditory language input. I chose this strategy because in an EFL setting—particularly in mixed-ability classrooms—students can easily experience cognitive overload or anxiety when trying to parse long verbal instructions during transitions. By relying on non-verbal signals and predictable visual routines, the teacher lowers the affective filter and saves valuable instruction time. In my view, this approach establishes a calm, structured environment where learners always know what is expected of them, allowing them to save their cognitive energy for meaningful target language production rather than trying to decipher classroom logistics
https://www.youtube.com/watch?v=muql7erdmZE&t=2s
Top 10 Essential Classroom Management Strategies – Teacher Val (YouTube)
This video outlines ten practical strategies to foster an orderly, engaging ESL classroom, including routines, point systems, countdowns, non-verbal signals, and peer interaction. I selected this because routines and non-verbal cues help manage behavior effectively in language-learning environments where verbal instructions may not always be clear. Pairing these with a reward system and structured peer interactions ensures students stay engaged and supported—creating a learning atmosphere that’s orderly, collaborative, and conducive to practicing English.
One effective classroom management strategy for EFL (English as a Foreign Language) classrooms is the "2×10 Strategy."
This approach involves dedicating 2 minutes each day for 10 consecutive days to engage in personal, non-academic conversations with a student, focusing on topics they are interested in. The goal is to build rapport and trust, which can lead to improved behavior and increased engagement in the classroom.
I chose this strategy because establishing strong teacher-student relationships is crucial in an EFL setting, where students may already feel anxious or self-conscious about language barriers. By investing time to connect personally with students, teachers can create a supportive and motivating environment. This personalized attention can help in managing classroom behavior, as students who feel understood and valued are more likely to participate actively and adhere to classroom norms.
For a more detailed explanation of the 2×10 Strategy, you can refer to the following article: https://truthforteachers.com/the-2x10-strategy-a-miraculous-solution-for-behavior-issues/
The video focuses on a classroom management strategy for grouping students in an EFL classroom. It explains how working with students in different group formats — such as whole class, pairs, or small groups — can influence the pace of learning, student interaction, and overall classroom control. The strategy highlights the benefits and challenges of various group arrangements and shows how teachers can use them to support participation, communication, and student engagement during activities.
Hi! I really love that you chose grouping strategies for your post. It is so easy to forget that how we physically organize our students completely changes the energy, pace, and feel of the entire lesson.
What I find most interesting about varying group formats—like moving from a whole-class explanation down to small-group or pair work—is how much it helps with student anxiety. In a whole-class setting, quieter or lower-level students often feel too intimidated to speak up. But the moment you put them in pairs, that pressure disappears. They suddenly have a safe, low-stakes space to practice and make mistakes without the whole room watching them. It really shows that grouping isn't just about keeping order; it’s a powerful tool for differentiation and building confidence.
When you set up these different groupings in your lessons, do you prefer to assign the pairs yourself to mix different language levels, or do you find it works better to let the students choose their own partners? I'd love to hear your thoughts on this!
Hi everyone!
I recently watched a fantastic video by Teacher Val called Top 10 Essential Classroom Management Strategies For ESL Teachers (available at http://www.youtube.com/watch?v=muql7erdmZE ) and was immediately drawn to her section on nonverbal communication. Instead of using loud verbal reprimands or constantly talking over a noisy class, she explains how teachers can use deliberate physical presence, hand signals, and what she calls a calm but firm "teacher look" to redirect off-task behavior without saying a single word.
I chose this specific strategy because it feels incredibly respectful, gentle, and human. When we are teaching a foreign language, our students are already dealing with a lot of linguistic noise and cognitive fatigue; the last thing they need is a teacher constantly raising their voice, which only spikes their anxiety and raises their affective filters. By stopping our speech, crossing our hands, and calmly waiting or moving closer to distracted students, we send a clear, silent signal that restores focus. In an EFL setting, this is incredibly powerful because it keeps the classroom atmosphere calm, saves the teacher's voice, and manages behavior using universal human connection rather than adding more linguistic confusion.
I'd love to know if any of you have used nonverbal cues in your own practice—do you find they work better than verbal instructions for keeping a class focused?
