Young Learners Course

How to handle mixed groups

Children come in all types

A primary school teacher was asked to list some of the differences she noticed among
her pupils. Here is what she had to say:
My pupils differ in their…

• Perception of the language

• Relationship with the teacher

• Family background

• Types of intelligence

• Interests

• Gender

• Attitude and motivation for learning

• Experience of the world

There are many ways in which a class of pupils differ, quite apart from academic ability.
For example, if there are more boys than girls in the class, it may affect the participation of
the girls. The economic background of the children’s family will affect their attitude to
schooling in general.
An important question to consider is whether and how to respond to these

differences. Managing classes of mixed ability children

As all classes contain children with different abilities and characteristics teachers find
different ways to cope depending on the resources available and the situation in which
they teach. Some suggestions are:
Use group teaching – group pupils according to abilities.
Give differentiated tasks, i.e. activities designed to suit particular levels/needs.
Give attention to different groups at different times
Vary teaching/learning methods to include activities like problem solving, games,
stories etc.

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Many teachers find that catering for differences in learning is very challenging. Some of the
challenges are:
It consumes lot of time to devise different activities to cater to different groups.
Allocation of time and attention given to different groups.
Insufficient time to cater to all the different needs.
It is difficult to aim the lesson at the right level in the presentation stage.
Pupils’ lack of interest or low ability in certain skills and certain types of activities.

Meeting the challenges – Some useful suggestions

• Planning differentiated activities

It does take time but this has to be weighed against the satisfaction of seeing
children make progress at their level. One way of reducing the problem is to
collaborate with other teachers or to develop a materials bank which contains
activities at different levels for particular lessons.

• Giving enough time to different groups

Plan your time so that every day you allocate a certain amount of time to work with
particular groups. During a lesson the teacher can work with each group for an
equal amount of time. So if there are four groups and the lesson lasts an hour the
teacher will work with each group for about 15 minutes. Other pupils will work on
activities set by the teacher either individually, in pairs or in groups. The groups
rotate at the end of 10 minutes with approximately 5 minute for change over. The
teacher can select a monitor from a group which has completed an activity to
explain to another group how to do it. Children can check their own answers.

Here is an example

10:00-10:10 Setting up of groups, briefing for class monitors

Group Red Blue Green Gold

10:10 -10:20 Teaching Dictionary work: Individual or Cross word

group: teacher activity based on paired story activity
tells story. previous lesson reading

10:25- 10:35 Draw and color Teaching group: Dictionary work: Individual or
teacher tells activity based on paired story

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 story. previous lesson reading

10:40-10:50 Listen and write Draw and color Teaching group: Dictionary work:
teacher tells activity based on
story. previous lesson

10:55-11:05 Draw and write Listen and write Draw and color Teaching group:
teacher tells
story.

11:05-11:10 Teacher checks on group progress, monitors help.

• Catering for all the different needs

Set work which children can start during class hours and finish off at home.
Alternatively, gradually prepare a bank of self- access materials in particular
problem areas at a range of levels. You can cut up old workbooks and adapt
activities. Children can also make activities, if you provide them with a model to
work from. Once or twice a week, children can work with a peer to practice a
particular skill. This could also be a useful area for collaborative material design or
adaptation with other English teachers.
In this strategy, children work together with a partner or buddy. Slower or weaker pupils
can be paired with a stronger partner for some activities. For example, getting one pupil
to listen to another pupil read a story book provides excellent practice for pupils who
may be slow or lacking in confidence in their reading in the early stages.

• Aiming your lesson at the right level

One possibility is to introduce an activity to the whole class and demonstrate what
is required very clearly, involving pupils so that everyone gets the time to observe
the procedure and work out their activities. Then they work in mixed ability groups
or pairs to complete the task. If one group faces a problem then the group that has
successfully completed the task helps them to do it.

• Catering for pupils’ lack of interest or ability

Lack of interest may mean that the child has a problem in a particular aspect of the
language. He will therefore dislike activities involving that particular skill. So the
first step is to find out what the problem is. This will help to adapt activities to
provide more support and time to work with that learner.

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The following is an example of how a particular activity can be adapted to suit
various proficiency levels:

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GROUP WORK
The importance of group work in a language classroom cannot be stressed upon enough.
Group work is grounded in research principles and is a successful technique in teaching and
learning.

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The advantages of group work are:

• It generates interactive language. Small groups provide opportunities for

student initiation, for face-to-face give and take, for extended
conversational exchanges and for student adoption of roles that would
otherwise be impossible.

• It offers an embracing affective climate:

• The small group provides security. Individual students are not on

public display and are vulnerable to what the student perceives as
criticism or rejection. The small group becomes a community of
learners cooperating with each other in pursuit of a common goal.

• It promotes learner responsibility and autonomy:

• It is difficult to hide in a group because the group places responsibility

for action and progress upon each member somewhat equally.

Some points to consider while doing group work:

The teacher is no longer in control of the class.

Students will use their native language.
Student’s errors will be reinforced in small groups.
Teachers cannot monitor all groups at once.
Some learners prefer to work alone.

Typical group activities:

Games
Role play and simulations
Drama
Projects
Interview
Brainstorming
Problem solving and decision making.

Planning Group Work

• Introduce the technique – it can be a brief explanation and should include

statement of the ultimate purpose.

