Table of Contents

Module 2: Overview ....................................................................................................................... 2

Module 2: Task 1 – Video Lecture .................................................................................................. 4
Video 1 Script ......................................................................................................................... 6
Video 2 Script ......................................................................................................................... 8
Module 2: Task 2 – Read Articles ................................................................................................. 10
Article 1: Involving Students in Classroom Routines and Processes .................................... 11
Article 2: Using a Daily Routine as Language Practice .......................................................... 13
Module 2: Task 3 – Self-Assessment Quiz ................................................................................... 19
Module 2: Task 4 – Discussion ..................................................................................................... 20
Discussion Example 1 ........................................................................................................... 22
Discussion Example 2 ........................................................................................................... 24
Module 2: Task 5 – Activity Share #1: Games and Classroom Management Techniques ............ 25
Activity Share Template ....................................................................................................... 28
Activity Share #1 Example 1 ................................................................................................. 29
Activity Share #1 Example 2 ................................................................................................. 31
Module 2: Wrap-up ...................................................................................................................... 32

© 2019 by George Mason University. Module 2 Packet for the AE E-Teacher Program, sponsored by the U.S.
Department of State and administered by FHI 360. This work is licensed under the Creative Commons Attribution 4.0
License, except where noted. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/

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Module 2: Overview

Classroom Management
"Every student can learn. Just not on the same day or in the same way" - George Evans
Keep this quote in mind when you are teaching. As we have learned in Module 1, children may
develop at different rates, and they are not all the same. Remember: they can learn, but you
have to create the right environment for learning. When students are not behaving well in
class, ask yourself these questions: Are the rules of my classroom clear? Were the activity
instructions clear? Do my students need a different type of activity to learn? Do my students
need a short break before the next activity? This module will help you manage these aspects of
the learning environment. The result will be a classroom where children can learn English
successfully. Keep these questions in mind, and let's start Module 2!

"Classroom Management Challenges" by Joan Kang Shin is licensed under CC BY 4.0

The purpose of this module is to explore various aspects of classroom management for young
learners. You will learn how to manage the pace of the class, student behavior, classroom
atmosphere, and the language used in class. You will learn about tips for managing not just the
learners but also the learning process in the EYL classroom. This includes developing a class
structure that involves building routines and establishing classroom rules.

Module 2 Dates: April 9 – April 15, 2019

Objectives:
By the end of the module, you will be able to
• describe the various ways teachers are managers in the classroom

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• create a classroom environment that is conducive to learning English
• develop a class structure plan that implements classroom routines and rules
• manage the use of English and the native language in the classroom
• share ideas for game and classroom management techniques that are appropriate for young
learners of different ages

Module 2 Task List:

The module should take 8-10 hours to complete. Do the following tasks in this order by the end
of the week:

Task 1: Watch Module 2: Video Lecture (30 minutes)

Task 2: Read two articles (2 hours & 30 minutes)

Task 3: Take Self-Assessment Quiz (1 hour)

Task 4: Post 2 or more messages in Module 2: Task 4 - Discussion (1-2 hours)

Task 5: Post Module 2: Assignment - Activity Share #1: Games and Classroom Management
Techniques (3-4 hours)

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Module 2: Task 1 - Video Lecture (30 minutes)

The video lecture has been divided into 2 parts:

• Video 1: Classroom Management Tips

This video will help you understand the different ways teachers are managers of a
classroom. It gives some useful tips, such as wait time, brain breaks, and building an English
speaking environment.

• Video 2: Routines to Start the Day

This video will give you some useful suggestions for building routines to start every class.
These include greeting, taking attendance, establishing the date, and presenting the lesson
objective(s).

Video 1: Classroom Management Tips

Link to YouTube

Click here for a PDF of the script for Video 1.

Video 2: Routines to Start the Day

Link to YouTube

Click here for a PDF of the script for Video 2.

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Additional video resources (optional):
Here are some additional videos with classroom management ideas to help you keep the
attention of your young learners.
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of
this course. It is not Public Domain or Creative Commons-licensed, and therefore not for public
use. Please do not save a copy for your personal use, and do not use it after the course ends.
Keeping the Attention of Very Young Learners
Strategy: Use a Talking Stick - This strategy helps very young learners learn how to take turns
talking.

Direct video link

Tips for Managing the Young Learner Classroom

Strategies: Turn off lights, blow a whistle, clap rhythms, and raising hand to get students'
attention.

Direct video link

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 Module 2: Task 1 – Video 1 Script
Video 1 – Classroom Management Tips

Hi, English Teachers! Let’s talk about classroom management. It takes a lot of energy and
patience to teach young learners. Sometimes children misbehave because they are playful and
have short attention spans. Sometimes they have been sitting in a chair too long and just need
to move around. As the teacher, you need to keep students' attention and focus them on
learning.

