{"id":1678,"date":"2019-05-28T09:00:27","date_gmt":"2019-05-28T09:00:27","guid":{"rendered":"https:\/\/bridge.edu\/tefl\/blog\/?p=1678"},"modified":"2023-10-17T14:33:11","modified_gmt":"2023-10-17T20:33:11","slug":"esl-classroom-management-routines-for-young-learners","status":"publish","type":"post","link":"https:\/\/bridge.edu\/tefl\/blog\/esl-classroom-management-routines-for-young-learners\/","title":{"rendered":"ESL Classroom Management &#038; Routines for Young Learners"},"content":{"rendered":"<div style=\"margin-top: 0px; margin-bottom: 0px;\" class=\"sharethis-inline-share-buttons\" ><\/div>\n<p>If you <a href=\"https:\/\/bridge.edu\/tefl\/courses\/specialized\/teaching-english-to-young-learners\" target=\"_blank\" rel=\"noopener\">teach English to children<\/a>, or plan to, student behavior (i.e. ESL classroom management)&nbsp; is probably something you&#8217;ve at best thought about\u2013 and at worst, struggled with. When it comes to <a href=\"https:\/\/bridge.edu\/tefl\/blog\/how-to-teach-kids-english\/\" target=\"_blank\" rel=\"noopener\">how to teach kids English<\/a>, routines are key (and downtime is dangerous!). This guide provides&nbsp;<strong>strategies&nbsp;for organizing and managing your class that you can use from the very first day,<\/strong> such as classroom routines for young learners, consistent prompts between activities, clear rules and consequences, and starting out strict.<\/p>\n\n\n\n<p><em>If you\u2019re new to teaching, you\u2019ll want to get initial training and qualification with a <a href=\"https:\/\/bridge.edu\/tefl\/courses\" target=\"_blank\" rel=\"noreferrer noopener\">TEFL certificate<\/a>. You can explore our <a href=\"https:\/\/bridge.edu\/tefl\/online-tefl-certification\" target=\"_blank\" rel=\"noreferrer noopener\">online TEFL courses<\/a> to get started!<\/em><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>What is the importance of classroom routines?&nbsp;<\/strong><\/h2>\n\n\n\n<p>Classroom routines have several important benefits within the young learners\/teens learning environment. When used correctly, routines:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Keep students\u2019 from getting distracted or bored during downtown between activities.<\/li>\n\n\n\n<li>Prevent students from having to ask \u201cWhat are we doing?\u201d or \u201cWhat are we doing next?\u201d<\/li>\n\n\n\n<li>Help students&#8217; listening and comprehension skills.<\/li>\n\n\n\n<li>Allow learners to know what to expect in class.<\/li>\n\n\n\n<li>Provide students with opportunities to practice all four aspects of the language (listening, reading, writing, and speaking).<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>How do classroom routines affect ESL student behavior?<\/strong><\/h2>\n\n\n\n<p>Classroom routines affect learners\u2019 behavior in positive ways! Routines that are well-crafted and consistently adhered to allow the teacher to build a comfortable learning environment for young learners.<\/p>\n\n\n\n<p>As a result of routines, students are much more likely to come prepared to class, understand what is happening throughout a lesson, and maintain their focus during instruction.<\/p>\n\n\n\n<p>Consider a classroom environment (or <em>any <\/em>environment) where you\u2019re unsure of what\u2019s going on and how you are expected to act. You might, naturally, be inclined to act out\u2013 not out of any sense of defiance\u2013 but rather out of confusion or uncertainty.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Watch a video from the <a href=\"https:\/\/bridge.edu\/tefl\/courses\/specialized\/teaching-english-to-young-learners\" target=\"_blank\" rel=\"noopener\">BridgeTEFL Teaching English to Teenagers course<\/a>&nbsp;that demonstrates problems that arise when the teacher does <em>not<\/em> have an effective class routine:&nbsp;<\/strong><\/h4>\n\n\n<p><iframe loading=\"lazy\" src=\"https:\/\/player.vimeo.com\/video\/321350602?dnt=1&amp;app_id=122963\" width=\"1080\" height=\"608\" frameborder=\"0\" allow=\"autoplay; fullscreen; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n\n\n\n<p>Implementing effective classroom routines is one of the most efficient ESL classroom management techniques to avoid such scenarios. You\u2019ll notice that after a routine has been done two or three times, students will begin to seamlessly transition between classroom activities with minimal, if any, disruptions or confusion.<em>&nbsp;<\/em><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>What are some classroom routines and lesson structures? How do you create a classroom routine?