You are asked to reply to one or more questions:
1. In Routines for Younger Learners, Wilson offers us over a dozen management techniques and strategies for the classroom. Select two strategies that you would like to try in your classroom. Explain why you think they will be effective in improving your classroom atmosphere.
2. Amara gives us several reasons why pair work and group work are motivting for students. Explain why you agree or disagree with his reasons. Could group work ever de-motivate learners? If you think so, describe examples that you've noticed where group work may decrease motivation.
3. How would you describe the most important benefits of humor in the classroom? Explain how you can avoid the negative aspects of humor (primitive side of humor) that Chee describes. Would you agree that your lesson must be well-prepared to adopt only positive humor? Explain.

The most important benefits of humor in class are:
Humor reduces stress tention retention. It creates a more positive classroom environment. It is helpful in adding to students' attention and keeping their interest. It contributes to a positive rapport between teacher -student.Students feel more ease to participate and look forward to attending class.They perceive the teacher who uses humor in the classroom as approachable. The relationship between st.\teacher is enhanced by a degree of humor.Students perceive humor as an effective tool in the classroom environment. It should not be used to embarass or redicule.
A well prepared lesson is beyond any doubt a first step to adopt a positive humor but Ithink if a teacher follows some unnegotiable principles primitive humor has no chance to develop.
Games -cartoons -stories jokes -must be prepared taking into account students' daily life: How do they amuse themselves- what do they like reading in their spare time-

what kind of music do they listen to?We all well know how stressed is students' daily routine,school- homework- attending outschool classes-activities.Give a good reason to them to escape from this well established anxienty to the world of a well meant humor. Prepare your lesson thinking that our young learners' expectations demand not only knowledge but more feeling.

I would like to mention what I've already found that it's effective in improving my classroom atmosphere:1.chef de la sala: I used to change him in each lesson ,learners got very upset if someone misses turn so it is done in strict rotation. 2.My students enjoy very much getting stamps -stickers for good work -behaviour.3.Positive language is an efficient motivation for good discipline.4.'Please take your seats'.students are familiarized with this phrase at the start of the lesson.5.I save a lot of time it is a way to focus their attention to what is goig on , by asking them to get out books - pencilcases etc at the beginning.
I've tried some more but I'm still trying to establish them as students keep on considering- 'chewing gum -' as a delicious deligtful-answering loudly without raising hands -, as a mean to attract their classmates' admiration-tidying up time 10-15 sometimes is not enough time for them , on the teacher's side it steals a lot of precious time.
Now I would like to try ''Quick times \noisy times '' this strategy combines a lot of activities.I propose not only the teacher but the students ,using their imagination and previous knowledge, create the visual signs.The whole class will come in an agreement which signs will be used.In this way st. get satisfied feeling for a while 'masters of class'.English songs for background noise function as a pleasant 'alarm' which calls them to start something 'new': to sing a song.
To conclude ' class monitors' is a great idea.All the kids participate, regardless of their proficiency level, they are looking forward for their turn. The whole process cultivates child's responsibility-awareness-sense of well organised classroom- sense of time : to be all in time- it makes him\her helpful and reinforce self confidence
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Lynn Wilson's recommendations on how to establish routines have proved really valuable in all of the classroom settings I've been employed so far. As a substitute teacher, I have worked with students aged from 6 to 66 (quite recently) and I have subconsciously used a different combination of the proposed techniques (selecting, of course, the ones that are appropriate to the Ss' age) to reduce anxiety and boost active participation.As for younger learners, I have noticed that establishing simple routines from the very beginning (right after you introduce yourselves to each other) can guarantee a fruitful and highly rewarding term. The learners do need to know what is expected of them, when and why and Lynn Wilson's article is full of useful ideas to help us establish those simple routines that can transform a classroom into the best possible learning environment. Needless to say that getting used to routines will also equip children with life skills which will prove extremely useful later on.

