Even that last trick makes the class listen to whether you are going to say les garГ§ons or les filles first. To ensure an orderly departure you could let the class out in rows or boys first, then girls (or vice versa). Then you can ask classes to stand with a Levez-vous. You could end with a Rangez vos affaires or equivalent. If a whole class is very late for no good reason you may need to have the individual or the class back at break or lunchtime to make your point.Д®nds of lessons need a tidy routine as well. In this way the rest of the class know that you will not accept lateness and that they may be embarrassed in public if they are late. In certain cases you may need to make a big fuss, show great disapproval. Perhaps you have taught them to say Excusez-moi, je suis en retard or similar. What if you get late-comers? In most cases make little fuss. If they have been allowed to be too noisy in the previous lesson this could carry on to your lesson.

If they have been very quiet for an hour they may need to be noisier now. The mood of a class when it arrives will be partly dependent on the previous lesson. Children like habits, they know what to do, they feel safe with them, as do you. With younger classes why not tell the class that you are going to count down in TL from 20 to zero and that they must have all their books out by the time you get to zero? Or why not have the class recite or sing the alphabet as they come in and they have to have all their books ready by the time they get to Z? When it comes to the class sitting down, why not occasionally break the routine by saying that they can sit down when they hear the first letter of their name? Patterns such as these exploit the behaviourist dimension of learning. In the real world, of course, it doesnвЂ™t always work that way, so you could help the process along with a trick or two. (I don't agree with the old phrase 'never smile until Christmas'!) When they are standing in front of you use eye contact, make sure the class know you are looking at them, preferably with a smile. Be insistent, persevere, try not to accept second best. Children have to learn routines and you have to practise them until they get them right. You need to work at them each day until you have the start to the lesson you would like. These routines donвЂ™t just happen, however.

ItвЂ™s possible for you to have that start to nearly all lessons if you work at it and especially if your school's culture supports that ethos.

The class sit down and listen attentively to what you are going to say next. They reply in unison Bonjour, monsieur/madame. You wait for total silence and greet them with a Bonjour tout le monde! or equivalent. They are calmly standing behind their table. The class are now in the room having taken out their materials. If there is a uniform code, perhaps you have the odd word with them about their appearance, maybe a little how are you?, in the target language, a bit of personal chit chat in English here and there: what lesson have you had? how was it? what was the best bit? Maybe they have to use a bit of TL they have recently learned as their entry code. You stand by the doorway as they enter in single file. Maybe the children are lining up outside your classroom. Visualise how you would like your ideal lesson to startвЂ¦. Here are some ideas for you which I have learned from my own experience, from observing colleagues and student teachers over 30 years of teaching French in secondary schools (high schools).

Teachers plan book template