sometimes use of LI is unavoidable, but it is wise to use the native language as a resource only when necessary: @ To make a very difficult expression understood quickly I To explain instructions for an activity ‘The important thing is to use L1 only when a particular expression cannot be easily shown through visuals or explained simply. For example, the beginning of fairytale starts with “Once upon a time,’ which would be almost impossible every to explain in English to beginner-level students. In this case it is better to translate {it Then every time it is used at the beginning of a ion and then rec cognize it and know that they are about to hear a fantastic the expre: story, the students will r¢ fairytale (Shin, 2006). When planning the use of the L1, teachers should carefully examine their ives for the day’s lesson. If the instructions for a language content and objec! game are well beyond the current level of students’ proficiency, then it would be This will make the most of the limited in the activity chieve the better to use LI to expla time in class for students to practice using English at their level and set for that day. language objectives Effective Classroom Management Activities Most of classroom management is based on the characteristics of YLs and the fact |. However, there is an added challenge ina language that they are easily distracted and can't sit s room because teachers are trying to conduct cla tive language. Managing behavior while using a foreign sroom routines in English step by for the EYL el that is not the students’ language means that teachers have to teach cl step. If students do not comprehend teachers’ instructions and classroom routines in English, then the teacher won't be able to keep their attention. This section provides successfully. many ideas for managing your cl Add English to Classroom Routines and Procedures Here isa sroom routines and procedures. Add classroom language nguage environment. list of many different cl sh to them, and you will have a very rich English, in Eng First, make a list to establish your classroom routines, then link them to certain expressions, and use them as much as possible. As mentioned in Chapter 4, it is very important to build classroom routines in English which are referred to as “social rituals” by Winn-Smith (2001, p. 22). These rituals can help YLs build real language in the classroom, especially if teachers take the time and effort to keep these routines Escaneado con CamScannerconsistent and train students in how to use English to accomplish these routines, Here are ten suggested routines: 1. Starting the class 2. Designating classroom helpers (“helping hands”) 3. Taking attendance (‘roll call”) 4. Establishing the date and day 5. Establishing cbjectives Preparing attention getters Prep: 8. Cl ng brain breaks 1g up the room, 9. Giving homework (introducing the nest class) 10. Ending the class 1, Starting the class The teacher greets students every day. The repetition of the grecting will help students use this real-life language with automaticity, Teacher: Good moining class! Class: Good morning, Teacher! Teacher: How are you today? Class: Good. And you? Teacher: 1m fine. Thank you! Then start the clas with a cheer ora song to get them ready nd excited for the ple, you can do an English Cheer. Each “X” stands for one clap. ENGLISH CHEER by Joan Kang Shin lesson. For exan English is funt (Moveto the right) X - XXX —X English is cool! (Move to the left) X - X - XX -X | speak English! (Point ro yourself with your thumbs) X— X ~ XX — X And so do you! (Point out to your class) X ~ X - XX -X Yaaaaaaay English! (Bend down and shake your hands near the floor. Start softly, then get louder and jump in the airwith your arms up cheering “English!” like waving pom-pom in the air) Or perhaps students have a favorite song they just learned and want to practice. Just make sure you prepare some way for your students to start the day in a positive way- 8 Classroom Management 303 eT TAIT Escaneado con CamScanner(302 owe ng Young Lacaonere sometimes use of L1 is unavoidable, but it is wise to use the native language as a resource only when necessary: Wo rake av expression understood quickly To explain instructions for en activity ‘The important thing is to use L1 only when a particular expression cannot be easily shown through visuals or explained simply. For example, the beginning of every fairytale starts with “Once upon a time} which would be almost impossible to explain in English to beginner-level students. In this case it is better to translate the expression and then recast it. Then every time it is used at the beginning of a story, the students will recognize it and know that they are about to hear a fantastic fairytale (Shin, 2006). When planning the use of the L1, teachers should carefully examine their language content and objectives for the day’s lesson. If the instructions for a game are well beyond the current level of students’ proficiency, then it would be better to use L1 to explain the