| Teaching English with games is becoming standard | | | | willprobably choose to play the game properly, and you |
| throughout ESL classrooms of the world. And this is | | | | makethem responsible for their behaviour. |
| good news,because children love to learn through | | | | Prevention is better than cure, so try giving |
| games, and becomemuch more motivated students as | | | | boisterouschildren an important task BEFORE they |
| a result. However gamesoften make children excited, | | | | start to play up. |
| and if you have a large classyou need a few things up | | | | They may respond well to the responsibility. |
| your sleeve to bring the classinto line immediately if | | | | It is important, especially with a large class, to |
| things get a little over-heated. | | | | handthings out quickly or use a system to have this |
| Here are some tips and ideas to help you contain | | | | done, suchas giving the well-behaved children the task |
| yourpupils' enthusiasm and manage your large class. | | | | as a reward. |
| There arethree sections. Essential basics, useful tips, | | | | Sing a song together or do some counting or a quick |
| andattention grabbers. | | | | game tooccupy the class while materials are handed |
| 1. Some essential basics to manage a large class | | | | out. |
| Together with your pupils define the rules in the | | | | Play a mystery game and, before you start your fun |
| firstlesson, and post them on the classroom wall for | | | | game saythat during the activity you will be watching |
| reference. | | | | the wholeclass for 3 well-behaved children who will be |
| Knowing WHY a rule is in place makes it easier to | | | | rewarded. |
| keep. Youmust establish the rules on day one and | | | | Only play games where you know you can keep a |
| stick to them! | | | | handle on thesituation. For example there is no point |
| Be consistent in applying your rules. If you are | | | | playing aboisterous game with a lot of movement if |
| arbitraryabout how you dish out your rewards or | | | | you have morethan around 20 children. With large |
| 'consequences', orpunishments you will undermine the | | | | classes, includingclasses of up to 60 children, you need |
| rules themselves. | | | | special games wherethe children have limited |
| Praise good behavior to generate love and | | | | movement - such as standing up ormaking gestures |
| self-esteem. | | | | but while remaining in their seats. Youcan sign up to |
| Whatever you do, avoid being like so many parents | | | | receive free games in the resource boxbelow, and |
| who spendtheir whole time telling their children, "don't | | | | some of the free games given out are suitablefor |
| do this",and "don't do that". By focusing on the positive | | | | very large classes. |
| in orderto draw more attention to it you apply the | | | | Attention grabbers |
| universal law of | | | | Start an English song the children know and love - |
| "you attract what you focus on". | | | | theywill all join in with you and at the end you'll have |
| If you are working in a school know the law and rules | | | | theirattention. |
| ofyour institution before you go into the classroom for | | | | Clap out a pattern which the class must clap back, or |
| thefirst time, and work in harmony with the school. | | | | starta rhyme they know with actions. |
| Start out strict and fair - and stay that way! Beingstrict | | | | Use quiet cues such as heads down or lights off. Vary |
| is not about looking stern and being bossy. It isabout | | | | thesewith other fun quiet cues such as "Give me |
| making sure the rules are kept, in a firm but fairway. | | | | five".1--on yourbottom, legs crossed; 2--hands folded in |
| You can still be a really fun, loving teacher and bestrict | | | | your lap; 3--facethe speaker; 4--eyes and ears open; |
| with your class at the same time. | | | | 5--mouths closed. |
| 2. Useful Tips | | | | You teach this repeatedly in the first lessons and after |
| Don't break your own rules by raising your voice to | | | | afew weeks, you only have to say "Give me |
| beheard. Instead talk quietly or stop and wait. Your | | | | five:1,2,3,4,5",and the children will do it. |
| classshould know that for every minute you are kept | | | | You can also use the Magic 1 2 3 idea. When a child |
| waiting theywill receive extra English homework, or | | | | doesnot comply start counting 1, 2,...The child knows |
| whateverconsequence you have designated. | | | | that if youget to 3 there will be some sort of |
| Children love the sound of their own name more | | | | consequence, such asmissing out on the next game. If |
| thananything else. So use an individual's name for | | | | you use this and you reach |
| praise andavoid using it when telling someone off. | | | | 3, you must follow through with an appropriate |
| Create teams and deduct or reward behavior points | | | | consequenceconsistently. |
| to ateam's score during a game. Your class will | | | | To summarise, establish the rules and consequences |
| respondnaturally by using peer pressure to keep the | | | | for goodand bad behavior, apply them consistently, set |
| naughtychildren from misbehaving. | | | | a goodexample, use peer pressure and points, and use |
| Empower your children with choices. For example, ask | | | | attentiongrabbing cues such as favorite songs, English |
| anaughty child, "Do you want me to speak to your | | | | rhymes withactions and countdowns. Above all play |
| Dad?" Byasking a question you give the child the | | | | suitable games whereyou know you can keep in |
| power to choose,whereas if you use a threat such as, | | | | control of your class. |
| "I'll call your Dad ifyou don't behave", you take the | | | | You can be firm and fun at the same time, and if you |
| initiative away and seemtyrannical. | | | | cannotmanage your class, you should realize that, |
| You can also say things like, "you can either play the | | | | although itsounds harsh to say it, you are wasting their |
| gameproperly or you can sit in the corner". The child | | | | time. |