The document is about a webinar on using easy English for teachers. It discusses how teacher language is an important teaching tool and should be used deliberately. It provides examples of common classroom language functions like instructing, explaining, correcting, and conveying meaning. It emphasizes using language appropriately for the students' levels and sequencing it to aid learning. The document also discusses reinforcing, reminding and redirecting language to support students.

1. Millennium Scholastic
School & College
Faculty Enrichment
Programme - 2021

2. Webinar on :
Use of Easy English for
Teachers
“I see that everyone is ready for math. Let’s get started.”
Teacher language—what we say to students and how we
say it—is one of the most powerful teaching tools.
Through careful use of language, we can support students
as they develop self-control, build their sense of
community, and gain academic skills and knowledge.

3. Webinar on :
Use of Easy English for Teachers
Language — our words, tone of voice,
and pacing — is one of the most
powerful tools available to teachers.

4. Webinar on :
Use of Easy English for Teachers
The teachers and students use language in the classroom for certain
purposes which are known as classroom functions.
Classroom functions for teachers :
# to manage activities and learning,
# to proceed smoothly from one stage of the lesson to the next stage and
# to explain the learning points.

5. Some examples of common classroom functions that teachers use:
Webinar on :
Use of Easy English for Teachers
Classroom Functions Examples
Instructing Open your textbook at page 10.
Explaining The project work will be put on the walls so we must ensure that
everything is clear and looks good.
Narrating The process of telling a story or describing something that has
taken place.
Eliciting What do you see in this picture? – Teachers try to evoke or draw
out sth from students.
Prompting Students You can start the story using this picture.

6. Some examples of common classroom functions that teachers use:
Webinar on :
Use of Easy English for Teachers
Classroom Functions Situations/Examples
Correcting Students can be corrected by the use of language to show where
and how they have made an error.
Checking Learning This is done all the time during the lessons.
Conveying the
meaning of new
language
Bringing in realia (objects and material from everyday life used as
teaching aids), using mime or by asking concept questions (Concept
questions are questions designed to check learners’ understanding)

7. Webinar on :
Use of Easy English for Teachers
If you don’t plan, the student will plan for you!!
The language used in a classroom should be proper and suitable for the classroom function.
It has to suit the level of the students as well as their age.
The language used needs to be graded to match the language level of the students as well
as their age.
Language must be sequenced properly in order to give students learning opportunities.
Students can learn classroom language by hearing it being used repeatedly.
If the teacher does not plan or consider the language he/she will use, he/she might use
language which is too complicated. This would not aid the students with their learning.

8. # Use language deliberately, as a tool to
support children’s learning.
# Skillful communication - the linchpin that
allows teachers to get the most out of
whatever other instructional techniques
they use.
Webinar on :
Use of Easy English for Teachers

9. Webinar on :
Use of Easy English for Teachers
The “3 Rs”—
1. Reinforcing language,
2. Reminding language, and
3. Redirecting language

10. Webinar on :
Use of Easy English for Teachers
Reinforcing Language
# Children build on their strengths, not their
weaknesses.
# Reinforcing language allows us to do that.

11. Webinar on :
Use of Easy English for Teachers
Scene Instead of Try
A student
improves his
spelling
“Good job” or
“ Your spelling shows
progress”
You remembered to
change the ‘y’ to ‘i’
when adding ‘ed’.
Reinforcing Language

12. Webinar on :
Use of Easy English for Teachers
Reminding Language
# Children need reminders in school to keep their
work and behavior on track.

13. Webinar on :
Use of Easy English for Teachers
Scene Instead of Try
Prompt children to
remember for
themselves what
they should be
doing. This shows
faith in their
competence and
builds their
autonomy.
Sit alone or next to
someone you won’t be
tempted to talk to. Put
away everything you
don’t need. If your mind
wanders, take a few
deep breaths and tell
your mind to come back
to your reading.
Think about what you
can do to help yourself
concentrate.
Reminding Language

14. Webinar on :
Use of Easy English for Teachers
Redirecting Language
# Sometimes teachers need to redirect students with clear
words.
# Skillfully used, redirecting language lets teachers provide wise
external control to keep children safe and productive when their
self-control is failing them.

15. Webinar on :
Use of Easy English for Teachers
Scene Instead of Try
Be direct and
specific. When
children are far
enough into a mistake
to need a redirection,
they need to hear
exactly what you want
them to do differently.
Sourav, you need to
work harder.
Sourav, put your
watch away and
continue with your
assignment right now.
Redirecting Language

16. Webinar on :
Use of Easy English for Teachers
Responses that are correct
Once during a shared reading about reptiles with a small group of English
language learners, a boy named Raxan was very interested in the section
on turtles. He excitedly responded to the teacher's open-ended question,
"What do you know about turtles?"

17. Webinar on :
Use of Easy English for Teachers
Raxan: Turtles can go.
Teacher: Yes, turtles can go, but where and how?
Raxan: Turtles go maybe fast over.
Teacher: Raxan, tell me more about how turtles go?
Raxan: A turtle go over the road to be safe. I know because I saw it.
Teacher:
Yes, Raxan, turtles sometimes cross over the road. I have also seen turtles cross a road, and I am glad when they
make it all the way across, aren't you?
Raxan: Yeah, go, go turtles!

18. Webinar on :
Use of Easy English for Teachers
Responses that are partially correct
During a lesson on the water cycle, a teacher was reading aloud the Chapter:
Weather to her class. As the teacher was reading the book aloud, she often
stopped to ask questions and hear students' comments. During the discussion,
the teacher mentioned that weather forecasters often report the chance of
precipitation — one of the vocabulary words and important concepts in their
thematic unit. The students were actively involved in the discussion, but at
times their comments evidenced their rather naïve perspectives. Here is an
excerpt of the ensuing conversation:

19. Webinar on :
Use of Easy English for Teachers
Teacher: Do you watch the weatherman on TV? What is he telling us when he talks about precipitation?
Student: It means rain. But, teacher, the weatherman lied. He said we get rain today. We don't get rain today.
Teacher:
OK, but let's talk about that; let's think that through. What does the weatherman do? He's a scientist. So,
what does he do that we do in our experiments?
Student: Does he have to do predictions like us?
Teacher: Yes, he does. And sometimes what happens?
Student: Predictions don't always work.
Teacher:
That's right! But remember, a weatherman has to go to school for many, many years. A weatherman studies a
lot and then has to use what he knows to make a prediction.
Student: OK, teacher, the weatherman is good.
Teacher: He does try to be a good scientist, and most of the time his predictions are correct.

20. Webinar on :
Use of Easy English for Teachers
Responses that are inappropriate or wrong
Before reading a book about sharks, the teacher asked the
students to tell what they knew about the commonly feared
creatures. The teacher was momentarily surprised when one
student said that her older sister had swum with sharks.
Fortunately, the teacher followed up with more discussion.

21. Webinar on :
Use of Easy English for Teachers
Teacher: Safufta, did your sister really swim with sharks? Was she in the ocean with sharks?
Safufta: Yeah, at Sea World, but in the big pool.
Teacher:
Oh, did your family visit Sea World and did your sister swim in the pool with sharks? Or was it with
dolphins?
Safufta: Yeah, that's right, with some dolphins.
Teacher: So, are dolphins and sharks the same? Or are they different ocean animals?
Safufta: Maybe they different?
Teacher:
OK, let's read this book and see if we can learn how sharks and dolphins are the same or different. Thank
you, Safufta, for telling us something about your trip to Sea World.

22. Thank you for taking your time to
help educate our youth.
P.S. REMEMBER, A SMILE IS WORTH 1000 WORDS!