TEFL Kiamensi Gardens Delaware

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Classroom Management (3) Classroom Management for some teachers is like second nature, and for others it takes some practice. Depending on the age of the groups taught, the techniques will vary. young learners require a lot more management than adults. Teenagers require management, but in a different way. Adults generally need much less management, but adult classes can not totally lack it. A teacher who teaches all age groups must master several different skills in order to maintain peace and order in her classroom and for the students to benefit from the class. For young learners it is very important to establish a routine for entering the room and exiting and for any kind of movement from desk to floor to story corner, etc. The rules must be clear cut and consistently followed, with consequences for not following the rules, such as no sticker at the end of the class, or their name being moved from a smiley face on a poster to a sad face. Whatever it may be, it should be visual. young learners also can not be expected to sit and do one activity for long periods of time or they will get bored and will act up. Creating a lesson plan that includes several short activities and moving about the room will cut out on misbehaviour due to boredom. A small child who finishes fast can not be expected to sit quietly while others finish. Always have extra material on hand for fast finishers, or assign them a job like wiping their desk with a wet wipe, or cleaning up scraps of paper on the floor. For children at primary age it is helpful on the first day to either make rules for the class together, or come with a poster made up of rules. Rules should include respecting classmates, bringing materials, raising their hand to speak, speaking in english, and keeping quiet when the teacher is talking. Review the rules and ask if they agree and ask what happens if the rules are not followed. A rewards system works very well with this age. The teacher could make a poster with the children's names on it and they could receive stickers or stamps for the day if they followed the rules. The child who reaches 10 stickers first gets a prize. This is just an example, but again, visual reminders of behaviour help greatly in the classroom. Teenagers bring their own set of problems and they can be tricky. Along with establishing a set of rules, I have found that a teacher who is firm, yet approachable works well. Establishing a good rapport in the beginning creates respect. Often problems with this age have to do with peers and students making fun of other students. These problems should be dealt with immediately and the teacher should make it clear that in no way bullying behaviour will be tolerated. Speaking after class to a student who has caused problems often eliminates the problem. The teacher can ask what the problem is and then ask the student how he could solve it. Getting him to come up with the solution is the key. Adults usually know how to behave in a class, but they must be reminded not to speak in L1 and sometimes even must be reminded to keep quiet and let others have a turn. The most important management tool for a teacher in adult classes is to come very prepared and show that YOU are the expert.Some management tools work for all ages. As with the advice for adult classes, if the teacher comes prepared and looks like she knows what she is doing, that cuts down on a lot of behaviour problems. If the teacher is fair and consistent, that cuts down on other problems. If the teacher's class is fun and educative, with a clear purpose – that cuts down on more problems. Even if the teacher follows all of this advice sometimes behaviour problems still occur due to outside influences. Having a good relationship with your students and the students' parents can also help when problems occur for other reasons.