Managing Young

Learner Classes

Erl Teaching and Learning Course 1

Classroom Management
One of the biggest
challenges facing
teachers of young
learners is classroom
management.
(Linse 2005: 187)

Erl Teaching and Learning Course 2

 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

Erl Teaching and Learning Course 3

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 Learning Course 4

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 Course 5

 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

Erl Teaching and Learning Course 6

 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 dont have
anything to do.

Erl Teaching and Learning Course 7

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

Erl Teaching and Learning Course 8

 Provide Specific Feedback

Correcting behavior and

providing feedback is
important.
The feedback should be
specific and related to
what they are doing.

Erl Teaching and Learning Course 9

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 Course 10

Two Types of Problematic Behavior

Children who are

disruptive

Children who turn

inward

Erl Teaching and Learning Course 11

Approaches to Working with
Problematic Behavior
Dealing with anger
Strategies to help
children control
impulses
Thinking about inward
children
Building on strengths

Erl Teaching and Learning Course 12

 Dealing with Anger
Its important for children to know that its 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 childs 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.

Erl Teaching and Learning Course 13

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.

Erl Teaching and Learning Course 14

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 youre 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

Erl Teaching and Learning Course 15

 Building on Strengths
If you are having difficulty with a particular student, try to step
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 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 youre hoping you can change.

Erl Teaching and Learning Course 16

 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 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 Course 17

Happy Teaching

Erl Teaching and Learning Course 18

 CREATIVE WRITING
book 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/playground
2. Uncle/has/farm/a/my/big
3. Go/toilet/to/I/may/the
4. Enjoy/very/the/much/we/story
5. Text/loudly/she/the/read/very
Erl Teaching and Learning Course 19
 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 wont disturb them as they
will be kept in the tea pot for about 25

Erl Teaching and Learning Course 21

 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

Erl Teaching and Learning Course 22

 flyswatter

PLAYGROUND

Erl Teaching and Learning Course 23

 FLYSWATTER

ROY

PLAY

Erl Teaching and Learning Course 24

 FLYSWATTER

UNCLE

FARM

Erl Teaching and Learning Course 25

FLYSWATTER

TOILET

Erl Teaching and Learning Course 26

 FLYWATTER

WE

ENJOY

Erl Teaching and Learning Course 27

FLYWATTER

Read

TEXT

Erl Teaching and Learning Course 28

LETS STICK ON THE RIGHT PLACE
at/Roy/the/plays/playground

Erl Teaching and Learning Course 29

LETS STICK ON THE RIGHT PLACE
Uncle/has/farm/a/big

Erl Teaching and Learning Course 30

LETS STICK ON THE RIGHT PLACE
Go/to toilet/I/may/the

Erl Teaching and Learning Course 31

LETS STICK ON THE RIGHT PLACE
Enjoy/very/much/we/the story

Erl Teaching and Learning Course 32

LETS STICK ON THE RIGHT PLACE
the text/loudly/she/read/very

Erl Teaching and Learning Course 33

 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

Erl Teaching and Learning Course 34

Erl Teaching and Learning Course 35