Before we begin, let’s warm up our minds and think about the concept of “classroom
management.” Let’s look at it another way. What are the different ways teachers are managers
in the classroom? Think about all the different ways you are a “manager” in your classroom.
Take out a piece of paper, and fill in this blank: “Teachers are managers of ______________.”
I’ll give you 10 seconds.

Time’s up! If you need more time, just pause the video. Here are some ways I think teachers are
managers. Teachers are managers of...

• Time
• Activities
• Transitions
• Student behavior
• Conflict with and among students
• Atmosphere in the classroom
• Student feelings and emotions
• Students’ use of native language
• Teacher’s use of native language

Wow, you are a manager of so many different aspects of the classroom. Did you realize this? As
a skilled teacher, you should be able to…

• Manage behavior with routines and rules

• Manage the pace of class
• Manage the classroom climate
• Manage the language used in class

Here are a few tips to improve your ability to manage these aspects.

Manage the Pace of the Class: Wait Time: 3-5 seconds

As teachers you probably have a very carefully planned lesson. You know what you will do and
what questions you will ask during each part of the lesson. However, you probably don’t plan
the time you have to wait for your students to answer a question. This is called “Wait Time.”
Young learners of English need enough time to process their answers in English. After you ask a

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question, don’t quickly give the answer and move on. Wait at least 3-5 seconds. Count it in your
head. Let’s try: “Class, do you have any brothers or sisters?” [Timer counts 1-2-3-4-5]. Did that
seem like a long time? It may feel like a long time, but your students will need time to give an
answer.

Manage the Classroom Climate: Brain Breaks

During the class you may need to change the climate or mood of the class. Maybe students
have been working hard on writing sentences or have been sitting coloring or drawing for a
while. The best way to change the mood is to take a Brain Break. What is a brain break? Well, it
is a break for the brain! This means doing a transition activity that helps students relax or
change the mood of the class. For example, if your students were writing or drawing for a
while. You can do this: “Class, put your pencils down. Stand up! Shake your hands up high! To
the side! To the right! To the left! Now let’s play a vocabulary game.” This will help shake out
their hands after writing a lot and get them energized again to start a new activity. You can
have a 1-minute dance party and play fun music for a minute. Then have students freeze when
the music stops and sit down. You could also play a quick round of hangman or sing a song
students love. In all these examples, you are still using and practicing English while taking a little
break from the lesson.

Manage the Language Used in Class: English Speaking Environment

When teaching young learners, you should create an English-speaking environment in your
classroom. Therefore, you should only use the native language as a resource when necessary.
Maybe there is difficult language, like an idiomatic expression or instructions for a game. This
language might be too difficult to make comprehensible in English. Don’t waste your time in
class trying to get your students to understand it. In these cases, use your native language to
explain difficult expressions quickly. Use the time in class for students to practice listening to
and using English language at their level.

Some teachers like to use fun tools to keep students speaking in English. Watch this teacher use
a “magic stone” to encourage students to speak in English.

I hope these tips are useful for classroom management. Try to find your own classroom
management activities that work in your teaching environment. After all, you are the manager
of your own classroom.

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 Module 2: Task 1 – Video 2 Script
Video 2 – Routines to Start the Day

Hi, English Teachers! As you know, young learners function best in class when they have
routines. It helps them know what to expect at every moment of the class. Be sure you
establish routines from the first day of class, and keep them consistent.

At the start of every class, you can have a Four-Step Routine:

Step 1: Start class with a greeting

You could greet students at the door as they arrive and give each a High Five. They have to
greet you in English before the High Five:

Good morning, Julio!

Good morning, Teacher!
How are you?
I’m great!
(High Five)

You could even have a special High Five or handshake for each student to make them feel
special. Or if you have too many students to do an individualized greeting, you can start the
class with a greeting song, chant, or with fun movements. Take a look at this teacher, and his
fun way to start class.

Step 2: Take attendance

You can call each students’ name and have them say “Here” or “Present.” Or, if your students
are old enough, you can ask for a student helper to do this. You can add more language to the
interaction, and have the student helper ask “Is Jina here?” and then students answer “I’m
here!” Young learners love to help out in class, and this will give students more practice with
English.

Step 3: Establish the day and date

Make sure you ask students the day and date every class, and write it on the board as they say
it. “Class what day is it? Right, it’s Friday. What is the date? Right, it is September 15, 2017.”
[Write it on the board] If you have students who can write, you can ask for student helpers to
write the day and date on the board. After you establish the routine, they can ask “What day is
it? What is the date?”