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 • Model the technique – especially for a new task it is always advisable to make
sure that the students know what exactly they have to do.

• Give explicit detailed instructions – after the students know the purpose and
have seen how they might proceed, give specific instructions which may be:
A restatement of the purpose,
Rules that they are to
follow, A time frame,
Assignment of roles to students.

• Divide the class into groups – this will not just be counting off them into
equal number groups but will be affected by:
Proficiency levels
Age or gender
Personality type
Cognitive developmental
stages Interests
Prior learning experiences.

• Check for clarification – before students start moving into groups check
to make sure they thoroughly understand their assignment.

• Set the task in motion.

Some dont's:
Don’t sit at your desk and grade papers.
Don’t leave the room and take a break.
Don’t spend an undue amount of time with one group at the expense of others.
Don’t correct students’ errors unless asked to do so.
Don’t assume a dominating or disruptive role while monitoring groups.

Activities and ideas courtesy: Children learning English by Jayne Moon.

Further Reading:
Cooperative language learning and affective factors by Jo Ann
Crandall ESL Teacher’s Activities Kit by Elizabeth Claire

Young Learners Course

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Classroom Management

There are many different practices that are used for good classroom management. Here
is one

teacher's opinion. As with all classroom management practices, adapt what you like

to your classroom, taking account the age, ethnicity, and personality of the class as
a group,

and of you as a teacher.

Maintaining good order in classrooms is one of the most difficult tasks facing young
inexperienced

teachers. The task has become more difficult over the past few decades as young people's

attitudes to people in authority have changed dramatically. Some of the changes have led

to greater self-confidence in students. Others--such as the acceptance of violence to

achieve ends, attitudes to substance abuse and an increasing lack of respect for authority-
- have made classroom management and life in school generally more difficult, and more
demanding, on those who are charged with maintaining a positive learning environment.

Many disruptive behaviors in the classroom can be alleviated before they become
serious discipline problems. Such behaviors can be reduced by the teacher's ability to
employ effective organizational practices. Such practices are at the heart of the teaching
process and are essential to establishing and maintaining classroom control.

The following set of organizational practices should help to establish effective control of
the classroom by the teacher:

• Get off to a good start.

The first "honeymoon" encounter between the teacher and the students is when they
formulate their impressions of the teacher. Students sit quietly, raise their hands to
respond and are generally well-behaved. The teacher is easily misled into thinking that
this is an ideal class and may relax the vigilance. Students within a week will begin to
test the waters to see what they can "get away with". It is during this period that the
effective teacher will establish the expected ground-rules for classroom

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 behavior.

• Learning School Policies.

Prior to meeting the class for the first time, the teacher should become familiar with
school policies concerning acceptable student behavior and disciplinary procedures.
The teacher should definitely know what the school expects from both student and
teacher in regard to discipline.

• Establishing Rules.
Establish a set of classroom rules to guide the behavior of students at once. Discuss
the rationale of these rules with the students to ensure they understand the need
for each rule. Keep the list of rules short. The rules most often involve paying
attention, respect for others, excessive noise, securing materials and completion of
homework assignments.

• Over-planning Lessons.
"Over-plan" the lessons for the first week or two. It is important for the teacher to
impress on the students from the outset that he or she is organized and confident of
their ability to get through the syllabus.

• Learning Names.
Devise a seating arrangement whereby students' names are quickly learned. Calling a
student by his or her name early in the year gives the student an increased sense of
wellbeing. It also gives a teacher greater control of situations. "JOHN, stop talking and
finish your work" is more effective than "Let us stop talking and finish our work".

• Be Firm and Consistent.

A teacher can be firm yet still be supportive and friendly with students. A firm
teacher can provide an environment where the students feel safe and secure.
Many teachers report that it is easier to begin the year in a firm manner and relax
later, than to begin in a lax manner and then try to become firm.

The Ideal Teacher!!!

As a teacher of young children it helps if the person has a sense of humor, is open minded,
adaptable, patient and the list is endless. However not all of us possess all or most of
these qualities. Does that mean we cannot be good teachers? The answer lies in the fact
that in order to be good teachers, we have to be good learners. We therefore have to work
on our attitudes and abilities.

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We may not have the ability to be a music teacher but we can at least make the effort to sing or
play an instrument. We can all learn to mime, to act and to draw simple objects. We can
handout neat worksheets and be organized in our work. These are not difficult abilities to have,
but can be easily acquired but makes a tremendous difference in the classroom.

The teacher needs to be respectful to the students at all times and be realistic about
what they are capable of doing. He or she should treat all pupils equally as all children
have a very keen sense of fairness.

One of the requirements of good teaching is good voice projection. The teacher needs to be
heard by all students. The pace and rate of delivery should be normal unless it is a
beginner level where the pace may slow down very slightly. Clarity is very important
because the teacher is the primary source of language.

In language classes especially where students may not have all the skills they need to
decipher verbal language, their attention is drawn to nonverbal communication. Here are
some important points:

• Let your body posture exhibit an air of confidence.

• You should reflect optimism, brightness and warmth.

• Use facial and hand gestures to enhance meanings of words and

sentences that might otherwise be unclear.

• Make frequent eye contact with all students in the class.

• Do not plant your feet firmly in one place for the whole lesson.

• Move around the classroom, but not to distraction.

