Novi Rahayu Restaningrum


Teacher’s position in the classroom depends on several aspects including the classroom s/he teaches in – whether s/he has the ability to move around – and the nature of the activities s/he is going to do in the class. As teacher’s gestures including positioning and body posture bring particular message to the students, the positionwhether a teacher should stand in front of the students, crouch down near them or sit with them on the floorneeds to be considered when the teacher plans the lesson. This paper presents a discussion on how teachers of young learners position themselves in the classroom,the observed students’ behaviour during the lesson as the impacts of the positioning, and the teachers’ perspectives of the impacts of their positioning towards the students’ movement in the classroom. The study is done through observations towards and interview with two English teachers teaching classes of children of early years (4-5 years old), at a pre-school in Jakarta. It will portray a description about the teachers’ position in the classroom and why they choose particular position for particular activity. Analysis on how students react to their lesson in relation to their position while teaching will be presented. As a final point, I will elaborate the discussion to how teacher’s positioning strategy can be implemented to help improving teacher’s teaching practice. The presentation is envisioned for language teachers, language teaching researchers, teacher trainers, and those who are interested in the area of Teaching English to Young Learners (TEYL).


Teacher’s Position, Teaching English to Young Learners (TEYL), Young Learner, Classroom Managementy

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