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5. Classroom Managements English for Yooung Learnerspptx
- 1. CLASSROOM MANAGEMENT Teaching English to Young Learners Anggit Prasetio Nugroho
- 2. OBJECTIVES At the end of the classroom, the students are able to: explain their understanding about classroom management. explain the techniques how to manage the classroom.
- 3. WHAT IS CLASSROOM MANAGEMENT? Classroom management refers to the ways in which student behaviour, movement and interaction during a lesson are organized and controlled by the teacher” Richards (1990, 10)
- 4. HELPING THE CHILDREN TO FEEL SECURE • Children need to know what you are doing • Respect your pupils • Whenever student is trying to tell you something, accept whatever he or she says – mistakes as well • Students have to be told that everyone makes mistakes when they are learning a new language • Establish routines • Give the children the responsibility for doing practical jobs in the classroom • Avoid giving physical rewards or prizes
- 5. THE PHYSICAL SURROUNDINGS • Young children respond well to surroundings which are pleasant and familiar. • Encourage the children to bring in a picture/post cards and tell the others a little bit about them in Englislh. “This postcard is from Jakarta. My aunt in Jakarta” • Try to have an English corner in our classroom
- 6. ARRANGING THE DESKS you can teach the whole class easily you can have group work for some of the time lets you do pair-work easily leaves you a space in the midlde of the classroom for more general activities
- 8. GROUPING THE CHILDREN • It is simple to organize and easy to explain • Group works should not be attempt before the children working in pairs first • Let the students who are sitting near each other to work together • Establish a routine for pair work Pair work
- 9. GROUPING THE CHILDREN Group work • Introducing group work • Starts by having teaching group-groups that you teach separately from the rest of the class • Start with just one group • Go trough this process with all the groups before you let the whole class work in groups at the same time
- 10. GROUPING THE CHILDREN Group work • Who works with whom • Children should not be allowed to choose their groups • Put them in mixed ability groups some of the time • Group them according to ability sometimes • Classroom language • Classroom language is an essential tool as a way to helping students progress from dependence on the book an on the teacher to independence.
Editor's Notes
- It is a set of techniques how the teachers organize the students’ behaviour, the students’ movement, and how to manage classroom interaction during the lesson.
- Students need to knkow that where they are going and what they are doing. Your students need to know what is happening and they need to feel that you are in charge/ the responsibility of taking care the students As a teacher you need to appear like all your students equally. Children learning a foreigin language or any other subject need to know what the teacher likes them. ---people and teachers would be friends and they could speak to each other like friends Direect correction is not affective and doesn’t create a good athmosphere. Correction places on guided language exercise but not for using lg for communication Teachers is someone who doesn’t mind that children getting things wrong. Ideal students shouldn’t laught at others’ mistakes. It has to be a rule of the clas For example: good morning, it’s Wednesday, today, so let’s hear your news. Or have a birthday calendar, so that you know when everybody’s birthday and what what to do on that day. Routines of this type can build up familiarity and security for your students Examplpe, making sure that the calendar is right, sharpening the pencils, giving put the library books, or watering the plants, etc. These activities are language activities which involve both taking responsibility for learning and helping others to learn It is better to tell the students that you like his /her work rather than you tell that you have not won. or ask them to read the story aloud for the others in order to learn together. This can give your students a sense of achievement wahich include the other pupils.
- If at all possible, you need to put as much on the wall as you can, eg. Calendars, posters, postcards, students’ drawing, writing, and so on. Have plants, animals, and any kind of interesting object but still leaves you space to work. It doesn’t have to be more than “this postcard is from Jakarta. My aunt in Jakarta” for example. Your classroom is probably used for other subjects, but try to have an English corner. You may need to put a notice board, shelves, a couple chairs for example. Make sure that you mark all your files and boxes with colors, or pictures, as well as words, so that you and your students know where to find what. Because the students will respond to the organization, and it is hows that you care.
- Sometimes you may not be able to change how the desk are arranged in your classroom, and sometimes you may have to make one arrangement that you cannot change. You may want to arrange the desk in different ways for different lessons, but it is much simpler if you decide on the most suitable arrangement for a lesson. Because moving desks during a lesson is a very noisy and time consuming. With arrangement A, you can teach the whole class easily, you can have group work for some of the time with the class wrking in groups of four. It is good for students to sit in groups, even they are doing individual or class work. It is much more natural for them to talk to each other while sitting in a group. This arrangement also lets you do pairwork easily and leaves you a space in the midle of the classroom for more general activities. It gives a room for playing games, tell story, roel play, etc.
- Arrangement B. works for individual and whole class work. You can easily to do pairwork if half of the class turn their backs to the teacher. Or if half the students move their chairs over to their neighbour’s desk. This arrangement does not encourage natural communication because the students can only see the back of the heads of the students in front of them, so it is not suitable for language work as arrangement A Arangement C. this works in the same way as arrangement B, but is more flexible and leaves you with space in the middle of the classroom.
- Pair work is a very useful and efficient way of working in language teaching. LET THE--- don’t move the desks, and chairs should only be moved if absolutely necessary ESTABLISH----so that when you say “Now, work in your pairs”, the students know what is expected of them. The routine depends on how your classroom is arranged. If students sitting in a row as Arrangement B, then it might be that all students in rows 1 and 3 turn round to face rows 2 and 4, while those working on row 5 work with the person next to them
- Everything which has been explain aboud pair work, applies to group wprk also. We cannot put children into groups, give them an exercise, and assume that it will work, but we need to introduce them to group work. If your students not used to working in groups, or if they used to sitting permananetly in a group like sitting arrangement B, then you can introduce them gradually/little by little to work group. STARTS---this allows you to give some students more individual attention GO ON---then you can go on introducing self reliant/independent groups----groups which are given something to do on their own, with the teacher only giving help when needed START---tell them clearly what the purpose is, and why they are working together, I want you to make me a poster, if there are four of you, you can help each other Go trough thise process with all the groups before you let the whole class work in groups at the same time
- Because this tkes a lot of time, and it usually means that someone is left out. Clever students can and do help the not so cleaver ones if the groups are mixed But sometimes you want to give extra help to either the clever or the not so clever on their own Which desk arrangement that you think is suitable for learning English? Why? What are the strong and weaknesses from arrangement A, B, and C? Could you please tell me what can you learn from this topic?