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.

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.

-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.

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.

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.