• Follow the conventional rules of ―distance‖ and ―touch‖ that apply for
the cultures of your students.

• Dress appropriately, considering the expectations of your students and

the culture in which you are teaching.

Classroom Atmosphere

Children learn better in a secure, comfortable and relaxed atmosphere. Here are some ways

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that the teacher can create that atmosphere:

• Be prepared and organized. The pupils need to know what is happening

and to feel that the teacher is in charge.

• Respect your students

• Listen to what the pupil is saying and accept what he/she is saying along
with the errors. Correction can wait for guided exercises and is not welcome
when language is being used for communication.

• Children can sometimes be cruel to their classmates. The teacher has to

help them become aware of the fact that mistakes are a part of the learning
process and everyone makes them.

• The teacher needs to establish routines. Apart from daily greetings and
the timetable it will help if there are weather charts and birthday
calendars. These lend familiarity and security for all.

• Children should be given responsibilities for performing simple tasks in the

classroom – distributing books, sharpening pencils, watering plants etc.

• Children have the natural ability to be competitive, so avoid organized

competition. Language learning can be a situation where everyone can
win. Success is a great motivator.

• The teacher should avoid physical rewards. It is better to display or read

aloud a good piece of work. This gives a sense of achievement and at
the same time includes the others.

• The teacher should refrain from giving English names to his pupils as this
undermines their individuality.

The Room
The Sights
To create a visual environment that:

• Is Attractive

• Is Functional

• Is Stimulating

• Is Motivational

• Creates pride and self esteem

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Attractive materials are neat, colourful, and pleasing to the eye. These materials may be
self-made, purchased, or textbook resource materials.

Functional materials, in addition to being attractive, teach or reinforce a concept or skill.

Calendars and current event notices are functional materials.

Stimulating materials would be thought-provoking and questioning in nature.

Motivational materials are often in the area of morals and values, with the goal of
raising viewers' awareness and offering hope and encouragement.

Materials which create pride and boost self esteem may be student work or
posters celebrating students' accomplishments or birthdays.

The Sounds

There is a substantial amount of research in support of relaxation being an important

ingredient in improving and/or accelerating learning. Such research further supports the
idea that instrumental music by such composers as Mozart and Bach are calming and
actually help to raise student test scores.
Soft music can be played as students enter class, during the introductory activity while
roll is being taken, during class work times, as well as during testing, to help set a calm,
relaxed pace and tone for the class.

The Temperature

Temperature is another important element in the environment. If you are in a classroom

without air conditioning it is important that you do all you can, especially in warm
weather, to get the best air flow to help keep students comfortable and alert.
Research suggests that we are most alert in rooms that are on the cool side - in the low
70s. A well ventilated room is better than a close, stuffy one. Try to open as many windows
and doors as necessary to create a good cross-ventilation. The use of a fan may help
create a comforting air movement on warmer days.

Feelings

Creating an environment conducive to concentration, study, and learning is more than having
attractive, stimulating sights, relaxing sounds, and good ventilation. It is creating a place
where all feel comfortable and at ease, a place where the surroundings are neat and

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orderly. It is a place where there is mutual respect in a friendly, non-threatening
atmosphere, a place where everyone can bloom and do their best.

A few sitting arrangements:

Advantage Disadvantage
No major disadvantage.
• Can teach the class easily
• Can work in groups
of four.

• Can do pair work easily.

• Can utilize space in

the middle

Advantage Disadvantage

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 • Can do individual and Does not encourage natural

whole class work.

communication as students can
see only the back of the heads of
• Can do pair work if half
the students in front of them.
the class turns their
back to the teacher.

Techniques for Working with Emotionally and Behaviorally Challenged Students:

The following techniques can be especially effective with students exhibiting emotional and
behavioral disorders:

• Planned ignoring
Behaviors that are exhibited for the purpose of seeking attention and do not spread
or interfere with safety or group functioning, are most effectively extinguished
through planned ignoring. This technique should never be used with aggressive
behaviors. The class may need to be taught to do this as well. Peer attention can
be even more powerful than adult attention for some students.

• Signal interference
If a student is calm enough to respond, has a positive relationship with the
teacher, and is free from uncontrollable pathological impulses, a nonverbal signal
may be all that is necessary to assist him or her in regaining focus.

• Proximity and touch control

Moving closer to a student in distress or placing a hand on the shoulder can be
effective in showing support in a non-threatening way. When using this technique,
refrain from pointing out inappropriate behavior. Comment positively on any
move toward compliance.

• Interest boosting
Change the tempo or activity, comment on the student's work, or inquire about a
known interest related to the assignment if a student shows signs of restlessness.
Do this before off-task behavior occurs.

• Hypodermic affection
Express genuine affection for, or appreciation of, a student to assist the student
in regaining self-control.

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• Easing tension through humor
Humor can often stop undesirable behavior if it is used in a timely and positive
manner. Sarcasm, cynicism, and aggression are not appropriate uses of humor.

• Hurdle help
Before a student begins to act out, assist the student with a difficult section of
an assignment or task.

• Regrouping
Change the seating arrangement for the small-group assignments of students to
avoid specific problems. Do this in a non-punitive and, if possible, undetectable
way.

