Assignment 2

Lessons from the Classroom

Reflections on Task Setting Principles with Young Learners
Part A
I have chosen to focus on this area because I feel it is one of the weaker skills in my
toolbox with respect to teaching young learners. I also consider it a very important factor
when it comes to teaching younger students. Task setting, which encompasses classroom
management, giving clear instructions, modelling and demonstrating activities, needs to be
clear and understandable; it is my intuition that less is more when dealing with younger
students. Thornbury (2009) proposes the idea that most classroom management choices
are made 'in flight' during a lesson, and this is particularly important where the focus of the
lesson is based on tasks or activities. Additionally, experienced teachers can make more
free-flowing lessons by establishing routines.
Phillips (1993) states that classroom language and establishing classroom routines
are realistic communicative situations and can be managed in English without the need for
the learners L1. Phillips goes on to say that gestures should be used when giving
instructions in English; this will enable students to get used to them. This can obviously be
contrasted with giving instructions when teaching adults, where there is less need to keep
language to a minimum and gestures are seldom necessary. As my teaching experience is
almost completely with teaching adults, it has been a challenge for me to make the
transition to young learners when it comes to task setting.
The issue of giving clear instructions emerged throughout the course, most
noticeably while teaching the younger of the two groups (5-7 year olds). Apart from my
own self-assessment, instinct and insight (I immediately knew that I had not given clear
instructions because of the reaction of the students), feedback from tutors and colleagues
that were observing highlighted the same issue. For example, in a lesson with 8-10 year
olds, the tutors comments recommended that I work on explaining tasks more simply, and
to model thoroughly before starting activities. During my observations of other teachers I
noticed that my colleagues had similar issues, often giving ungraded instructions that were
too fast and difficult for the learners to understand. Thornbury (2009) states that a good
way of giving instructions that can be applied to young learners is to borrow techniques
from Total Physical Response, where learners carry out physical instructions given by the
teacher; this is worth bearing in mind in the future.
Classroom management (CM) is a related issue that was very prominent during the
teaching practice, predominantly with the 5-7 year old age group. Reilly and Ward (1997)
suggest that it is important that these younger children learn to co-operate, but it is not
easy to organise young learners into a homogeneous group. Scott and Ytreberg (1990)
argue that children benefit from knowing the rules and being familiar with the situation,
having systems and routines. My colleagues and I collaborated to develop a consistent
and coherent set of classroom routines and instructions in order to better facilitate task
setting, e.g. 'hello/goodbye' routines push your chairs in and 'papers in bags' etc. Initially it
was not easy for the children to follow, however after a repetition of these phrases they
soon became used to the instructions and it contributed to a smoother transition to actual

tasks and activities. This was echoed with the older learners, where CM was much more of
a noticeable issue. In this instance, we set up a system which rewarded good behaviour
(the ubiquitous smiley face system). We also used the show me technique to focus
students attention before moving onto activities.

Part B
As I have touched upon, modelling and setting instructions to activities and tasks is one
aspect of task setting that I need to develop. Cameron (2001) says that young learners
need to have experience of carrying out tasks in English, and that modelling of language
use by teachers is an important step in scaffolding activities to support learners. Feedback
from tutors suggested that I should take time to instruct learners, model and demonstrate
activities accurately, for example in lesson 4 an ordering activity did not work as well as it
could have because the students were not entirely sure what to do. Thornbury (2005)
suggests that instructions are the main way teachers manage classroom learning. They
include features such as framing ( indicating an activity has finished and a new one is
beginning, e.g. 'Ok, now...'), and a cue, e.g. 'Ok, go'. Another aspect of task setting which I
could further develop is minimising the amount of language that I use with the young
learners. I tend to use too many words, and this is a product of teaching adults, were I like
to provide as much natural authentic language as possible.
Although I have highlighted certain areas of task setting where there is room for
improvement, I also feel I have some stronger areas which could be built upon, and have
received some encouraging feedback. For example, rapport with learners is a core
principle in my teaching methodology. For learning to take place, I believe students must
be relaxed motivated. Krachen's affective filter hypothesis states that learners' ability to
acquire language is constrained if they are fearful or embarrassed; their filter is 'up'. I also
believe I have been consistent with referring learners to establishing rules, for example
,hands up, arms folded, getting students to assist etc.
Action points:

Work on making sure learners know what they are meant to be doing by giving
clear instructions, demonstrations and modelling.
Wait for full attention before talking to the whole class.

Pay attention to the transitions between activities and to the start and end of

lessons.
Build instructions in at the planning stage.

References:
Cameron, L. 2001. Teaching Languages to Young Learners. CUP.
Phillips, S. 1993. Young Learners. OUP.

Reilly, V and Ward, S.M. .1997. Very Young Learners. OUP.

Scott, W.A. and Ytreberg, L.H. 1990. Teaching English to Children. Longman
Thornbury, S. 2009. An A to Z of ELT. Macmillan.