Teaching Tips - Sahar Taremi.pptx

“One child, one teacher, one
book and one pen can change
the world” – Malala Yousafzai

Psychology
Dyslexia
Dyspraxia
introvert
extrovert
hyperactive
Controlling Parents

Let’s share,
sharing is caring.
Burn out

During the COVID-19 crisis, in the rush to move face-to-face
learning online, many educators adopted either virtual
classroom or e-learning. But this either/or approach meant
that learners missed out on the benefits of
a blended method.

Flipped Classroom
Here the traditional sequence of classroom followed
by homework is reversed. Learners study key
concepts before the classroom session. Then, instead
of spending lots of time presenting and explaining in
the classroom session, teachers/trainers can focus on
higher-value activities, such as answering questions,
helping learners to apply the concepts, problem-
solving, and so on.

The flipped classroom can be enhanced by adding a
stage after the classroom session. For example, this
might have activities designed to consolidate and
extend learning, such as assignments or projects:

Blended
One definition of this is a combination of face-
to-face and online learning. However, the term
is now also understood to include either face-
to-face or virtual classroom learning. So when
we refer to ‘blended learning’ in this course we
mean a combination of offline and online
learning.

Hybrid
Learning that is designed so that learners can find the
right mix for themselves of all the elements provided, no
matter if these are offline or online. For example, a
seminar on a particular topic might be provided in each of
the following options: live face-to-face; live online/virtual
classroom; asynchronous online (such as a video
recording of the live seminar together with online
activities).

Synchronous: Learning in real-timetogether
with a group of others at the same time,
either face-to-face or online.
Asynchronous: Learning that can happen at
any time and therefore at different times for
members of the same group.

Give an advance overview
You can just tell your students what
you’re going to do; or have the
programme written up before you start;
or write it up as you tell them.

Aim and outcomes
One of the first steps in designing a digital
course is to decide your aim/goal and your
outcomes. These provide you with clear
direction and purpose.
But what is the difference between aims and
outcomes, and how do they relate to learning
activities and assessments?

Aim/Goal
An aim/goal tends to be a general
statement of what we want our learners
to be able to do once they’ve completed
the learning.

Outcomes / Obectives
1. Outcomes, or objectives, are measurable sub-goals which the learner
needs to be able to meet in order to achieve the overall aim. The outcomes describe
what we expect learners to understand and do after they’ve completed the
learning.
2. For example:
3. Differentiate between recruitment and selection
Summarise our recruitment and selection policies
4. Explain how to safeguard against unconscious bias in the selection process
Write job descriptions
5. Write competency-based interview questions
questions Carry out selection interviews

•Specific: focused on just one
aspect and detailing what needs
to be achieved.
•Measurable: you need to be
able gauge if they have been
met.
•Achievable: challenging but
not over ambitious.
•Relevant: clearly linked to the
needs of the learner.
•Time-bound: achievable by
the end of the course/module.
Outcomes need to
be SMART:

LMS= Learning Management System

Involving parents
The role of the parent in a child’s education is
fundamental to their success, so make sure to keep
parents informed of your class activities and topics,
as well as their child’s individual progress.
• Send home a letter with a summary of what you’ve done in class.
• Provide links to any online materials.
• Include a ‘special tip’.
• Parents who don’t speak English should still be able to understand the categories in the letter. Translate topic names.

COPPA
Children’s Online Privacy Protection

Plan, plan, plan!
Read your Teacher’s Edition
before you plan your week. It
will give you an overview of
what materials are needed and
ideas for activities that you
can add to our own.

Lesson planning is important, but it is essential
when teaching very young children, since this age
group requires a wide variety of short activities.
Children will get board if activities take too long
and without necessarily meaning to, will start to
disrupt your class.
Lesson planning

 A brief ‘running order’
 Flow chart
 Half-plan (for more experienced teachers)
 The jungle path (or perhaps don’t plan anything!)
Alternatives to formal
planning

Tools to include:
• A pen and notepad
• Board pens
• Flashcards
• Your current story
• Sticky tack or sellotape
• Scissors, glue stick, hole-punch
• Materials for your ‘birthday routine’, for example, a cardboard
crown, birthday cake and candles
• An example of finished craft item
• Sticky notes
• Stickers
• Apron
The teacher’s toolkit

Puppets
Busy Ant = BIG FUN 1
Jumpy Cricket= BIG FUN 2
Happy Caterpillar= BIG FUN 3
Hand puppets
Glove puppets
Finger puppets
Paper bag puppets
Student Book mascots

Shadow puppets
Stick puppets ventriloquist's dummy
Rod and arm puppet
marionettes
/ˌmer.i.əˈnet/
/venˈtrɪl.ə.kwɪst/
Your Hand (decorated with eyes and clothing).
Puppets

The children can talk to the puppets and the puppets (the
teacher) can answer. The children can take turns to talk to
the puppet, be the puppet and talk like the puppet.
It is important to consider the age of young learners when
we use special friends. Ten years old may not want to
engage with puppets. They will usually respond better to
more realistic characters or to the kind of AVATARS they can
use with computer programs such as Voki, for example.
Puppets

Laptop stand
Props
If
you
can’t
afford
it
put
some
books
under
your
laptop.