• Restructuring
If an activity is not successful, change it as quickly as possible. It is important to
always have a backup plan. Sometimes it is best to move from an interactive game
to something like Bingo that requires no interaction. This can be done smoothly and
non-punitively when a group is becoming over stimulated. At other times, offering
a choice might be more effective. Students could choose to cover information orally
through discussion, or copy notes from an overhead, for example.

• Direct appeal
If a student or group has a positive relationship with the teacher, it is sometimes
effective just to ask that a behavior stop due to the problems that it is creating.
No consequence or reward is intended or implied. This is a simple, straightforward
request from one person to another.

• Antiseptic bouncing
Remove a student from a distressing situation before inappropriate behaviors occur. Be
careful not to inadvertently reward a student who is instigating a problem.

• Support from routine

Schedules and routines are often overlooked by adults, while considering behavior
management interventions. Knowing what to do and when to do it provides
structure, security, and predictability in the lives of students who may not
experience such support in other areas of their lives.

• Limiting space and tools

Rather than taking away items that distract or create potential harm after a student is
engaged with them, keep them out of sight and reach from the beginning. This is
especially important when tantrums might escalate to unnecessarily dangerous or

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 reinforcing proportions, if too many items are available for throwing and breaking.

Negotiating Rules:

It is important that children realize and accept responsibility for their behavior. Mere
preaching will not make any difference. Teachers should also be aware of not being
judgmental but try to correct unacceptable behavior. But what is acceptable and what is
not will be more effective if the children are involved in the process. Here are some ways
this can be done:

• Level: all
Activity Time: unspecified
Concepts Taught: Discipline behavior modification

Give one or more worksheets to student when you send him/her to detention or
send him out of the room or put him aside from other students because his behavior
was not accepted. Have them write/devise a plan on how they can change their
behavior to be allowed back in class. This plan must be brought to you before you
should accept the student back in class.

RESPECT LESSON

"Respect".

We all need and deserve to be respected. However, we cannot respect others when
we don't respect ourselves. When you are rude, put people down, talk negatively,
or insult people, you are hurting your respect for yourself as well as for others.

Everyone needs to feel good about themselves in order to get along with others.
When someone does not feel good about himself or herself, he or she speaks
and acts in ways that hurt others. When you don't feel good about yourself,
everyone loses.

We all have bad days. No one is immune to having things go wrong. That is why we
always have to remember to treat people with respect, even if we are not feeling very
good about ourselves, or can tell that they may not be feeling much respect for
themselves. When you automatically treat people with respect, you help everyone

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 feel better about themselves.

How can I treat people with respect automatically?

1. Ignore them when they say or do something that hurts my feelings.

2. Don't argue or fight with someone who is obviously not feeling good about
him/herself.
3. Overlook it when someone is trying to tease me to get me mad.
4. Don't say things in anger-count to ten before I speak or don't say anything until
the anger has passed.
5. Don't say negative things. I have a right to my opinions, but I do not have the
right to express it.
6. Always try to think of everyone as doing the best they can-see everyone as the
best that they can be.
7. Put myself in the other person's place and try to understand what their point-of-
view is.
8. Treat others as I would like to be treated.

• TALKING LESSON

"Talking Lesson"

I understand that time is one of the most valuable things we have. Forty-eight
minutes is so little time to do all the things we need to do in class, so it is crucial to
make every minute count. When I talk or goof off or disrupt the class, I am wasting
valuable learning time. That is not fair to my teacher, my classmates or to myself.

I understand that it is okay to talk:

1. If I raise my hand and the teacher calls on me.

2. If talking is necessary to complete my assignment.
3. If it is free time and I have completed my assignments.

But I know that I must not talk:

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 1. When the teacher is talking.
2. When a student is asking or answering a question.
3. When the teacher has instructed the class to be quiet.
I can see that learning how to talk only when it is proper to do so is very
important, so I will copy this paper as many times as it will take to show you that I
have learned this lesson.

• THINKING ABOUT BEHAVIOR LESSON

• Answer the following questions in complete sentences, using most of the

words in the question in your answer. If the children are at an age where
they do not have enough writing skills then this can be a discussion session.

• Please think carefully about your answers. An administrator and/or

your parents could read them in the near future.

1. What did you do that got you into trouble? --------------------------------------------

-----------------------------------------------------------------------------------------------
--------------------------------------------------------------------------2. Why was it
wrong to do what you did? ----------------------------------------------------------------
-----------------------------------------------------------------------------------------------
------------------------------------------------------------3. What can you do differently in
the future so that you will not get into trouble? ---------------------------------------
-----------------------------------------------------------------------------------------------
------------------------------------4. What can the TEACHER do to help you stay out of
trouble and to help you succeed in her class? --------------------------------------------
-----------------------------------------------------------------------------------------------
----

• TIME OUT LESSON

I understand that school is a place for learning. I understand that I choose how to
use this time. I can get an education and learn more about myself and the world
around me, or I can waste this time. I understand that the teacher is responsible for
many things. She needs to plan the English lesson and then do everything possible

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 to help students understand the material. The teacher has a big job because it is not
easy to help a class full of students. When I behave disruptively, I am making it hard
for the teacher to do her job. This isn't fair and I don't have the right to do this. I
understand that the other students in my class have a right to the best education
possible. When I behave disruptively, I not only keep the teacher from doing her job,
I am also keeping students from getting the best education possible. This is not fair
and I don't have a right to do this. I am here copying this because I was sent out of
the room. I was sent out of the room because
--------------------------------------------------------------------I understand that right now, I
am missing out on valuable learning time. Instead of learning, I am copying this lesson. I
understand that I made a decision to behave unacceptably in class and the consequence
for this was being sent out of the room and points are deducted from my grade this week. I
understand that I have the power to make good decisions or bad decisions. When I make
good decisions I am rewarded. In school, this means getting a good education and feeling
good about myself as a student. I understand that I deserve a good education and I have
the power and responsibility to make this happen. When I return to class, I will
________________________________________________________

Group and Pair Work

Why should a teacher study group dynamics?

