Crook, G. (2003). Classroom Management in ES/FL Contexts in Practicum in TESOL. CUP.
1. What was the writer´s main contentions/points/ideas?
The main points addressed by the author were related to classroom management in second or foreign language learning contexts. He mentioned the importance of culture in the management of language classrooms arguing that the culture of the country/city where the class takes place will define some of the classroom rules and acceptable behaviors. In addition, he touched upon the definition of order and that teachers need to understand it in order to be able to deal with classroom management problems. Moreover, he describes the four categories rules by Boostrom (in Crook 2003) which sometimes overlap: rules about nonacademic procedures, rules about doing classroom work, rules about relationships with others, and rules about the subject matter. Finally, he explains the types of problems on classroom management that teachers might face and that they need to overcome. Such problems are concerned with the difference in students’ proficiency, class size, and cross-cultural issues.
2. Make an outline of the writer´s central ideas
1. What was the writer´s main contentions/points/ideas?
The main points addressed by the author were related to classroom management in second or foreign language learning contexts. He mentioned the importance of culture in the management of language classrooms arguing that the culture of the country/city where the class takes place will define some of the classroom rules and acceptable behaviors. In addition, he touched upon the definition of order and that teachers need to understand it in order to be able to deal with classroom management problems. Moreover, he describes the four categories rules by Boostrom (in Crook 2003) which sometimes overlap: rules about nonacademic procedures, rules about doing classroom work, rules about relationships with others, and rules about the subject matter. Finally, he explains the types of problems on classroom management that teachers might face and that they need to overcome. Such problems are concerned with the difference in students’ proficiency, class size, and cross-cultural issues.
2. Make an outline of the writer´s central ideas
3. What do you think was the writer’s purpose (i.e., what effect was the writer trying to have on you)?
We think that the writer’s purpose was to make us aware of the importance that culture has in classroom management in ES/FL contexts, this is, how culture can influence in how a classroom managed. Moreover, he provides us with some examples of how to set out rules in the classroom. For this, he describes the different kinds of rules that can be set out (preventative, corrective, supportive, among others). Furthermore, he presents us with some experiences from other teachers so that we can see the differences of the impact that culture can have in classroom management. In addition, after every topic the author suggests some questions for discussion that are intended to make us reflect about the way we manage our classroom and what we can do to improve.
4. Do you think the writer communicated ideas fairly well, but left out some questions/points/ideas?
We believe that the author stated his ideas in a clear way. However, the way he expresses his ideas was quite dense, which make it a little heavy to read. Moreover, he just focused on how culture influence classroom management and the different types of rules that can be set out in a classroom. In addition, we think that he could have done the reading more practical by providing us with more tips about managing classrooms.
Furthermore, the author gives some examples which help us see how culture influences the classroom management. For this reason, we do not have any question regarding culture in classroom management. However, we believe that there are many other factors that affect classroom management that the author did not mention, and which we would like to know a little bit more.
Personal reflection
I had never thought deeply of the importance of culture in classroom management issues. Even though I know that culture and language cannot be separated, I have not reflected a lot about how much culture is reflected in teaching and learning. Another aspect of the reading that is worth reflecting on is Doyle’s (in Crook 2003) statement about the definition of classroom management: “the provisions and procedures necessary to establish an environment in which instruction and learning can occur”. I think that when we hear the phrase classroom management we immediately think of discipline and it is not just discipline. Classroom management refers also the phases and routines established in a classroom in order to provide a good atmosphere in which the teacher can teach and the students can learn.
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