<\/strong><\/h3>\n\n\n\n<p>Classroom routines and lesson structures are the elements of your classroom management and lesson planning that become a consistent part of your classes. They allow young learners to develop familiarity with your practice.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Classroom Routines and Cues<\/strong><\/h4>\n\n\n\n<p>Routines, or the structured activities you do in your class every day, are a valuable part of classroom management and effective learning.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>This&nbsp;template from the <a href=\"https:\/\/bridge.edu\/tefl\/courses\/specialized\/teaching-english-to-young-learners\">BridgeTEFL Teaching English to Young Learners course<\/a> provides an example of a daily routine for a class of children.<\/strong><\/h4>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"768\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2019\/05\/2.1-lesson-template-for-young-learners-01-XL.jpg\" alt=\"\" class=\"wp-image-2144\" srcset=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2019\/05\/2.1-lesson-template-for-young-learners-01-XL.jpg 1024w, https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2019\/05\/2.1-lesson-template-for-young-learners-01-XL-980x735.jpg 980w, https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2019\/05\/2.1-lesson-template-for-young-learners-01-XL-480x360.jpg 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) and (max-width: 980px) 980px, (min-width: 981px) 1024px, 100vw\" \/><\/figure>\n\n\n\n<p>The six steps in this lesson would be repeated by the teacher every day, but the activities such as \u201ccircle time\u201d and \u201ctopic work\u201d are tailored according to the day\u2019s lesson plan. The first two steps are done at the beginning of class, and are the \u201copening routine.\u201d Step 6 is done at the end of every class and is the \u201cclosing routine.\u201d<\/p>\n\n\n\n<p>It\u2019s also useful to have some sort of a signal, whether verbal or visual, to indicate the transition into each activity in your routine. For example, as a <a href=\"https:\/\/bridge.edu\/tefl\/blog\/why-i-left-my-middle-school-teaching-job-for-tefl\/\" target=\"_blank\" rel=\"noopener\">teacher in China<\/a>, I teach large classes of 4<sup>th<\/sup> and 5<sup>th<\/sup> graders (my students are between nine- and eleven-years-old).&nbsp; Every classroom at my school is equipped with a computer, a projector, and a screen, and we use PowerPoint presentations to teach, which is the norm in China.<\/p>\n\n\n\n<p>My morning classroom routine with my students is as follows.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>To begin my classes, I signal the students by saying, \u201cGood morning, class. Welcome back to English class. This is the (first, second, third, etc.) week of the semester,\u201d while giving a polite bow, as is customary in Chinese classrooms.<\/li>\n\n\n\n<li>Then I state and mime my five rules, while having students repeat them back to me.<\/li>\n\n\n\n<li>Next, I ask, \u201cHow are you?\u201d and this signal prepares my students for the next routine, in which they will each answer this question individually. This activity shows I care about them, discreetly allows them to practice the language, and even gives quieter students an effective opportunity to participate in class.<\/li>\n\n\n\n<li>Then we go over the day\u2019s date. For a visual cue, I go to the front of the class, raise my hand and point at the calendar. I instruct a student to write the full date on the board. The rest of the class then tries to fix any mistakes, in spelling, order, etc.<\/li>\n\n\n\n<li>To signal this new activity is starting, I project an image on the board, via PowerPoint, that shows a cartoon of a teacher and students conversing. (The same image is used each week, allowing the students to develop an association between the image and the activity.) I ask each student the same simple question, such as &#8220;What did you do yesterday?&#8221; or &#8220;What did you have for breakfast?&#8221; which helps to refresh that week or day&#8217;s vocabulary. This provides good repetition for correct grammar and pronunciation.<\/li>\n\n\n\n<li>Next, I point to the board, where I\u2019ve written a breakdown of what we will do during the lesson, and we discuss what our ultimate goal or objective is, and how we will get there.<\/li>\n\n\n\n<li>When we\u2019re done, I project an image on the board of the students\u2019 textbook to signal students to take out their books to review the last night&#8217;s homework.