Classroom Management Part 5: Teaching English in English Marla Yoshida Classroom Management UCI Extension International Programs

2011: Foreign Language Activities in elementary schools in Japan. 2013: English will be taught “mainly in English” in Japanese high schools. How will junior high school English education need to change to keep up? Chapter 11 Present and future…

Use classroom English and expect students to use it too. Introduce classroom English from the first day. Prepare a list of expressions to use in class. Introduce only a few expressions at a time. Review and practice every day. Remind students to use English. Praise them. Chapter 11 Create an English-rich environment

Chapter 11 Teach Classroom English: A page from One World Book 1

Chapter 11 Teach Classroom English: A page from New Horizon Book 1

Sometimes students resist having the teacher speak English in class. How will you respond if a student says this: “Teacher, why are you speaking English? We can’t understand you! Speak Japanese!” “My friends’ English teachers speak Japanese. Why won’t you?” Chapter 11 How will you respond to students?

Draw or show a picture. Act out or mime the word. Use realia to show the meaning of the word. Explain the meaning in simple English. Tell a simple story using the word in context. Chapter 11 Teaching vocabulary without translating

1.protect 2.dolphin 3.cook (the verb) 4.future 5.countryside 6.dream 7.sick 8.festival 9.want Chapter 11 Teach these words to your partner. Don’t use Japanese.

When would you use Japanese? Chapter 11 Sometimes you may still prefer to use Japanese in the classroom.

Tools for Teaching by Fred Jones Part Six: Learning to Mean Business 1 Chapter 13: Understanding Brat Behavior Chapter 14: Staying Calm: Our Emotions Chapter 15: Being Consistent: Our Thoughts Chapter 16: Setting Limits: Our Actions

What happens to us when something goes wrong in the classroom? We get upset and feel stressed out. The “fight-flight” reflex begins. We get angry and start shouting. Adrenaline starts pumping through our body. We get more upset. It takes half an hour for the adrenaline level to go back to normal. Chapter 13

Chapter 12

How can we stay calm? Understand what’s happening, and then take a relaxing breath. Don’t let it get to you. Emotions are contagious. If you’re calm, the class is calm. If you’re upset, the class is upset. Chapter 13

Set limits consistently It doesn’t work to be “pretty consistent most of the time.” You’re either consistent or you’re inconsistent. (On the other hand, there are times when we need to be merciful.) Chapter 13

Discipline has to come before instruction If you don’t have control of the class, you can’t teach. Discipline needs to come first. Chapter 13

Never make a rule that you’re not willing to enforce every time. If you’re consistent, you can use smaller and smaller consequences to control misbehavior. If you’re inconsistent, you must use larger and larger consequences. Chapter 13

Body language: “The Turn” Turn slowly. Turn your upper body first, then the rest of you. Finish with your feet pointing squarely toward the student. Chapter 13

Body language: “The Look” A strong “teacher look” is calm and without emotion. Think of England’s Queen Victoria. If the student gives you a “cute” look, resist smiling. Chapter 13

Chapter 16