Upskill
Classroom Management for ESL Teachers
Run a classroom that works. Techniques for managing energy, behavior, mixed levels, and large groups, whether you're teaching kids, teens, or adults.
What you'll learn
How each lesson works
Every lesson mixes short teaching cards with 8-plus kinds of interactive exercises. No passive reading. You practice as you go.
Teaching cards
Short, no-fluff explanations
Multiple choice
Pick the natural option
Fill in the blank
Type the right word
Word reorder
Build sentences from tiles
Match pairs
Connect phrase to meaning
Dialogues
Read + pick the best reply
True / false
Test what you know
Error correction
Fix the sentence
Listening
Play, then answer
Curriculum
22 lessons · 4h 21m total
What Good Classroom Management Actually Looks Like
Setting Rules and Routines From Day One
The First 5 Minutes: How to Start Every Class Right
Reading the Room: When to Speed Up or Slow Down
Warm-Ups That Actually Warm Them Up
Transitions Between Activities (Without Losing the Class)
Using Games and Competition Without Chaos
When the Energy Dies: Recovery Techniques
Teaching A1 and B2 Students in the Same Room
Differentiating Tasks Without Extra Prep Time
Pair and Group Work That Helps Everyone
Teaching Kids: What Works (Ages 4-8)
Teaching Teens: What Works (Ages 13-17)
Behavior Management Without Yelling
When to Be Fun and When to Be Firm
Managing Classes of 20+ Students
Monitoring and Giving Feedback at Scale
Using the Board, the Room, and Your Voice
Students Who Won't Participate
Students Who Dominate the Class
Dealing With Phones, Side Conversations, and Distractions
When a Lesson Plan Fails Mid-Class
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Get this courseTry a free lesson firstPractical notes for planning your lessons
Build clear routines, inclusive participation, and calm responses to disruption while keeping learning at the center.
Management is an ongoing design and relationship process. A difficult lesson is information for adjustment, not proof that a teacher or learner has failed.
Teach routines explicitly
Model the first task, attention signal, material routine, and help request. Practise them and review as needed. Agree positive expectations consistent with school policy. A first day matters but does not fix the rest of the year.
Participation without labels
Use preparation time, roles, choices, support, and extension. Consider seating, sensory needs, mobility, and learner preferences. Avoid using a stronger learner as an unpaid permanent assistant or blaming a quieter learner for anxiety.
Locked
3 more sections, plus 1 ready-to-use artifact
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