Hello everyone!I would like to share with you the exact words of Wanda Walker, the Oregon University instructor on the issue of motivating and managing pupils' behaviour in class. I really liked her idea that I kept her post for future reference. This is what she suggested: " Some times an extra "Squirrelly" class needs a bit of help. One trick I have done is to place a large jar on my desk, and every time they do something good as a group (like quiet down quickly, or clean up well), I put 4-5 marbles in the jar. When the jar is full, the whole class gets a treat like 10 minutes of free play on a Friday, an ice cream part, etc. We agree in advance by class vote as to what the prize is. Marbles can also be removed if the class has a really hard day with not following instructions, but I rarely have to do this.
The best element to this method, is that the whole class is the monitor of other's behavior. If someone is not following instructions, their table mates will say, "Shhhh! We want to earn our marbles today!"
What do you think?"
Her comment raised the issue of reward. What do you think about that? Do you usually offer something to pupils in return for their good behaviour or not? I was surprised to hear that colleagues from Asian countries are used to giving children sweets or little gimmicks as a prize. What 's your reaction to that?

Check out this link for very handy ideas on management problems that can pop up anytime!http://www.usciences.edu/teaching/tips/management.shtml#positive
Click on every situation and jot down ideas for every emergency case!
And one clever idea coming from one of my Facebook groups!

"I love this fantastic idea from Miss N over at Coffee, Kids and Compulsive Lists blog -http://coffeekidsandcompulsivelists.blogspot.com.au/2013/02/2013-classroom-pics.html Use two colors for name calling sticks. Flip the stick after you've called that student."

Task 1. With regard to the techniques shared by Lynn Wilson, I think the idea of a strict order of ‘helpers’ is important as it’s perceived by Ls as a sign of fairness. (I usually do A-Z of first names in English and write them up to help with recognition of the letters. In older classes, Z-A mixes it up a little!)
I want to try the two question routine. The first ‘How are you?’ question could be answered with a thumbs up/down gesture +/or with language and would help me gauge the class mood quickly. Then, the ‘revision’ question would establish if they’d acquired the previous lesson’s input and what was still unclear. I think giving Ls the responsibility of the spotlight can build their confidence when they see that they are speaking English but with VYLs you need to know who won’t feel comfortable and so perhaps a ‘phone a friend’ or ‘quiz show’ partner might be an option.
I hope this would improve the atmosphere because they realize that they have learnt something and can use it to communicate.
The other idea I want to incorporate is the visuals for noisy/quiet activities because in whole group questioning Ls are sometimes confused as to whether it’s ok to shout out or whether hands up only is required. I think laminated signs or even just drawings on the board could help with this.
In general, the various articles have helped me see that I don’t reward good behavior enough. I may end the lesson with someone’s name under the sad face on the board but I seldom write up the good ones (it takes time…). This week in 5th grade I started to do this when they were getting restless and things improved no end. The Ls whose name was neither under the sad or happy face were prompted to reflect on why – and they all could!

In Routines for Younger Learners, Wilson offers us over a dozen management techniques and strategies for the classroom, which are actually really helpful so as to create a positive atmosphere in the classroom. However, as far as my opinion is concerned I believe that two of the most effective ways in improving the class atmosphere are: 1. Using good work stamps and smiley faces and 2.Make Children get things out of their bags at the beginning of the lesson.
To begin with, it is really important to give Children recompense for their good work, for Instance by giving them good work stamps and smiley faces. From my experience, I have observed tha in this way Children try every time to become better, in order to get that recompense and, as a result, feel proud for themslves.
Moreover, using the strategy of making students get things out of their bags at the beginning of the lesson and putting them back at the end of it, can minimize the disruption of the concentration of students. Specifically, it is an undeniable fact that children's concentration can be violated easily and this can destroy the posititve atmosphere of class.
In conclusion, we can easily understand that it is important to do anything to improve the class atmosphere, as in this way students can work more effectively and enjoy the process of learning English.

