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3. Instructional strategies for successful classroom management 
The FL teachers as managers besides knowing language must 
acquire the methodological competence to teach successfully 
students. Teachers who are managers of learning recognize that a 
number of instructional options exist, but they are guided in any 
particular moment by a compass consisting of a set of values, some 
knowledge and experience, and a commitment to learning outcomes. 
Such teachers do not despair in methodological profusion; they 
welcome it. 
It is known that a single method by itself does not probably 
provide an adequate teaching program. A teacher should integrate a 
lot of methods, techniques and activities. Various methods, 

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techniques and activities can be combined within a unit, a lesson.
But teachers should understand that using different instructional 
strategies influence different results. It would seem sensible to 
accept that conscious rule-learning, deliberate form-focuses practice 
and not systematized learning are all valid at different times for 
different purposes with different learners. Some good learners prefer 
inductive strategies, others – deductive ones and most – a mixture of 
both (see the inductive teaching). Let’s outline the whole variety of 
learning and communicative strategies, which were indicated by 
J.L.Clark (1987:102-103): 
- inductive inference (‘to-down’ processing), through using 
clues from the linguistic and non-linguistic contexts when 
processing information; 
- deductive reasoning (parts of the whole), through conscious 
awareness of patterns (bottom-up processing); 
- practice techniques (for example, experimenting with new 
sounds, talking to oneself in the EL sub-vocally or out-loud); 
- use the communication strategies when trying to convey 
meaning; 
- use clarification requests relating to communication and 
system-building; 
- monitoring of self and others’ performance; 
- use a variety of mnemonic devices (techniques) for making 
semantic, visual, auditory, and kinesis associations. 
Thus, in the classroom a teacher should be able to call upon a 
wide range of strategies. Some would be designed to promote 
spontaneous acquisition, some to bring about communicative use, 
some to focus on underlying competencies (knowledge and skills), 
some to promote awareness of patterns and functions, and some to 
assist a learner to develop control over creative springs of the FL. 
According to John Clark (1997:103), “good teacher” would build 
upon whatever learning strategies were available to learners at the 
time, both spontaneous and deliberate, would work out an 
appropriate balance between them, and leave an appropriate space 
of time for learners to determine their own preferred way(s) of 
learning. 

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Students badly acquire teaching material if lessons are 
conducted in a monotonous way. That is why a teacher can use 
suggested by Penny Ur (2003: 217) ways of varying a lesson: 
1. Tempo: Activities may be brisk and fast-moving (such as 
guessing games) or slow and reflective (such as reading a text and 
responding in writing). 
2. Organization: Learners may work on their own at 
individualized tasks; or in pair or groups; or as a full class in 
interaction with a teacher. 
3. Mode and skills: Activities may be based on the written or 
the spoken language; and within these they may vary as to whether 
students are asked to produce (speak, write) or receive (listen, read). 
4. Difficulty: Activities may be seen as easy and non-
demanding; or difficult, requiring concentration of efforts. 
5. Topic: Both the language teaching point and the (non-
linguistic) topic may change from one activity to another. 
6. Mood: Activities vary also in mood; light and fun-based 
versus serious and profound; happy versus sad; tense versus relaxed. 
7. Stir-settle: Some activities enliven and excite learners (such 
as controversial discussions, or activities that involve physical 
movements); others, like dictations, have the effect of calming them 
down. 
8. Active-passive: Learners may be activated in a way that 
encourages their own initiative; or they may only be required to do 
as they are told. 
These ways allow a teacher to motivate students and make 
lessons really interesting. We know that motivation is the key of the 
successful learning. 
It is important for teachers not to forget that they teach, bring 
up and develop students from all sides. There are other important 
ways in which teachers can teach successfully: 
- By creating a productive working atmosphere in the classroom and 
a good relationship with the class.
- By being sensitive to the needs of individual students – 
recognizing that students are different and have different needs and 
problems. 

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For that a teacher must know forms of interaction, interactional 
(communicative) strategies and have researcher skills for 
observation students to reveal their preferences and needs. The 
given below aspects or rules discussed by P.Ur (2003:214) will help 
a teacher to use the mentioned above instructions in practice of FLT 
(See Table 16).