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0:05Hi everyone and welcome to classroom
0:07management. You're probably wondering
0:09why we're doing a course on classroom
0:12management for adults because they're
0:13adults. But here we are and trust me,
0:16you're going to need it for your first
0:18few classes out there when you're
0:20teaching in Madrid. It's really common
0:23when people go into a classroom to
0:25suddenly revert to student mode. You'll
0:27find it when you come on our course here
0:29in the school at TT and you'll see it
0:32time and time again when you go out
0:34there with your students. So let's learn
0:37some techniques about what we're going
0:39to do.
0:43Okay. So as I say by the end of this
0:45lesson you're going to, you know, learn
0:46how to respond to different scenarios
0:48that happen when you're out there and
0:50and you know just learn some tools to
0:52manage that. you will do another one on
0:55teaching children and classroom
0:57management with children in a separate
0:59input.
1:01Okay. So, you know, you got to think
1:03about how comfortable you're going to
1:05feel managing certain situations. So, a
1:08typical situation might be you plus five
1:10accountants who are all in their 50s in
1:12a classroom. And as a 25 year old or
1:16whatever age you are, um that might feel
1:18uncomfortable, but you know, you really
1:20have got to own that teacher role and
1:23manage your classroom and what's going
1:26on. And obviously what we want with
1:29classroom management is really for
1:31everyone to feel safe and comfortable
1:34and for you to create an environment
1:36that is the optimal scenario for people
1:38to learn. So, you know, this is an
1:42important um thing for you to think
1:44about
1:45and some key things when you know or
1:48some key
1:50personality traits or some key
1:53strategies you can use. Let's go with
1:54that. Um, with adults is for me you
1:58feeling confident, you feeling that you
2:00own your space and you behaving like you
2:02own your space. Not in a kind of
2:04dictatorship type way, but just that you
2:06have the control of the environment. and
2:08we're going to teach you some scenarios
2:10and tools that you can use to make you
2:12feel better about that. Okay. So, when
2:15we're thinking about the life of a
2:17typical Spanish student, let's think
2:19about where um English is in terms of
2:23where it takes precedence in their life.
2:26And obviously, it's not going to be the
2:27most important thing going on. They may
2:30have, you know, health um and family
2:33issues going on. They may have just had,
2:35you know, twins and so sleep is a thing
2:38of the past. So, they turn up tired.
2:40They may have, you know, other family
2:42members going through health issues and
2:44they're spending time in the hospital.
2:46We don't know what's going on with
2:47people, but what I can tell you is all
2:49of those things will take precedence
2:51over the English classes work. if
2:53they've got a boss that's like I need
2:55this doing. If you going back to the um
2:58example of the accountants, if you've
3:00got accountants, then end of month is
3:03always going to be an exceptionally busy
3:04time and end of year is like the, you
3:08know, apocalypse. It's it's the all and
3:11every. So, you're going to have to work
3:13a little bit with the eb and flow of
3:15what people what pe what goes on for
3:17people's work um balance or lack of
3:19balance. So get to know your students
3:21and find out what that looks like for
3:23them. It may be a job that has a high
3:26summer um peak or it may be a high peak
3:29around Christmas. You just don't know
3:31what goes on with people's work. So it's
3:33really worth finding out so that you can
3:35be a little bit more proactive to react
3:37to that when it happens. They may be
3:40studying in Spain in particular.
3:43Studying a mast's or some other kind of
3:46qualification is really really common.
3:48Everyone likes to have a masters at some
3:50point in their life. So you'll find that
3:52people are often doing external studies
3:55and you know that kind of postwork study
3:58can go on really late. Excuse me. So it
4:01can go on to 9 10:00 at night easily and
4:05then they're back in work for 8:39. So
4:08you could see how people could get a bit
4:09overwhelmed with what's going on.