Hello everyone! I have to say that all Wilson's ideas for routines and classroom management are very useful and I have used many of those so far. However, there are three strategies ( allow me to chose three and not two ) which I have never tried and think they will be of great help. The password for entering and leaving the classroom seems very intriguing and very motivating. The "entering password" could be derived from something that was learnt in the previous lesson and the "exit password" could be something that was learnt that day and will be used as "entering password" for the next lesson. I think this is not only a good technique for consolidation but it establishes new knowledge through a kind of game thus, making it very motivating and pleasant! The good behaviour rewards is another strategy I would like to try with my students.I guess more or less all of us give good work rewards but we acknowledge good behaviour only verbaly. Why not try to be specific on what good behaviour is and reward it with stickers and smiley faces? .I realy liked Wanda Waker's idea with the jar and the marbles that Julie told us and I believe that such a strategy will give the lesson a very motivating and "playful" atmosphere.The best part is that you can let the students evaluate their own behaviour and so the whole class becomes the monitor of the other's behaviour something that makes them even more responsible.Finally, the idea of the certificates is great and specifically I liked the fact that you can give different certificates to different students ( eg. for tidy writing, cooperation etc.) In this way, you can reward all students no matter how weak they are and thus motivate them and make them feel confident.

The most important benefits of humor in the classroom are narrowing the distance between the teacher and students as well as the students from each other(!), since the "primitive" types of humor explained in Chee's article can arise among them at any given moment where children, as is evident in human nature, can be mean and ridicule each other " humorously" wanting to display their superiority to others, while also picking on children who are "different" from them or a majority. Lessons which incorporate a celebration and a respect of people's differences from each other and the teacher is able to transmit the value of seeing the beauty and talents of each person, the classroom environment will be a healthy, comfortable and harmonious one which can aptly prepare students for the real world. Unfortunately, the real world is harsh and adults are subject to using primitive humour as well. If students learn to use humor appropriately and for good purposes Instilling confidence in themselves starting from school, perhaps they can grow into more mature adults of this world and be better prepared to confront and ease primitive humorous confrontations later on as well. Healthy humor,, in general, breaks the ice, releases anxiety, and liberates learners to be more at ease to receive knowledge in the classroom. I believe it should be prepared before a lesson to a degree. Lots of humorous moments can arise unplanned, and that is where the well balanced teacher needs to be keep the balance among the children and not let things get out of hand by reminding them through various talks and tasks of the importance of laughing with someone and not at them. The idea of empathy should be emphasized and treating a person the way we would like to be treated. Any environment should be made to be unthreatening , without feelings of humiliation or vulnerability on the part of any child or person of any age girt gat matter.

Please excuse the typos...I do not see an edit button anywhere...:(
Continued...
on the part of any child or person of any age for that matter.
Planned humor in a lesson helps create a relaxed atmosphere for learning and pictorial humor could benefit a child's learning of the second or foreign language immensely. Chee says that it is a valuable stimulus, and a picture along with a text " can help the young learner in the memorization of structures." An activity that could help students learn English idioms could involve pictorial depictions or cartoons where English idioms are used such as "It's raining cats and dogs" (as opposed to the Greek equivalent of the rainfall of legs of chairs!) with the said animals falling from the sky, an image which could definitely cause hysterical laughter to the learner who is first introduced to this one!
Similar "funny" phrases, sayings, proverbs, and or quotes that would usually be difficult to comprehend or remember could be learnt in a much easier manner, in a fun and joyous atmosphere. Students could pair up and comment on such pictures or even be given the idioms to make their own illustrations,or vice versa, they could be given the cartoons and have to add captions underneath taken from a list of newly acquired sayings in the second or foreign language. Whatever the context within which children learn, a healthy sense of humor can only enrich the learning process.

