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Teaching Skills Young Learners

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How to teach young learners. More here. https://community.eflclassroom.com/forum2/topics/basic-activities-books

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Teaching Skills Young Learners

  1. 1. TEACHING SKILLS (young learners) “When one teaches, two learn” http://eflclassroom.ning.com
  2. 2. FAMILY and Friends
  3. 3. Last One Standing
  4. 4. Agenda – What’s on tap! • Functional Teaching Skills • Lesson ideas. Sharing. BREAK • Communicative Teaching - Bingo / TPR / Vocab / Walkabout • Links, Technology, Q and A
  5. 5. TEACHING CHILDREN • What is different about the “young learner”? • What kind of lessons, activities work well with young learners? Why? Narrative, role playing, concrete experiences, groups , peers, oral language development, pronunciation, imitation. Routines, self image, motor skills, realia, attention span, discipline. Key Words
  6. 6. Pre-school students (2-4) Absorb languages effortlessly, imitate sounds well Self-centered, not group learners. Activities geared to their own interests. Short attention span. Respond best to concrete experiences and large motor skill involvement. Curtain and Dahlberg, Languages and Children – Making the Match, 2004, Allyn and Bacon, Boston, MA.
  7. 7. Primary students (5-7) Learn best through goals/tasks (immediate), concrete experiences. Imaginative, respond to fantasy, narrative. Role play. Focus on oral language use, quick to learn pronunciation and intonation. Need specific directions and very regular routines. Curtain and Dahlberg, Languages and Children – Making the Match, 2004, Allyn and Bacon, Boston, MA.
  8. 8. Intermediate students (8-10) Respond to human differences. Global emphasis and curiosity. Beginning to understand cause & effect. Group learners (same sex). Continued need for concrete learning experiences, realia. Imaginative but with the focus on opposites, heroes, heroines. Curtain and Dahlberg, Languages and Children – Making the Match, 2004, Allyn and Bacon, Boston, MA.
  9. 9. Early adolescent students (11-14) Dramatic life changes. Changing interests. Need to assert independence. Egocentric. Peer focused. Group learners. Benefit from encouragement and positive self – image reinforcement. Lessons should have a strong affective component. (opinions / emotions / self needs) Curtain and Dahlberg, Languages and Children – Making the Match, 2004, Allyn and Bacon, Boston, MA.
  10. 10. Participation!
  11. 11. Activate Them!Activate Them! The students should be activelyThe students should be actively involved in the lesson and learning.involved in the lesson and learning. We learn more and better if we areWe learn more and better if we are participants and not passiveparticipants and not passive receptors of language.receptors of language. Give students more control. LetGive students more control. Let students lead the class!students lead the class!
  12. 12. Production!
  13. 13. Get THEM talking/doingGet THEM talking/doing Experienced teachers know how toExperienced teachers know how to step back, stay quiet and let thestep back, stay quiet and let the students take over the lesson andstudents take over the lesson and learning.learning. Be a guide not a guard!Be a guide not a guard! Focus on student production time ofFocus on student production time of spoken/written languagespoken/written language
  14. 14. Personalization!
  15. 15. It’s all about them!It’s all about them! We learn when we link what is “new” withWe learn when we link what is “new” with what “we know and are”.what “we know and are”. Make a personal connection for the studentsMake a personal connection for the students to all instruction. Focus on themes /to all instruction. Focus on themes / content about their lives and world.content about their lives and world. Language is “need” powered and there is noLanguage is “need” powered and there is no greater need than to be aware ofgreater need than to be aware of ourselves.ourselves.
  16. 16. Puzzlement!