4:13And football, if you've got a football
4:14fan, football is a religion in Spain. it
4:18in fact it probably overtakes all of
4:20those other things if there's if there's
4:21a match on. So just be cautious you know
4:24careful that what what you're teaching
4:26the English class some you know comes
4:28somewhere in the middle to bottom of
4:30that unless they're looking for a new
4:31job it may be the most important thing
4:33to them because they're trying to take
4:35an exam they're looking for a job
4:36they're looking to move abroad they've
4:38just got engaged and they're meeting the
4:40family and they're all English speakers
4:42etc. But generally we say middle to
4:45bottom is where you're going to um find
4:48that.
4:49Okay. So here's some scenarios and we're
4:52going to look at some strategies for you
4:54to deal with those scenarios.
4:56I think it's incredibly difficult to
4:59change the rules halfway through a game.
5:02So what does that mean? So you start off
5:04and you're quite fun and you're a bit
5:06cool and you're like let everyone do
5:08whatever they want and then things get a
5:10bit wild. No one's making any progress
5:14and that's being noticed. So, you decide
5:16that you're going to put in some rules
5:18because you've set it up the other way.
5:20It's a bit like trying trying to turn a
5:23cruise liner. It's very slow and very
5:26clunky and met with a lot of resistance.
5:29So, I would set the rules on the first
5:31day of class. So, as you go through this
5:34and as you're completing the task for
5:36this subject, think about, okay, if I'm
5:38in a classroom, what do I want that to
5:40look like? So, here's some basics that
5:43can be non-negotiables in your
5:45classroom. So, mobile phones on silent.
5:48It's not a given. Um, lots of people
5:50will have their phones still on um with
5:52noise and it's really distracting for
5:55everyone else. I prefer people not to
5:58have their phones on the table because
6:00they tend to, especially nowadays, pick
6:02up and and flick onto WhatsApp or flick
6:04onto Facebook or Insta, whatever
6:07constantly. and it's almost like a a
6:10habit and they don't even notice they're
6:11doing it. I prefer therefore students to
6:14keep their phones in their bag unless
6:15they're expecting a you know an
6:18important call. Make sure calls are
6:21taken outside the room um and and guide
6:23people to do that and you know literally
6:27maneuver them outside the room. So a
6:30scenario might be this which is really
6:32typical. The phone rings and a student
6:34in a tiny room that's a sign of a broom
6:36cupboard and there's you and five other
6:38people in it turns around like that with
6:40their mobile phone and then starts
6:41talking very loudly as if the action of
6:44turning away from you will suddenly
6:46create a sound barrier. Unfortunately,
6:48it does not. So, what I do in that
6:50situation is I carry on talking. I put
6:52my hand in front of the student so they
6:54look up at me. I walk over the door. I
6:56open the door. I'm carrying on teaching
6:59and I just indicate for the student to
7:00leave the room. um we don't want people
7:03taking phone calls in our classrooms.
7:06Obviously, if it's a one-to-one class,
7:08what can you do? And when we go through
7:10one-to-one class teaching, we are going
7:12to look at how you have to adapt some of
7:15these classroom management strategies
7:16because it just doesn't work in
7:18one-to-one classes.
7:21You really want to be on time. Um
7:25and you want your students to be on
7:27time. So, you get there a couple of
7:29minutes before your class, you set up
7:31and prep and you start teaching. If
7:32you're teaching from 3 to 4:00, you
7:34start teaching at 3:00. And there'll
7:37always be someone there. There's always
7:38one eager student. What I hate to see is
7:41that
7:43when five or six students turn up late,
7:45you start teaching the class at say 10.
7:48So, the student who has turned up on
7:50time and is really putting in that extra
7:52effort loses 10 minutes of teaching. So
7:55I start the warm up on time with the
7:58students and just get going and then
8:01generally people try to get there on
8:03time early you know or a little bit
8:05earlier because you know they they want
8:08to enjoy that first warmer. They want to
8:10have fun with it. So definitely
8:13definitely definitely definitely
8:14regardless of what happens start
8:16teaching on on time.
