CP年龄段孩子的课堂纪律问题

海曙校目前有了些新开的CP班级，CP年龄段的孩子因为课堂概念还不是很好。经常会管不住自己，课堂上外教和助教的共同合作对个别孩子好像也不是很见效。不知道大家有没有相应的一些案例共同分享？

Those days Haishu school has opened several new CP classes, and we found there are some class manager issues in the classes. CP kids usually have no idea about how to be in a class, that costs TAs and FTs lot of time to talk to them. I think everyone has met this kind of issue, please post and share with others.

can you tell us about more specific issues or cases happened in the class？？

Hey, I have some suggestions that might help. CP classes should obviously be as simple as possible. Make sure the students are seating in a semi circle and can all see the board and teacher clearly. At this age making teams is not advised. Instead to keep the young STs involved in learning you can draw an animal on the board and every time the STs perform well they are rewarded with a food or item. (For example a monkey gets a banana, a rabbit gets a carrot ect) You will find that their attention is maintained much better with food than simply points on the board.

Keeping the kids active is also a good way to manage the class. Lots of songs helps to make sure the STs are not sitting for two long. After each song make sure to reward good STs with their desired animal’s food or even stickers. STs will begin to understand the correct behavior while in classroom and overall class management will improve- also remember lots of energy from the teacher ^_^

Question: How long are your CP classes?

We have done classes before lasting 60 minutes with the Playtime book. Half an hour class,10 minute break then come back to complete bookwork. Most teachers found this much more manageable than compared to a full 90 minute class.

Hope this helps ^_^

Cindyzhao wrote:can you tell us about more specific issues or cases happened in the class？？

In one specific class, CP01 , there's a girl lives in her tiny world all the way through two lessons, sometimes she scream, sometimes she sings her songs and sometime she tells her story which are learned from kindergarten. And there's another boy, super easy to get over exicted, by that time he's not able to do anything teacher told.

Hi guys,

In terms of the types of management issues that Christine is raising, I think its very helpful to:

1. Use 3 simple good behaviors which students can easily remember and do. Tell students OFTEN what we like them to do to be a good student and make it easy for them to do: listen to the teacher, stay seated, be happy - after a month or so you can switch out, 'stay seated' for 'speak English with the teacher.' Make sure there are simple visual cues for these three behaviors - a class poster can be pointed at every few minutes without taking away from the class. ALSO this poster should be posted at the students home so that their parents can ask them daily, 'Tell me what you do to be a good student at English class?' Before class the TA can ask students which of the behaviors is their favorite, which ones they will do today. Throughout class when students are not focussing, the TA can quietly ask them in their ear, 'Which one will you do now?' And hopefully the student will say 'be happy, or stay seated.' The poster can be a re-focussing tool for the kids.

I will have Lina - who's helping us do graphic design for practice materials for the kids, create a bright colorful poster that we can print in large size for the classes and small sizes for the parents to take home.

2. Parent help at the home is a huge help. As mentioned above, if parents have a poster with our 3 good behaviors, then they can reinforce the behaviors. Further, parents can take a few minutes every day to play little games like sitting still and counting for how long they can do it, retrieving items and bringing them to parents, being shown a picture and then recalling to mom what they saw - all simple activities that improve focus, patience, and attention.

3. TA's can practice the same types of activities before class. To be clear, if management is a major issue in the class, reviewing English with the kids before close won't be as helpful or as necessary as reviewing 'class' before class. Practice looking at pictures on the board, turning the projector off and students recall what they saw, play a game to see who can sit on their chairs without making a sound the longest, have staring contests - you know kids stare at the TA and the first one to 'blink' or 'laugh' is the loser. Get the students talking in Chinese a lot about what good students do and maybe choose one 'new' good behavior each week and this will be the 'special behavior' all class - you, the TA will notice who does the behavior the most throughout class and give special treat at the end of class.

Keep the ideas coming guys! And Christine, thanks for typing Chinese and English! Super!

Hi everyone,

Just an update.

Next week we'll have big, bright, cute classroom posters for CP01 which remind the students what good 'Shane Kids' do - listen, stay seated, and be happy.

We'll also have smaller versions of the same posters for parents to take home and hang so that they can remind their kids a few minutes every day and have some 'repeat continuity.'

We are designing this week and then will send the poster to the printers.

Cheers,

Shannon