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Classroom Management for Teaching English to Young Learners, norms -…

- - - - 20th century:
        -most of the advanced
        and progressive educators
        -self-government theory of classroom management
        -Discipline refers to ‘self-discipline’/ ‘self regulation’/‘responsibility’ &‘autonomy’ within students
        -the students’ ability to inhibit inappropriate behaviour and exhibit pro-social behaviour of their own volition
        
        teacher-centred and student-centred techniques,
        
        the second half of the 20th century:
        
        shifted from developing the self-discipline to establishing order and managing student behaviour
        
        -the 1970s &1980s pointing to school discipline
        as the greatest problem:
        -maintaining classroom order and controlling student behaviour
        -teacher-centred techniques of prevention and correction was the emphasis of practice and research in:
        1) process-product,
        2) the ecological
        3)the behavioural approaches
  - - - -The importance of activity management
        -The teacher engages students and minimise disruptive behaviour by keeping activities on track, preventing intrusions and maintaining the flow of activities
        
        Steps:
        (1) provide sufficient advance preparation:
        to begin seatwork and other
        independent activities smoothly
        2)monitor progress and provide individual
        assistance where necessary, but
        ensure the brevity and privacy of these interactions.
        
        Now (the changes):
        -Individual behaviours and processes related
        to positive student, outcomes are combined into
        an effective teaching composite:
        1.explicit instruction,
        2.authoritative classroom management
        3.positive behaviour support
  - - - To prevent misbehaviour, teachers would be aware of classroom management dimensions:
        
        (1) multidimensionality: a multitude of events and tasks in classrooms take place
        
        (3) immediacy: there is a fast pace of classroom events
        
        (4) unpredictability: classroom events often take unpredicted turns
        
        2) simultaneity: many things occur in the classroom at the same time;
        
        (5) publicness: classrooms are public, meaning classroom events are done and seen in public
        
        (6) history: a class accumulates a common set of experiences, routines and norms
        
        Benefits:
        
        (1) withitness – closely monitoring student behaviour and intervening early when misbehaviour is first observed and before it interferes with instruction;
        
        (2) overlapping – dealing with multiple events or demands at the same time
        
        (3) momentum – starting and presenting lessons at a brisk pace, while allowing for only brief and efficient transitions
        
        (4) smoothness – presenting lessons at an even flow, free from interruptions
        
        (5) group alerting – establishing and maintaining the attention of all students
  - - - Positive reinforcement eg: teachers attend positively to students when they are engaged in desired, appropriate task-related activity or behaviour
      - Negative reinforcement eg: a teacher tells the students that they will not be given homework if they complete the task on time.
  - - - -Following the emergence of SWPBIS
        -Started to focus on fostering the development of self-regulation and emotional competence in class management.
        -Scholars under the Social and Emotional Learning (SEL) approach is more concerned with the promotion of mental health and wellbeing
        
        -It includes programmes often referred to as positive youth development, resilience, character education, positive psychology, emotional development and moral education
        -
        -Programmes preventing mental health issues and risk behaviours such as alcoholism, drug abuse, teen pregnancy, bullying, school violence and suicide.
- - - - Generalist teachers who teach English along with other general subjects, such as maths and basic literacy, tend to demonstrate anxiety about their English language proficiency, as they overuse their first language (L1) due to their lack of confidence in English. Generalist teachers tend to be more adaptable in dealing with young learners and they also appear to be more eclectic in integrating English and other subjects.
        
        The second group of teachers consists of reassigned teachers employ to control young learner behaviour, such as raising one’s voice, moving noisy children to different seats and using non-verbal cues to keep children silent, are often unsuccessful.
        
        Native-speaking English teachers exert less influence on young learners’ learning behaviour because they have no L1 knowledge to discipline them and demonstrate poor pedagogical context knowledge.
        
        Specialist local teachers struggle to manage young learner behaviour due their lack of professional preparation.
- - - - Compliment and patting on the shoulder
      - Make eye contact and smiling
      - Ask the learner to share their work
    - - Preventive strategies
        
        Ask question / talk to draw student attention
        
        Reward them if they behave well
      - Corrective strategies
        
        Warning the learners
        
        Setting up a meeting with their parents