d) using and managing individual, pair, group and whole class work - 1. Varying interaction patterns is a way to motivate students and to develop collaboration and communication. However, teachers must take into consideration that learners are still developing their autonomous and collaboration skills, so they need to be monitored throughout., a) getting and keeping children’s attention - 2. It helps to establish a signal for this. For instance, saying phrases like ‘eyes on me’, turning off the lights, clapping a pattern with your hands. Another good technique is saying “Freeze!” and everyone halts right where they are, like a statue. Then say “Melt!” when you are ready for them to move again., e) establishing routines to develop responsible behavior and help children to feel safe - 3. It's well worth the extra time required to create them, as they help children understand what is expected of them and how to behave in the classroom. They take time to be taught but eventually, they become second nature and students no longer need to be reminded what to do., c) correction strategies (recasting, reformulating, ignoring errors, plus a limited focus on direct correction techniques) - 4. Each teacher has the preferred ones: to change the form of something, to repeat something correctly, to use non-verbal cues like hand signals or to make facial expressions., f) giving children practical responsibilities - 5. Creating classroom jobs is a great way to help with classroom management. There are different techniques to do so. Whether it’s sharpening pencils, delivering handouts, erasing the whiteboard, or turning off the lights, making students accountable giving them a specific task to carry on can provide many benefits., b) checking understanding - 6. The question 'Do you understand?', or the remark 'OK?' do not achieve any of these aims and are unlikely to receive a truthful answer from all the learners. Instead, ensure formulating appropriate ICQ’s or CCQ’s. With monolingual classes, it is sometimes advised to make use of learner’s L1 to ensure comprehension, though teacher and students should not become over-dependent on it.,

Managing young learners in class.

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