CLASSROOM MANAGEMENT WORKING WITH DIFFERENT AGES

=== Taqdimot 1 ===
CLASSROOM MANAGEMENT WORKING WITH DIFFERENT AGES
=== Taqdimot 2 ===
Plan:
01
02
Teachers’ role in teaching young learners
Interaction modes in teaching Young Learners
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6 Classroom managements
AbilitiesAttitudesHelping the children to feel secure
Respect your pupils
The physical surroundings
Arranging the desks
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Classroom management Strategies
We may not all be brilliant music teachers like Susan’s Mr Jolly, but most of us can learn to sing or even play a musical instrument. All music teachers would agree in any case that everyone can sing, although perhaps not always in tune!
We can all learn to mime, to act and to draw very simple drawings. We can all learn to organize our worksheets so that they are planned and pleasing to look at. And we can certainly all learn to have our chalk handy!
Abilities
=== Taqdimot 5 ===
Build up your own security by planning, reading, assessing and talking to others.
Attitudes
Positive attitudes
Respect your pupils and be realistic about what they can manage at an individual level, then your expectations will be realistic too.
As a teacher you have to appear to like all your pupils equally. Although at times this will certainly include the ability to act, the children should not be aware of it. Children learning a foreign language or any other subject need to know that the teacher likes them. Young children have a very keen sense of fairness.
=== Taqdimot 6 ===
Respect your pupils
Whenever a pupil is trying to tell you something, accept whatever he or she says with mistakes as well. Constant, direct correction is not effective and it does not help to create a good class atmosphere
Just as Terry’s ideal teacher is one who doesn’t mind children getting things wrong, sometimes, ideal pupils shouldn’t laugh at others’ mistakes, and this has to be one of the rules of the class.
=== Taqdimot 7 ===
Helping the children to feel secure
Once children feel secure and content in the classroom, they can be encouraged to become independent and adventurous in the learning of the language.
Security is not an attitude or an ability, but it is essential if we want our pupils to get the maximum out of the language lessons.
Pupils need to know what is happening, and they need to feel that you are in charge.
=== Taqdimot 8 ===
The physical surroundings
Young children respond well to surroundings which are pleasant and familiar. If at all possible, put as much on the walls as you can – calendars, posters, postcards, pupils’ drawings, writing etc. Have plants, animals, any kind of interesting object, anything which adds character to the room, but still leaves you space to work.
=== Taqdimot 9 ===
Arranging the desks
Sometimes you may not be able to change how the desks are arranged in your classroom, and sometimes you may have to make one arrangement which you can’t change. You may want to arrange the desks in different ways for different lessons, but it is much simpler if you decide on the most suitable arrangement for a lesson and stick to it. Moving desks during a lesson is a very noisy and time-consuming business. Let’s look at three ways of arranging the desks in an ordinary classroom.
=== Taqdimot 10 ===
Arranging the desks
With Arrangement A, you can teach the whole class easily, and you can have group work for some of the time, with the class working in groups of four.
=== Taqdimot 11 ===
Arranging the desks
Arrangement В works for individual and whole class work, and you can easily do pairwork if half the class turn their backs to the teacher, or if half the pupils move their chairs over to their neighbour’s desk.
Arrangement В does not encourage natural communication since pupils can only see the back of the heads of the pupils in front of them, so it is not as suitable as Arrangement A for language work.
=== Taqdimot 12 ===
Grouping the children
It is important to keep in mind that not all children will take to pair and group work at once.
Particularly five and six year olds are often happiest working alone, and are not yet willing to cooperate and share. They will want to keep all the cards, read the book alone, play with all the toys in the English corner, etc. Cooperation is something which has to be nurtured and learnt, so if your pupils have been to kindergarten or play school, or if they are already part of a class, then this may not be a problem at all.
=== Taqdimot 13 ===
INTRODUCING GROUPWORK
If your pupils are not used to working in groups in other classes or if they do not naturally develop a group identity, as they may do if they are sitting permanently in a group then you can introduce them gradually to group work.Start by having teaching groups – groups which you teach separately from the rest of the class. This allows you to give some pupils more individual attention.
=== Taqdimot 14 ===
CLASSROOM LANGUAGE
If cooperation and communication are to be part of the process of learning a language as well as part of the process of growing up, then the sooner the pupils learn simple, meaningful expressions in English, the easier it will be. A very important way of helping pupils progress from dependence on the book and on the teacher to independence is to give them the necessary tools. One of the tools is classroom language.
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Example’s of Classroom language
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PAIRWORK
Pair work is a very useful and efficient way of working in language teaching. It is simple to organize and easy to explain, and group work should not be attempted before the children are used to working in twos first.
Let pupils who are sitting near each other work together. Don’t move desks – and chairs should only be moved if absolutely necessary.
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Questions and activities:
DO and DON’T
TESTS FOR PROGRESS
Activity 1
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Questions and activities:
DO and DON’T
TESTS FOR PROGRESS
Activity 1
=== Taqdimot 19 ===
THANKS!
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