<\/li>\n<\/ul>\n\n\n\n<p>Of course, you\u2019ll want to be sure to create routines and signals appropriate for your students&#8217; age and proficiency level. Be patient early on and you will soon see the routines taking shape. Eventually, you won\u2019t even have to say what routine it is time for.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Lesson Structures<\/strong><\/h4>\n\n\n\n<p>A lesson structure is <em>how <\/em>you consistently administer your lessons (Step 5 in the graphic above). Generally speaking, you should aim to have your lessons follow the same order each time so that they have their own routine. Structuring lessons is an effective way of teaching new material to the students, makes the lesson simple for them to follow, and allows room for your creative variations.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Four Ps and One R<\/strong><\/h4>\n\n\n\n<p>A common lesson structure is known as \u201cFour Ps and One R,\u201d which stands for Present, Practice, Produce, Review, and Prize.<\/p>\n\n\n\n<p>In this lesson plan structure, the teacher <em>presents <\/em>new material and the students then <em>practice <\/em>it. Next, the students <em>produce <\/em>something meaningful from the new material, such as through a written or verbal activity using the new vocabulary term or grammar concept. Then, the class <em>reviews <\/em>the new material, and the teacher explains any mistakes. Lastly, the teacher may give an appropriate <em>prize<\/em>, such as stickers, candy, or movie time, for students who have behaved well throughout the class and actively participated in the day\u2019s plans.<\/p>\n\n\n\n<p>I aim to have all of my lessons follow this \u201cFour Ps and One R\u201d structure because it aids in classroom management if students know what to expect. For example, when a student recognizes that the class is currently doing the <em>practice<\/em> segment of a lesson, he or she will expect that they will soon be asked to move to the <em>produce<\/em> segment.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-large wp-image-2241\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2019\/05\/AkemforWilliamAteazoh_group-1024x768.jpg\" alt=\"ESL teacher with class of teens\" width=\"730\" height=\"548\"><\/h2>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>How do you use routines to interact with your students from the first day to manage student behavior?<\/strong><\/h2>\n\n\n\n<p>An old teaching adage states that your students should never see you smile until Christmas time. But, I strongly disagree. The notion is that your students ought to understand your role as the authority figure in the classroom from day one. While there is some merit to that, there are better ways to approach the impression you give your students. It&#8217;s possible to strike a balance that enables discipline and fun!<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Establish class rules<\/strong><\/h4>\n\n\n\n<p>Come to class on day one with a set list of rules, guidelines, and\/or standards that you want to see your young learners follow. Spend time discussing each one of these in detail. Involve students to provide visual examples of how to follow the rule <em>and<\/em> how to break the rule. This will be very useful for students of lower English proficiency, who may not understand, \u201cstay in your seat,\u201d but would better comprehend a role play in which a classmate stands up without permission.<\/p>\n\n\n\n<p>Your rules should be written in simple enough terms for the entire class to understand, and posted somewhere visible in the room. Still, go over all of them briefly at the beginning of each lesson, as a reminder. My personal set of rules for my 4<sup>th<\/sup> and 5<sup>th<\/sup>-grade classes is as follows:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Stay quiet<\/li>\n\n\n\n<li>Look at the teacher<\/li>\n\n\n\n<li>Listen to the teacher<\/li>\n\n\n\n<li>Stay in your seat<\/li>\n\n\n\n<li>Answer questions<\/li>\n<\/ol>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Be clear about consequences<\/strong><\/h4>\n\n\n\n<p>Of course, rules are meaningless without consequences! The consequences you use in your classroom should be in line with the policies of the school where you teach.<\/p>\n\n\n\n<p>Such consequences can include a student having to stand up (a popular tactic in China), the student\u2019s team losing points in a competitive game, or the student being sent to the office if misbehavior is excessive enough. If a student behaves very poorly or if misbehavior persists, it may be the school\u2019s policy that you will contact the student\u2019s parents.