  17. 17. Keep them guessing!Keep them guessing! Make your lessons so that the students haveMake your lessons so that the students have a goal and are anticipating some part of it.a goal and are anticipating some part of it. We learn through our curiosity and greatWe learn through our curiosity and great teachers create this “potential” andteachers create this “potential” and surprise / itch, within their lessons.surprise / itch, within their lessons. We learn when our attention is “held”. Try toWe learn when our attention is “held”. Try to hold your students’hold your students’
  18. 18. A Great Lesson Students Content Classroom Teachers Other Delivery There’s A LOT to a lesson
  19. 19. Some Functional Ideas
  20. 20. SignalingSignaling Use an auditory means of signaling.Use an auditory means of signaling. Make it two parts.Make it two parts. a)a) FREEZE!FREEZE! All students are expectedAll students are expected to stop whatever they are doing.to stop whatever they are doing. b)b) Calm DownCalm Down. A lighter sound, it. A lighter sound, it means relax, settle, focus.means relax, settle, focus.
  21. 21. Some Functional Ideas
  22. 22. Signaling 2 – Timeout!Signaling 2 – Timeout! A)A) Set aside a quiet area where youSet aside a quiet area where you can send disruptive students.can send disruptive students. Provide a few books orProvide a few books or manipulatives. Signal them to comemanipulatives. Signal them to come back to the class when appropriate.back to the class when appropriate. B)B) When using L1, use a time outWhen using L1, use a time out signal. It allows for clear separationsignal. It allows for clear separation between the languages and betterbetween the languages and better learning.learning.
  23. 23. Some Functional Ideas
  24. 24. Yellow Card / Red CardYellow Card / Red Card All students understand thisAll students understand this communicative reference.communicative reference. Yellow cardYellow card is a warning.is a warning. Red cardRed card is the time out area.is the time out area. Make sure to make eye contactMake sure to make eye contact directly with the student and holddirectly with the student and hold that eye contact.that eye contact.
  25. 25. Some Functional Ideas
  26. 26. Use a microphone!Use a microphone! A sound system improves student learning!A sound system improves student learning! Use a CD player with an external jack.Use a CD player with an external jack. A microphone:A microphone: -- saves your voice-- saves your voice -- allows students to hear more clearly-- allows students to hear more clearly -- focuses attention and helps with-- focuses attention and helps with classroom management.classroom management.
  27. 27. Some Functional Ideas
  28. 28. Drink Often!Drink Often! Your voice is precious.Your voice is precious. Drink often in small amounts.Drink often in small amounts. Voice loss is the number one cause ofVoice loss is the number one cause of working hour loss in the teachingworking hour loss in the teaching profession! It can also be chronic andprofession! It can also be chronic and debilitating.debilitating.
  29. 29. Some Functional Ideas
  30. 30. Use your student’s names!Use your student’s names! Using a student’s name when calling onUsing a student’s name when calling on them has been shown to improve learning!them has been shown to improve learning! Make a seating chart and keep it on yourMake a seating chart and keep it on your desk so you can refer to students.desk so you can refer to students. Play games at the beginning of the year toPlay games at the beginning of the year to learn your student’s names.learn your student’s names. Create “flags” of student names and keepCreate “flags” of student names and keep them on your desk. Draw from this tothem on your desk. Draw from this to select students during class.select students during class.
  31. 31. Some Functional Ideas
  32. 32. Use the classroom space!Use the classroom space! Don’t instruct continually from the front ofDon’t instruct continually from the front of the class.the class. Your classroom is a playing field, use theYour classroom is a playing field, use the length and breadth of it and SCORE!length and breadth of it and SCORE! Student learning is enhanced when theStudent learning is enhanced when the teacher uses the full classroom. Get closeteacher uses the full classroom. Get close to your students. Kneel down whento your students. Kneel down when speaking to them.speaking to them.
  33. 33. Some Functional Ideas
  34. 34. Echo - keep languageEcho - keep language communicativecommunicative Language is a two way street. It takes twoLanguage is a two way street. It takes two to tango. Language is not teacher questionto tango. Language is not teacher question / student response!/ student response! Train your students to question back or replyTrain your students to question back or reply back to all questions.back to all questions. T >T > What do you like to doWhat do you like to do on theon the weekend?weekend? S> I like playing video games.S> I like playing video games. What doWhat do you like to do?you like to do? T> I like to watch movies.T> I like to watch movies.
