This document provides guidance for managing young learner classes. It outlines two key principles of effective classroom management: 1) it enables successful teaching and learning, and 2) it provides an atmosphere conducive to learning. Managing young learners requires an understanding of their cognitive, attention, motor, social and emotional development differences from older students. Teachers are advised to carefully plan lessons, establish clear rules, provide variety and interest, and give positive feedback to prevent misbehavior and keep students engaged. The document also discusses how to deal with inappropriate behaviors that may arise.

1. MANAGMENT YOUNG LEARNER CLASSES IKHFI IMANIAH

2. Two key principles to keep in mind Principle 1: effective classroom management means successful teaching & learning Principle 2: The goal of classroom management is to provide an atmosphere that enables learning

3. Another important point As teachers of YLs we have wider responsibilities than the mere teaching of language Whether we like it or not, we will have an effect on children’s emotional, moral & social development

4. Managing young learners Teaching YLs requires a knowledge of the developmental differences between children and teenagers and of the appropriate management skills Differences include cognitive variation variations in attention spans variations in motor skills (e.g. drawing and cutting) social and emotional differences

5. How to prevent behavioural problems in class Set rules to keep discipline - Establish list during the first few classes - Keep the list short and clear - State the consequences for breaking the rules

6. How to prevent behavioural problems in class The best way to manage the class is to plan your lessons carefully Why? Because inappropriate learner behaviour arises when classes become boring Therefore . . .

7. How to prevent behavioural problems in class . . . have lots of variety in our activities . . . maintain a balance of familiar routines and surprises . . . choose topics and activities that YLs find interesting . . . when changing activity, use a familiar signal that children recognize . . . begin each lesson with a familiar and enjoyable routine (e.g. play a game touching heads when taking the register, singing “hello” to characters or singing a song they know)

8. How to prevent behavioural problems in class Wecan plan specifically to avoid Ss being in the mood to misbehave Moods wewant to avoid include Ss being: Over-competitive Restless Bored Overexcited Distracted Confused Tired Hot Annoyed by things being unfair

9. How to prevent behavioural problems in class Predict potential problems Think about what things could get broken or distract the students Lock valuable things away, or move them to high places Pull down the blinds if weknow there will be something distracting going on outside If the Ss are sitting on the floor for story time, make them keep their legs crossed at all times Have plan B written on your lesson plan

10. How to prevent behavioural problems in class Other key planning issues Make sure everyone can see everything you want to show them, and that they get equal attention from you Draw a classroom set up on your lesson plan and decide which different position you will do each activity from (e.g. story time in one corner, grammar presentations from the board etc) Avoid clutter: Only books and pencil cases allowed on the tables Think about which Ss have a bad influence on those next to them: avoid this by telling each S where to sit (e.g. by putting name badges on each desk before they come in)

11. How to prevent behavioural problems in class Rewards Plan a game to be used as a reward if they finish their work and are good during the class, and let them know that it might be coming up Plan the use of teams and points, and explain the system at the beginning of the class or term, including how points will be lost for bad behaviour

12. How to prevent behavioural problems in class Provide plenty of positive feedback and give Ss lots of attention Encourage positive peer relations among Ss

13. How to prevent behavioural problems in class Finally . . . . . . make sure your lesson plan is flexible You must be able to adapt in reaction to moods e.g. plan easily switchable stages or filler stages

14. Dealing with inappropriate behaviour Using silence - Silence can be useful as a way of signaling that something is “wrong” - A sudden stop in midstream can be especially effective Proximity control - Simply moving closer to certain Ss can be a way of stopping certain types of behaviour

15. Dealing with inappropriate behaviour Sometimes stronger forms of action are required E.g. Temporary isolation Remember to reintegrate the learner into the group before the end of the lesson!