8:19So, students sitting apart and together
8:22depending on the situation. This is
8:24really important and this is where I'm
8:26going to mention a warmer. As you know,
8:28for most of these inputs when we start
8:29off, we're going to mention a warmer
8:31that could work. So, when you have a
8:35class on a Monday, especially early on a
8:37Monday morning, I would highly recommend
8:39having the incredibly simple warm up of
8:42how was your weekend or tell me one
8:44highlight from your weekend. people who
8:47haven't seen each other over the weekend
8:49really want to catch up and they may not
8:51have been able to catch up in the coffee
8:52room or in the break room. So, they're
8:54going to do that in your class. So, I
8:57would preempt that by getting everyone's
8:59drama and excitement and whatever
9:01happened at their weekend out and then
9:04they won't, you know, chitchat during
9:06the class, which can be really, really
9:08distracting. You'll also see students,
9:11actual grownass adults, um, sending
9:13notes to each other in a tiny room
9:15across the table. Um, it's a wild ride.
9:19So, so definitely think about that as a
9:21warmer for a Monday morning and you'll
9:23be able to tell the person who wants to
9:25who's got some drama or amazing news to
9:27share. They'll come into the class, you
9:30know, really excited to share. Um, so
9:32give them that opportunity.
9:34There is a fine line in Spain. You know,
9:36people are very very open and I'm not
9:39sure students are always particularly
9:40aware the difference between a class, an
9:44English class and as a and a
9:45confessional. Um, so there's a lot of
9:47sharing. Um, so let your students have
9:49their share. You don't have to if you
9:52don't want to. And then you just carry
9:54on um with the class. If you do have two
9:58friends who are always sitting together
10:00and chitchat, chit cchat chitchat and
10:02it's really distracting and you will get
10:04this quite frequently then I would
10:06certainly think about ways for moving
10:08them apart. If you're in a
10:12office environment
10:14then most of the time it will be a round
10:15table. So obviously if um Carla and
10:19Maria are sitting next to each other,
10:22you could make them then face the other
10:24person who's on the other side of that
10:26and do pair work that way. Another way
10:28is as they come in, you give them um
10:31half a phrase or half um a phrasal verb,
10:35something like that, and they have to go
10:37and find their partners. And obviously
10:38you make sure that people have the
10:40partners that they need, but you
10:42definitely need to control that. If
10:44you're unable to control that with those
10:46kinds of tools, then I would talk to
10:48them directly afterwards and say, "It's
10:50getting out of hand. I need you to just
10:52stop. I need you to be respectful in the
10:54classroom. It's disrespectful to me.
10:56It's disrespectful the other students.
10:58Is there anything I can do to stop you
10:59doing this?" Um, and normally that will
11:01be enough for them to stop. When you
11:04have a shy and confident person, it can
11:07sometimes work well and sometimes not.
11:09Again, you really get need to get to
11:11know your students. If it's a speaking
11:13activity, it can often be that the
11:15confident person takes over and the shy
11:18person will let them because they don't
11:20want to actually speak up in the class.
11:22It may be that they're so shy that you
11:24don't want to push them to speak up in
11:26the class yet. Um, and that you work
11:29with them to build their confidence over
11:30time. So work out what works well for
11:34your particular diamond applicative
11:35groups and you'll start seeing pairs
11:37that really really work well together
11:39that they really produce in a in a
11:42really constructive way and you want to
11:44be encouraging those pairs and it might
11:47completely depend on the type of
11:48activity. So for example if they're
11:51doing a worksheet together
11:54um it doesn't work for those two people
11:55to be together but for a speaking
11:57activity they work brilliantly together.
11:59So just constantly be updating your
12:01internal file of what's going on with
12:03the class to make the most sensible
12:05choices to put people together or not.
12:09So going back to this um shy student,
12:12think about things like don't correct
12:14them too often in front of the group
12:16because we're trying to boost their
12:17confidence. Um you can walk around as
12:21you're monitoring and we've talked about
12:22monitoring in um teaching skills one.
