IMPLEMENTATION OF THE CLASSROOM MANAGEMENT: THE ROLE OF A TEACHER IN TASK-BASED LANGUAGE TEACHING

During the implementation of Task Based Instruction, different strengths were identified at the moment of conducting the lesson throughout the classes. Something that worked in terms of classroom management during the pretask, task and post-task stages was the facilitator's voice projection when introducing the topics for the lessons in which task based was implemented. When the teacher was presenting the topics, elicitation was constantly used in order to activate learners' schemata; moreover, at the moment of eliciting students the facilitator adopted the position of prompter, since the teacher encouraged students to participate and make suggestions about how students may proceed in an activity.