Step 4: Present the objectives with SWBAT

Before you start the lesson, be sure you tell students what the class objective is. For young
learners, you may have just one objective for the day. Make sure you start with SWBAT, which

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stands for “Students will be able to” [Write on the board]. For example, By the end of the class,
students will be able to… talk about their family.” [Point to the board]

Make sure you have students say the objective out loud and personalize it.

Class, what will you be able to do?

I will be able to talk about my family.

Now you are ready to start the lesson! Routines like this will help your young learners be ready
to start your lesson. Choose routines that work for your young learners, and make sure you
always start the day in a fun and positive way.

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Module 2: Task 2 - Read Articles (2 hours & 30 minutes)

"Woman with blue nails reading ipad" by Anna Demianenko is licensed under CC0

Read two articles published by American English :

Article 1: Involving Students in Classroom Routines and Processes

Most EFL teachers would agree that establishing and maintaining classroom routines is
essential to good classroom management. Classroom routines can increase student confidence
and comfort levels since learners know what is expected of them in different situations. This
article will give your ideas for promoting students' involvement and responsibility in class
routines.
Source: Involving Students in Classroom Routines and Processes. (n.d.). Retrieved July 27, 2017, from
https://americanenglish.state.gov/files/ae/resource_files/topic_1_-_students__class_routines_final.pdf


Article 2: Using a Daily Routine as Language Practice

Routines not only provide structure to your classroom but also give students more language
practice. The repetition of the daily routines provides a meaningful way to practice authentic
language. This article provides helpful ideas for building routines using a monthly calendar,
weather chart, and a daily schedule/agenda.
Source: Using a Daily Routine as Language Practice. (n.d.). Retrieved July 27, 2017, from
https://americanenglish.state.gov/files/ae/resource_files/sept_week_2_daily_routine_final.pdf

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Module 2: Task 3 – Self-Assessment Quiz (1 hour)
This Self-Assessment Quiz is a great way to review what you have learned in Tasks 1 and 2. You
will be asked questions about the video(s) you watched as well as the readings. You can take
the quiz as many times as you want. Don't worry if you do not get a perfect score the first time.
You can just take it again! The goal is to help you review some of the important points from the
video(s) and readings.

Note: The Self-Assessment Quiz can only be completed in Canvas. Please log in and answer the
questions there.

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Module 2: Task 4 - Discussion (1-2 hours)

Module 2 Discussion Topic: "Routines and Rules in My Classroom"

After watching the videos and reading the articles, share your experience with classroom
management on the discussion board.

"Classroom Rules" by Joan Kang Shin is licensed under CC BY 4.0

Instructions:

1. Write a 200-500 word post on the following topic:

Discussion Board Topic: "Rules and Routines in My Classroom."
Answer one or all of the following questions in your post:
• What are some challenges you have managing your classroom?
• What are some routines and techniques that you can apply to help manage your young
learner classroom?
• Were there some suggestions in the videos or articles that would not work well in your
country or context?
• How can you adapt suggestions from this module to work in your learning environment?
See these two examples for models:

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 • Module 2 - Discussion Example 1
• Module 2 - Discussion Example 2

2. Post your answer on the discussion board. Optional: Post a picture of your class rules or a
photo of your students doing classroom routines.

3. Respond to one or more of your classmates' posts.

You will be assessed based on this Discussion Participation Rubric.

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 Module 2: Task 4 – Discussion Example 1
“Hand Washing Routine in Aung’s Classroom”

One of the challenges I experienced with classroom rules and routines in the past was keeping
their hands clean throughout the day. Especially during flu seasons, my students easily spread their
germs to one another. Sometimes, terrible viruses will cause illnesses that lead to many days of absence
and disrupt their learning progress. Then, I learned that if we keep our hands clean by washing them
throughout the day, we can really help to prevent the various diseases from spreading. Also, instead of
covering our mouths with our hands if we cough, we can cough into our elbows or sleeves.

“Germbusters: How to Wash Your Hands” by Eric Fisher via Flickr licensed by CC BY 2.0

As routines should be established from the very beginning of the school year, I can implement
into my classroom a hand-washing routine using the information on this poster. It can be a class lesson
on healthy living in a community like schools. It is also a great way to teach the language for actions
such as wet, soap, wash, rinse, dry and turn off. You can also use this as an opportunity to teach parts of
the hand, like fingers, thumbs, wrists, etc.