The following are the reasons

The teacher has to deal with groups from five to six periods daily. In order to make
his/her teaching effective, he/she must study group dynamics of small group. Class is
collection of pupils coming from different socio-economic backgrounds. If the teacher is
well equipped with the basic knowledge of group dynamics, he/she can provide better
guidance fro adjustment.

GROUPS RELATIONSHIP IN THE CLASS

The analysis of socio-metric studies shows the following patterns of relationship among
the members of a class of children who are 8 years and above.

• Stars: there are pupils in the class whom majority of the students like. They
are called the STARS of the class.

• Isolates: the members of the class are indifferent towards these pupils. The isolates

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 make no choice and receive no choice.

• Rejected: Pupils whom no members of the class likes or wants to associate.

These receive only rejections.

• Mutual Pairs: there are students who mentioned each other. There is reciprocal
relationship among mutual pairs of students.

• Chains and Cliques: There were chains where A chose B and B chose C. another
phenomena which is evident from the analysis of the closed circle where A likes B,
B likes C and C likes A. This is named Cliques.

Helping the Isolates:

The teacher can help Isolates in the following ways: -

• The teacher must maximize the chances of early success in children

because failure at early stage develops frustration and withdrawal from
social situation.

• The teacher must select few students from the class who show least aversion
to the isolates and form an occasional group, small in size of isolates and
other promising classmates. The group should be asked to work together on
a task, which gives them some success.

• The teacher should make moderate praise of the isolates whenever

they succeed in some schoolwork.

• The teacher must find out those skills and hobbies in which isolates
show some promise and should try to develop them.

• The teacher should discuss the problems of the isolates and try to solve them.

How to Improve Group Relationship in the Class.

• Teacher’s behavior. The teacher is a model for the students. His/her

behavior should be impartial; he/she should provide help to individual
students who need it.

• Discussion. To improve classroom emotional climate, free discussion

should be occasionally arranged for the group. Suggestions should be
invited from students to improve upon the existing conditions.

• Effective communication. The teacher should help students to understand

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 each other in formal and informal meeting. The classroom communication
should be a two way process. Students should not remain passive listeners
in the class.

• Cohesiveness. Teacher should encourage the feelings of cohesiveness among

team members of the class through effective communication.

• Counseling. Teacher can use group counseling to improve the

emotional climate of the class.

• Tours and visits. The teacher can organize educational tours, picnics and
excursions to bring the students more close to each other.

Dynamic and Group Activity

Dynamic and group activity — deals with those activities that challenges the mind of the
children and compels them to question their intellect. Dynamic activity can be given from
kindergarten to primary level. Two illustrations have been provided as example modules.

Dynamic Activity For kindergarten children

Project Title--- HOW TREES HELP US

Aids used by children -Make charts

illustrating theusefulness of trees. Enact a

skit where the children dramatizes the
Importance of trees.
The teacher can help the children make up a
poem for Them to recite stressing on the
importance of trees

Example --- Trees give us food

Trees Paper oxygen and wood
It gives us rain
That is important to grow grain

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 Without trees we will die
Mother Earth will cry
All animals will fall sick
And no birds will fly
So I am going to plant a tree each day
They are our friends
Will you join me?
What do you say

Project Title--- POLLUTION

Teacher helps children to choose a pollution, e.g.; Air Pollution

Aids used by children Make colorful Charts showing air pollution

.Enact a skit showing the ill effects of air
pollution and ways to prevent it. Teacher
can help the children to make a poem for
For them stressing on the dangers of air
pollution And methods of prevention.

Example Air

Then why does it smell so bad?

And its filthy also, OOOh !
The dustbin is open
It’s bursting with garbage
Houseflies, germs and foul gases
Are oozing out at a stretch!
My! My! People are falling sick!
Their lungs cannot tick! Tick!
Diseases have us by the stick
No! No! This cannot go on
We need to move on
We need pure clean air
We need health that is robust and fair
So close the dustbin lid

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 And sweep the litter around
If you are LAZY
Then give me the broom
I can do the rounds.
I will sweep! And swish! Till
The air is Squeaky-clean
Yes, friends join me!
Lets breathe fresh air! – As it has never
been

Classroom Language

If cooperation and communication are to be a part of the process of learning a language

then the sooner the learners learn simple, meaningful expressions in English the easier it
will be. Classroom language is an important tool in helping the children become less
dependent on the teacher and the book.

Some useful phrases should be taught as phrases and not as words or structures.
The children are interested to know when they are used and helps them to
communicate meaningfully not only in the classroom but outside it too.