activity. This will make the most of the limited time in class for students to practice using English at their level and achieve the language objectives set for that day, Effective Classroom Management Activities Most of classroom management is based on the characteristics of YLs and the fact that they are easily distracted and can't sit still. However, there is an added challenge for the EYL classroom because teachers are trying to conduct class in a language that is not the students’ native language. Managing behavior while using a foreign English step by Janguage means that teachers have to teach classroom routines in step. If students do not comprehend teachers’ instructions and classroom routines in English, then the teacher won't beable to keep their attention, ‘This section provides many ideas for managing your class successfully. Add English to Classroom Routines and Procedures ‘ere is list of many different classroom routines and procedures, Add classroom language in English to them, and you will have a very rich English language environment. First, make a list to establish your classroom routines, then link them to certain expressions, and use them as much as possible. As mentioned in Chapter 4, itis very important to build classroom routines in English which are referred to as “social rituals” by Winn-Smith (2001, p. 22). These rituals can help Ys build real Janguage in the classroom, especially if teachers take the time and effort to keep these routines Escaneado con CamScanner:h to accomplish these routines. sin how to use consistent and train studes Here are ten suggested routines: Starting the class Designating classroom helpers (“helping hands”) ‘Taking attendance (“roll call”) Establishing the date and day Establishing objectives Preparing attention getters Preparing brain breaks Cleaning up the room Giving homework (introducing the nex: class) PP Nay een 10. Ending the class 1. Starting the class ‘The teacher greets students every day: The repetition of the grecting will help students use this real-life language with automaticity. Teacher: Good morning class! Class: Good morning, Teacher! Teacher: Howare you today? Class: Good. And you? Teacher: I'm fine. Thank you! “Then start the class with a cheer or a song to get them ready and excited for the rexample, you can do an English Cheer. Each “X” stands for one clap. lesson. ENGLISH CHEER by Joan Kang Shin English is fun! (Move to the right) X ~ Kk ~ XX~X English is cooll (Move tothe lef) X - X~¥X~X | speak English! (Point to yourself with your thumbs) X ~ X~ XX - X ‘And so do you! (Point out to your class) X ~ X- XX= X Yaaaaaaay English! (Bend down and shake your hands near the floor, Start softly, then get louder and jump in theair with yourarms up cheering “English!” like waving por-poms in thealr) Or perhaps students have a favorite song they just learned and want to practice, Just ¢ some way for your students to start the day in a positive way. ‘ou make sure you pre Escaneado con CamScannera 2. Designating classroom helpers Students can use classroom language while helping you manage the classroom. You can designate students for various roles op jobs for the class. It could be a job for a day or a week. Here are some jobs that Yi¢ can do in the classroom: @ Roll Caller: Take attendance by calling out students’ names and mark them present or absent after the student says, “Here!” Paper Manager: Pass out and collect papers, e.g., handouts, assignments, flashcards, picture cards I Supplies Manager: Pass out and collect supplies, e.g., colored paper, markers, crayons, scissors, glue. Book Manager: Pass out and collect books, e.g., textbooks, storybooks, readers, i Time Manager: Keep track of time for a group activity or remind the teacher if itis a few minutes before the class is over. Students have to learn polite, respectful language to use, such as “Excuse me, Ms. Shin. We only have 1 minute.” I Word Keeper: Keep the class dictionary at her/his desk and look up a word when necessary Some teachers designate “Helping Hands” for each class. It goes with the expression to “lend a hand,’ or help someone out. In the picture below, the teacher posts the Helping Hands on the wall of the classroom, a Next to each hand is an envelope or pocket that has numbers corresponding to & numbered chair. So if #9 is the pocket for Supplies Manager, then the student sitting in chair #9 will help the teacher monitor the supplies that are used in cla example, if the activity requires markers or crayons to draw a picture, the Supplies Manager in chair #9 will have to say “T'l lend a helping hand!” and then get uP and ach student. The teacher can require the Supplies Manager pass out the supplies to Learners English : sg Youn: | Escaneado con CamScannerto use English, such as “Her ” ” has “Here you yo" or “One for you, and one for you? or even count how many ma any markers are being passed a d out and keep track of how many need to be collected at the end of the acti ' 3. Taking attendance (“roll call”) ‘The teacher can designate one of the helping hands to bea roll caller. This person can call out students’ names and mark them present or absent. The teacher can cue the roll caller and students to use English in different ways. Teacher: Roll Caller, please come here. Call each name nice and loud. Everyone, respond:"Yes, I'm here!” Or the teacher could encourage a repetitive exchange. Roll Caller: Eugenia! Hello, how are you? Eugenia: Hello! 