<\/p>\n\n\n\n<p>If a student does not abide by a given rule, you can have a routine in place for that as well, using <strong>non-verbal cues<\/strong>. Non-verbal cues allow you to continue teaching without interruption while still getting the message across to your students. For example, these are the cues I use in my classes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>I use a simple hand signal to let a student know to stop a behavior.<\/li>\n\n\n\n<li>I put a finger to my lips if a student speaks out of turn.<\/li>\n\n\n\n<li>I touch my ear when I need students to listen to me.<\/li>\n\n\n\n<li>I point at my eyes when I need them to look at me.<\/li>\n\n\n\n<li>I use a downward motion with an open palm when a student should be seated.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Start out strict <\/strong><\/h4>\n\n\n\n<p>While managing student behavior in the classroom begins on day one, its success is dependent on your consistency in adhering to class rules and consequences throughout the term. My advice is to start the term out strict. By this I mean not to let your students get away with any kinds of misbehaviors and disruptions early on. The stricter you are from the onset, the more seriously your students will take your rules.<\/p>\n\n\n\n<p>As the semester progresses, you can gradually allow more leniency if you feel the student or class deserves it. As you gain more experience in the classroom, you will quickly develop an understanding of how to handle the balance between being strict and being flexible.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>How do I become a better classroom manager?<\/strong><\/h2>\n\n\n\n<p>Few teachers would argue the importance of good classroom management in the ESL classroom, which begins the moment you and your students walk into class. Routines and lesson structures are extremely helpful in managing your young learners or teenagers, minimizing idle time and improving behavior by keeping student expectations clear.<\/p>\n\n\n\n<p>Create a class routine and stick to it without fail, using non-verbal cues to move from activity to activity.&nbsp; You can also become a better classroom manager by having simple classroom rules and consequences in line with your school\u2019s policies, and firmly adhering to them, especially in the beginning, when you\u2019re setting the tone for the rest of the term.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><em>To learn targeted skills such as classroom management, classroom routines, and other techniques for teaching English to Young Learners or to Teenagers, <a href=\"https:\/\/bridge.edu\/tefl\/courses\/specialized\/teaching-english-to-young-learners\">check out our newest courses<\/a>!<\/em><\/h4>\n","protected":false},"excerpt":{"rendered":"<p>If you teach English to children, or plan to, student behavior (i.e. ESL classroom management)\u00a0 is probably something you&#8217;ve at best thought about\u2013 and at worst, struggled with. When it comes to teaching kids, routines are key (and downtime is dangerous!). This guide provides\u00a0strategies\u00a0for organizing and managing your class that you can use from the very first day.<\/p>\n","protected":false},"author":33,"featured_media":2240,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","inline_featured_image":false,"footnotes":""},"categories":[10],"tags":[],"post-language":[],"popular_posts":[],"class_list":["post-1678","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pedagogy"],"featured_image_src":"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2019\/05\/Thai-kids.jpg","author_info":{"display_name":"Brendan O'Shea","author_link":"https:\/\/bridge.edu\/tefl\/blog\/author\/brendan-oshea\/"},"acf":[],"_links":{"self":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts\/1678","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/users\/33"}],"replies":[{"embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/comments?post=1678"}],"version-history":[{"count":1,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts\/1678\/revisions"}],"predecessor-version":[{"id":28557,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts\/1678\/revisions\/28557"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/media\/2240"}],"wp:attachment":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/media?parent=1678"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/categories?post=1678"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/tags?post=1678"},{"taxonomy":"post-language","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/post-language?post=1678"},{"taxonomy":"popular_posts","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/popular_posts?post=1678"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}