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Erl Teaching and Learning Course

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Managing Young Learner Classes


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Classroom Management

One of the biggest challenges facing teachers of young learners is classroom management.

(Linse 2005: 187)


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Classroom Management Strategies

• Establish clear rules at the beginning of the year

• Teach concept of appropriate and inappropriate behavior

• Offer rewards judiciously• Plan more than you think

you will need• Balance activities• Provide specific feedback• Know when to use the L1


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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.


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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.


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Offer rewards judiciously

• Rewards are given for good work

• Yet, it is important to instill in your learners some sense of pride in their own accomplishment rather than a reliance on external gratification

• Issue of candy as a regular reward


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Plan More Than You Think You Will Need

• Always be sure to have enough activities to keep children engaged, paying attention, or on-task.

• Nothing leads to chaos more quickly than children who don’t have anything to do.


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Balance activities

Why?

• Most children do not have very long attention spans

• Not every child is going to enjoy or learn from the same type of activities

Consequences?

• Noisy & quiet activities

• Large-group, small-group, or individual activities


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Provide Specific Feedback

• Correcting behavior and providing feedback is important.

• The feedback should be specific and related to what they are doing.


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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


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Two Types of Problematic Behavior

• Children who are disruptive

• Children who turn inward


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Approaches to Working with Problematic Behavior

• Dealing with anger

• Strategies to help children control impulses

• Thinking about inward children

• Building on strengths


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Dealing with Anger

• It’s important for children to know that it’s okay to feel angry but not okay to allow their anger to explode.

• There are many different reasons children feel angry: tension at home, disappointment, frustration, feeling cornered or attacked emotionally

• Try to empathize with a child’s feelings and wishes and show that empathy. At the same time you can bring a broader perspective and a calmness to the situation that may enable the child to think more clearly.


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Strategies to Help Children Control Impulses

• Acknowledge the problem.• Consider that expectations at home may be different

from those at school. Help children understand what is expected of them in your class and how they can meet those expectations.

• Observe. Take time to see if there is a problem between children.

• When you speak to a child once about a specific undesirable behavior, make it clear that if he or she chooses to repeat that behavior, there will be consequences.


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Thinking about inward children

• Children who turn inward tend to fall between the cracks because they make so little noise.

• A particular quiet child may barely tune in to classroom activities. Ask yourself: Why is this child so quiet, so by himself, so uninvolved?

• Sometimes inward children get caught up in a cycle – unsure of what to do and how to do it even when they are willing to try

• The steps you take to show a child you’re interested – the effort you make to bridge the gap, whether it be a meeting of minds or of smiles – may positively affect the child not only this year, but for years and years to come


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Building on Strengths• If you are having difficulty with a particular student, try to

step back and observe her as if you’ve never seen her before. • Jot down as many positive qualities or strengths as you can.• Note a few behaviors you wish could change. Concentrate on

only rewarding the positive for a day or two.• Stop and reflect again: Are you making any headway? Are you

seeing her in a better light? Has anything changed in your relationship? Is she surprised to find out that someone recognizes something good in her?

• Keep the positive reinforcement going as long as you can, then choose one of the behaviors you’re hoping you can change.


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10 Hints for Setting Up and Keeping Your Classroom Conducive to

Learning• Tune 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 don’t be afraid to

change your mind.• Demonstrate, over and over, that you believe in each child’s 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.


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Happy Teaching

CREATIVE WRITINGbook 1 Penerbit Erlangga

Rewrite the sentences in the correct order. Use full stops, capital letters and question marks, wherever necessary.

1.at/Roy/the/plays/playground2.Uncle/has/farm/a/my/big3.Go/toilet/to/I/may/the4.Enjoy/very/the/much/we/story5.Text/loudly/she/the/read/very


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TEKNIK IMPACT MENGGUNAKAN BENDA

TEA POT(teko kekhawati-ran)

Check the students’ readiness

Ensure that all of your students are OK

Distribute a piece of paper

Ask them to write down ‘OK’ if they are fine

Ask them to write ‘NOT OK’ if they are not fine and ask them to write down the reasons what make them ‘NOT OK’

Ask the “NOT OK’ students to fold their papers

Walk around the class to ask the ‘NOT OK’ students to put their papers into the tea pot

Close the teapot with its cover in front of the students and tell them that all students are ‘OK’ now

Tell them that the ‘NOT OK’ papers won’t disturb them as they will be kept in the tea pot for about 25’


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What are missing?Give a tick(v)

Missing words a i u e o

Pl-ys

Pl-ygro-nd

-ncl-

F-rm

T-il-t

-nj-y

St-ry

T-xt

Lo-dly

Re-d


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flyswatter

PLAYGROUND


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FLYSWATTER

PLAY


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ROY

FLYSWATTER

FARM

Erl Teaching and Learning

Course25

UNCLE

FLYSWATTER


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TOILET

FLYWATTER


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ENJOY

WE

FLYWATTER

Read


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TEXT

LET’S STICK ON THE RIGHT PLACEat/Roy/the/plays/playground


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LET’S STICK ON THE RIGHT PLACEUncle/has/farm/a/big


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LET’S STICK ON THE RIGHT PLACEGo/to toilet/I/may/the


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LET’S STICK ON THE RIGHT PLACEEnjoy/very/much/we/the story


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LET’S STICK ON THE RIGHT PLACEthe text/loudly/she/read/very


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Meaningful CHANT

Roy plays/Roy plays/at the playground

Uncle has/Uncle has/a big farm

May I go/May I go/to the toilet

We enjoy/We enjoy/the story very much

She read the text/She read the text/ very loudly


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