Welcoming Students With a Smile
Greeting each student at the door with a positive message
brings benefits for both students and teacher, according to
a study.

Floss Dance
Air High five
Fist Bump
Wave Foot Bump Elbow Bump
Bow Air Hug Air Hug
Shake hands
New Way
Silly Face
Heart hands
Wink
Thumbs up
Dab
Pat on the back
Hello in Another Language
Smile Nod Piece sign
Thumb war
How would you like to be greeted?

Start with a smi)e
Smi)e at the end of the lesson, too!

It is important to make eye-contact with
your students and smile as you greet
them at the beginning of the lesson.

Note, however, that the smile can also
be over-used. The recommendation to
smile does not mean that you have to
smile all the way through it.

Classroom Interaction
Verbal
None-verbal
+

None-Verbal Communication
1.Freeze Body - for this nonverbal
cue, the teacher freezes his/her body
and stands still. It sends a clear,
consistent message that the teacher is
ready to start.

2. Above (Pause) Whisper- another attention-getting
strategy employs powerful pauses and voice volume
adjustment. When asking for student attention to shift focus
begin next steps, the teacher:
•sets his/her voice volume just ABOVE the volume of the
•pauses for a few seconds
•drops his/her voice volume to a whisper for next
•while keeping his/her body still

Clapping is a quick way to get the attention of a classroom
that is out of control. If you do not have time for a five second
stare, loud claps should make your classroom stop acting out
and pay attention. Simply clap your hands together several
times loudly.

None-Verbal Signals
Silent Coyote is a fun way to signal for attention. When
the teacher shows the class the signal, students should
stop talking, turn their eyes to the teacher, and return
the signal.
/kaɪˈoʊ.t̬i/
Attention

None-Verbal Signals
https://www.youtube.com/watch?v=sSWS7FpSbiU
Sit down
When little ones get antsy at circle time, simply
show them this American Sign Language signal to
remind them to quietly have a seat.

TPR
It is important to let the students move around during lessons. Physical
movement helps learning, especially for KINAESTHETIC learners. If the
children have spent a lot of time sitting down, then we should let them
get up and move, at least for a short period, to allow them to release
some energy and get them in the mood for the next activity.
From time to time, we should let the children stand up and jump or
wave their arms or run around (if there is a place where they can do
this).

Visual
what we what we
see hear
Auditory Kinesthetic Gustatory
Olfactory
Associated
with physical
movement
touching etc.
what we
smell
what we
taste

Begin and end clearly
Give a clear signal that the lesson is
beginning: this could be a simple verbal
announcement: ‘Ok, quiet please, we’ll
begin the lesson with….., or possibly a bell or
a buzzer.

Rituals /ˈrɪtʃuəl/
In many countries, the national anthem is sung at
the beginning or end of national events. In younger
classes, the opening ritual may take the form of the
writing of the date on the board; a song or chant;
chorused exchanges such as ‘How are you today?’ –
‘Fine, thank you!’.
/ˈæn.θəm/

Teach Common classroom language
• Common instructions
• Common checks or questions
• Common feedback phrases

Teach new material first: review later
In principal, teach new or more difficult
material early in the lesson, when students are
at their freshest. Then go back and do the quick
review of it at the end of the lesson, after you
have spent time doing other things.

Don’t give homework at the end
If you know you have a homework assignment to give, explain
it sometime in the middle of the lesson and make sure
students have noted it down. Don’t leave it until the last
minute.

End with something nice
Just before closing the lesson, try to find
something pleasant to do or say so that your
students leave the classroom with a smile.

Learn students’ names
Knowing students’ names conveys the
message that you care about them as
individuals.

Make the lesson interesting
If students are interested in what they are
doing, they are more likely to stay on-task and
discipline problems will lessen or disappear.

