INTRODUCTION
Human being needs to communicate whereever he lives, however he is, whoever he is.
For communication, man should know a language,nevertheles it isn’t enough to know only a language,because there isn’t only one country or race on earth and they don’t all speak one language.In some cases, we need to use other languages such as the growth of international trade, scientific research, tourism
The purposes to teach a foreign language to our students are;
To make our students to gain listening, speaking, readibg, and writing skills,
To improve our students comprehension skills,
To inform our students about cultural information of the target language,
To know where to teach, when to teach, who to teach, what to teach and how to teach.

The problems of large classes;

1)Discomfort:there are some students who dont want to participate to the activities,the teacher cannot manage all students,s/he has to talk very loudly.
2)Control:as the class is very crowded, teacher cannot control it,thus the class is very noisy,this causes teacher to be worried,tired, hopeless.
3)Individual attention:since the class is crowded, some students can be ignored by the teacher.
4)Evaluation:teacher cannot evaluate all students equally,it takes a long time to control their papers,so s/he cannot give appropriate feedbacks.
5)Learning effectiveness:the classroom physical atmosphere can have an impact on selecting the course materials, if it is not the ideal one then it can causes some problems.
6)Motivation:Students are not aware of why they are learning a foreign language,they should be informed about the ultimate goal.
7)Foreign language environment:students don’t have the opportunity to practice foreign language outside of the classroom.

Suggested precautions to prevent problems

1)Discomfort:physical environment of the classroom can be changed,semi-circle sitting can be used,it provides teacher-ss,ss-ss interaction.
2)Control:the class could be divided into groups or pairs and the ss could be given some sort of responsibilities such as; grammar leader,speaker leader,vocabulary leader.they can learn by the input of each other.
3)Providing individual attention:the teacher can use the names of the students’ names to take their attention.
4)Evaluation:teacher can use students help by using peer correction,by this way,teacher doesn’t have to read lots of papers.
5)Learning effectiveness:both teacher and school organisation shoud act together in order to find new effective ways to apply.
6)Motivation:students should be aware of goals of foreign language.
7)Foreign language environment:teacher should bring real life situations into the class for the students to practice.

The effective in-classroom characteristics of a good language teacher

a)knowledge of field : A good language teacher should know the essential concepts , principles, techniques, methods and approaches; give appropriate and sufficient answers to the learners` questions; be able to use the audile and visual materials effectly.
b)Instructional period: A good language teacher should write a clear and well- organized plan and state the aim of the lesson by determining the appropriate methods, techniques, materials and evaluation. Also, s\he should use time efficienty, give feedback, eye contact and clear explenations, think the individual differences, interact with all students; speak naturally and fluently; ask appropriate questions.
c)Classroom management: Agood language teacher should make introduction to the lesson, motivate the sudents,use oral rewarding, give information about the next lesson and homework.
d)Communication: Agood language teacher should establish an effective communication among the learners, ask quastions tothink and comment the students, use of oral body language effectively.
e)Evaluation: A good language teacher should give feedback,keep a record a daily advencement, use appropriate measurements such as multiple-choice tets,true\false tests, close tests, matching tests, dictation.
f)Professional knowledge: A good language teacher should be open to comments, be a model and aware of the official articles, rules related to his profession.

THE ROLES OF THE TEACHER
THE TEACHER AS CONTROLLER
The teacher is totally in the charge of the class. He controls everything that students do and controls what they should speak and the language they use. S/he contrrols what is to be said, when it is going to be said, and who is going to say. But controlling all of the actions of the students will not give any opportunity to them to use the language freely, and this prevent them to be autonomous students. It prevents creativity. The students have less time to speak English and it is not good for developing the students’ abilities of using the language. So, the teachers should give their students much time to speak English.

THE TEACHER AS ASSESSOR
The main work a teacher should do is assessing the learners’ study and knowing whether they study well or not. If no, the teacher should change the way he taught. There are two ways for assessing: correcting and feedback. The teacher should use ‘gentle correction’, s/he shouldn’t correct the student directly and rudely. So when a teacher is correcting the students’ mistakes, s/he should pay his/her attention to the way s/he speaks. Otherwise the students may lose their courage and dare not speak English. Feedback is assessing the students’ work when they finish it so that they can see the extent of their success or failure.

