UNIT 5 - CLASSROOM MANAGEMENT.

TPO N3 Classroom Management - Specific Didactics I

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UNIT 5 - CLASSROOM MANAGEMENT. by Mind Map: UNIT 5 - CLASSROOM MANAGEMENT.

1. Short summary

1.1. It's important for teachers to be able to manage the pace of the class, as well as the YL's behavior with routines and rules

1.2. Establish classroom rules and be consistent

1.3. Create classroom routines so that the YL's know what to expect at different points in time and so that they don't get bored

1.4. Integrate English into your routines

1.5. Prepare routines carefully with your lesson plans, YL's need a clear structure and routines

1.6. Classroom management is culturally based

2. Bibliography

2.1. -"Chapter 4"Shin,J.K.&Crandall, J.; 2014; Teaching young learners English; USA; National Geographic Learning; Heinle Cengage Learning.

3. Students

3.1. Mendieta, Johnathan

3.2. Warenycia, Nicolás

4. Effective Classroom Management Activities

4.1. Add English to classroom routines and procedures

4.1.1. Starting the class

4.1.1.1. Use greetings in English

4.1.1.2. Start the class with a cheer or song

4.1.2. Designating classroom helpers

4.1.2.1. Roll caller

4.1.2.2. Paper Manager

4.1.2.3. Supplies manager

4.1.2.4. Book manager

4.1.2.5. Time manager

4.1.2.6. Word keeper

4.1.3. Taking attendance

4.1.3.1. This can be done through the roll caller, the teacher may also implement a repetitive exchange such as "How are you?" "Hello! I'm good. Thank you!" between the roll caller and the students being called on.

4.1.4. Establishing the date and day

4.1.4.1. This can be done through a song in order to make the children more engaged

4.1.5. Establishing the day's objectives

4.1.5.1. They can be written on the board in English. This helps the students know what will be expected of them during the class

4.1.6. Preparing attention getters

4.1.6.1. Songs or chants which usually involve the children's participation and prevents them from getting bored or frustrated

4.1.7. Preparing brain breaks

4.1.7.1. In order to avoid the children getting frustrated or bored

4.1.8. Giving homework

4.1.8.1. The teacher can write down their homework on a piece of paper .This helps the students know what will be expected of them for the next class

4.1.9. Ending the class

4.1.9.1. One way of ending the class can be through a routine such as a song or chant

4.2. Class structure plan

4.2.1. Start the class

4.2.2. Helping hands

4.2.3. Roll call

4.2.4. Date/day

4.2.5. Objectives

4.2.6. Attention getter

4.2.7. Brain break

4.2.8. Clean up

4.2.9. Homework

4.2.10. End class

4.3. Classroom management for young learners

4.3.1. Bring real life objects into the classroom and use them as an interactive tool when teaching

4.3.2. Establishing rules

4.3.2.1. Remind the class of the rules throughout the year (this can be done through something like a chant or miming)

4.3.2.2. Make sure the rules apply equally to all students

4.3.2.3. Make sure they are in accordance with school policy

4.3.2.4. Find the balance between being nice and friendly and being firm and consistent

4.3.2.5. Co-construct rules with your students

4.3.2.6. Make a class contract

4.3.2.7. Organize the seating plan so that the students are in small groups and reward their behavior as a group

4.3.2.8. Use another word instead of rules, such as "agreements"

4.3.3. Organize the classroom into different zones (for example):

4.3.3.1. Position #1 for checking attendance, homework, and reviewing class work

4.3.3.2. Position #2 For doing the daily routine, to do brain gym/breaks, singing, and to explain activities and develop them

4.3.3.3. Position #3 To call the students attention

5. Mayor aspects of classroom management for teaching Young Learners

5.1. Managing the pace of the class

5.1.1. Because Yls have short attention spans, teachers need to move quicky from activity to activity

5.1.2. In order to keep your students engaged, teachers need to master managing...

5.1.2.1. Time

5.1.2.1.1. The class must be moving form activity to activity and interject fun activities through the class period.

5.1.2.1.2. If the class is engaging with never a dull moment, the time wll fly and your YLs will not have long stretches of time to start misbehaving

5.1.2.1.3. Give enough "Wait Time" for students to answers

5.1.2.2. Activities

5.1.2.2.1. Planning material and instructions for all activities ahead of time will help you keep the pace of your class

5.1.2.2.2. If the activites need some supplies, then you should organize the material before class and plan for some time to be spent passing out the supplies to each student

5.1.2.2.3. Prepare simplified instructions with a model to demonstrate

5.1.2.3. Transitions

5.1.2.3.1. Use attention getters

5.1.2.3.2. Moving from one activity to the next requires planning and some creativity

5.1.2.3.3. Getting students attention quickly and efficiently is important to keep the pace of the class

5.1.2.3.4. Incorporate Brain Breaks

5.2. Managing Behavior with routines

5.2.1. Develop daily classroom routines like

5.2.1.1. Starting the class with a greeting

5.2.1.2. Designating classroom helpers

5.2.1.2.1. "Helping hands"