1. Plan your lesson to include a number of shorter and varied
activities.
2. Use pictures or other visuals to back up texts or tasks.
3. Use activities that involve all, or most of, the students at
once.
4. Use games, provided these are learning rich.
5. Personalize: make opportunities for students to relate to
their own tastes, experiences, etc.
Attention Span

Average
attention
Span 4 years old 8- 12 minutes
6 years old 12- 18 minutes
8 years old
10 years old
16- 24 minutes
18- 30 minutes

Ways to increase Attention Span
Include Physical
Activity
Play Memory
Games
Break Tasks into
Pieces

Compliment good behavior
By the nature of things our attention is
drawn to bad or nonacceptable
behavior, and we don’t tend to notice
when students are working quietly or
cooperatively: but we should.

With younger classes, some teachers – in addition to
complimenting individuals – use a system of stars.
There is a list of dates of lessons on the classroom wall,
and at the end of each lesson, if it was a good one where
students worked well, the teacher compliments the class
and sticks a star in the appropriate cell. If the lesson didn’t
go well, there is simply no star. When the class achieves a
set number of stars, there is some kind of treat or reward,
and/or public congratulation by the school principal.

https://www.kiddycharts.com/store/
Star/Reward Charts

My Reward Card
Google Drive – Google Slides

6 7 8 9 10
1 2 3 4 5
GOOD
BEHAVIOR
6 7 8 9 10
1 2 3 4 5
GOOD
BEHAVIOR
6 7 8 9 10
1 2 3 4 5
GOOD
BEHAVIOR
6 7 8 9 10
1 2 3 4 5
GOOD
BEHAVIOR
6 7 8 9 10
1 2 3 4 5
GOOD
BEHAVIOR
6 7 8 9 10
1 2 3 4 5
GOOD
BEHAVIOR

https://www.teacherspayteachers.com/

Fossilization
Fossilization refers to the process in which incorrect language
becomes a habit and cannot easily be corrected.
/ˌfɑː.səl.əˈzeɪ.ʃən/

Check games are learning-rich
It’s important that the students are not only
having fun playing the game, but also getting
some benefit in terms of language learning.
This isn’t always obvious, so you need to
check.

Warmers and fillers are usually short 5-10 minute activities,
often in the form of a game, which is introduced at the start of a
lesson (warmers) or in between the stages of a
lesson (fillers). They are meant to be fun, motivating and
should encourage students to wake up and communicate to
each other in English.

Word jumbles
=Anagram
Hangman
Word search

Keep games simple
Avoid games that have a lot of stages to
explain, or need elaborate materials. Time
taken to explain or distribute and collect
materials is time taken away from the game
itself.

https://myfreebingocards.com/bingo-card-generator/preview/dp5j598

https://bingobaker.com/
https://www.bonus.com/bingo/

Involve all or most students
Try to make sure that your games have all, or
most of the students actively playing them
rather than single individuals.
Games that directly involve only one or two
students while the rest look on not only lead to
less learning, but also tend to be less
interesting and fun for all concerned.

Have more than one winner
In games that involve competition and there can be only one winner,
some students will often be disappointed, and less likely to enjoy the
game: particularly the younger and/ or less advanced ones.

Keep explanations short
The first time you explain a grammatical feature, make it
short and simple: keep it to a ‘need to know’ basis.

Avoid grammatical terms
If you can explain a form or a rule in English grammar without using
grammatical terminology like comparative adjectives, present perfect
and so on – do so.
For example, say ‘We sue the when…..’ rather than ‘We se the definite
article when…..’. Or: ‘Use the-ing form of the verb after words like
enjoy…..’ rather than ‘Use the gerund….’.
When explaining to younger classes when to use a and when an there is
no need to use terms like vowel/consonant; I usually show them that it’s
just uncomfortable to try to say a ……orange (demonstrating with a
pronounced glottal stop), and much more comfortable if you smooth the
way by putting in the n: an orange.

Get students to learn by heart
If students now a few samples of the use of a
grammatical structure by heart, they can often
create more of their own intuitively feeling what is
‘right’.

Rote-learning vs. Meaningful Learning

Pattern poems. When students create simple poems
round a grammatical pattern, they inevitably learn and
review the grammar as they write. A student who writes
such a poem learns the lines by heart.
https://poetry4kids.com/lessons/rhyme-schemes-
poetry-lesson-plan/

In order to learn a grammatical feature, the students
need practice in using it to make their own meanings.
Conventional grammar exercises are not enough.
Brainstorming Ga

Famous Foreheads
In this activity, all players sit in a circle. Give each student a post-it note and a pencil. Each player writes down
the name of a famous person and passes the note face down to the player on the left.
Each player sticks the note on his/her forehead and everyone takes turns asking “Yes” or “No” questions to find
out who they are. (Hence the title of the game “Famous Foreheads”)
The first player to guess the name on his forehead is the winner. But encourage students to keep on asking
questions until they find out the famous person on their forehead.

