https://www.youtube.com/watch?v=R_xKXFDGEyI
(Title: Classroom Management Tricks of the Trade: Sign Language – Edutopia)
For this task, I selected a video from Edutopia focusing on using non-verbal sign language and hand signals as a classroom management strategy.
I chose this specific strategy because in an EFL environment, constant verbal interruptions from the teacher to manage the classroom can disrupt the immersive English-speaking environment. When a teacher continuously stops the lesson to give verbal instructions or discipline, it increases Teacher Talking Time (TTT) and breaks the communicative flow.
I believe this non-verbal strategy is exceptionally effective for an EFL classroom because silent signals transcend language barriers. They allow students to communicate basic needs (like asking for permission or indicating agreement) and enable the teacher to redirect attention instantly without raising their voice. This keeps the class focused, lowers anxiety, and maintains a positive, target-language-centered learning atmosphere.
I completely agree with your choice! Using sign language and silent hand signals—as highlighted in this Edutopia video [00:28]—is an exceptional technique for minimizing unnecessary Teacher Talking Time (TTT). In my own high school EFL classes, reducing verbal interruptions helps maintain the communicative flow and protects students' focus. Non-verbal cues streamline routine requests without interrupting instruction [00:48], creating a calm, supportive environment where learners remain fully immersed in the target language. Excellent strategy for any language classroom!
Resource Link: Classroom Management with EFL Students - Teaching Village
Strategy Description & Personal Reflection:
This article explores establishing multi-sensory quiet signals (combining auditory, visual, and kinesthetic cues) alongside proximity control to maintain class focus without raising your voice.
In my work teaching upper secondary students in a scientific high school (liceo scientifico), I’ve found that verbal interruptions often disrupt flow and heighten anxiety, especially in an EFL environment where students are processing a second language. I chose this non-verbal cue strategy because it respects learners' cognitive load and keeps the affective filter low. Using hand signals or rhythmic cues immediately redirects attention, preserves classroom momentum, and creates a structured, calm environment where communicative learning can thrive smoothly.
I chose the video "How to incorporate classroom management into the lesson plan" from the British Council's TeachingEnglish website.
Resource link : https://www.youtube.com/watch?v=ZEHN7fFewLc
The video explains how classroom management can be integrated into lesson planning by adapting activities to learners' needs, interests and even level of engagement. I believe that good classroom management should not only be about dealing with discipline problems, but also about preventing them through effective lesson planning.
Organizing tasks for different stages of the lesson, guiding transitions and fostering students' participation can give the teacher several opportunities to manage a classroom more productively.
LINK: “Monitoring” by Steve Darn, British Council TeachingEnglish.teachingenglish
I chose monitoring because keeping learners engaged during pair and group activities can be challenging in an EFL classroom. The article explains that monitoring means checking whether learners are on task and listening to the language they use, while avoiding unnecessary interruption. In my classes in Italy, I would use this strategy during speaking tasks: give clear instructions, move around the room, and note where learners need a prompt or more language support. This could help me notice when a task is losing focus or learners switch to Italian, without stopping every conversation to correct errors. I could then use what I observed to give feedback after the activity and plan the next lesson.
Level: A2-B1 Adults
Time: 20-25 minutes
Skills: Vocabulary revision, Speaking, Listening, Reading
Tools: Zoom / Meet + breakout rooms + shared Google Doc / Jamboard
Aim: To revise vocabulary of home / daily life / descriptions while creating energy and speaking interaction in an online class.Preparation:
No preparation needed for students. Prepare a list of 8-10 items/clues.Example List (Home & Daily Life topic):Find something that is...Something you can use to make a hot drinkSomething that is older than youSomething that starts with the letter "S"Something softSomething you can't live withoutSomething you have never usedSomething redSomething that makes you happyProcedure:1. Lead-in (3 mins):
Share screen with the title "SCAVENGER HUNT!" Ask: "Have you ever done a scavenger hunt? What is it?" Elicit that it's a game where you find objects quickly. Tell them they will have 60 seconds to find each object in their house and bring it to the camera.2. Modeling (2 mins):
Model the first one. "Okay, number 1: Something you use to make a hot drink. I have my coffee pot! This is my coffee pot. I use it every morning because..." Model the language you want them to use: This is a... I use it for... I have had it since...3. The Hunt - Main Task (12 mins):
Put students in breakout rooms of 3 people. They stay in the same room for the whole hunt. How it works: You broadcast a clue to all rooms: "You have 60 seconds! Find SOMETHING RED! Go!" They run in their house, find it, come back and show it. In their small group, they have to describe it: "This is my red scarf. It's very soft and warm."After 60 seconds, broadcast the next clue. Repeat for 8 clues.4. Whole Class Feedback & Language Focus (8 mins):
Bring everyone back to main room. Call out a few categories: "Who found something interesting that is older than you?" 2-3 students share their story to the whole class.While they were in breakout rooms, I listen and note down good vocabulary. Then I share a Google Doc where I have written sentences they said: "This is a very softly pillow." We correct together: "Ah, soft, not softly - soft is adjective."Why it Works for Online Assessment & Inclusion:This is not just a warmer. I use it as informal formative assessment and it solves many of the problems we discussed in Module 3:Fair and Accurate: I am not testing memory or cheating. I am assessing real communicative ability - can they describe an object fluently with adjectives? Can they tell a personal story? It's very hard to cheat with a scavenger hunt.Inclusive & Differentiated: A low-level student can say "This is red book." A high-level student can say "This is a red book my grandmother gave me when I was 10, it's very sentimental." Same task, different output. It works for everyone.High Engagement Online: It gets students moving physically, which is essential for online motivation. Adults in Naples love showing their house and personal objects - it creates real connection.Variation for other levels:A2: Find vocabulary: "Find 3 things in the kitchen"B2: More abstract: "Find something that represents your future / something you would save in a fire"I have used this three times now and it's my students' favorite activity. They always ask to play again.