  35. 35. Some Functional Ideas
  36. 36. By mistakes we learnBy mistakes we learn Students need to be encouraged to beStudents need to be encouraged to be risk takers with language. Mistakesrisk takers with language. Mistakes are a sign of learning.are a sign of learning. Try not to correct students explicitlyTry not to correct students explicitly (just repeat back the mistake in a(just repeat back the mistake in a correct form) Don’t correct too often.correct form) Don’t correct too often. Only if the error is continual and longOnly if the error is continual and long term.term.
  37. 37. Some Functional Ideas
  38. 38. Sandbox Learning!Sandbox Learning! Turn your lesson plan upside down andTurn your lesson plan upside down and focus first on the production part offocus first on the production part of the lesson (the most important).the lesson (the most important). Take an inductive, discovery approachTake an inductive, discovery approach so that the students areso that the students are unconsciously learning the laws/flowunconsciously learning the laws/flow of language.of language. Task based learning is a first step inTask based learning is a first step in this regard.this regard.
  39. 39. Practical “To Dos”Practical “To Dos” Make comments in your teaching log!Make comments in your teaching log! Keep a teaching portfolio. Peer evaluation – get your staff onboard Get feedback from students.Get feedback from students. Record yourself! + Action Research!Record yourself! + Action Research! Social Network! + Teaching Talk!Social Network! + Teaching Talk! Ask yourself at the end of the day –Ask yourself at the end of the day –“How“How could I have done this better?could I have done this better?
  40. 40. Communicative Teaching IdeasCommunicative Teaching Ideas Holy COW !
  41. 41. Guessing Games / LanguageGuessing Games / Language gapsgaps They engage curiosity. They create fun, controlled (safe) practice They repeat language and instill vocabulary
  42. 42. FLASHCARD FISHFLASHCARD FISH DID YOU BUY ______S
  43. 43. Liar! Liar! Pants on Fire!Liar! Liar! Pants on Fire! A)A) I Wish I hadI Wish I had an espressoan espresso machinemachine.. A)A) I Wish I couldI Wish I could play the accordionplay the accordion.. B)B) I Wish I wereI Wish I were more muscularmore muscular..
  44. 44. Unit “Blank” DialoguesUnit “Blank” Dialogues A) How was your weekend ______?A) How was your weekend ______? B) It was __________!B) It was __________! A) What did you do? Did youA) What did you do? Did you _______?_______? B) _____ I did(n’t). IB) _____ I did(n’t). I _____________._____________.  How about you? WhatHow about you? What ___________?___________? A) I __________________!
  45. 45. SurveysSurveys Have you everHave you ever ___________?___________? Yes, I have. No, I haven’t. I I I I I I I I I I I I I I I I
  46. 46. MUSIC and a MicrophoneMUSIC and a Microphone Music is the element on which meaning is built. A microphone lifts off the “affective filter” Music is cool and motivational.
  47. 47. {1.} HE’S GOT THE WHOLE WORLD{1.} HE’S GOT THE WHOLE WORLD {2.} IN HIS HANDS{2.} IN HIS HANDS {TOGETHER} HE’S GOT THE WHOLE{TOGETHER} HE’S GOT THE WHOLE WORLD IN HIS HANDS.WORLD IN HIS HANDS. {1.} HE’S GOT _________{1.} HE’S GOT _________ AND_________.AND_________. {2.} IN HIS HANDS{2.} IN HIS HANDS {TOGETHER} HE’S GOT THE WHOLE{TOGETHER} HE’S GOT THE WHOLE WORLD IN HIS HANDS.WORLD IN HIS HANDS.
  48. 48. A Good Story!A Good Story!
  49. 49. Pg. 45
  50. 50. BookmakingBookmaking 5 4 8 1 BookmakingBookmaking 3 6 72 Front Back
  51. 51. Pictures as PromptsPictures as Prompts Pictures scaffold learning Today’s learners are “imageators”
  52. 52. Mingling – Group WorkMingling – Group Work Language is a social construct Mingle – Teach questions!
  53. 53. SELF STUDY - MotivationSELF STUDY - Motivation Student empowerment Make materials available
  54. 54. ddeubel@gmail.com http://setiteachers.ning.com “one teaches, two learn.”

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