'm good. Thank you! ablishing the date and day Before every class, it is important to establish tomaticity of the questions and answers for a 4, the date, First, it will help wit municative act. In addition, the commonly used com e the date, After a while, the teacher can ask for volunteers to write the way to writ {and lead that part of the class structure. date on the board For beginner Y1s it is importa ate in English. Before saying the day, the students can sing the ic Song, which is fan and gets them ready to say what day it is, 4 Classroom Manages nt to distinguish the difference between the day and the d Days of the Weel | 305 Escaneado con CamScannerDAYS OF THE WEEK SONG (To the tune of The Addams Family) There's Sunday and there's Monday. ‘There's Tuesday and there's Wednesday. There's Thursday and there's Friday. And then there's Saturday. Days of the week (snap snap) Days of the week (snap snap) Days of the week Days of the week Days of the week (snap snap) In addition, class will be more fun and interesting if there are special days that students can look forward to, Maybe Friday is always Storytelling Day. Or maybe Monday is Song Day. Students know it and can be excited about it. 5. Establishing the day's objectives It is important that teachers always go over the day’s objectives, Itwill have the same form every day: SWBAT, and is a standard simple and write them on the board to form of objective writing. Keep the objectiv refer to and assess progress during the class. It is a good habit for teachers to do this right b Larting the lesson. Students will start to recognize the form “SWBAT” and will know what is expected of them during the class period, See Chapter 3 to review how to write objectives. 6. Preparing attention getters The teacher should prepare different strategies for gelling students’ aitention during the lesson. Some teachers count down backwards “S-4-3-2-1!" and then punish students who did not quiet down. Some teachers clap rhythms and students repeat the rhythms. However, it is always more fan to get students to respond with their attention and say something in English. For example, teachers can use a Call and Response strategy. Here are a few popular ones: 1-2-3 EYES ON ME! Teacher: 1-2-3 eyes onme! Students: 1-2 eyeson you! Then students should have their eyes on the teacher. 306 Teaching Young Learners finglsh Escaneado con CamScannerWhole Brain Teaching by Chris Bifle (2012) has numerous strategies for getting the attention of your class: CLASS! YES! Teacher: Class! Students: Yas! Students have to say “Yes” in whatever way the teacher says "Class." For example, Teacher: Class, class! Students: Yes, yes! Or the teacher could lty to make it funny by exaggerating the call and response, Teacher’ Qoaao0h class! Students: Qoooooh yes! These suggestions and more from Chrs Biffle «an be found in his booklet called Whole Brain Teaching: Lesson Design and Delivery and on the following Web site: htpunwww Wholebrainteaching.com. WHENI SAY —, YOU SAY —! Teacher: When Isay peanut, yousay butter! Peanut! Students: Butter! Teacher: Peanut! Students: Butter! ‘The teacher can use new words to call and respond or let studentg decide the words at the beginning of class. In addition to call-and-response strategies, teachers can use attention getters to signify the beginning of pair or group work, Here are two ways that are fun for YLs: | LOVE ENGLISH! by Joan Kang Shin (To the tune of Frére Jacques) Hove English! Hove English! Yes, I do! Yes, Ido! Come and be my partner. Come and be my partner. Lets begin! Let's begin! READY? OK! . Students can look at each other and say, "Ready? OK! “Teachers can come up with a whole range of atiention getters that are fun and help signify the start of an activity, the end of an activity, or simply help the teacher redirect attention toward her/him in order to give some important information. 7. Preparing brain breaks It is important to give young leerners periodic brain breaks, You can put a break into a difficult activity to keep learners from getting frustrated or bored. You can give students a chance to stretch themselves out if they have been sitting for too long, For example, if students have been sitting and doing § Classroom Management 307 Escaneado con CamScannerSometimes you want to cali attention to something great a student has done especially i itis something nice for the eliss. Maybe the child dreve a picture of the class oF brought in some cate for a special accasion Maybe it ma student's birthday, and the teacher wants students to give some positive attention to herhun. The Apprectation Cheer can be used. WHO DO WE APPRECIATE? 