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Final Reflection Activity :

Write one "golden rule" for managing behaviour in a Malaysian ESL primary classroom. Post in canva /padlet

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Colorful Culture and Communication Presentation

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For me, my golden rule is: English Time = Respect Time – we listen, we share, we care.

- It’s short, rhythmic, and easy for children to remember. It also links directly to English class while reminding them of three key behaviours: listening, participating, and showing kindness.

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Golden Rule: Respect is mutual – always speak and act with kindness.

For me, respect is the key inmanaging behaviour because it builds trust between teacher and pupils. When I treat my pupils kindly, they are more confident to speak English without fear of mistakes. I believe this reflects our Malaysian values of courtesy and helps create a positive classroom atmosphere.

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My golden rule for managing behaviour in a Malaysian ESL primary classroom is “Always try your best, even if it’s hard.” This rule encourages pupils to put in consistent effort, even when learning English feels challenging. It also helps reduce disruptive behaviour, since pupils are reminded to focus on their own progress instead of giving up or distracting others.

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My classroom golden rule is 'listen carefully, speak kindly, act safely'. This means we pay attention when others are talking, use polite and respectful words, and behave in a way that keeps everyone happy and safe in the classroom.

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My kind of “golden rule” in classroom is to respect each other; listen, wait for your turn, and use kind words in English.”

This rule is short, easy for Malaysian primary pupils to remember, and it encourages both good behaviour and language practice.

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Golden Rule: Always listen carefully when others are speaking. This rule encourages pupils to be attentive listeners, which is essential for effective language learning. It also fosters respect towards both classmates and the teacher, creating a supportive and orderly classroom environment.

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My golden rule is “mistake is a part of learning”. This rule encourages students not to be afraid of failing or making mistakes, but to see them as opportunities to grow. It also prevents students from mocking others who make mistakes while learning.

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My golden rule is to always create a respectful and supportive environment where every pupil feels valued, listened to, and encouraged to participate. In a Malaysian ESL classroom, pupils come from different backgrounds and levels of English, so it is important to make them feel safe to try without fear of being judged. When pupils know that their voices matter, they will be more confident to speak and use the language. This also reduces misbehaviour because they feel included and cared for. At the end of the day, respect and encouragement build both discipline and motivation in the classroom.

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My golden rule for managing behaviour in a Malaysian ESL primary classroom is: “Always raise your hand when you want to speak.” This rule is important because it teaches pupils to wait for their turn, showing respect to both the teacher and their classmates. By raising their hands, pupils learn patience, practice self-control, and create a more organised classroom where everyone feels heard and valued.

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My golden rule would be, "Treat others the way you want to be treated". This rule encourages pupils to treat other people respectfully especially their classmates and community within the schools.

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Refer to the GC for the tutorial activity explanation.

Tutorial Questions with Simulation Activities

Section A: Questioning Cycle (Groups 1–4)

Q1 (Group 1): Planning Effective Questions

Q2 (Group 2): Structuring the Question

Q3 (Group 3): Wait Time

Q4 (Group 4): Full Questioning Cycle

Q5 (Group 5): Procedural Questions

Q6 (Group 6): Convergent Questions

Q7 (Group 7): Divergent Questions

Q8 (Group 8): Balancing Question Types

Share your slides here

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Refer to the GC for the tutorial activity explanation.

Section A: Establishing Classroom Routines (Groups 1–3)

Section B: Reinforcing Positive Attitude (Groups 4–5)

Section C: Curbing Negative Behaviour (Groups 6–8)

All groups are required to do all sections

Share your presentation slides here

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Refer to the GC for the tutorial activity explanation.

8 Tutorial Questions & Classroom Simulations (Detailed)

1. How can feedback be

delivered in a way that

motivates improvement

rather than

discourages?

2. What are the

differences between

constructive feedback

and criticism?

3. What techniques can

make feedback clearer

and more specific?

4. How does tone, body

language, gestures

affect feedback?

5. Why is timing important

when giving feedback?

6. How can peer feedback

be structured to be fair

and balanced?

7. What strategies can

you use to handle

negative reactions to

feedback?

8. How can feedback

sessions end positively

to encourage continued

effort?

Materials Checklist:

• Cards with statements (vague vs constructive, scenarios, emotions).

• Feedback forms for observers (tick boxes for clarity, tone, timing, structure).

• Props: sticky notes, emoji cards, timers.

• Mini tasks (reading aloud, spelling, drawing) to serve as content for feedback practice

Share your presentataion slides here

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Refer to the GC for the tutorial activity explanation.

1. “How does a teacher’s rate of speech affect learners’ comprehension and participation in a Malaysian ESL

primary classroom?”

2. “What is the impact of inserting deliberate pauses or wait time after asking a question?”

3. “How can teachers grade their vocabulary to suit primary ESL learners?”

4. “How does the mood of teacher sentences (imperative vs interrogative vs declarative) influence classroom

atmosphere?”

5. “In what ways can purposeful repetition support ESL learners without sounding monotonous?”

6. “How can teachers model language and tasks to support primary ESL learners?”

7. “What strategies can teachers use to repair misunderstandings or breakdowns in communication with ESL

learners?”

Share your presentation slides here

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My golden rule would be,
“Always say thank you and sorry, teacher, at the end of every class session.”
This rule reminds pupils to show gratitude and humility after each lesson. I believe doing so makes the heart feel calm and even when I’m upset.

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CLASSROOM LANGUAGE FOR TEACHERS (GROUP 4)

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https://youtu.be/fqV83gA9OeU?si=FYICeH0QeU4XL4YJ

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NUR AMNA MARDIYAH BINTI HADZRI IPG-Pelajar

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https://youtu.be/9fYQDkS6XMM?si=6h4cntIxbwDaOh1J

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Rate of Speech (TSLB3422 Tutorial Topic 5)

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TSLB3422 TUTORIAL WEEK4 (AMIRAH, FARAH AND HANI)

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TSLB3422 TUTORIAL TASK WEEK5 (AMIRAH, FARAH AND HANI)

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Purple White Texture Brainstrom Mind Map