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It's Monday morning in Ms. Stevens' classroom. As the bell rings, students slowly walk into the classroom, unsure of what to do next. Some start chatting with their friends while others wander around the room. Students don’t know whether they should take out their books, begin with a warm-up activity, or wait for instructions. It takes nearly 10 minutes before the class is settled and ready to start the lesson.

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Mr. Adams is trying to explain a new group activity to his class, but the students are still chatting and not paying attention. he decides to start explaining the activity over the noise, hoping they’ll eventually settle down and listen. As he talks, only a few students are paying attention, while the rest continue their conversations or look confused. When it’s time to start the activity, most students have no idea what they’re supposed to do. The classroom quickly becomes chaotic, with students repeatedly asking, "What are we supposed to do?" or just sitting because they didn’t catch the instructions.

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Mr. Johnson lets his students negotiate due dates for assignments and is lenient with classroom rules. One day, a few students ask if they can hand in their homework a day late, and she agrees. The next week, more students start turning in assignments late, and soon, almost no one is meeting deadlines. The class begins to lose respect for the rules, leading to a chaotic environment where students feel they can push boundaries without consequences.

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In Ms. Baker's classroom, students work diligently on their assignments, but they rarely receive feedback on their work. Her students feel unsure about their progress. They don’t know if they’re meeting expectations or how they can improve. Over time, this uncertainty leads to decreased motivation and confidence. Some students begin to lose interest in their work, while others feel anxious about their performance but don’t know how to ask for help.

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In Ms. White's class, students are excited about their group project. She tells them to get into groups and start working. As the activity progresses, the room becomes louder and louder, with students shouting to be heard over each other. Ms. White tries to give further instructions, but her voice is lost in the noise. The classroom is chaotic, and some students struggle to concentrate on the task at hand.

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I can connect this situation with the information provided under the heading “Finding an acceptable noise level” by Ellis & Brewster.

In the scenario, the noise level increases significantly as students work on their group project, so the teacher’s voice is lost in the noise. Ellis & Brewster put foward that if the children are engaged in communicative activities in pair or groups, the noise level will inevitably rise. However, when the noise level becomes excessive, it is effective to identify the noisiest group, name a student from that group, and use a gesture to signal them to quiet down. This strategy can help the teacher regain control of the lesson and refocus students on their tasks.

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In this situation, the teacher's actions contribute for students to consider deadlines and rules as meaningless points and this gives as a result a chaotic classroom environment.

I can relate this scenario with the heading proposed by Ellis & Brewster "Finding a balance".

The authors explain that it is necessary to find the correct balance between order and flexibility. While teaching, we have to be firm but also kind to encourage learners in their process of language learning. Moreover, it is easier and more enjoyable for children to acquire a new language if they find themselves in lessons with clear boundaries of acceptable and unacceptable behaviour.

Even though there might be certain exceptions, missing deadlines and changing timetables all the time is undoubtedly an unacceptable behaviour.

Perhaps, a way of avoiding misunderstandings is to establish classroom rules from the very beginning of the; explaining that, as regards homework/practical works, responsibility is an important part of them.

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I can connect Mr Adams' situation with what Ellis and Brewster state under the heading "Getting pupils attention" . In the section they present a number of strategies and techniques to get student's attention, especially for young learners, before explaining an activity or giving instructions. Some of these strategies that they propose and that Mr Adams could use are:

-Establishing a signal to ask for silence (a specific word, a knock, a musical instrument, etc) and here they mention something important that is to immediately start an activity, like a song or a rhyme, to keep them occupied and don't lose their attention.

-Naming the children who are talking and mainting eye contact for them to see their behaviour is being monitored.

-Waiting for quiet before beginning a new activity.

Finally, as the authors state, once these routines have become established, the teacher should be able to reduce the amount of time he/she spends disciplining students.

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In this situation Mr Adams is having difficulty explaining an activity because the students are chatting. This scenario is connected to what Ellis and Brewster suggest in the section "getting the pupils' attention".

The authors mention a number of strategies that could be useful when trying to get young learner's attention. Some of the strategies proposed are:

Establishing a signal for getting the pupils' attention, and then quickly starting an activity such as an action song or rhyme to create momentum and keep them occupied.

Firmly naming the children still talking and maintaining eye contact with them, then giving a short verbal instruction like "Let's begin"

Waiting for quiet before beginning a new activity.

I believe these strategies could be useful in Mr Adams' situation, and also in our own classrooms as future teachers.

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I can connect Ms. White’s situation with the heading “Getting the Pupils’ Attention” proposed by Ellis and Brewster.

In this situation, as a result of the noisy atmosphere, the teacher is not able to provide students with further instructions in order to fulfill the assigned task. What is more, her voice is lost in the noise.

What Ellis & Brewster do in this section is providing teachers with some guidelines in order to get their students’ attention, especially young ones.

For instance:

Establishing signals such as a word in particular, clapping, using a musical instrument, knocking on the desk, etc.

Firmly naming the talkative students as well as keeping eye contact with them so as to let them know their behaviour is being monitored.

As soon as they become quiet, a new activity can start.

Short verbal instruction should  be given, for instance: “Let’s begin”.

Once these routines have been established in the classroom, teachers should be able to reduce the amount of time they spend disciplining students.

In my viewpoint, these steps could be very useful in Ms. White’s situation as well as in our own classroom as future teachers because they would help to reduce chaos and create an effective learning atmosphere.

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Evelin and I believe Situation Nº 5 closely relates to the subheading “Giving praise.” Last class, we discussed Ms Baker's lack of attention and scaffolding towards her students, highlighting the need to reconsider her behaviour in the classroom. By praising good behaviour, commenting on good work, making helpful suggestions, and encouraging students' efforts, a positive relationship with them can be established. This leads to fostering students' confidence and motivation to ask questions and engage with the subject matter. Nevertheless, it is important to note that over-praise can diminish its value and lead to meaningless contributions. Additionally, another subheading we could mention is "Classroom organization and layout." Reconsidering Ms Baker's classroom organization and layout would also be a good idea since it helps create an organized and secure atmosphere. Arranging the classroom in a way that is most effective for children's needs fosters confidence and makes them feel less anxious and free to ask.