Also, I use this handout for a fun coloring and ordering activity to check comprehension:

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Source: http://www.coloringyard.com/hand-hygiene-coloring-pages/free-printable-hand-washing-coloring-pages-best-coloring-page-site/

There are also many videos available to teach songs that young learners can sing while washing
their hands. If there are no internet access, however, these videos cannot be used for visual
support. A suggestion is for us as teachers to learn the songs and teach to our students in English.
https://www.youtube.com/watch?v=Q1abjG20kmY

https://www.youtube.com/watch?v=ULdCf6JDdVE

https://www.youtube.com/watch?v=LaePayB_pC4

Then we can practice using the language while washing our hands together. Students can follow your
instructions step by step and repeat after you. Students will be required to wash hands before meals
and after recess. We can establish this routine together as a whole class and sing the songs in English
while we wash hands. Also, I will encourage the students to wash hands after using the bathroom. We
will also practice covering our coughs into our elbows or sleeves, not into our hands. Students can also
remind one another to wash hands throughout the day. Posters can be put around the classroom or
school to remind the students to keep their hands clean by washing. I found some printable posters
and signs for washing hands here:
http://www.health.state.mn.us/handhygiene/materials.html

This website also offers printable posters in many different languages on covering our coughs:

http://www.health.state.mn.us/divs/idepc/dtopics/infectioncontrol/cover/hcp/hcpposter.html

I hope this classroom routine is helpful to everyone!

Aung

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 Module 2: Task 4 – Discussion Example 2
“Classroom Management Challenges”

Dear Colleagues,

As teachers we know that young learners have specific characteristics. For instance; they tend to have
boundless physical energy and short attention spans. So I would say that teaching children is not only
being friendly with them, but also looking for some techniques in order to help our kids get involved in
the activities easily and have good results each class.

To me, a challenging part of teaching is to deal with many unexpected events that occur in the
classroom each day. Personally, I really enjoy teaching young learners, especially children who are 6, 7,
8 and 9 years old. I love their energy, enthusiasm and positive attitude to life. However, there are days
when I have to deal with many unexpected moments and I find myself being in desperate situations,
sometimes I feel discouraged after my lessons since it is demanding to teach and control the learner’s
behavior at the same time. Sometimes It’s difficult for me to deal with a child’s constant misbehavior.

One time in particular made me consider my “techniques.” I often play games with a ball which usually
works. But one day, everything was out of control with my nine -year old students. I gave directions and
explained the rules, but I skipped checking comprehension and did not establish consequences if rules
were not followed. As a result, they started yelling and throwing the ball anywhere. It was really chaotic,
and things got worse when they stopped using English. I immediately asked them to sit down; it took
two minutes to get their attention back, though. I had no idea this game could trigger so much energy.
After reflecting, I learned my lesson. I have to make sure my students understand the rules and
consequences. Unfortunately, I didn’t use any of those techniques mentioned in the video or reading.
From now on, I’ll communicate class rules and reward good behavior, too.

As we learned, establishing rules and routines in class can help us prevent problems in class and make our
lessons more enjoyable. I remember that on the first day of class with my 6 -year-olds, I was really frustrated
and discouraged at the end of the lesson because I could not control the kids in my class.
However, now my young learner classes are completely different. I taught my students several routines
to start the class, to say good bye, to stand up and go to the front, etc. This experience confirms once
more that routines with young learners are really helpful, so I will keep on using them! If one is not
working well, we can always change or adapt it to the group we are working with.

I look forward to your thoughts!

Max

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Module 2: Task 5 - Activity Share #1: Games and Classroom
Management Techniques (3-4 hours)

An "Activity Share" is an opportunity to share activities with your colleagues in this course. The
purpose is to share one idea and receive many others that you can use in the classroom.
Hopefully everyone will be able to learn new teaching ideas from each other and improve their
classroom practice.

"Group Discussion" by Ricinator via Pixabay is licensed under CC0

Instructions:
1. Write a 200-500 word activity description:
Activity Share #1 Title: "My Favorite Game" or
"My Favorite Classroom Management Technique"

• Choose your favorite game or classroom management technique.

• It should be a game or technique you use as a routine.
• Be sure you include the following:

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Name:
Country:
Activity Name:
Activity Description (200-500 words):
This activity is effective because...
Here are some steps to help you use this activity in your classroom:
Step 1:
Step 2:
Step 3:

Use the template to write your activity description.

Activity Share Template (PDF)
Activity Share Template (docx)
See two examples for a model:
Module 2: Activity Share #1 Example 1 - "Alice's Favorite Classroom Management Technique"
Module 2: Activity Share #1 Example 2 - "Jina's Favorite Game"

2. Post your game or classroom management technique on the discussion board. Optional:
Post a picture or video of your game/technique.

