It is functional to have a seating arrangement of the
learners. It allows the lecturer to refer to the learners by their
names (preferable first names). Every occasionally the positions of the
learners should be rearranged and a new seating plan made (unless the
teacher has memorized all the names by that time).
The contribution of all members of the group of students should be ensured by starting sequence drills from various ends of the course group and breaking them after five or six persons. Individual learners from an assortment of parts of the room should be called upon, to maintain concentration. The teacher should move about the room rather than remain seated behind his desk.
Discipline problems – some teachers have no problem in maintaining their learners’ attention all the time, others have to learn how to do it. To maintain proper order in the classroom, the teacher must observe several rules governing his own behaviour, which directly influences the behaviour of his learners.
First, the learners have to be interested in what they are doing. To make the learners interested, the educator must preparation his lecture in such a way that they are varied. Spoken practice commonly takes most of the time; however, it can be made more fascinating by means of other activities such as games, songs, dictations, riddles, puzzles, etc.
Every one of learners must partake in each lesson. The teacher may provide work for the learners in preparing and bringing a mixture of aids, arranging them in the classroom, cleaning the blackboard, rescheduling the furniture, if indispensable, and in other supplementary activities like organizing games, dramatizations, short skits, etc.
The lesson should move along hurriedly. The teacher should prompt the accurate answers himself or have another apprentice do it as soon as he realizes that a student is powerless to present a reply. Only those mistakes, which encumber announcement, should be corrected instantaneously. The teacher should keep in mind other mistakes and get rid of them by means of extraordinary drills throughout an afterward part of the identical class or, if the time does not authorize, for the duration of another tutorial.
The learners must be praised whenever they merit commend. The teacher should note undersized advancement.
1. Using games and their importance in teaching English by young learners. Kinds of games according to age, level, and aim.
Verbal communication games are an influential means of livening up the lessons and scattering tediousness, which frequently results from drills. Language games, like songs, must be constructed in such a way that they give linguistic practice in imperative constructions. Each game must have an extraordinary aim and the educator must be conscious of what meticulous cleverness is practiced through a scrupulous game. Therefore, there are four fundamental skills:
1. Listening games.
a. grapevine telegraph,
b. find the object,
2. Speaking games.
a. point-and-say
b. getting your own back
c. charades
d. where is it?
e. Where was I?
f. Who has it?
g. Twenty questions
h. What is it?
i. Antonyms and synonyms
j. Let’s tell a story
k. The biography game