5.2.1.3. Taking attendance "Roll Call"

5.2.1.4. Establishing the date and day

5.2.1.5. Establishing objetctive(s)

5.2.1.6. Cleaning up the room

5.2.1.7. Giving homework

5.2.1.8. Ending the class

5.2.2. Some teachers put routine maps on the wall, so students have a visual cue of every part of the class period

5.2.2.1. For students of lower levels use Pictures to convey the information.

5.2.3. The theachers can also designate certain parts of the board to communitcate

5.2.3.1. Date

5.2.3.2. Objectives: SWBAT

5.2.3.3. Homework

5.3. Managing behavior with rules

5.3.1. Theachers of YLs always have rules. How do you set up those rules and how you enforce them will determine your success as a teacher

5.3.2. Acpects of using rules to manage your class effectively

5.3.2.1. Be sure you know the school rules and incorporate them into your classroom

5.3.2.1.1. English teachers, like all teachers in a school, need to folow school rules and enforce them consistewnly

5.3.2.2. Clearly communicate the rules and co-construct rules with student whenever possible

5.3.2.2.1. Children actually like working within a framework of rules

5.3.2.2.2. The teacher should set up boundaries of aceptable and unacceptable behavior that are reasonable and sonsistent

5.3.2.2.3. YLs will feel more confortable when rules and expectations for behavior are communicated clearly.

5.3.2.2.4. Teacher can even co-construct class contracts or class rules with older children

5.3.2.2.5. Theacher and student can sign a contract, better if it is hang on a wall of the classrom

5.3.2.3. Be sure rules incorporate consequences for both

5.3.2.3.1. Positive Behavior

5.3.2.3.2. Negative Behavior

5.3.2.3.3. If there are no consequences, students won't follow the rules.

5.3.2.3.4. Many teachers like to hold students accountable to the group for their behavior

5.3.2.3.5. The teacher could create a presentation that highlights each situation one by one and elicits actions that are both positive and negative that will have 2 different results

5.3.2.4. Enforce rules consistenly and mediate conflict with and among students fairly

5.3.2.4.1. If everything is communicated openly an clearly, it will be much easier for everybody.

5.3.2.4.2. Sometimes teachers get tired of enforcing rules, so it will be necessary to establish a limit to the number of times rules can be broken.

5.3.2.5. Involve parents (or famlily members) to help manage YLs' behavior

5.3.2.5.1. One popular way is using a card system. Students are told what each card represent. It help the studentes to become more conscious of their responsibility for managing their own behaiour

5.3.2.5.2. Explain ahead of time what the system of discipline is and what the classroom rules are.

5.3.2.5.3. You can communicate with your students' parents by

5.4. Managing the classroom climate

5.4.1. Is one of the biggest challenges that teachers face.

5.4.1.1. Physical enviroment

5.4.1.1.1. Is the room and seating arrangement

5.4.1.1.2. How the space is organize in the class room

5.4.1.1.3. If they had the freedom to arrange the room. Is important to have the follow qualities:

5.4.1.2. Emotional Enviroment

5.4.1.2.1. The teacher can manage the classroom by creating a positive emotional atmosphere, one that is confortable for YLs to speak out in English

5.5. Managing the language use in class

5.5.1. Teacher also have to manage the language spoken in the classroom

5.5.1.1. Theacher's use of L1

5.5.1.2. Students' use of L1

5.5.2. Is important to remember that the goal is to create an English-speaking enviroment

5.5.3. Use native language (L1) as a resource only when necessary

5.5.3.1. To make a very difficult expression understood quicky

5.5.3.2. To explain instructions for an activity

5.5.3.3. To stop a serious unwated behavior

6. Why Teachers Need to Be Good Managers

6.1. Managing classrooms has always been a challenge for teachers.

6.1.1. Teachers find difficult to keep YLs engage in the learning process without distractions

6.1.2. All teachers find the common frustration of YLs being out of control in the classroom.

6.1.3. Particulary for new teachers or experienced teachers who are teaching Yls for the first time.

6.2. Classroom Managemen is an essential part of teaching young learners

6.2.1. English teachers need to develop a plan for managing the classroom

6.2.1.1. That keeps learners engage

6.2.1.2. Avoid giving opportunities to misbehave

6.2.2. Children look at their own immediate needs and desires, which usually do not include learning a foreight language.

6.2.2.1. They have so much energy

6.2.2.2. They are easily distracted

6.2.2.3. Tend to be very egocentric

6.2.2.4. They have more difficulty managing their own behavior

6.2.3. The goal is to create a positive and productive atmosphere for learning to take place

6.3. Effective teachers need to be good Managers of the following aspects of theaching

6.3.1. Time

6.3.2. Activities

6.3.3. Transitions

6.3.4. Student behavior

6.3.5. Conflict with and among students

6.3.6. Atmosphere in the classroom

6.3.7. Student feelings and emotions

6.3.8. Teachers' own behavior

6.3.9. Teacher's own feeling and emotions

6.3.10. Students' use of L1

6.3.11. Teachers's use of L1