For example: Good morning/afternoon, Goodbye, Can I ….., please?, Sorry I don’t know,
Whose turn is it, It’s my, Pass the …..please etc.
Try to speak English as much as possible using mime, acting, puppets and any other way
that you can get the meaning across. The teacher may be the only source of English, so the
children should have the opportunity to hear the teacher the most part of their time in class.
The teacher’s language should be simple, natural and suit their level. Meaning can also be
conveyed by the tone of voice and body language so it is not necessary for the teacher to
switch to the mother tongue.
At the same time the teacher should be aware that he/ she does not monopolize talk time
in class but try to create situations where the pupils will have a chance to use the language.

Reference:
Effective Class Management by M. Underwood, Longman

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Young Learners Course

Self-Assignment

What is your classroom management profile?

Answer these 12 questions and learn more about your classroom management profile.
The steps

• Read each statement carefully.

• Write your response, from the scale below, on a sheet of paper.

• Respond to each statement based upon either actual or imagined

classroom experience.

• Then, follow the scoring instructions below. It couldn't be easier!

• = Strongly Disagree

• = Disagree

• = Neutral

• = Agree

• = Strongly Agree

(1) If a student is disruptive during class, I assign him/her to detention, without

further discussion.

(2) I don't want to impose any rules on my students.

(3) The classroom must be quiet in order for students to learn.

(4) I am concerned about both what my students learn and how they learn.

(5) If a student turns in a late homework assignment, it is not my problem.

(6) I don't want to reprimand a student because it might hurt his/her feelings.

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(7) Class preparation isn't worth the effort.

(8) I always try to explain the reasons behind my rules and decisions.

(9) I will not accept excuses from a student who is tardy.

(10) The emotional well-being of my students is more important than classroom control.

(11) My students understand that they can interrupt my lecture if they have a
relevant question.

(12) If a student requests a hall pass, I always honor the request.

To score your quiz,

Add your responses to statements 1, 3, and 9. This is your score for the authoritarian style.

Statements 4, 8 and 11 refer to the authoritative style.

Statements 6, 10, and 12 refer to the laissez-faire style.

Statements 2, 5, and 7 refer to the indifferent style.

The result is your classroom management profile. Your score for each management style
can range from 3 to 15. A high score indicates a strong preference for that particular style.
After you have scored your quiz, and determined your profile, read the descriptions of
each management style. You may see a little bit of yourself in each one.
As you gain teaching experience, you may find that your preferred style(s) will change.
Over time, your profile may become more diverse or more focused. Also, it may be suitable
to rely upon a specific style when addressing a particular situation or subject. Perhaps the
successful teacher is one who can evaluate a situation and then apply the appropriate
style. Finally, remember that the intent of this exercise is to inform you and arouse your
curiosity regarding classroom management styles

Authoritarian

The authoritarian teacher places firm limits and controls on the students. Students will often
have assigned seats for the entire term. The desks are usually in straight rows and there

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are no deviations. Students must be in their seats at the beginning of class and they
frequently remain there throughout the period. This teacher rarely gives hall passes
or recognizes excused absences.
Often, it is quiet. Students know they should not interrupt the teacher. Since verbal
exchange and discussion are discouraged, the authoritarian's students do not have
the opportunity to learn and/or practice communication skills.

This teacher prefers vigorous discipline and expects swift obedience. Failure to obey the
teacher usually results in detention or a trip to the principal's office. In this classroom,
students need to follow directions and not ask why.

At the extreme, the authoritarian teacher gives no indication that he\she cares for the
students. Mr. Doe is a good example of an authoritarian teacher. His students receive
praise and encouragement infrequently, if at all. Also, he makes no effort to organize
activities such as field trips. He feels that these special events only distract the students
from learning. After all, Mr. Doe believes that students need only listen to his lecture to
gain the necessary knowledge.
Students in this class are likely to be reluctant to initiate activity, since they may feel
powerless. Mr. Doe tells the students what to do and when to do it. He makes all
classroom decisions. Therefore, his style does little to increase achievement, motivation or
encourage the setting of personal goals.

One Middle-school pupil reacts to this teaching style:

I don't really care for this teacher. He is really strict and does not seem to want to give
his students a fair chance. He seems unfair, although that is just his way of getting his
point across.

Authoritative

The authoritative teacher places limits and controls on the students but simultaneously
encourages independence. This teacher often explains the reasons behind the rules and
decisions. If a student is disruptive, the teacher offers a polite, but firm, reprimand.
This teacher sometimes metes out discipline, but only after careful consideration of the
circumstances.

The authoritative teacher is also open to considerable verbal interaction, including critical
debates. The students know that they can interrupt the teacher if they have a relevant

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question or comment. This environment offers the students the opportunity to learn
and practice communication skills.

Ms. Smith exemplifies the authoritative teaching style. She exhibits a warm and
nurturing attitude toward the students and expresses genuine interest and affection. Her
classroom abounds with praise and encouragement. She often writes comments on
homework and offers positive remarks to students. This authoritative teacher encourages
self-reliant and socially competent behavior and fosters higher achievement motivation.
Often, she will guide the students through a project, rather than lead them.

A student reacts to this style:

I like this teacher. She is fair and understands that students cannot be perfect. She is
the kind of teacher you can talk to without being put down or feeling embarrassed.

Laissez-faire

The laissez-faire teacher places few demand or controls on the students. "Do your own
thing" describes this classroom. This teacher accepts the student's impulses and actions
and is less likely to monitor their behavior.