12:26So, as you're walking around and
12:27monitoring, you might just be able to
12:29look at one of the um questions that the
12:33student hasn't got right and and go and
12:36point at that one and make a kind of
12:37face and so they have another go. But it
12:40also means that you can see what they
12:41have got correct. So, as you're going
12:43around the room saying, "Okay, what's
12:45the you might say they've got the second
12:47question right." So, you might start
12:49with Carlos and then Maria who's shy. So
12:51you make sure you go Carlos Maria and
12:53then you know Maria's going to get the
12:55answer right because what we're trying
12:56to do is boost their confidence.
12:59Um if they have got an error that needs
13:01correcting then do it as a group thing.
13:03Don't call out who the person is. Just
13:05say okay um what about if I wrote this
13:07and you write the sentence on the board
13:09and get everyone to have a go at um
13:12correcting that and then you're not
13:14particularly you know calling out that
13:16person. Praise is also really important
13:20um for shy students. You know, really
13:22boost their confidence and and make sure
13:25it's genuine praise. You know, we've
13:27talked about this in other inputs. You
13:29really, you know, look at them in the
13:30eye. Let them know specifically what
13:32they did. So, well done, Maria. You did
13:36um a fantastic job on that um speaking
13:39activity. You used all the correct
13:42vocabulary and your sentence structure
13:43was fabulous. Um, so you know, be quite
13:46specific about it. And as I say, what
13:48we're trying to do is boost them. You'll
13:51do an input on level testing and you may
13:54have a deciding vote or a voice at least
13:58into where people go in groups. So if
14:01the groups are being formed and you see
14:03a particularly um, shy student, you
14:07might want to encourage the company to
14:09put her in a slightly lower group. So
14:11say she's a B1.2.
14:13two, just between a one and a two. I
14:16would go down to the B1.1 rather than
14:18putting up in the B1.2 because you want
14:21the student to be the top of the tree in
14:23a lower group rather than the bottom of
14:25the tree in a higher group. In that in
14:27that group, they're likely to be the
14:29best person in the group. It will do a
14:31huge amount for their confidence. And
14:33that's what we want to do for them to go
14:35up to the higher group later on.
14:40when students are talking, I think it's
14:42okay to just say when someone else is
14:45talking, we all respect um that time and
14:49we all listen. And it it's a real
14:52cultural thing in Spain where it's not
14:54rude at all to constantly be talking
14:56over each other. It's a very
14:58enthusiastic way of engaging in a
15:00conversation. Um it culturally we are
15:03here, you know, culturally it's just
15:05different. But as English teachers,
15:07we're here to not teach just the grammar
15:10or the vocabulary or the phenology
15:14etc. We're here to teach English within
15:16a cultural context. So if your students
15:19engage with people in the UK or Ireland
15:21or Canada, America, wherever, Australia,
15:24wherever in native speaking countries
15:26and they were to talk over people and
15:28interrupt them, it would be extremely
15:31rude. And you can imagine the
15:32consequences that could have in a
15:34business relationship or where they're
15:36making a sales call or networking event,
15:39etc. So, it's really important that we
15:42talk about that that it's not okay. Um,
15:44and we expect full attention when
15:46someone's talking and when they're
15:48finished, we can jump in and say
15:50something back.
15:52With talkative students, you definitely,
15:54as I say, they're the ones that come
15:56with their, you know, color-coded
15:58notebook with, you know, everything's in
16:00the right place and they're super super
16:02eager and they tend to want to get very,
16:05very involved with speaking activities.
16:07So, give them a task, give them a role
16:09within the speaking activity. You know,
16:11make sure they have plenty to do. Maybe
16:13they can be the person that, you know,
16:15debriefs everyone or, you know, does a
16:18summary of what everyone's learned um
16:20that week. It sounds a little bit
16:22childish um kind of managing them that
16:25way but once you do it it won't feel
16:28like that and having a very talkative
16:31student who's very eager whilst lovely
16:35um can also be quite difficult to
16:36manage. So I'd certainly make sure that
16:39as I say you give them roles within
16:41within the um the class and try and
16:44manage that the best possible.
