Keeping children's attention - ‘Everyone look at me please. Now, watch very carefully, watch my mouth and see how I say the words in English’, Giving children practical responsibilities - ‘I want Aziz to give out these worksheets and Hamid... please write the date on the board.’, Checking understanding - ‘Can I have a volunteer to repeat the instructions for this activity... first you colour the puppet, then... O.K. Maira can you continue? ’, Establishing classroom routines such as signaling change - ‘O.K., 10 seconds to finish off and put pens away, 9, 8, 7, let’s see who has finished...good Pau and Xavi, 6, 5, 4, books and pencil cases tidy please, 3, 2 and ... 1. Well done everyone!’, Using correction strategies - The teachers matches her fingers to the words of a sentence to show where the mistake is and focus learner’s attention while she corrects speaking, Getting children's attention by stirring the class - ‘Everyone stand up and come to the front of the class. Come here and make a circle. Are you ready? Let’s sing... Head, shoulders knees and toes...’, Helping children to feel safe by organising the classroom - 'O.K. everyone, let’s keep the classroom tidy. Please hang your coats on the hooks and put your bags under your table like this...’, Managing the whole class such as settling children after activity  - ‘Let’s sit down on the floor in a circle. Don’t touch anyone else, just cross your legs and relax... and ... rest. That’s very quiet...well done.’, Correction strategies e.g. correcting children's written work - Use ☺to show good written work and write clear corrections for target language., Managing individual work by challenging fast finishers  - ‘Have you finished Adriana? ... Good girl, now can you help Maria to finish her work, please’,

Managing young learners in class

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