Ratri Inastu Ardiningrum Ratri Inastu Ardiningrum

Classroom rules
Kindergarten, 1st, 2nd, 3rd and 4th grade level

Description

In this lesson, students will learn about the expected behaviours in the classroom. Gestures, symbols that the teacher will frequently use and consequences of violating the rules will be introduced and effective immediately. The lesson is divided into three stages. The first stage will be a lead-in settler. This activity is aimed to help the students settle and enter to learning mood. Next stage will be introducing gestures, symbols associated with expected behaviours where students will act out behaviors according to gestures and symbols given by the teacher. Last stage will be understanding checking. Students will be given simulated scenarios and they need to choose the appropriate behaviours.

Materials

Abc collecting cards
Abc Line up card
Abc non related with English lesson books
Abc corn buds
Abc a jar
Abc Questions cut-outs
Abc Without Talking Card
Abc wordsearch

Main Aims

  • To introduce students to expected behaviours in the classroom

Subsidiary Aims

  • To stimulate expected behaviours into habit

Procedure

Stage 1 (lead-in settler) (10-17 minutes) • To get the students into learning mood

1. T opens the classroom door. 2. T doesn't enter the classroom. 3. T gives instructions (without speaking): T raises both arms down to up signaling the students to "stand up". 4. Elicit responses (all students must stand up) 5. T shows "line up" card. 6. Students may not understand or see the instruction card. T gives example by taking the student who sits nearest to the door to be the first student in line. 7. T takes the second student who sits next to first student to be the next in line. 8. Continue the example until students understand the pattern and follow the instruction. 9. T takes students to the coridor. 10. If students are talking, T approaches the students, have a short converstation with the students using calm tone. 11. T shows "no talking" card to students. 12. T gives instruction with firm voice (while showing the card): - put your arms by your side without talking. 13. Elicit response. (Students, without talking, put their arms by their sides) 14. T takes students who response first to the instruction, to the front side of the line. 15. T repeat the instruction until there are five or more students who response well to the instruction. 16. Group of students who response well, can go to their class. 17. They will do a word search settler activity individually on their desk. (material: word search activity) 18. Monitor these students. If they misbehave, they will go out the classroom and join the line. Repeat the process. 19. T focuses to the students who are still outside the classroom. 20. T repeat the instruction: - put your arms by your side without talking. 21. Elicit response. (Students, without talking, put their arms by their sides) 22. T takes students who response first to the instruction, to the front side of the line. 23. Group of students who response well, can go to their class. 17. They will do a word search settler activity individually on their desk. (material: word search activity). 18. If there are students who still don't show expected behaviour, give them a warning: - Let's try again. I want you to put your arms by your side without talking or you will study while standing for 10 minutes. 19. T repeats the instruction: - put your arms by your side without talking. 20. Elicit response. (Students, without talking, put their arms by their sides) 21. If students response well, they can enter the class. 22. If students still don't follow, they will study while standing in front of the class.

Stage 2 (gestures, symbols introduction and role play) (7-10 minutes) • To get students accustomed to gestures and symbols that are associated to expected behaviour.

1. T show "Without Talking" card. 2. T says "follow my instructions without talking". 3. T gives instruction: - "stand up, without talking". - elicit response (SS stand up without talking). - "sit down, without talking" - elicit response (SS sit down without talking). - Young Learner : * "Ahmet, jump, without talking". - elicit response. * "Ayse,turn around, without talking". - elicit response. * " Muhammet, clap, clap, clap without talking". - elicit response. - Older Learner : * "Ahmet, open your book, go to page 10, without talking". * - elicit response. * "Ayse, draw a cat without talking". * - elicit response. * "Mehmet, erase the board without talking". 4. T draws a table. 5. T ask a question: "what's this?" (a table) 6. T ask a question: "what school objects can you put on the table?" (T draw a spider gram around the table). 7. Elicit answers (english (math, Turkish, science books, pencils, scissors,...) 8. T asks questions: CCQ - "What lesson are we in now?" (English) - "Do you need Turkish (Math, Science, etc) books?" (No) T erases unnecessary books. - "Do you need your pencils/pens?" (Yes) T keep the word pencils/pens on the board. 9. Elicit CCQs until there are only English books with pens and pencils. 10. T says: "Always have your books and pencils/pens ready on your table". 11. T shows the collecting cards. 12. CCQs: 13. "What are they?" (cards) "How many are they?" (five) 14. T draws on the board "5 cards = a secret present" 15. T says "collect the cards and switch it with a reward". 16. You can switch cards with your friends. -----------------------------------------------alternative plan-------------------------------- 11. Teacher shows a glass jar with a line on the glass. 12. T says: "great job and well done. For every great class we have together, I will give some corn buds and when the corn buds goes to here (point to a line on a jar), we'll have a movie day".

Stage 3 (application of the expected behaviors) (7-10 minutes) • This stage, T and SS will apply previously learned behaviours into learning routines through a true-false game.

1. T chooses a student to get them erase the board. 2. T says: "Ahmet/Ayse, erase the board, without talking, please". 3. Elicit response (S erases the board). 4. T draws a table and draw two lines for spider gram. 5. T asks questions: "What do we need for our class?" (an English book with pens/pencils). 6. YL: (use realias) T shows a math book or other non English books and asks a question: - Do we need a math book? (No) - Do we need pens/pencils/scissors? (Yes) - Do we need toys? (No) Older Learners: T sticks three classroom rule-related-questions on the board. -Q1:Students can bring non-English books to English lesson. (F) -Q2:Students need to follow instructions without talking. (T) -Q3:.................................................................................... 7. T give a student a boardmarker and get the student to write T (true) or F (false). 8. Repeat until all questions are answered. 9. T gives feedback (answers) 10.End of the class.

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