3. If you really like an activity and can use it in your class, let your colleague know by replying
to their post.

A Word About Plagiarism:

Plagiarism is using someone else’s words instead of your own. In this course, you are expected
to use your own words and ideas, and to acknowledge any sources you use to gather ideas. You
must document all of your source material. If you take any text from somebody else, you must
make it clear the text is being quoted and where the text comes from. You must also cite any
sources from which you obtain numbers, ideas, or other material.

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You will be assessed based on this Activity Share Rubric.

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 Module 2: Task 5 – Activity Share Template

Name:

Country:

Activity Name:

Activity Description (200-500 words):

This activity is effective because…

Here are some steps to help you use this activity in your classroom:

Step 1:

Step 2:

Step 3:

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 Module 2: Task 5 – Activity Share #1 Example 1
“Alice’s Favorite Classroom Management Technique: Reflect, Ready, Go!”

Name: Alice
School: Super School
Location: Wonderville, Wonderland

Activity Name: Reflect, Ready, Go! (10 minutes before the end of the school day)

Activity Description: This activity is effective because at the end of every school day, we can
help our students to reflect on the day’s activities and learning. It will bring a sense of
responsibility and closure. Not only that, it will prepare them mentally and physically for the
next school day.

Here are some steps to help you use this activity in your classroom:

Step 1: Ask the students to reflect on your day by asking “What did I learn?”.
It can be anything from academic contents, discoveries from various activities, character
building experience, etc. Older students can write a couple of sentences in an agenda book.
Younger students can jot down one sentence into their notebook or even draw smiley faces
and ask themselves “How was my day?”. Sentence starters such as “My day was ___________,
because _____________”, and “I learned about ____________ and I liked it because
____________” can help students express their feelings and enhance social skills. At the end,
they can share out their reflections with a peer nearby. One person (by rotation each day) will
share out.

Step 2: Students can get ready for homework.

Students can get ready for homework by writing down the assignments of the day in their
agenda book or notebooks. They can also write down what is needed for tomorrow’s class.
Then, classmates can check one another’s notes. For younger students, they can verbally tell
two classmates what they need to complete for after school and what they need to bring or
prepare for tomorrow.

Step 3: Before they are dismissed to go home, students will be asked to tidy up their areas.
Younger students can sing the clean-up song. For older students, fun songs in English can be
selected for each week and students can sing along. Each class can be divided into six groups
– front left, front right, upper left side, upper right side, lower left side, lower right side, back
left, and back right. To entrust ownership and build a sense of responsibility, two students
will be do the final check and report to the teacher on readiness to go!

Just as in any establishment of classroom routines, consistent practice is necessary from the very
beginning of the school year. At first, it may take longer than fifteen minutes to learn this routine.
Also, depending on the cognitive age of the learners, this activity can be simplified or can be

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more rigorous than the steps provided above. Also, teachers can choose to complete just one of
the steps each day, if modification is necessary.

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 Module 2: Task 5 – Activity Share #1 Example 2
“Jina’s Favorite Game: I Spy with My Little Eye”

Name: Jina
School: Great School #1
Location: Seoul, Korea

Activity Name: I Spy with My Little Eye

Activity Description: This activity is effective because it helps students practice using
vocabulary. It emphasizes identifying, or describing common objects around the room. You can
also use picture cards and put them around the room. It is also fun! My students love playing
this game.

Here are some steps to help you use this activity in your classroom:

Step 1: The teacher chooses one student to be the Spy.

Step 2: The Spy looks around the room and selects an object. Then the Spy whispers the
name of the object to the teacher. The Spy makes sure other students cannot hear the
name of the object.

Step 3: The Spy says, “I spy with my little eye something…” Depending on the
vocabulary you are practicing, the Spy can describe the object using color, size, shape,
etc.

Step 4: Students take turns guessing using the question: “Is is a…” or “Is it the…”

Step 5: The Spy answers: “Yes, it is” or “No, it isn’t.”

Step 6: Whoever guesses correctly becomes the next spy.

Tip: The teacher can also put picture cards or realia of new vocabulary around the room.

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Module 2: Wrap-up
This is the end of Module 2! I hope that you had a great opportunity to explore various aspects
of classroom management for your young learners. Look at the checklist below, and make sure
you completed all of the assignments for this week.

Checklist:

I watched two videos.

I read two articles.
I took a quiz.
I posted 2 (or more) messages in the discussion.
I submitted my assignment called "Games and Classroom Management Techniques."

You have learned about young learners’ traits and classroom management so far. Now, it is
time to focus on language teaching. In Module 3, you will learn about teaching listening and
speaking. Get ready for another exciting module!

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