Brewster, J., Ellis, G. & griard D. (2007). The Primary EnglishTeacher’s Guide.CHAPTER 16: CLASSROOM MANAGEMENT
MOTIVATION Dornyei (1998): One of the key factors that influence the rate of success in EFL. “If children learn English from age 6, they will be learning it at school for 9-12 years. If children are not enjoying the lessons, the teacher’s job is much harder”. Cajkler &Addelman (2000): to keep motivation levels high, teachers should adopt a “critical attitude” towards activities and tasks being used. Need to provide a classroom atmosphere which promotes pupils’confidence and self-esteem so that they can learn more effectively and enjoyably”. If children have negative experiences with language learning, they may underachieve even if they like the L2.
CLASSROOM CONTROL AND DISCIPLINE Establishing routines. Children develop scripts/mental maps. Gradually introduce pupils to use English for a short period of time through songs or rhymes.
FINDING A BALANCE Being inconsistent. Being authoritarian. Little discipline: chaos, nothing is learned. Know the pupils’names. Identify troublemakers. Keep a seating plan of the class. Classroom rules: determination to keep them calmly and fairly.
GETTING THE PUPILS’ATTENTION 1. Firmly name the children still talking. 2. Start a well-known activity or routine OR 3. Give instructions for a new activity with intonation that will ensure the students’attention. 4. Wait for quiet before beginning a new activity. 5. Little by little, cut down on the amount of tiem spent disciplining students.
FLEXIBILITY Finding an acceptable noise level. Giving praise.Using stickers or badges. Organize learning activities around motivating topics.
MANAGING PAIR AND GROUP WORK Berman (1998) YLE prefer working alone and may be reluctant to share. (under 7) Pin important info on walls. How to form pairs. Group work for projects.Birthday groups. Pupils need trainign so that later on they can move to more-independent learning.
DIFFERENT KINDS OF CLASSROOM ACTIVITIES STIRRING vs. SETTLING activities. Avoid activities which are emotionally or cognitively empty: too much copying or repeating.
THE MIXED ABILITY CLASS Assess your design of activities for a mixed class: Was the task given to students too difficult/too easy? Was the task rather boring or mechanical with little contextualization or focus on meaning? Was there too much “dead time”?
EXTENSION/SUPPORT ACTIVITIES The text used. The task used. The support provided. The outcome demanded. The ability group used. The choice/range of activities used.
HOW TO PROVIDE SUPPORT OR SCAFFOLDING Breaking down the learning sequence into smaller steps. Simplifying the alnguage. Using lots of spoken language before written activities. Translating abstract concepts into more concrete ones. Using physical movement.
Using more audio-visual support. Providing a greater variety of activities. Managing time effectively: A. Plan. B. Feedback. C. Homework.
KEEPING TEACHING RECORDS For homework. Portfolios. Story books read. Attendance to classes.