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  • 1. Managing YoungLearner ClassesErl Teaching and Learning 1 Course

2. Classroom ManagementOne of the biggestchallenges facingteachers of younglearners is classroommanagement.(Linse 2005: 187)Erl Teaching and Learning 2 Course 3. Classroom Management Strategies Establish clear rules at thebeginning of the year Teach concept ofappropriate andinappropriate behavior Offer rewards judiciously Plan more than you thinkyou will need Balance activities Provide specific feedback Know when to use the L1 Erl Teaching and Learning 3Course 4. Establish Clear Rules at the Beginning of the Year Children appreciate knowing what your expectations are. Whenever possible, the rules should be consistent among different teachers. The consequences for breaking the rules should also be consistent among the faculty and staff. Communicate the rules to learners as well as their parents. Erl Teaching and Learning4Course 5. Teach the Concept of Appropriate and Inappropriate Behavior The terms good behavior and bad behavior are relative and can be problematic. Make sure you comment on the appropriateness of your learners behavior and not on the children themselves. Erl Teaching and Learning 5Course 6. Offer rewards judiciously Rewards are given for goodwork Yet, it is important to instillin your learners some senseof pride in their ownaccomplishment rather thana reliance on externalgratification Issue of candy as a regularrewardErl Teaching and Learning 6 Course 7. Plan More Than You Think YouWill Need Always be sure to haveenough activities tokeep children engaged,paying attention, or on-task. Nothing leads to chaosmore quickly thanchildren who dont haveanything to do.Erl Teaching and Learning 7 Course 8. Balance activitiesWhy? Most children do not havevery long attention spans Not every child is going toenjoy or learn from thesame type of activitiesConsequences? Noisy & quiet activities Large-group, small-group,or individual activitiesErl Teaching and Learning 8 Course 9. Provide Specific Feedback Correcting behavior andproviding feedback isimportant. The feedback should bespecific and related towhat they are doing. Erl Teaching and Learning 9Course 10. Know When to Use L1 In emergency situations When it seems more appropriate to be a caregiver than a teacher Language of instruction: sticks to English Erl Teaching and Learning 10Course 11. Two Types of Problematic Behavior Children who aredisruptive Children who turninward Erl Teaching and Learning 11Course 12. Approaches to Working with Problematic Behavior Dealing with anger Strategies to helpchildren controlimpulses Thinking about inwardchildren Building on strengthsErl Teaching and Learning 12 Course 13. Dealing with Anger Its important for children to know that its okay tofeel angry but not okay to allow their anger toexplode. There are many different reasons children feel angry:tension at home, disappointment, frustration, feelingcornered or attacked emotionally Try to empathize with a childs feelings and wishesand show that empathy. At the same time you canbring a broader perspective and a calmness to thesituation that may enable the child to think moreclearly.Erl Teaching and Learning 13 Course 14. Strategies to Help Children ControlImpulses Acknowledge the problem. Consider that expectations at home may be differentfrom those at school. Help children understand whatis expected of them in your class and how they canmeet those expectations. Observe. Take time to see if there is a problembetween children. When you speak to a child once about a specificundesirable behavior, make it clear that if he or shechooses to repeat that behavior, there will beconsequences. Erl Teaching and Learning14Course 15. Thinking about inward children Children who turn inward tend to fall between the cracksbecause they make so little noise. A particular quiet child may barely tune in to classroomactivities. Ask yourself: Why is this child so quiet, so byhimself, so uninvolved? Sometimes inward children get caught up in a cycle unsureof what to do and how to do it even when they are willing totry The steps you take to show