Resource Link: English Teaching Talks: Classroom Management (British Council)
Selected Strategy: Collaborative Rule-Setting and Predictable Routines
Description & Reflection: This resource focuses on the strategy of co-creating classroom rules with students and establishing clear, predictable daily routines using positive language (for example, framing expectations as 'We listen when others speak' rather than 'Don't talk'). I chose this approach because EFL classrooms can easily induce anxiety for students who feel self-conscious about their language proficiency. Involving learners in establishing behavioral expectations creates a sense of shared ownership and mutual respect. In an EFL environment, predictable routines lower anxiety and reduce cognitive overload, allowing students to focus their mental energy on processing the target language rather than guessing expectations. Establishing a clear, collaborative framework provides the psychological safety learners need to step out of their comfort zones and take risks when speaking English.
Link: https://www.youtube.com/watch?v=Vj3WQz9R5Wg - Top 10 Essential Classroom Management Strategies For ESL Teachers | Teacher ValAnd Article to support it: https://www.esl-speaking.org/esl-classroom-management/ - ESL Classroom Management Tips and Tricks - Jackie BolenStrategy Chosen: Establishing Routines and Consistent Lesson Structure + Call-and-Response and Non-Verbal CuesBrief Description:
The core strategy in the video is not about punishing bad behaviour, but about preventing it through predictable routines. Teacher Val explains 10 techniques, but the two that are most powerful for EFL are:Routine: Starting every lesson in the exact same way (e.g., 3-minute chat -> review last lesson -> clear agenda on slide). This reduces anxiety because learners know what to expect.Non-verbal and Call-and-Response management: Instead of shouting "Be quiet please!" in English (which B1 learners might not process quickly), using a consistent visual cue or a chant. For example: Teacher says "Eyes on me" and learners reply "Eyes on you", or using a countdown 3-2-1 with fingers, or simply muting/unmuting as a routine in Zoom.Why I chose this strategy:I chose this because in an EFL classroom, most "misbehaviour" is not really misbehaviour - it is confusion, language overload, or anxiety. When my online B1 adults in Naples talk over each other or switch to Italian in breakout rooms, it's not because they are rude, it's because my instructions were not clear or the task was too open-ended. The article by Jackie Bolen also highlights this: "Don't rely on your co-teacher for discipline, do a lesson plan and demonstrate everything." This resonated with me. Good classroom management in EFL is actually good lesson planning.How it could help in managing an EFL classroom:Reduces Teacher Talking Time (TTT): If I have a routine - e.g., I always show a slide with 3 icons: 👁️ Watch, 💬 Discuss, ✍️ Write - I don't need to explain the task for 5 minutes in English. Learners recognise the icons and know the procedure. This prevents the management problem of "Teacher, what do we have to do?"Lowers the affective filter: Adult learners, especially Italians who are shy about their accent, feel safer when the lesson structure is predictable. A consistent first-minute routine (like Val suggests: a quick warmer question on the board as soon as they enter) calms the class and avoids that awkward silent start online where no one knows if they should speak.Works for mixed-level and online contexts: In my online context, I cannot control seating arrangements, but I can control digital routines. For example, using the same call-and-response for attention: I type "1" in the chat, they reply "1" when they are ready. It's fast, it's visual, it doesn't require high English level to understand, and it avoids me saying "Can everyone please be quiet and listen" repeatedly.Creates autonomy: Once routines are established, learners manage themselves. I am using it now: every breakout room task ends with "Be ready to share one sentence in the main room." They know this, so they stay on task without me having to enter every room to control them.In conclusion, I think this strategy shifts classroom management from being about control to being about clarity and predictability - which is exactly what EFL learners need to feel secure enough to take risks in a foreign language.
The strategy that caught my attention is using cues and consistent attention signals. Things like a raised-hand gesture or a specific call-and-response rhythm work better than trying to speak over noisy students. I chose this approach because foreign language learners often feel overwhelmed. Listening to nonstop English can be too much, for them. When the classroom is loud giving directions or corrections only adds to the stress. It can cause confusion. Make students feel anxious. In an EFL classroom nonverbal signals are powerful. They help the teacher get students’ attention without needing words. This makes it easier to shift between activities. It also helps low-proficiency students feel less frustrated. Of too much teacher talk the room stays calm. That means time for students to actually practice the language. It’s a way to keep things smooth and focused.
10 Proven Classroom Management Strategies for ESL/EFL
This British Council article explores different ways to motivate students.
One strategy I find particularly useful is making lessons more relevant to students’ personal interests. When students can see a connection between English and something they enjoy, they may feel more motivated to participate.
I chose this strategy because students are more likely to enjoy a lesson when the activities are connected to something they already like. For example, using music, films or sports as lesson topics could make English more interesting and encourage even less motivated students to take part.
I think this approach could also help in an EFL classroom by creating a more enjoyable learning environment where students feel comfortable and interested in learning.
