INSTITUT PENDIDIKAN GURU
KAMPUS IPOH
31150 HULU KINTA,
PERAK DARUL RIDZUAN
TSLB3303
THEORY AND PRACTICE IN PRIMARY ENGLISH LANGUAGE
TEACHING 1
Nama : MIRRTHINI A/P RAVINDERAN
No. K/P : 040207-08-1140
Angka Giliran : 2024242440116
Program : PPSIMP
Ambilan : OGOS 2024
Unit : A3
Nama Pensyarah : DR.SUMATI
MUNIANDY
Tarikh Hantar : 27 MARCH 2025
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Analyzing Age-Appropriate Pedagogies and Classroom Management in an ESL
Lesson
1.0 Introduction
Teaching English as a Second Language (ESL) to young learners requires the
application of age-appropriate pedagogies and effective classroom management
strategies to facilitate meaningful learning (Marzano, 2003). This essay analyzes a
recorded ESL lesson titled "Teaching English in China - Full 25m lesson on
occupations.". The analysis evaluates whether the pedagogies applied align with the
learners' developmental stage and how the teacher implements classroom
management techniques.
2.0 Age-Appropriate Pedagogies
Effective pedagogical approaches for young learners should cater to their
cognitive, and emotional development (Vygotsky, 1978). Firstly, usage of visual aids
plays a significant role in enhancing comprehension. The teacher introduces different
occupations using flashcards, which provide concrete representations of abstract
concepts. According to Piaget's (1952) theory of cognitive development, young children
in the preoperational stage learn best through visual and hands-on experiences.
However, the effectiveness of these flashcards depends on student interaction. In the
video, the teacher holds up flashcards and asks, "What job is this?" and a student
responds, "Doctor!" This immediate reinforcement helps solidify learning. However, a
more interactive approach, such as allowing students to handle the flashcards
themselves, could have further engaged learners (Asher, 2009).
The lesson incorporates interactive activities, such as role-playing. The teacher
encourages students to act out professions, such as firefighter, reinforcing vocabulary
through experiential learning. Kinesthetic learning strategies significantly enhance
language retention and motivation (Asher, 2009). This aligns with the Total Physical
Response (TPR) approach, which supports second-language acquisition by integrating
movement into learning. For instance, the teacher says, "Let's all be chefs! What do we
do?" The students excitedly mimic stirring and chopping, reinforcing the verb-object
relationships in a meaningful context.
Additionally, the teacher employs songs and chants to reinforce vocabulary. The
students sing an action-based song about different occupations, which aids
pronunciation and memory. This approach aligns with (Gardner,1983) Multiple
Intelligences Theory, emphasizing the role of musical intelligence in language learning.
However, while the song encourages repetition, it lacks variation. Modifying the lyrics to
include student-generated ideas, promoting deeper cognitive engagement.
Furthermore, the teacher maintains simplified language and clear instructions
throughout the lesson. By using short sentences and repetitive structures, the teacher
ensures that students grasp key concepts without feeling overwhelmed. For example,
when introducing a new profession, the teacher states, " A firefighter helps people. Can
you say 'firefighter'?" The structured repetition aligns with Krashen’s (1982) Input
Hypothesis, which states that comprehensible input slightly above the learner’s current
proficiency level fosters language acquisition. However, this approach may limit
spontaneous language use, and incorporating open-ended questions could encourage
more active participation.
3.0 Classroom Management Skills
Classroom management is critical in maintaining an environment conducive to
language learning. One key strategy is establishing routines. The lesson begins with a
familiar greeting, followed by a quick review of previously learned content. Structured
routines provide young learners with a sense of stability and reduce anxiety (Evertson
& Weinstein, 2013). The teacher says, "Good morning, class! What did we learn
yesterday?" prompting students to recall prior knowledge. However, while the greeting
engages students, adding a kinesthetic component such as a greeting song could
increase attentiveness .
Another effective technique observed is positive reinforcement. The teacher
frequently praises students for their responses, using phrases such as "Good job!" and
"Well done!" Additionally, stickers and claps are used as rewards for participation.
Skinner’s (1957) Behaviorist Theory states that reinforcement strengthens desired
behaviors, encouraging students to stay motivated. However, the praise is mostly
general rather than specific. Targeted praise, such as "Great job! "You are right" is
more effective in reinforcing language learning (Emmer & Evertson, 2016).
Furthermore, clear instructions and modeling also play a crucial role in classroom
management. Before each activity, the teacher demonstrates the expected response,
ensuring that students understand what to do. Modeling aligns with Bandura’s (1977)
Social Learning Theory, which emphasizes the importance of observation and imitation
in learning. For example, when introducing the concept of a "chef," the teacher
pretends to cook, prompting students to mimic the action, reinforcing meaning through
movement. An additional step of peer modeling, where students demonstrate for each
other could solidify understanding.
Additionally, the teacher effectively implements active monitoring by moving
around the classroom and providing immediate feedback. This presence ensures that
students remain focused and receive guidance when needed. Active monitoring
reduces disruptions and enhances student engagement (Marzano, 2003). However, in
the video, some students in the back appear disengaged during certain activities. This
suggests that proximity control, physically moving closer to less attentive students,
could be more effective (Evertson & Weinstein, 2013).
Finally, smooth transitions between activities are managed through non-verbal
cues such as clapping patterns. Effective transition techniques minimize downtime and
keep students engaged (Emmer & Evertson, 2016). In the observed lesson, the
teacher uses a rhythmic clap to signal the end of an activity, to which students respond
by clapping back and preparing for the next task. However, at one point, a transition to
a writing task results in noticeable confusion among students. Implementing a visual
cue, such as a timer, could help make transitions smoother.
4.0 Conclusion
The analysis of the observed ESL lesson demonstrates the application of effective,
age-appropriate pedagogies and classroom management strategies. However, a more
interactive approach to visual aids, targeted praise, and improved transition strategies
could enhance engagement and learning outcomes.
Youtube video:
https://youtu.be/Snc7glDXjXI?feature=shared
References
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