Learning At A Young Age with English

Mr Simon Green, a Pra English teacher.

Mr. Simon Green, a CfBT English Pra teacher conducted a staff development for all teachers from the school. The occasion took place in the afternoon in his Pra English classroom on the 28^th May 2013. Also attending the workshop was the Headmistress, Cikgu Hjh Norliha binti Haji Matali.

The workshop focused on the class layout, behaviour management systems, routines, expectations and standards that were to be instilled among the Pra pupils so that they would know the rules and regulations they needed to follow ensuring their lessons were a success. In other words, the pupils must have the discipline at a young age, which then gradually overtime it will become a habit without the teacher to repeat saying the same thing.

In the class layout management, Mr. Simon Green explained that the pupils must know clearly what is expected of them while in the classroom, where they are expected to be at any given time, what they are learning and what stage they are at, what the specific goal is and how they will know they have reached success, what the expectation is while learning, what can help aid their learning and how they are expected to perform.

He added that the Pra kids would learn 11 themes for that year in 7 areas for learning and these included the behavior management during the lesson, the clear explanation of learning intentions and success criteria, reading and writing, teaching and learning with use of square grids and finally the production or outcome of the pupils’ learning. The aims of these 11 themes which are shifted around the classroom as the year progresses are there to be referred to by the pupils, to extend learning and fill in gaps so indirectly they are encouraged to speak among themselves about their past lessons.

About the behavior management, Mr Simon showed how he did to his pupils to behave nicely and to be good with teachers and friends. He introduced the space rocket Behaviour Management theme to becoming a ‘star student’. This correlates to the teaching and learning area. Apart, this tactic is like selling the reward to the kids aiming the pupils to get rid of unwanted behavior in classroom. It also encourages them to behave modestly and nicely to others. This then affects and sets standard for the class. It also gives boundaries which they respond positively to, helps them better understand the expectation while in class and reduces class ‘breakdowns’.

Learning Intentions and Success Criteria explained where the pupils can learn and articulate what they are learning to do. The pupils will have clear visuals for success with the learning system and they can see where their success lies.

In the reading and writing, they are designed for pupils to further their learning, extend or bring others up – like the motto “No one gets left behind”. Mr. Simon added that the areas should hold things that have already been taught. If not, pupils will simply play if they haven’t been taught the expectation with equipment or how to use a particular resource. For ability groupings, such as the colour coded seating plan, allow for fluent pupils to help less able ones.

The teaching and learning with use of seating grids link with the behavior management theme, the chart. Each pupil has their square tile and they are split boy and girl to reduce distracting and unwanted interaction. Each pupil with identified learning or behavior issues is seated in a specific area and each is specifically partnered with alternate ability partner.

In the production or outcome learning, pupils will move on to the desks allowing greater opportunity for group work, interaction familiarity with partner or group and encourages team building. Pupils are ability grouped, in accordance with the seating or behavior plan which allows those more able to guide or inspire the less able.