No Subtitles
Have you ever watched a movie with no volume and pretended to
be them? How about in another language? Let me tell you: It can be
quite a challenge keeping up with the flapping lips.
First, turn any English movie on mute with no subtitles. In groups of
two, have your students re-enact the voices like voice-over actors.
The purpose of this speaking activity is to get people speaking.

Use pair work a lot
In many cases, pair work gets better results than group
work; it’s easier to set up and control, and ensures
more participation.

Instruct before making groups
There are various other things you can do to make
sure the instructions are clear before they start:
 Write up the instructions on the board as you give them.
 Do a demonstration or rehearsal of a sample task with a
volunteer group of students while the rest watch.
KISS

Organize groups quickly
It’s not usually a good idea to ask students to form groups on
their own. This is not only very time-consuming, but also tends to
result in unbalanced group compositions, often with the more
advanced students getting together and the less proficient left to
form other groups. Also you may get groups of widely varying
sizes which you then have to even out; and sometimes less
popular students may find themselves left out. So it’s usually best
for you to take the initiative in deciding who will work with whom.

Organize groups quickly
Sometimes- though very rarely in my experience- there is the
problem of students who refuse to work together. Once you
know your class, you will find ways to make sure you avoid
putting them together, or move them quickly if your strategy has
put them in the same group.

https://www.abcya.com/games/random_name_picker
Randomizer

Arrange ending in advance
Make sure from the beginning that the students
know what the signal to stop will be.
1. Call out ‘Stop’.
2. Use a bell or buzzer.
3. Raise your hand.
4. Give a time limit in advance.
Tip: Give advance notice two minutes, say before
the time limit is up: ‘You have two more minutes,
start finishing’.

The bottom line is that in a heterogeneous class we need to try,
as far as we can, to give most of our attention to students who
are underachieving.
/ˌhet̬.ə.roʊˈdʒiː.ni.əs/
Wait time

Clarify requirements in advance
Devote a few minutes at the beginning of the course to explaining to your
students how much homework they’ll be regularly asked to do, how often,
and so on.

Some things which the class should know from the beginning about homework are:
 How often it will be given.
 Whether it should be submitted on paper or digitally (and if digitally, using what software).
 How long will you normally except them to spend on a homework assignment.
 How, and how often, homework will be checked.
 Whether homework assignments form a part of their final grade for the course.
 How punctual they are expected to be with submitting assignments, and what happens if they are late.

Make homework success-oriented
A homework assignment is done without any teacher support,
so it needs to be something which students know they can do
successfully on their own.

Include homework in the final grade
For many students it is vitally important to pass
the course with a good grade.
Apart from that, surely it is only fair that students
should get credit for conscientious completion of
homework, not just for doing tests well.

Check homework has been done
Responding quickly to student’s
homework conveys the message that
you care that they do it, and raises
motivation. And vice versa.

Annoying Fruit
ChatterKid
Snapchat

Portfolio Assessment
It is based on work that the students
have done during a course.
They keep examples of their work this
forms a basis of or assessment.

Portfolio Contents
Drawings
Writings
Posters
Craft items
Quizzes and tests
Photographs of projects
Recordings
Video of role plays

Encourage typing
Handwriting is of course needed as a
basic skill; but knowing how to type
fast is essential these days when most
extended writing is done through the
computer keyboard.

https://www.typing.com/
Touch typing

https://www.typing.com/student/game/keyboard-ninja
https://www.typing.com/student/game/type-toss
https://www.typing.com/student/game/keyboard-jump
https://www.typing.com/student/game/keyboard-jump
https://www.typing.com/student/game/type-a-balloon
https://www.typing.com/student/game/type-a-balloon https://www.typing.com/student/game/ztype

https://www.nitrotype.com/race

https://www.typingclub.com/kids-typing

https://www.typinggames.zone/keyman

Games
When students play GAMES , they don’t realize they are learning
language. And if the game has built-in repetition, they will be
practising words and phrases without even realizing it!

Gamification versus game-based learning

Benjamin Franklin
Tell me and I forget.
Teach me and I
remember. Involve me
and I learn.

edtech /ˈ
edˌtek/
Edtech refers to software designed to enhance
teacher-led learning in classrooms and homes
to improve student’s educational outcomes.

Integrating edtech
Two simple examples
1.WhatsApp
2. App-based learning

https://learnenglishkids.britishcouncil.org/games/wordshake

https://learnenglishkids.britishcouncil.org/games

https://www.gamestolearnenglish.com/

“Everywhere, we learn only
from those whom we love.”
Johann Wolfgang von Goethe

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