9) be consistent with messages to YL

10) listen to what YL have to say

11) ensuring that the materials are appropriate to the needs of YL

12) not having ‘favourites’

They can even earn checks for walking quietly in the hallway or being helpful to others. Students always remember how many checks they've earned and even know how many others have as well! It also allows for positive peer pressure--they don't want to be the only one not to have gotten a sticker for the class!

16) Facial expressions can work wonders. It is always so difficult for a teacher starting out to find that fine line between stern disciplining and learning through fun.

17) Rewarding with stickers - import stickers from the UK with 'I've been good today', or 'Great!' 'Fantastic!', and so on. The children earn them for any number of things. We also have star stickers. After ten stars they receive a star certificate. They tend to stick these stickers on the front inside cover of their course book, and thoroughly enjoy comparing them and counting them in English.

18) Sticking to a routine

19) Never allowing ourselves to shout.

20)  Ignore the attention seekers (we all have one who asks constantly to be 'the one' to clean the board etc) and congratulate the quiet ones, reward good behaviour, mean what we say.

Visual

Auditory

Kinaesthetic (movement and touch)

By planning the lesson with each topic being taught in all three ways, all the children can learn the same subject in different ways and the ways that most suit them.

22) By keeping the lesson "snappy" and interesting too, all children will look forward to the lesson.

24) Also planning activities where the children have ownership. Where there is opportunity for the children to be involved and the opportunity to meaningfully relate their personal experiences to what is happening in the language classroom.

Organise the class into teams who are going to contest for every bit of score they can gain by being regular and consistent for their class works , homeworks ,chart making , project planning etc etc .In case of any child resorting to indiscipline or not doing any sort of a work ...other team members (instead of the teacher ) take him to task for getting marks deducted for the team ...disciplining dun within the gp of children by themselves and for themselves ... a teachers dream come true!!!!

28) ‘ …  using effective classroom management skills which are appropriate to the developmental age of the learners and careful lesson planning …’

29) maximising the potential of each child - do not let them get away with anything but their best/expect the very highest standards from each child, develop pupils' self-esteem and own personal standards
30) training the pupils to listen, keep quite at the right time and pay attention and concentrate - learner training to develop effective learning strategies, building peer/teacher respect and social skills
31) respecting cultural differences - be sensitive to childrens' expectations of how they consider a teacher should behave and how they expect a lesson to
be conducted and use a methodology that is appropriate and effective for the local context and cognitive stage of the pupils
32) being firm but fair and consistent - set up ground rules/class contracts and stick to them by referring back to them when need be
33) accommodating different learning styles
34) providing plenty of variety
35) maintaining a crisp pace to a lesson and cohesion - this involves methodological preparation by informing pupils of what they are going to do and why, clear signals to change from one activity cycle to the next, summarising and reviewing
36) providing plenty of support (visual, audio, linguistic)
37) providing plenty of positive reinforcement
38) allowing children to personalise language learning activities - linked to ownership and final outcomes/products and thereby providing a
reason/rationale for doing an activity which is relevant, interesting and purposeful
39) providing the appropriate level of challenge (not too easy/not too difficult)

41) video your class. Watch it at home or share it with a colleague you trust, try and work out what might be causing the problem. Attempt a classroom research project on it. Share the results with others! Let’s not re-invent the wheel.

42) observe a teacher who you respect, especially one with a ‘quiet’ voice, what do they do that makes a difference. Practice it in front of a mirror! Video yourself again, does it make a difference?  Think WHY?

43) try getting a team points system working.  A little different from the stickers idea.  Divide the class into 4 or more teams (try and get a balance between boys and girls, popular and less popular etc.) approx. 8 in each is probably maximum.  Team points can be earned through homework done well, behaviour, sports etc.  It is not a new idea, we don’t have to re-invent the wheel, and although they YL are extrinsically motivated to earn the team points (you could have a small team prize monthly or termly), what I think is essential is that they work together to do better.

44) get YL to regularly self-assess their behaviour as an integral part of your programme eg. at the end of a unit or topic when they self assess their performance, get them to think about how they behaved, and how their class behaved. I think attitude and behaviour should count!

45) with particularly difficult YL get them to sign a contract, identify the behaviour you want changed and agree on steps about changing it.  Meet regularly to evaluate. Include the parents if necessary.