I have used several of the routines that Wilson presents and they have been very helpful. For example, lining up, getting learners' crayons, scissors out of the bags at the beggining of the lesson, sitting in seats, hands up, chewing gum, chefe de sala, giving them certificates (e.g. the star student of the week) and work stamps. For going to the toilet the children have learnt to raise two fingers. In this way I understand their need and there isn't constant verbal disruption of the class. However, some days I have more problems with my classroom management so I would like to try the technique of passwords for entering and leaving the classroom. I have chosen this strategy because I think it will both prevent potential noise and it will help students to revise and consolidate vocabulary they have been taught. I imagine they will also see it as a game. The second routine is establishing quiet and noisy times. Since most of my pupils are visual I hope that having signs on the board when we do a specific activity will be effective. Moreover, background music such as instrumental or songs they know will minimize any misbehavior, attract their attention and get them focused as they are auditory types as well.

Module 3 Task 1
It is interesting that there is unanimity in the choice of tasks among us. So far all of us with the exception of Ms Mitroussi and Ms Mairi Karolina responded to Wilson's article. It is so full of basic ( it feels like step 1) teaching advice yet wise and practical.
I was glad to notice that I have implemented some of these routines like teacher language for classroom actions (stand up/sit down etc), hands up to answer questions, stamps for good work, lots of praise and smiley faces for good behaviour.
I really liked two tips of Wilson and fell in love with a third. I have seen teachers teaching Greek distribute certificates of good and fast reading, successful completion of maths tasks, excellence in dictation and so forth. I thinlk I can easily adopt this routine or I can write a complimentary phrase in these adorable fortune cookies I came across online. If I fancy them, I imagine my students will go bonkers about them.
The second thing I was intrigued by was the students' introductory talk. I picture myself having some ready-made questions in print about newly-taught material, eg Is there a Music room in our school?/Have we got Physical Education on Tuesdays?. I then picture my student assistant for the week asking 'How are you?' and the printed questions while I write the aims of the day on the whiteboard. I could try that, why not! But in an organised manner so as to save time and cater for the 'weak' students.
Finally, the third thing I can't wait to use is of course the entering and leaving password. It is intriguing, fun and touches on the students' imagination and mine,too! It gives the feeling of little soldiers protecting the camp against intruders and enhances the solidarity of the class. Not to forget that students get to recall taught lexis and build up vocabulary.
See you in Module 4!

When I was planning how to respond on Module 3 over this past week, I had decided to write only about humour in class as this is something I find challenging. The synopsis offered by Chrisitina Mitroussi on the positive impact of humour is what I would have said in exactly the same words. In class, in order to teach specific structures I often bring in a humourous dialogue presented in cartoon clips. Pupils usually pick up the humourous element right away which helps them internalise the target language and motivates them to use it while acting the dialogue out. I make an effort to use the same characters in each dialogue (such as the silly wizards and witches whose tricks result in minor disasters) so that my pupils easily recognise their mannerisms and what they are up to each time. Apart from enjoying the cartoon story, certain lines (“bye, bye skateboard” “can’t you see?” ) stick in their memory.
On the discussion topic of why and how pair/group work can be motivating or not, several factors come into play – external and internal. First, I use several techniques in order to pair up or group pupils together randomly so that a positive classroom climate is maintained. Second the task at hand should be well designed so that, in every step, they feel that they come closer to the ‘solution to the problem’ and keep their enthusiasm. Finally, all group contributions should be praised in terms of the process not the product if motivation is to remain high.

While reading Wilson's article, I felt happy to see that I myself have been using some of his techniques especially in my very young learners classes.For I example, I give them stickers for good behaviour and stamps for good work and we have an established dialogue technique at the beginning of the lesson. What I have tried with not much success is lining them up entering and leaving the classroom.It seems that something turns up every time and we fail to do it right!This could be because of the shool practice to line them in pairs. I think I'll try it again in a train-like way, one student behind the other and see how it works.I believe that this technique is useful in keeping down the noise level and maintaining class control, since every child coming in will sit on their chair without wandering around.
In Wilson's article what I found most amazing is the entering and leaving password, which has never come to my mind! I'll certainly start using it because I feel it will make students anticipate the lesson with joy and it creates stronger bonds among them. Another advantage is recalling already taught vocabulary and/or structures, like Vassiliki has already mentioned.