16:47Naming as you go round is really, really
16:50important. And when you first get your
16:52groups, it can be often hard to remember
16:55how many, you know, everyone's names.
16:57You'll have a few Hans, quite a few
16:59Maras, um, a couple of Carmons, etc. And
17:03it can be really hard to remember
17:04everyone's name. So, what I do to start
17:07off with is most people sit in the same
17:09chair, and it's almost weird for you for
17:12someone else to sit in that chair on
17:14that day. And you'll find it when you
17:15come to TT and you're in um the TT
17:18classroom on that first day, you'll sit
17:20down at a desk and or a particular chair
17:23at a um our round desks and that's your
17:26place. And if someone else sat in that,
17:28it would be weird because we're human
17:30natures and we love that kind of routine
17:33and you know finding our little home and
17:35our little space and it's exactly the
17:37same for your students. So normally when
17:40they found their space they'll stay in
17:42that place. So you can write people's
17:44names around in a little diagram and so
17:47that you can start using their names
17:49straight from day one. So okay um Quan,
17:53can you give me the answer to number
17:55two, please? Great. That's fantastic.
17:57Really good detail. Maria, what have you
17:59got for number three for us? And so you
18:01can make sure that everyone knows that
18:03when their name's called, they get to
18:05get involved. And that can be a way of
18:07kind of controlling a very very
18:09talkative um and very eager group.
18:13making eye contact um with the person
18:16who's talking and keeping 100% focused
18:20on them and not looking at the person
18:22who's interrupting can also be a very
18:24good tool. I find the hand can be all
18:27powerful in the classroom. So, for
18:29example, um you know, Juan is talking
18:33and Carlos um shouldn't be talking but
18:38is. So, what I would do is keep my my
18:42focus on Juan and not look away at all
18:46and just put my hand in front of Carlos
18:48and make sure he sees that and he knows
18:51then to stop talking. So, that can be a
18:53really powerful
18:55tool. But the most important thing is if
18:57someone is interrupting and causing that
19:00kind of drama in the classroom that you
19:01don't give them the attention. You don't
19:03give them the eye contact and stay
19:05focused on the person who is actually
19:07supposed to be participating.
19:10Homework. Homework can be a difficult
19:12one. I would talk with your group. Um
19:15there may be expectations from the
19:16academy, from the parents, from um from
19:20the company that there is homework and
19:22if there is that expectation from the
19:24people who are paying then it needs to
19:26be done. Um but also if that's not the
19:30expectation then speak to the group. Do
19:32they want homework? It maybe they have
19:34so many other things going on they don't
19:36want homework and that's absolutely
19:38fine. Um what I would say as a teacher
19:42is you don't get paid for marking
19:45homework. And when I first started dove
19:48teaching I'd be like really
19:49enthusiastically like oh my god do this
19:51activity and it's great. And then I'd
19:53have reams and reams and reams of things
19:56to mark which wasn't really very ideal
19:59when you have you know you could have 10
20:0115 groups of students. So what I would
20:04do is use what's out there and the
20:07technology that's available these days.
20:09So you can use um there's a 101 apps for
20:13English and in the resources section
20:14you'll find loads of options. There's
20:16loads of websites. Get them to listen to
20:19a podcast. Get them to listen to music
20:21videos. YouTube videos, anything. And
20:24then you can have that as the talking
20:26point for the warmer as they as for each
20:29at the beginning of each class. Um, it's
20:32a great way of getting them to increase
20:34their vocabulary, their listening
20:35skills, and hearing a range of different
20:38accents. So, that can be a way to manage
20:41homework and whether whether you you
20:43know, and it's kind of portable.
