Session Two

Classroom Routines
quietly
 All about me
Name
Languages (and other subjects) taught
My expectations
My teaching ‘style’
Roly-poly, roly-poly
Big, big, big
Roly-poly, roly-poly
Tall, tall, tall
Roly-poly, roly-poly
Low, low, low
Roly-poly, roly-poly
Small, small, small
Over to you!
 REFLECTION
What preparation is needed in terms of
materials?
How can the mood be set (by you) in the first 5 minutes?
How can students be encouraged to
think in English straight away?
How can volume be controlled during a lesson?
Classroom Language

A fundamental ‘habit’
NEW LANGUAGE
Tiago’s zullering!
Can I skiffle my poony please?
I’ve foolabonged
How to introduce new language
•Teacher does, students mime in silence
•T does and says, ss mime in silence
•T says, ss mime
•T says, ss say (drill, chant, whisper etc)
•Ss say, T mimes,
•In pairs, s1 says, s2 does
 REFLECTION
How often did you need to say the new words
before you remembered them?

Did the stages stir or settle the learners?

Controlled chaos? Or just chaos?

 Learning to learn
Have you used your portfolio, yet?
If so, how?
What are the potential benefits of a portfolio?

How are you learning?

What activities are you thinking of trying out in your classes?
 A silent
orchestra!?!
Story Time
 REFLECTION
Familiar rhyme/story » new language

Gestures student tasks

Teacher control

Follow-up... What’s next?

 Brainstorming / Posters

Why are routines good for 8-10 year olds?

What language could you / your students use

regularly as a result of implementing routines?

Draw a picture
•

TAKING STOCK
How can you best record your thoughts and the ideas
you’ve seen today?

What preparation do you need to do now to be ready

to implement new routines into your classes?