This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each volume in the series focuses on a particular communicative competency or learning environment. Classroom Management offers a variety of frameworks for creating effective learning environments by fostering a multicultural awareness of different student frames of reference. It moves away from the business connotation of the word management and explains the teacher's job as facilitator and conductor of an orchestra rather than a micromanager of a classroom. This volume acknowledges the wonderful range of diversity that language teachers now face in their classes and suggests ways that they can facilitate language learning and development rather than just manage it. Moreover, it welcomes diversity as a challenging yet rewarding feature of ESOL education. This volume offers language teachers many ideas for preparing, organizing, and conducting their lessons and for supporting student learning. Classroom Management offers ESOL students, teachers, administrators, and specialists practical strategies for enhancing their leadership performance, and those working in other disciplines may find in it many management techniques that also are applicable in their contexts. This book contains 15 chapters: (1) Shaping the Learning Environment (Thomas S. C. Farrell); (2) Supporting Culturally Responsive Classroom Management (Sheryl V. Taylor and Donna Sobel); (3) Building Strategies for Classroom Communities of Elementary Native- and Nonnative-English-Speaking Learners (Sally Brown and Nancy Sharkey); (4) Character Education for ESOL Classroom Management (Robert J. Meszaros); (5) Monitoring or Observing? Managing Classroom Peerwork (Rita Elaine Silver); (6) Group Formation With Cards: Using Set Theory for Classroom Management (Paul Bournhonesque); (7) English Discussion Groups in a University Class in Vietnam: Classroom Management and Its Outcomes (Le Pham Hoai Huong); (8) Help Me, Help You! Using Role Assignment in Small Groups to Increase Student Participation in China (Michelle Stabler-Havener); (9) Three Effective Classroom Managers: A Look Inside South Korean EFL Classrooms (Marie J. Guilloteaux); (10) Language, Cameras, Reaction: Raising Awareness of First and Second Language Choices Through Documentary Filmmaking (Christopher Stillwell and Hamish Gillies); (11) Classroom Management Techniques for "Shy" Japanese Learners (Stephen Soresi); (12) Putting Names and Faces Together: Using Digital Photo Sheets to Manage Large Classes (Thomas Delaney); (13) International Plaza: Fostering Intercultural Communication in an Academic Writing Classroom (Mark Wilkinson and Mary Ellis); (14) Two-Way Tutoring to Foster a Positive Classroom Environment (Sharon L. Springer); and (15) Creating Cohesiveness Among Learners Through a Focus on Classroom Group Dynamics in a Japanese Classroom (Katsuko Matsubara and Sanae Kurauchi).