20:45Everything's on their phone. So, if
20:47they're on the metro, if they're driving
20:49in their car, they can listen to stuff
20:51and that can be a real extra boost to
20:54their English, which is always good.
20:57Recurring lateness and absences.
21:00It's Spain and time is perceived so
21:04differently to lots of other countries.
21:07Um, you know, being 10, 15, 20 minutes
21:09is not seen as being rude or
21:12particularly late. It's just within the
21:14framework of acceptable. Whereas in the
21:16UK, where I'm from, for example, that
21:18wouldn't be okay. Um, obviously students
21:21often have an hour or an hour and a half
21:23class. So, if they miss, you know, 15
21:2620% of that by being late, that really
21:28adds up over a year and is a real pain
21:31um for you as a teacher trying to start
21:33classes. So, as I said, most definitely
21:36start the class on time and and and
21:39do that 100%.
21:42Um, never never start late. um so that
21:46students are more likely to come on
21:48time. You might want to talk to them
21:51about why they're if it's a real
21:52recurring event. So it may be and and
21:56this is a perfect example. I had a
21:57student whose boss um had a meeting up
22:01until 3 every day and the class started
22:03at 3:00 and it was a huge it was in
22:05Microsoft and you know it was like a
22:07small town so he couldn't physically get
22:10to my class until 10 3. So, you know, I
22:14talked to him about, you know, is there
22:15any way your boss could finish at 10
22:16minutes early? If he can't, what other
22:19options do we have? And I was a his boss
22:21was no on that. So, I found another
22:24class at another time later in the day
22:26that was much better for him. The level
22:29wasn't as perfect as that particular
22:31one, but he was getting so much more out
22:34of it because he wasn't stressed. He
22:36wasn't arriving or rushed. Um, and he
22:38was able to come sit down and really
22:40enjoy the class. So definitely talk to
22:42the student privately about if there's
22:44anything you can do. Um it may be that
22:47if you can't solve that um with the
22:50student that you need to talk to the
22:51academy or company you're working for.
22:53Obviously we'll talk in onetoone classes
22:56we're going to talk about you know what
22:58that means for private when you've got
22:59private students um about absences and
23:03lateness but we'll we'll we'll leave
23:05that for that. The most important thing,
23:08as I say, is to not just adjust your own
23:10timetable. You start, you're paid from 3
23:12to 4:00 and you teach from 3 to 4:00.
23:15That's it. You don't finish early, you
23:18don't start late. And I think humor, you
23:20know, we are dealing with adults. So, I
23:22think humor can be a really good way of
23:24dealing with issues as they come. You
23:27know, like even if it's the two girls
23:28talking or two men talking to, whoever,
23:31you know, you can deal deal with all
23:32these things with a bit of humor. you
23:34know, you can be a bit cheeky in the
23:36classroom because it's adult to adult as
23:38opposed to, you know, it's not a
23:40dictatorship. You're not, you know, the
23:42boss of the classroom as it was, but you
23:44want to have your presence as as a
23:46teacher. One of the things I did with
23:48two of my groups who were, you know, it
23:50was just a very bonded, very fun, very
23:53engaged group, a couple of groups, and I
23:56had like a square jar. So every time
23:58they use Spanish, for example, I'd make
24:00them put um a euro in the swear jar and
24:02we used to buy sweets with that. You'll
24:05be amazed how motivated adult business
24:08English students are by chocolate gold
24:10money when it comes to games day at the
24:12end of the month. So um you know just
24:16try and encourage English as much as
24:18possible in the classroom so that
24:20everyone's getting the most out of it.
24:22And as I say with this using Spanish or
24:25any of the other things, you know, humor
24:27can definitely definitely help.
