| Teaching English with games is becoming
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| | can sit in the corner". The child
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| standard through out ESL classrooms of
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| | will probably choose to play the game
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| the world. And this is good news, because
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| | properly, and you make them responsible
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| children love to learn through games, and
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| | for their behaviour.
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| become much more motivated students as a
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| | Prevention is better than cure, so try
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| result. However games often make children
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| | giving boisterous children an important
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| excited, and if you have a large class
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| | task BEFORE they start to play up. They
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| you need a few things up your sleeve to
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| | may respond well to the responsibility.
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| bring the class into line immediately if
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| | It is important, especially with a large
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| things get a little over-heated.
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| | class, to hand things out quickly or use
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| Here are some tips and ideas to help you
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| | a system to have this done, such as
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| contain your pupils' enthusiasm and
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| | giving the well-behaved children the task
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| manage your large class. There are three
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| | as a reward. Sing a song together or do
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| sections. Essential basics, useful tips,
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| | some counting or a quick game to occupy
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| and attention grabbers.
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| | the class while materials are handed out.
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| 1. Some essential basics to manage a
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| | Play a mystery game and, before you start
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| large class
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| | your fun game say that during the
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| Together with your pupils define the
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| | activity you will be watching the whole
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| rules in the first lesson, and post them
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| | class for 3 well-behaved children who
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| on the classroom wall for reference.
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| | will be rewarded.
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| Knowing WHY a rule is in place makes it
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| | Only play games where you know you can
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| easier to keep. You must establish the
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| | keep a handle on the situation. For
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| rules on day one and stick to them!
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| | example there is no point playing a
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| Be consistent in applying your rules. If
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| | boisterous game with a lot of movement if
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| you are arbitrary about how you dish out
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| | you have more than around 20 children.
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| your rewards or 'consequences', or
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| | With large classes, including classes of
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| punishments you will undermine the rules
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| | up to 60 children, you need special games
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| themselves.
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| | where the children have limited movement
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| Praise good behavior to generate love and
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| | - such as standing up or making gestures
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| self-esteem. Whatever you do, avoid being
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| | but while remaining in their seats. You
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| like so many parents who spend their
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| | can sign up to receive free games in the
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| whole time telling their children,
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| | resource box below, and some of the free
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| "don't do this", and
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| | games given out are suitable for very
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| "don't do that". By focusing on
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| | large classes.
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| the positive in order to draw more
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| | Attention grabbers
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| attention to it you apply the universal
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| | Start an English song the children know
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| law of "you attract what you focus
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| | and love - they will all join in with you
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| on"
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| | and at the end you'll have their
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| If you are working in a school know the
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| | attention.
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| law and rules of your institution before
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| | Clap out a pattern which the class must
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| you go into the classroom for the first
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| | clap back, or start a rhyme they know
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| time, and work in harmony with the
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| | with actions.
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| school.
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| | Use quiet cues such as heads down or
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| Start out strict and fair - and stay that
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| | lights off. Vary these with other fun
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| way! Being strict is not about looking
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| | quiet cues such as "Give me
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| stern and being bossy. It is about making
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| | five".1--on your bottom, legs
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| sure the rules are kept, in a firm but
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| | crossed; 2--hands folded in your lap;
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| fair way. You can still be a really fun,
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| | 3--face the speaker; 4--eyes and ears
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| loving teacher and be strict with your
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| | open; 5--mouths closed.
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| class at the same time.
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| | You teach this repeatedly in the first
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| 2. Useful Tips
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| | lessons and after a few weeks, you only
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| Don't break your own rules by raising
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| | have to say "Give me
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| your voice to be heard. Instead talk
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| | five:1,2,3,4,5", and the children
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| quietly or stop and wait. Your class
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| | will do it.
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| should know that for every minute you are
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| | You can also use the Magic 1 2 3 idea.
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| kept waiting they will receive extra
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| | When a child does not comply start
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| English homework, or whatever consequence
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| | counting 1, 2,...The child knows that if
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| you have designated.
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| | you get to 3 there will be some sort of
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| Children love the sound of their own name
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| | consequence, such as missing out on the
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| more than anything else. So use an
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| | next game. If you use this and you reach
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| individual's name for praise and avoid
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| | 3, you must follow through with an
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| using it when telling someone off.
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| | appropriate consequence consistently.
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| Create teams and deduct or reward
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| | To summarise, establish the rules and
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| behavior points to a team's score during
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| | consequences for good and bad behavior,
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| a game. Your class will respond naturally
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| | apply them consistently, set a good
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| by using peer pressure to keep the
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| | example, use peer pressure and points,
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| naughty children from misbehaving.
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| | and use attention grabbing cues such as
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| Empower your children with choices. For
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| | favorite songs, English rhymes with
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| example, ask a naughty child, "Do
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| | actions and countdowns. Above all play
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| you want me to speak to your Dad?"
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| | suitable games where you know you can
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| By asking a question you give the child
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| | keep in control of your class.
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| the power to choose, whereas if you use a
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| | You can be firm and fun at the same time,
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| threat such as, "I'll call your Dad
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| | and if you cannot manage your class, you
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| if you don't behave", you take the
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| | should realize that, although it sounds
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| initiative away and seem tyrannical.
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| | harsh to say it, you are wasting their
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| You can also say things like, "you
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| | time.
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| can either play the game properly or you
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