uts academic speaking

IKHFI IMANIAH

MANAGMENT YOUNG LEARNER CLASSES

Two key principles to keep in mind

Principle 1: effective classroom management means successful teaching & learning

Principle 2: The goal of classroom management is to provide an atmosphere that enables learning

Another important point

As teachers of YLs we have wider responsibilities than the mere teaching of language

Whether we like it or not, we will have an effect on chil-dren’s emotional, moral & social development

Managing young learners

Teaching YLs requires a knowledge of the developmental differences between children and teenagers and of the appropriate management skills

Differences include • cognitive variation • variations in attention spans• variations in motor skills (e.g. drawing and cutting)• social and emotional differences

How to prevent behavioural problems in class

Set rules to keep discipline

- Establish list during the first few classes

- Keep the list short and clear

- State the consequences for breaking the rules


The best way to manage the class is to plan your lessons

carefully

Why?

Because inappropriate learner behaviour arises when

classes become boring

Therefore . . .


. . . have lots of variety in our activities

. . . maintain a balance of familiar routines and surprises

. . . choose topics and activities that YLs find interesting

. . . when changing activity, use a familiar signal that children

recognize

. . . begin each lesson with a familiar and enjoyable routine

(e.g. play a game touching heads when taking the register,

singing “hello” to characters or singing a song they know)


We can plan specifically to avoid Ss being in the mood to mis-behave

Moods we want to avoid include Ss being:

Over-competitiveRestless

BoredOverexcited

DistractedConfused

TiredHot

Annoyed by things being unfair


Predict potential problems

• Think about what things could get broken or distract the students

• Lock valuable things away, or move them to high places

• Pull down the blinds if we know there will be some-thing distracting going on outside

• If the Ss are sitting on the floor for story time, make them keep their legs crossed at all times

• Have plan B written on your lesson plan


Other key planning issues

• Make sure everyone can see everything you want to show them, and that they get equal attention from you

• Draw a classroom set up on your lesson plan and de-cide which different position you will do each activity from

(e.g. story time in one corner, grammar presenta-tions from the board etc)• Avoid clutter: Only books and pencil cases allowed on

the tables• Think about which Ss have a bad influence on those

next to them: avoid this by telling each S where to sit(e.g. by putting name badges on each desk before they come in)


RewardsPlan a game to be used as a reward if they finish their work and are good during the class, and let them know that it might be coming up

Plan the use of teams and points, and explain the system at the beginning of the class or term, including how points will be lost for bad behaviour


Provide plenty of positive feedback and give Ss lots of attention

Encourage positive peer relations among Ss


Finally . . . . . . make sure your lesson plan is flexible

You must be able to adapt in reaction to moodse.g. plan easily switchable stages or filler stages

Dealing with inappropriate behaviour

Using silence

- Silence can be useful as a way of signaling

that something is “wrong”

- A sudden stop in midstream can be especially effec-

tive

Proximity control

- Simply moving closer to certain Ss can be a

way of stopping certain types of behaviour

Dealing with inappropriate behaviour

Sometimes stronger forms of action are requiredE.g.

Temporary isolation

Remember to reintegrate the learner into the group before the end of the lesson!

uts academic speaking

Education

behavioural problems

lesson plan

certain ss

classwecan plan

timeshave plan b

bad behaviour

effective classroom

goal of classroom management