24:30An overconfident student can often take
24:33over the class and they can often make
24:35you feel
24:37not the most confident teacher because
24:39they often have quite high knowledge
24:41base. Remember that you're not going to
24:43be able to learn everything you need to
24:44learn in, you know, in the first four or
24:47five weeks of teaching. It takes a long
24:49time to to hone your craft like like
24:52everything that's you know worth doing
24:54well is. So stay confident. Um use names
24:59as we've talked before so that they they
25:01you know know when their turn is. Um and
25:05that they only give answers when you
25:07know it's their turn. If you don't know
25:09the answer to a question, tell them.
25:11Say, "I don't know the answer to that,
25:13but I'll definitely find out and I'll
25:14get back to you next class." But you
25:16must get back to them next class. Write
25:18it in your book. Go find it. Google it
25:20on the next um next time you're on the
25:22bus train. Find the answer and make sure
25:24you give it to them in the next class
25:25and give it in front of everyone so that
25:27everyone learns. Okay. Definitely plenty
25:30of praise, but make sure they work for
25:31their praise. You don't want to give it
25:33away too easily. So definitely make them
25:35work for it. And just try to get them as
25:38involved in the class as possible
25:40because it can sometimes be a little bit
25:43challenging when you have an
25:44overconfident student. Remember, it's
25:46your class, your rules. I think personal
25:49boundaries is one of the most difficult
25:51situations that you might come across.
25:54Spain is a little bit different in that
25:56it's a very tactile country. So, men and
25:58women are very t tactile with um with
26:01each other. You know, everyone kisses
26:03when they say hello. And you know, most
26:06people would think that's a strange
26:07thing to do with an English teacher and
26:09yet it won't be. But you need to decide
26:11on you know, what feels comfortable for
26:14you. And you should never ever feel
26:15uncomfortable in the classroom. If
26:18there's a situation that makes you feel
26:19uncomfortable, then either deal if you
26:22feel confident enough or you feel that
26:24the relationship is enough that you can
26:25say to that person, this is an absolute
26:28no. Do not under any circumstances um do
26:31that again. If you feel confident to do
26:33that, then that's fantastic. If not,
26:36then you need to go to your academy or
26:38company and ask them for what you need.
26:40Okay? So you go to them, you tell them
26:42the situation and they will help you. If
26:45for any reason you don't feel confident
26:47with that particular situation going to
26:49your company academy, you must come in
26:51and see someone from the TT Madrid team.
26:53We are always around to help you to
26:55navigate these situations. We can make
26:58phone calls on your behalf or we can do
26:59anything you need to in order to make
27:01sure you feel safe and secure in any
27:03environment um that you're in. And
27:06lastly, just to set yourself up from
27:10success, please please please do not um
27:15use too many things like culture,
27:17politics, religion.
27:20You know, you'll be amazed about the
27:23range of opinions that people have. So,
27:26so just leave it as it is. um try not
27:30you know you can do hot topics and
27:32things like that but don't necessarily
27:33make it about your opinion or your
27:36thoughts on it. Um guide the class with
27:40different ways of doing it and yeah
27:43definitely you know you can have some
27:45fun in the classroom with topics but try
27:47not to do anything that's too
27:49controversial because I say you'll be
27:51amazed at the complete range of people's
27:55um views and experiences. What I do say
27:58in my class is I have non-negotiables. I
28:00have non-negotiables on any sexist,
28:02racist, homophobic,
28:05um, language, whatever is important to
28:08you. Um, I think you should have a zero
28:10tolerance on them. And I don't think
28:11there's anything wrong with with saying
28:13so. The most important thing, as we've
28:15said, is to feel confident. You'll grow
28:18into it. The more you teach, the more
28:20you'll find your your way your your way
28:23of doing it. I was a little bit Miss
28:25Strip Pants. um but with humor. Um
28:28that's how I'd describe myself and it
28:30worked for me and you'll find your way
28:32of being in your class. So put in place
28:36the strategies and and you'll be very
28:38successful. So now you need to go to
28:40your tasks um and fill in everything
28:43that you need to do for this one and
28:45I'll look forward to marking it and
28:47seeing you for our next um class very
28:52very soon. Thank you very much. Bye-bye.

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