Module 3 Task 1
Wilson's suggestions concerning class routines were a great treasure for the effective embedment of them in the classroom daily process. I have already been using some of them such as the teacher's assistant rotating according to the register, start lesson when everybody are seated and have their books on their desks, classroom language, hands up to talk,good work stamps, always praise good work or good behaviour.
What really impressed me was Wilson's suggestion about passwords for entering and leaving the classroom.I had never come up with the idea of creating a password to reinforce the students' memorization, something that can be done together with the students, thus involving them more actively in the learning process. The idea of using, for example, difficult vocabulary or structures as passwords I'm sure that will enhance students' consolidation.
Another of his strategies that also impressed me was the evaluation of the students' behaviour as good,so-so or not good at the end of each lesson by the students themselves, I would say. Putting a poster in the classroom with three columns good, so-so or not good and putting a star on the appropriate column after each lesson would raise the students' awareness of how their behaviour contributes to the learning process. This can make them see themselves more objectively.I'm sure it will contribute to the enhancement and effectiveness of the lessons. We may even set a prize for the end of each week(Letr's say, one more star). After the collection of 30 stars they can have a surprise such as playing an extra game in the school yard or listening to one more song ( which they usually enjoy as a listening exercise ). (like the idea of the marbles).
Concluding, I could say that the adoption of these two strategies are worth trying to involve in classroom management and that they will be very effective for the learning process.

One techinque I really liked and I think it is very good for the Young learners to build up vocabulary, is the password. I can choose one word for the next lesson's password or even the students themselves can choose in turnsfor each lesson. In this way, they feel that it's a game (like being secret agents) and they are part of it when it is their turn to choose the password.
Another technique that I think is useful for the classroom management is the use of certificates. They can be given for various reasons (such as behaviour, spelling, drawing, cooperation, writing and so on), so they can be used appropriately in every classroom. Children want to be the best at least at something, so this is their chance. There are several categories and it is very good for them, when they can go home and show their certificate with proud to their mum, instead of just telling her that they were the best at writing, behavind and so on.

In 'Routines for Younger Learners', Wilson offers many useful management techniques and strategies for the classroom. Indeed, classroom management is a very important factor for the lesson to be successful, as it sets the rules shared by the whole class and the teacher. These routines help the learners understand what is expected of them, establish patterns of accepted behaviour and, thus, create a safe learning environment by preventing potential problems.
All routines described by Wilson are interesting but if I had to choose two to implement in my class these would be the following:
1) Passwords for entering and leaving the classroom. This can be a great idea to help learners built up vocabulary. Using passwords (or quwstions and answers) each time they enter or exit the classroom can be seen as a game for learners while at the same time they acquire new vocabulary. Furthermore it will help pupils be quiter as they leave or enter the room, focusing on pulling through this task.
2) Good Behaviour stamps and smiley faces. Apart from evaluating students' linguistic knowledge, it's good to let them know that their behaviour also matters. We can use smiley or sad faces on board or on cards to refer to good or bad behaviour during the lesson. Another good idea would be to put a poster on the wall and put stickers with faces next to pupils' names depending on their behaviour during the lesson. Furthermore, at the end of the lesson, learners could also reflect on their behaviour and evaluate themselves. Thus, they learn to take responsibility for their actions and become aware of how their behaviour influences the rest of the class. Last but not least, in order to give learners one more motive to be quite and careful, I would give them a 'gift' by the end of each month, such as a written praise or less homework etc.
I'm sure the above mentioned strategies will both contribute to a lesson with better quality and more attainable goals.