Mr. Jones uses a laissez-faire style. He strives not to hurt the student's feelings and has
difficulty saying no to a student or enforcing rules. If a student disrupts the class, Mr Jones
may assume that he is not giving that student enough attention. When a student
interrupts a lecture, Mr. Jones accepts the interruption and believes that the student must
surely have something valuable to add. When he does offer discipline, it is likely to be
inconsistent.

Mr. Jones is very involved with his students and cares for them very much. He is more
concerned with the students' emotional well-being than he is with classroom control. He
sometimes bases classroom decisions on his students feelings rather than on their
academic concerns.

Mr Jones wants to be the students' friend. He may even encourages contact outside the
classroom. He has a difficult time establishing boundaries between his professional life
and his personal life.

However, this overindulgent style is associated with students lack of social competence and

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self-control. It is difficult for students to learn socially acceptable behavior when the
teacher is so permissive. With few demands placed upon them, these students frequently
have lower motivation to achieve.

Regardless, students often like this teacher. A Middle School student says:

This is a pretty popular teacher. You don't have to be serious throughout the class.
But sometimes things get out of control and we learn nothing at all.

Indifferent

The indifferent teacher is not very involved in the classroom. This teacher places few
demands, if any, on the students and appears generally uninterested. The indifferent
teacher just doesn't want to impose on the students. As such, he/she often feels that class
preparation is not worth the effort. Things like field trips and special projects are out of
the question. This teacher simply won't take the necessary preparation time. Sometimes,
he/she will use the same materials, year after year.
Also, classroom discipline is lacking. This teacher may lack the skills, confidence, or
courage to discipline students.

The students sense and reflect the teacher's indifferent attitude. Accordingly, very little
learning occurs. Everyone is just "going through the motions" and killing time. In this
aloof environment, the students have very few opportunities to observe or practice
communication skills. With few demands placed on them and very little discipline,
students have low achievement motivation and lack self-control.

According to one student:

This teacher can't control the class and we never learn anything in there. There is hardly
ever homework and people rarely bring their books.

Mrs. Johnson is a good example of an indifferent teacher. She uses the same lesson plans
every year, never bothering to update them. For her, each day is the same. She lectures
for the first twenty minutes of class. Sometimes she will show a film or a slideshow. When
she does, it becomes a substitute for her lecture, not a supplement. If there is any time left
(and there always is) she allows students to study quietly and to talk softly. As long as they

28
don't bother her, she doesn't mind what they do. As far as she is concerned, the
students are responsible for their own education.

Young Learners Course

Lesson Planning

Young children are usually full of enthusiasm and energy and the language lessons have to
have variety. So there is very little time during the lesson for the teacher to think. If the
lesson has to be effective then it has to be carefully planned. All good teachers plan but at
the same time are prepared to adapt their plans and know that they have to be prepared
for last minute changes too.

Why Do We Need to Plan a Lesson?

The answer may be some or all of the following:

• Helps the teacher to be more confident in teaching

• Provides a useful outline, reference for smooth and efficient teaching

• Helps the teacher to mentally prepare

• Provides a basis for future planning

• Helps the teacher to be organized

• Helps the teacher to plan to cater for different pupils

• Helps the teacher know whether he/she has achieved objectives

• Enables teacher to judge own performance

• Shows teacher’s effort

• Gives direction to syllabus

• Helps to identify problem areas

• Is an administrative requirement

To summarize the Main reasons for lesson planning are

• Practical – It helps the teacher prepare for a class, organize time, and keep in
mind the different needs of the learners.

• Personal development – It helps the teacher monitor, assess and improve teaching.
The plan has an objective and we can check if we have been able to meet those

29
 objectives. A mismatch tells us that something is wrong and needs investigating
and this helps in self- development.

• Accountability – It serves as a proof or record to school authorities regarding

what the teacher has done which demonstrates our ability to do the job.

• Confidence – It makes us feel secure about what we are doing. More often than not
teachers are faced with the dilemma of what to do at various stages of the lesson
which can be nerve wracking. A well-planned lesson helps the teacher run
smoothly through the class. If the lesson goes as planned and meets the desired
objective then it encourages the teacher and develops self-esteem.

We can divide lesson planning into three stages:

• Long-term – for the whole term.

• Short term – for a unit of work

• One class – for individual lesson

Long-term planning:

• Long-term planning will take place either before or at the beginning of a

term. You can discuss with other teachers using the textbook what they think
about aims, methods and assessment.

• If you are using a textbook look at the contents or topics. You may decide
to change the order or skip something which isn’t suitable for your students.

• If you are not using a textbook then decide what you want to cover for the
term and how long it will take to complete each language item/unit or topic.

• Try to work with other teachers so that the language topics can be theme based
and other subject teachers also cover the same topic during that time.

• Materials to be used can also be planned and prepared. Materials used

for other subjects can be used for English as well.

Sample of a Long-term lesson plan without a book:

Period per Total no. of

Term 1 Class 1
week: 3 classes: 36

Topic to be
Month
covered

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January My family My pet My city

Colours and
February The classroom. Outside the class numbers

March The body Food Clothes

Short term planning:

• Long-term planning makes short term planning easier. Short term

planning may be a plan for one week, one unit or one topic.

• Most text books are written by experienced teachers and are well thought
out so you may follow them as far as possible initially and later with
experience will learn to work around it.

