1. Drawing attention and keeping discipline in young learner classroom

2. Disciplined classroom Discipline in YL classroom comprises: involvement in the classroom activities -mental engagement - actual occupation clear behavioural patterns (class/school rules) - rules organising classroom activities - rules concerning discipline motivation - considering interests and abilities of learners - engaging and occupying the whole class

3. Disciplined classroom involvement Mental engagement means that the activity involves the learner mentally - guessing - imagining - ordering - matching - problem solving and emotionally - fun - wish to win - pride Activities Activities: -Games -Puzzles -Competitions - imagining - creative activities Actual occupation means that the learner is physically doing something. The activity does not involve the learner mentally nor emotionally. - drawing - repeating - singing - reading Activities Activities: - listening with TPR-activities - reciting - copying of vocabulary

4. Disciplined classroom behavioural patterns Rules for classroom activities very according to different activities: - preparing, starting and ending an activity - doing an activity - standing in the row - waiting for one´s turn - not speaking simultaneously - taking and following roles during games and competitions - …. Rules for general behaviour in the classroom: - following the commands of the teacher -participating in activities - not disturbing other learners - using teaching materials appropriately Rules Oral - mostly for activities - explained before the beginning of the activity Written Discipline rules written mostly in form of a code of behaviour hanging in the classroom

5. Disciplined classroom motivation interests and abilities of learners - capacity for indirect learning - wish for play and fun - natural curiosity - topics and activities interesting for young learners engaging and occupying the whole class - Sharing teachers attention equally - involving all learners in activities - mentally - emotionally - valuing all learner´s contributions - prizing - justice - help and encouragement Extrinsic and intrinsic motivation are equally important

6. Techniques for attention and discipline ´stirring ´and ´settling´ activities ´ Stirring ´ activities stimulating and emotionally engaging but sometimes over- exciting oral plays competitions games activities involving teacher and one learner creative work activities in pairs or groups ´ Settling ´activities Calming down, reflexive but sometimes boring coping drawing and colouring listening repetitive activities (rhymes) singing

7. Techniques for attention and discipline ´stirring ´and ´settling´ activities Choosing activities to suit the mood of the learners The teacher should recognise the present interests of the learners (e.g. singing a song but not taking part in a competition) consider their emotions or likes and dislikes in regard to activities stick to routines and rules if there is need to calm dawn the learners and organise difficult activities relinquish the routines if they lead to boredom and demotivation assess the potential of ´ stirring ´ and ´settling ´ activities and use them accordingly in a certain group or classroom situation

8. References Halliwell, Susan. 1992. Teaching English in the Primary Classroom. Manchester : Longman http://www.cambridge.org/servlet/file/PrimaryColours+LALL+TT+ Discipline.pdf?ITEM_ENT_ID=2422006&ITEM_VERSION=1&COLLSPEC_ENT_ID=7 (10.05.2011) http://www.teachingenglish.org.uk/think/articles/managing-young-learnershttp://www.teachingenglish.org.uk/think/articles/managing-young-learners (12.05.2011) Qinglan, Li; Junyan, Wu; Shongshan, Hou. Effective Classroom Management in Young Learners English Teaching. http://www.elt-china.org/pastversion/lw/pdf/liqinglan.pdfhttp://www.elt-china.org/pastversion/lw/pdf/liqinglan.pdf (12.05.2011)