246-8 Who do we appreciate? (Student name), (Student hare)! Yanananaay (Student narre)! —<—<—<$—$——— 4 @ writing activity, the teacher can play a popular song and have students gel up and dance next to their desk. Or you can give students a chance to rest if they have been up and active fora while. Maybe after students haye been singing a song with lots of movement, they can relax and put their heads down on their desk for some quiet time, as discussed in Chapter 2, where students do Hand Shakes, after they have been writing and need, to shake out the muscles in their hands, See the box for 20 different ideas for brain breaks. 8. Cleaning up the room The teacher should always have a is done, Usually ignated Lime to clean up the room before the cla pape there needs to be about 2-3 minutes designated for clean up, YL classes use manipulatives, markers, scissor handouts, and books, s I the teacher has designated helping hands, such asa Paper Manager Supplies Manager, and Book Manager, s/he can instruct them to be | in charge of collecting any paper, supplies, and books that need to be collected or put away 1. Head Down: Students put their heads down on their arms on their desks, 2. Meditation: Students close their eyes and breathe in and out on the 3. Head Roll: Students roll their heads around cockwis teacher's cue. few times acher's cue. 1 and then counterclockwise a few times on the Hand Shakes; Students shake their hands one at a time. ich their arms and legs standing le, Arm and Leg Stretch: Students st up of sitting down. They can stretch their arms up, out to the sl out front clasping their hands, and out back clasping their bands, 6. Back Stretch: Students sit at their desks and turn around grabbing, the hack of their seat, and then turn the other way grabbing the back of their seat Aven Circles: Students stand up and swing their arms in circles going 7, forward a few times and then backward a few times. &. Poot Gitcles: Students stretch their legs and move their feet in circles, tnowing outward a few fires and then inward a few times. Escaneado con CamScannere 9. 10. i. 12, 13, 14, 15, 16. 17. Jumping Jacks: Students stand up and do 10 jumping jacks (arms swing up to touch hands together with feet jumping apart, then jump back with feet together and arms at ones side). Right Hand, Left Foot: Students stand up and spread their legs about shoulder length apart. They bend down touching their right hand to their left foot. Then stand up and bend down touching their left hand to their right foot. Seat Running: Students sit at thei faster and faster at the teacher's cue. Seat Swimming: Students sit at their desks and pretend they are swimming with their arms and upper bodies. the teacher claps a rhythm and students repeat, ms for students + desks and run with their legs Rhythm Repetition: T! over time, doing more and more complicated rhythr to follow. Wiggle It Students wiggle their whole body for 10 seconds. The teacher can mix it up and have them wiggle their bodies like a caterpillar or like a lion or like a fish. Yoga: The teacher does yoga poses while describing them, such as lotus position, downward dog, cobra. Or the teacher and students can make up poses, stich as shapes of letters, animal imitations, or ualizes something students are interested in. any other pose that Up and Sing: ‘The teacher leads students in one of their favorite songs, especially ones that use physical movement like Head, Shoulders, Kne , and Toes. Simon Says: See Chapter 2 for instructions for Simon Says. & Classroom Management 309 Escaneado con CamScanner“Teaching Young Learners linglish 18. Dance Party: The teacher plays dance music in English that is popular with students and have them sing and dance for the length of the song, sa break. 19. Freeze Frame: Play music and let students stand by their desk and dance. When you stop the music students have to freeze. 20. I Spy: Pick an object in the room. Say, “I spy with my little eye,” and then give some description of the object, such as “I spy with my little ) eye something red” or “something small” or “something round” ‘Then students have to guess what the object is. The person who guesses it correctly can pick the next object for others to guess and say, “I spy with my little eye. ...” 