The dynamic classroom

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  • 1. The Dynamic Classroom Get your kids excited about speaking in English class!
  • 2. Simon Says  This game is usually played to review body parts.  It can be adapted for any age to practice action verbs.  This is a great way to get wake your students up at the beginning of class!
  • 3. Problems  My students do not have motivation in English class.  They do not pay attention.  The students misbehave during English class.  It is difficult to get them to participate or speak.
  • 4. SOLUTION:  INTERACTIVE     ACTIVITIES!! Movement, Auditory, Visual Motivation Participation Multi-Faceted Learning  Speaking  Listening  Reading/Writing
  • 5. Movement  Getting students out of their seats helps them stay attentive.  Active students are more likely to absorb the material presented to them.  Remember: Many students stay seated for the majority of their school day. If they are able to move around during your class, they will look forward English class!
  • 6. Auditory  This is the first way our brain learns languages.  A language learner needs to HEAR a word at least 57 times before they can memorize and recall it.  Listening and speaking should be the focus of every class activity.
  • 7. Visual     Students who can visualize an image with a new vocabulary word are 73% more likely to learn the vocabulary. Especially for elementary school, pictures are a wonderful way to teach new words with having to translate. Pictures should be used in place of words for all ages below 2nd grade. For older students, words should be provided WITH pictures.
  • 8. Movement, Auditory, Visual  REMEMBER: The smaller number of teaching methods you use, the smaller the number of students who are actually learning.  For example, if I only use the Visual teaching method, only 33% of my students are learning.
  • 9. Motivation  There are several ways we can motivate our students to learn English.    Play games Allow students to work with their friends Make the activity a competition
  • 10. Participation  When activities only allow 1 or 2 students to participate at a time, the rest of the class will be bored.  Try to choose activities that require ALL students to participate.  Make sure all students get a chance to participate by using popsicle sticks or name cards.
  • 11. Multi-Faceted Learning  Each activity should use AT LEAST 2 of the 3 language learning competencies.    Listening Speaking Reading/Writing  Activities that only use 1 learning competency are a waste of class time.
  • 12. EXAMPLE GAMES
  • 13. Mar y Tierra / Land and Water  Divide the class in two groups.  Draw a long line on the floor and write 2 similar vocabulary words at the top.  As you say the word, students must jump to the correct side of the line.  When a student messes up, they must sit down.
  • 14. Checklist     Movement? Auditory? Visual? Motivation?  Game  Group work  Competition Participation?  Must be the majority of the class Multi-Faceted Learning? (2 of 3)  Speaking  Listening  Reading/Writing
  • 15. Ball Pass  Students form a large circle.  Teacher closes their eyes.  While singing, counting, or playing music, the students pass a ball around the circle.  When the teacher says “STOP”, the student with the ball must answer a question.   Younger children: Use pictures Older children: Use only speaking
  • 16. Checklist     Movement? Auditory? Visual? Motivation?  Game  Group work  Competition Participation?  Must be the majority of the class Multi-Faceted Learning? (2 of 3)  Speaking  Listening  Reading/Writing
  • 17. Vocabulary Race     Divide the class into 2 groups. Each group forms a line facing the board. LISTENING: Place all vocabulary words or pictures on the board. Students must race to board and touch the correct word. The first student wins. SPEAKING: Show students a vocabulary picture. The first student to say the word wins. Keep track of points for each team and play until all students have participated.
  • 18. Checklist     Movement? Auditory? Visual? Motivation?  Game  Group work  Competition Participation?  Must be the majority of the class Multi-Faceted Learning? (2 of 3)  Speaking  Listening  Reading/Writing
  • 19. Word/Sentence Building Game    EXAMPLES FIRST SPELLING: Give every student a letter. They must race up to the board to spell the word you say. SENTENCES: Give a word from the vocabulary you are practicing. Give several students the grammatical words as well (the, and, is). Place a picture on the board. Students must race to the board to write the correct sentence, reading it when it is done.
  • 20. Example 1
  • 21. Example 2
  • 22. Checklist     Movement? Auditory? Visual? Motivation?  Game  Group work  Competition Participation?  Must be the majority of the class Multi-Faceted Learning? (2 of 3)  Speaking  Listening  Reading/Writing
  • 23. YOUR TURN     Movement? Auditory? Visual? Motivation?  Game  Group work  Competition Participation?  Must be the majority of the class Multi-Faceted Learning? (2 of 3)  Speaking  Listening  Reading/Writing
  • 24. PRESENTATIONS     Movement? Auditory? Visual? Motivation?  Game  Group work  Competition Participation?  Must be the majority of the class Multi-Faceted Learning? (2 of 3)  Speaking  Listening  Reading/Writing
  • 25. Quiz, Quiz, Trade        Write questions on one side of the paper and answers on the back. Each student gets one paper. Turn the lights off and ask the students to walk or dance around. When you turn the light on, they must talk to the person closest to them. Each student asks their question, listens to the response of their partner, and switches. After both students have spoke, they switch cards. Continue the game for several rounds.
  • 26. Contact Information  Lica.     Lindsey Pothast Peace Corps Volunteer Teaching English Coordinator, Chiriquí La Escuela Primaria, El Porvenir lapothast@gmail.com THANK YOU!!