• Decide what language item you are going to teach and how you are going
to teach.

• Assessment is a part of teaching, so write assessment into your plan at this

stage.

• Do keep in mind local holidays.

• Remember the plan is a rough guide to show where you are going and what
you hope to cover.

Sample of a short term lesson plan:

No of Language Language Method and

Week Level classes: Topic Structure Aids Used Activities Remarks

Date:

5 Age 3 Expressing Phrases used Magazine Pair Comme

9 Likes and during meals. pictures, interview nts on
dislikes - Recipes, chants on Whether
food favorite

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 food. objectives

Make were
poster met. if
on not
daily then
meals. reasons
Read a
text on
food.

Some points to remember when making your lesson plans:

• Decide when and how to use group work

• Link this lesson with the one before and think about the one after.

• The time of the day is important – whether you have a morning or

an afternoon class.

• Indicate how much time an activity is going to take.

• Always be prepared with more activities than you require, incase you
finish before time.

• Balance – quite/ noisy exercises, listening/ talking/ reading/ writing,

individual/pair/group/whole class work, teacher-pupil/pupil-pupil activities.

Lesson Plan format:

Lesson Plan Part 1 - Content

Age: Time:

No. Of students:

Terminal Objective: What you want pupils to achieve at the end of the
lesson.
Enabling Objectives: What the students will be able to do after each
stage of the lesson.

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Language skills: abilities related to the four language skills. eg, reading
for detail, identifying the describing words, answering from context etc.

Functions: how sentences are used in particular communicative

situations eg to describe, to greet to apologize.

Vocabulary: The known and the new words pupils will use in the lesson.

Language structures: language patterns that the pupils will be

expected to produce verbally or in written form or revision of
simple statements.

New language:

Resources:

Attitudes: interests and what they enjoyed.

Lesson Plan
Part 2
Procedures

Time Teacher’s Activity Pupil’s Activity Notes

Problems that
Time taken for may occur
each stage of the Everything that Everything that during the
the teacher does the pupils do
lesson course of the
lesson

Information to help decision

Decisions
making

Which functions, language - previous lesson plans in textbook

structures, skills have the pupils

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already learned? - list of vocabulary and structures
form behind and content of the
book

- pupil’s exercise book

Which content to include as the

- knowledge of pupils’ language
new items for the lesson
level
Eg understand questions with have,
has go
- grammar reference book to check
Include all the vocabulary items or
the use of have, has got
only some

- knowledge of pupils’ needs,

What are the objectives for the
lesson levels, previous learning

- activities in the textbook

- knowledge of pupils’ interests,

Do I want to use the activities as
they are or adapt or leave out some how they seem to learn best

- lesson objectives

- time available

What resources do I need for the

- check lesson plan
lesson
Example: tape recorder, pictures,
- check activities
Reference books

- listen to their responses

How do I check their understanding

- check actual against expected

outcomes

- previous experience of what

worked well

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Other…..

Feed back
While planning, you need to consider how you will whether you have achieved your
objectives. You might watch for pupils’ interaction to see how they are communicating, go
around ad check how many students have successfully written down what you wanted
them to.
Here are some ways:
Count how many hands go up when you say the wrong word.
Get pupils to write down words which you changed.
Check how many words they noticed.
Identify what words they have problems in recognizing or pronouncing when reading.
Note how they react to the activity.

Therefore, planning a lesson includes: selecting and sequencing learning activities, selecting
and checking the content, setting objectives, deciding how to assess your lesson. There is
no fixed way of organizing a lesson plan; the way you approach it and the level of detail
you include will vary depending on your experience and your purpose for planning.

When things go wrong

Even if your pupils are mostly angels and you are a fantastic teacher, you must be
prepared for things to go wrong. Young children are spontaneous and enthusiastic and this
sometimes directs the flow of the lesson out of the hands of the teacher. The fact that they
cannot concentrate for long also has its bearing on a lesson. Sometimes a lesson where
nothing goes according to the plan can be a successful lesson.

An external disturbance:
An insect can send the whole class into a tizzy. Either get rid of it immediately or use it to
teach vocabulary. A passing vehicle with horns blaring may force you to pause for a
while, let it pass and continue.

An internal disturbance:
A child bursts into tears or a fight starts between two students. Take the child of the class
ensuring that the others have work to do and are engaged for the time that you are away

35
from class. Return as quickly as possible.

Class is out of control:

Use a calming activity like story-telling, some filler activity, a song. This means you have
to be prepared with some fillers or emergency activities.

When you run out of time:

Ask pupils to complete it at home with clear instructions. Go back to it another day. If it
is very important then adjust the lesson plan for the next day and find place for it.
If you see that they can handle it then say that they are good at it so you need to move
to the next activity.

You have extra time:

Use your filler activities however keep in mind the mood of the class and try to adapt it to fit
what you have been doing.

An activity does not work:

Move on to something else. If the problem lies with the materials being used like a tape
player that do9es not work then use the tape script or sing the song your self. Don’t
waste time trying to repair it.

An activity is too difficult:

If the language is too difficult, stop is gently and move on to an easy one, which you
are sure, they can do.

Referred to: Teaching English to Children

Further Reading:

Planning lessons and units by Katherine B. Purgason

A Practical Handbook of Language Teaching by David Cross.

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