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2. Factors and features of class management 
The term “positive classroom” (See: Luke, 1989) is justified 
with four factors: 
a) spiritual dimension; 
b) physical dimension;
c) instructional dimension; 
d) managerial dimension. 
By spiritual dimension is usually understood how teachers 
regard their students. This is, of course, a good character of a 
teacher who has good classroom management skills. One should 
have an ability to listen. It is very useful for a teacher to know what 
learners think about the ways of organizing teaching, the methods, 
additional aids, the subject they are learning. These all will help a 
teacher effectively organize a teaching process. 
The factor of physical dimension shows how teachers set up the 
classroom environment. One of the factors or features of a good 
teacher is first to care more about their students, and then they do 
about their own teaching. Most teachers don’t think about what 
impression they produce on learners. Sometimes such factors as 
clothing also influence learners’ behavior. Learners sometimes are 
very sensitive what their teachers wear. They do not like that some 
teachers always wear the same boring shirts, suits, ties or dresses. 
That is why it is advisable for teachers (especially for female 
teachers) not to come to lessons wearing the clothes which they 
usually wear when they go to parties. Such minor factors may also 
influence creating of an appropriate environment. 
The next factor of positive classroom management is 
instructional dimension, which can be seen in how teachers 
skillfully teach the language. Here much depends on their ability of 
using different methods successfully in the process of teaching. 
Below are some advises for teachers which will help them to be a 
good teacher and organize a teaching process effectively. 

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- Teachers should make their lessons interesting, so that learners 
do not feel sleepy at the lesson.
- Teachers must love their job. They should enjoy themselves 
having a lesson and this makes the lesson more interesting. Teachers 
who look fed up with what they are doing tend to have a negative 
effect on their students. 
- Teachers should have good knowledge not only of their 
subject but also of the other subjects related to their specialty. 
- Experienced teachers take more effort to insure that the quiet, 
shy students also get a chance to take part in conversations during 
the lesson. Most students think that a good teacher is a teacher who 
asks students who do not always put their hands up. 
- A good teacher is able to correct learners’ mistakes without 
offending them. A teacher should be able to catch up what is 
appropriate for a particular student in a particular situation. 
- Good teachers skillfully use a particular method of teaching in 
the time when it is needed and appropriate for a particular situation. 
- Good teachers are able to know the productive ways, meth ods 
and means of activity and use them skillfully in organizing teaching. 
The next factor is managerial dimension. It is seen in how well 
teachers address learners’ behavior. Indeed, the way teachers talk to 
learners about their manner in which they interact with each other is 
one of the decisive teachers’ skills. The language (language 
structure) which is used by teachers in the process of teaching is 
different from the language which is used by parents when they 
speak to their learners. When the vocabulary of a teacher is 
generally more restricted then the attempt to make age contact is 
greater. Even when a teacher writes on the blackboard he/she should 
be able to control the class by eye contact. 
As it is stressed above discipline is also very important in 
classroom management. The assertive discipline is used by the 
majority of teachers and it sometimes gives good results in 
organizing teaching. But assertive discipline sometimes does not 
give students a chance to be active and freely express their though ts 
and ideas at the lesson. 
In the psychological, pedagogical and methodological literature 
there are different view points on classroom management. The 

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classroom management can be characterized as a process of actions 
taken to create an environment that supports and facilitates 
academic and social-emotional learning. Thus, teachers must 
develop caring, supportive relationship with students. Teachers 
should work out instructions on organizing a teaching process and 
clarify students’ opinions about the ways of organizing teaching and 
also use group management methods to encourage students. 
Certainly, teachers must promote the development of students’ 
social skills and self-regulation and use appropriate interventions to 
assist students. 
In many sources classroom management is described as a 
process consisting of key tasks. Only using tasks teachers can 
develop an environment conductive to learning. These tasks include 
the following items:
1) Organizing the physical environment. 
2) Establishing rules and school regime. 
3) Developing caring relationship. 
4) Implementing instructions. 
5) Preventing and responding to discipline problems. 
The classroom management rules introduced by Dr Tracey 
Garrett to guide teachers through the tasks involved in the process 
of classroom management. 
Classroom management has a positive influence on 
economizing the time of teaching. According to this theory 
classroom management is used not only for maintaining the 
discipline in the classroom but also to optimize the learning process 
by students. 
Classroom management time includes the total time which is 
given to teaching, learning and routine classroom procedures, 
attendance and announcements. Students’ time schedule helps 
students in effective using of time.
When classroom procedures are completed a teacher usually 
gives learners instructions. It is called instructional time and within 
this time teaching and learning activity tasks take place. 
The time given to do the task is called engaged time. During 
the engaged time the learners participate actively in learning 
activities. In engaged time they do oral and written work: ask and 

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answer the questions put by a teacher or by their classmates, 
complete worksheets and exercises, make presentations and etc. 
They also distinguish academic learning time which helps to 
improve effective classroom management. During this time learners