How to keep students on their toes


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This report intends to address some of the questions we face when teaching young learners, such as: What can I do to improve students’ concentration? What can I do when I do not get students full attention?
What can I do to make students more aware of their participation? What can I do to improve students’ participation?

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How to keep students on their toes

  1. 1. Teaching Young Learners HOW TO KEEP STUDENTS ON THEIR TOES Marcia Gerheim Sheila Moreira Juliana Pinto
  2. 2. The differences between a school classroom and a CI classroom <ul><li>territorial attitudes </li></ul><ul><li>use of L1 </li></ul><ul><li>learning environment </li></ul><ul><li>e-board </li></ul><ul><li>number of students per class </li></ul>
  3. 3. What can I do to improve students ’ participation? <ul><li>Help students to develop positive attitudes torwards learning English </li></ul><ul><li>Moon, J. “ Children Learning English ” </li></ul><ul><li>Motivate your students </li></ul><ul><li>Get students to cooperate, work and bond as a group </li></ul>
  4. 4. The “ Pyramid ” Chart <ul><li>Students score points </li></ul><ul><li>and build a classroom pyramid together </li></ul><ul><li>Students suggest what </li></ul><ul><li>their prize is going to be </li></ul><ul><li>Students vote and decide about their prize </li></ul>
  5. 5. What can I do to make students aware of their participation? <ul><li>Be very clear about what you expect from your students </li></ul><ul><li>Provide a set of guidelines for working together in an orderly way </li></ul><ul><li>Make your student s aware of their participation by valueing their achievements </li></ul><ul><li>Moon, J. “ Children Learning English ” </li></ul>
  6. 6. Students´ participation in class <ul><li>Speak English </li></ul><ul><li>Bring your material </li></ul><ul><li>Arrive on time </li></ul><ul><li>Pay attention </li></ul><ul><li>Participate in a productive manner </li></ul><ul><li>Respect your classmates and the teacher </li></ul><ul><li>Do your homework </li></ul>
  7. 7. The stoplights <ul><li>Red star: totally inadequate behaviour in class </li></ul><ul><li>Yellow star: some inadequate behaviour </li></ul><ul><li>Green star: excellent behaviour in class </li></ul><ul><li>5 green stars= good behaviour diploma </li></ul>
  8. 8. What can I do to improve students `concentration? <ul><li>Use different resouces </li></ul><ul><li>Keep a brisk pace </li></ul><ul><li>Choose short and funny activities, such as: “Funny Drills”, “Show me”, “Run and Touch”, “What’s missing?”, “The Guessing Game. (for a description go to slide 11) </li></ul>
  9. 9. What can I do when I do not get students ’ full attention? <ul><li>Respect your students ’ attention span </li></ul><ul><li>Change the activity whenever you feel that you `re losing their attention </li></ul><ul><li>Allow students to join in naturally as they become interested in the activity </li></ul>
  10. 10. Thank you! [email_address] [email_address] [email_address] Special thanks to Guilherme Pacheco, Mabel Castro, Teresa carvalho, Valéria França and all the people that helped us along the way.
  11. 11. Description of Games by Sheila Moreira Funny drills – students repeat vocabulary items after the teacher in many different ways, varying from speaking slowly, fast, loudly, quietly, happily, sadly, “like Mommy Bear”, “like Baby bear” etc. We just need to use our imagination and create other ways of doing it.
  12. 12. Show me – Teacher says a word and a student point to the flashcard. Run and touch – variation of the previous one adding an element of fun. Students race to touch the vocabulary item asked by the teacher. Description of Games by Sheila Moreira
  13. 13. “ What's missing?” - teacher either asks students to close their eyes or chooses a student to leave the room. One flashcard is hidden and students have to find out which one was taken out. Description of Games by Sheila Moreira
  14. 14. The guessing game – teacher shows 4 or five flashcards to students, drills a little and put them into an envelope. One card at a time is taken out of the envelope, allowing students to see the back of it. They have 3 chances to guess which one it is. If they miss the teacher gets a point, if they get it right they get a point. Description of Games by Sheila Moreira
  15. 15. Reference List . Cant, Amanda & Superfine, Wendy 1997 “Developing Resources for Primary” Richmond Publishing . Lewis, Gordon & Bedson, Gunther. 1999 “ Games for Children ” . OUP . Moon, J. 2000 “ Children Learning English ” . MacMillan Heinemann . Shin, Joan Kang. 2008 “ Ten Helpful Ideas for Teaching English to Young Learners ” English teaching Forum, vol. 4, no. 2. (available from: ) . Reilly, Vanessa & Ward, Sheila. 2003 “ Very Young Learners ” . OUP . Williams, M. 1998 “Ten Principles for Teaching English to Young Learners” IATEFL Newsletter, issue 142. (available from: ) . Read, Carol “The Challenge of Teaching Children” English Teaching Professional, issue 7. (available from: ) . Roth, Genevieve 1998 “Teaching Very Young Children”. Richmond Publishing