THE TEACHER AS ORGANISER
It is very difficult for an English teacher to play the role “organizer”. If the teacher organizes the class-game well, the class-game is successful. The teacher pays attention to the role of organizer, making sure that every student know what they will do. If it is necessary, the teacher can say the instructions in mother tongue. S/he should be ready beforehand because it is also necessary for the teacher to spend much more time on thinking of how to organize the students when they do the preparation otherwise it can be disastrous.

THE TEACHER AS PARTICIPANT
“Participant” is that the teacher thinks of himself/herself as one of the students and takes part in their games, not that he/she looks at the students at the platform. It could cheer up the atmosphere of the class and offer the students chances to speak to someone who knows more English. By taking part in the games by the teacher. “there is no love and there is no education”. The love of the teachers is that the teacher understands the students’ spiritual world, learning to think as a student and studying together with the students. At the same time, the teacher may get something which can help him when he explains the problems to the students.

THE TEACHER AS PROMPTER
“Prompter” is a teacher role which makes the student the center. He lets them study by themselves but when they are confused her/his responsibility is to encourage them and make them active. Teachers are to lead and encourage students and help the students but only when it is necessary.

THE TEACHER AS RESOURCE
The teacher whose role is as resourse is to be a kind of walking resource centre. S/he should be readyto offer help if it is needed because he can not help in all of the activities. For example speaking activity must be done by the student herself/himself.

THE TEACHER AS HELPER
To the students, a teacher is a dictionary, a tool book and a computer. Whenever they meet problems, they will ask the teacher to help them. When students do oral communication games, reading and writing, they will meet with many many problems; they will ask the teacher to help them understand them. Besides, one’s confidence and attitude determine if his English is poor or well. So, when the students lose their heart in learning English, the teacher should say something to comfort them; when they make advances, the teacher should praise them; when they have problems, the teacher should help them in time.

STUDENT GROUPINGS

1) LOCKSTEP
It is a class grouping where all the students are working with the teacher, where all of the students do the same activity. It is traditional teaching situation. The teacher’s role is as controller and assessor. It is accepted that all of the students can understand hear which is said by the teacher. But the students get little chance to practice or to talk. It is not ideal for communicative work. And for shy and nervous students it works extremely bad. There is too much teaching and too little learning

2) PAIR WORK
The teacher is assessor, prompter, resource. Pair work allows the students to use the language and also encourages student co-operation which is very important for the atmosphere of the class and for the motivation and for the opportunity to use language and learning with others. This can be used in many of the activities such as speaking, writing, reading.

3) GROUP WORK
Group work helps the students communicatewith each other, and helps them to co-operate among themselves. Because of the number of the students in the group students have more opportunity to discuss. It has also the great advantage of allowing different groups of students to be doing different things in the same classroom.

4) INDIVIDUAL STUDY
It is a chance for students to work on their own thanks to this they can relax from outside pressure and they can rely on themselves not the others.

DISCIPLINE
Discipline is a code of conduct which binds a teacher and a group of students together so that learning can be more effective. It doesn’t take action when things get out of hand ensures that things never get out of hand. The important point is that it is necessary for both the teacher and the students.

CAUSES OF DISCIPLINE PROBLEMS
1) THE TEACHER
a) Don’t go class unprepared
b) Don’t be inconsistent
c) Don’t issue threats
d) Don’t raise your voice
e) Don’t give boring classes
f) Don’t be unfair
g) Don’t have a negative attitude to learning
h) Don’t break the code
2) THE STUDENT
a) Time of day
b) The student’s attitude
c) A desire to be noticed
d) Two’s company
3) THE INSTITUTION

PREVENTION RATHER CURE
a) Establishing a code of conduct
b) Being fair and consistent
c) Being well-prepared
d) Being adaptable and interesting

ACTIONS IN CASE OF INDISCIPLINE
a) Act immediately
b) Stop the class
c) Reseating
d) Change the activity
e) Using the institution
f) After the class

REFERENCES
Harmer, Jeremy.’Class Management’. The Practice of English Language Teaching.
Sarıçoban, Arif. ‘Introduction’ The Language of Language Skills.
www.education4skills.com

PREPARED BY: ZEKİYE GÖKSU-AYŞEGÜL KARADOĞAN- GÖKÇEN EVREN