a child youre interested theeffort you make to bridge the gap, whether it be a meeting ofminds or of smiles may positively affect the child not onlythis year, but for years and years to comeErl Teaching and Learning 15 Course 16. Building on Strengths If you are having difficulty with a particular student, try tostep back and observe her as if youve never seen her before. Jot down as many positive qualities or strengths as you can. Note a few behaviors you wish could change. Concentrate ononly rewarding the positive for a day or two. Stop and reflect again: Are you making any headway? Are youseeing her in a better light? Has anything changed in yourrelationship? Is she surprised to find out that someonerecognizes something good in her? Keep the positive reinforcement going as long as you can, thenchoose one of the behaviors youre hoping you can change. Erl Teaching and Learning16Course 17. 10 Hints for Setting Up and KeepingYour Classroom Conducive to LearningTune in to kids. Listen carefully, and empathize.Think about what children might be feeling and thinking. When students feel respected, they are more likely to respect others.Make your classroom a place where children feel safe, emotionally and physically.Reward, praise, and show your appreciation for appropriate behavior.Model the behaviors you are seeking.Trust your intuition when it comes to grouping children, and dont be afraid to change your mind.Demonstrate, over and over, that you believe in each childs ability to succeed.Keep in mind: The younger the children, the fewer the rules.Be positive and upbeat in your demeanor but also truthful about your own feelings.As you reflect on the strengths and challenges of each child and each class, adapt your expectations accordingly. Erl Teaching and Learning 17Course 18. Happy Teaching Erl Teaching and Learning 18Course 19. CREATIVE WRITING book 1 Penerbit Erlangga Rewrite the sentences in the correct order. Use full stops, capital letters and question marks, wherever necessary.3.at/Roy/the/plays/playground4.Uncle/has/farm/a/my/big5.Go/toilet/to/I/may/the6.Enjoy/very/the/much/we/story7.Text/loudly/she/the/read/veryErl Teaching and Learning 19 Course 20. TEKNIK IMPACTMENGGUNAKAN BENDA TEA POT (teko kekhawati- ran) 21. Check the students readinessEnsure that all of your students are OKDistribute a piece of paperAsk them to write down OK if they are fineAsk them to write NOT OK if they are not fine and ask them towrite down the reasons what make them NOT OKAsk the NOT OK students to fold their papersWalk around the class to ask the NOT OK students to put theirpapers into the tea potClose the teapot with its cover in front of the students and tellthem that all students are OK nowTell them that the NOT OK papers wont disturb them as theywill be kept in the tea pot for about 25 Erl Teaching and Learning21Course 22. What are missing?Give a tick(v)Missing words a i u e oPl-ysPl-ygro-nd-ncl-F-rmT-il-t-nj-ySt-ryT-xtLo-dlyRe-dErl Teaching and Learning 22 Course 23. flyswatter PLAYGROUNDErl Teaching and Learning 23 Course 24. FLYSWATTERROYPLAYErl Teaching and Learning24 Course 25. FLYSWATTERUNCLE FARMErl Teaching and Learning 25 Course 26. FLYSWATTERTOILETErl Teaching and Learning 26 Course 27. FLYWATTERWEENJOYErl Teaching and Learning 27 Course 28. FLYWATTER Read TEXT Erl Teaching and Learning28Course 29. LETS STICK ON THE RIGHT PLACEat/Roy/the/plays/playgroundErl Teaching and Learning 29 Course 30. LETS STICK ON THE RIGHT PLACE Uncle/has/farm/a/bigErl Teaching and Learning 30 Course 31. LETS STICK ON THE RIGHT PLACE Go/to toilet/I/may/theErl Teaching and Learning 31 Course 32. LETS STICK ON THE RIGHT PLACE Enjoy/very/much/we/the storyErl Teaching and Learning 32 Course 33. LETS STICK ON THE RIGHT PLACEthe text/loudly/she/read/very Erl Teaching and Learning 33Course 34. Meaningful CHANTRoy plays/Roy plays/at the playgroundUncle has/Uncle has/a big farmMay I go/May I go/to the toiletWe enjoy/We enjoy/the story very muchShe read the text/She read the text/ very loudlyErl Teaching and Learning34 Course 35. Erl Teaching and Learning 35 Course

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