9. Giving homework (introducing the next class) Before ending the class, the teacher might assign homework to students and tell students what to expect next class, If teachers use thematic unit planning, then the next class is likely to be connected topically to the class students just had. For YLs, homework should be kept very simple. For example, it could be to encourage students to bring their favorite toy to class for Show and Tell or to use in the next lesson. Or it could be | | to bring a picture of their family to the next class to learn the words for family | members. For VYLs, it might be helpful to send a note home to their parents to ! make sure the homework is completed. See below for an example: i Date: Class: ENGLISH HOMEWORK Next class (date): Homework: 1 © thave read this paper and helped my child complete the homework assignment. Parent's signature: 0 ates Note: is should be translated into parents’ native language. Escaneado con CamScannerpe 10. Ending the class Mark the end of the class time with a routine. In the example, the teacher has established a routine of using a chant for the end of the day: END OF THE DAY CHANT | by Joan Kang Shin You were awesome! Hip hip hooray! See you next class! And have a great day! This marks the end of the class, sends a positive message about students’ performance in class, and gives them authentic language that they can use when saying good-bye in real life. Designing a Classroom Management Plan Here isa sample class structure plan that can help any teacher with classroom management. This can help you become a master at managing the structure and pace of your class and plan the routines you will establish. CLASS STRUCTURE PLAN 1, START CLASS 2. HELPING HANDS, 3. ROLL CALL 4. DATE/DAY =] 5. OBJECTIVES ©. ATTENTION GETTER -———__ 7. BRAIN BREAK THE LESSON 8. CLEAN UP 9. HOMEWORK [| | 2-HOmeworK | 10. END CLASS ae ee — Classtag om Manage szement 311 a Z Escaneado con CamScannerIn this class structure plan, “THE LESSON” is your lesson plan. It could be the lesson in the required textbook for your school or a lesson plan you cre- ated yourself based on your school’s curriculum. Regardless of the lesson you have planned for the day, you should also have a plan for the class structure that you follow routinely from day to day. This helps students know what to expect and helps them to follow the flow of class. The following example shows how to use a plan like this to help manage the pace of your class. After examining the example below, read the explanation for all seven parts of the class structure plan. EXAMPLE CLASS STRUCTURE PLAN TEACHER: Hello, Class! CLASS: Hello, Teacher! TEACHER: How are you today? CLASS: Great! How are you? TEACHER: Let's start class with a cheer! ENGLISH CHEER 1. START CLASS TEACHER: OK class. Before telling stories ... please look at the wall See who are my Helping Hands today. (Say them each aut loud. 2. HELPING HANDS When you need the Supplies and Pape: Mi ers, tell them to pass out supplies and students have to tell them: “Thank you!) TEACHER: Roll! Caller, please come hert loud. Everyone, respond: "Yes, 'm here!” Call each name nice and 3. ROLL CALL TEACHER: What is today’s date? CLASS: Today is September 3rd, Two thousand twelve TEACHER: (\Write “September 3, 2012” on the board as students say the date correctly.) DAYS OF THE WEEK SONG 4. DATE/DAY TEACHER: What day is it today? CLASS: I's Monday. TEACHER: And... what Is Monday? (with excitement) CLASS: Monday is Storytelling Day! TEACHER: What do we do on Storytelling Day? CLASS: We tell stories! TEACHER: Class, lot's read the objectives for today. “SWBAT. 5. OBJECTIVES CLASS: SWBAT. .. Identify different sea animals. And tell a story called The Rainbow Fish. 6. ATTENTION GETTER TEACHER: When I say rainbo | say fish, THE LESSON | 7. BRAIN BREAK The Hand shakes (after working on mini-book) Learners English Escaneado con CamScanneranager, please collect 1 8.CLEAN uP ie you" each student Paper Bl rinibook. $ay"Thank you" ta sp, “ovite welcome Clas! CLASS: Yet 9. HOMEWORK TEACHEF. Next cass: ring your favorite toy. I's Showy and Tel Here is your Homework Sip. (Give students the homework slip for theic parents tocheck andign) END OF THE DAY CHANT 10. END CLASS TEACHER: Goo. ye, elas! CLASS; Good tye Teacher In the example, the teacher decided to use the title of the story being told in the lesson for the Call and Respond: “When I say rainbow, you say fish” in order to give students practice with those words. ssignment to create a mini- During the lesson, the students were given an book (sce Chapter 6), which required them to sit for write. The Hand Shakes got students to shake their hands out, leads them: “Shake your right hand 1-2-3. Switch! Shake your lefi hand 1 ‘The teacher repeated this five times, so students could move a litle and shake out their hands, which had probably been working hard, 1 tense, awhile and draw and ‘The teacher aking their muscles nally, remember to change your songs, chants, and attention getters cally. fresh and fun, and you will be teaching your studeni guage into the cl room. The repetition of these routines in aglish while keeping the pace of class. You have to keep your cla more English. It is important to build real k glish will help your young learner Periodi improve their ability to use i@ Teacher to Teacher Classroom Management for Young Learners Classroom management is tricky because the approaches teachers use can depend on their country and culture, Here are some ways different teachers around the ‘world find solutions to managing YLs in the classroom, First isa teacher from Turkey who takes into account YLs' characteristics to engage them successfully in the EYL classroom. . Escaneado con CamScanner