TEACHING SKILLS - Young Learners

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TEACHINGSKILLS(young learners)“When one teaches, two learn” : 

TEACHINGSKILLS(young learners)“When one teaches, two learn” http://eflclassroom.ning.com

FAMILY and Friends : 

FAMILY and Friends Sandy Gabriella ME Kyle Fini Kelly William Joe Cindy

Last One Standing : 

Last One Standing Phone Call LOVE Mine No Way gotta know Honey Yeah Forever Always

Agenda – What’s on tap! : 

Agenda – What’s on tap! Functional Teaching Skills Lesson ideas. Sharing. BREAK Communicative Teaching - Bingo / TPR / Vocab / Walkabout Links, Technology, Q and A

TEACHING CHILDREN : 

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

Pre-school students (2-4) : 

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.

Primary students (5-7) : 

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.

Intermediate students (8-10) : 

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.

Early adolescent students (11-14) : 

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.

Slide 11: 

rinciples of Pedagogy

Slide 12: 

Participation!

Activate Them! : 

Activate Them! The students should be actively involved in the lesson and learning. We learn more and better if we are participants and not passive receptors of language. Give students more control. Let students lead the class!

Slide 14: 

Production!

Get THEM talking/doing : 

Get THEM talking/doing Experienced teachers know how to step back, stay quiet and let the students take over the lesson and learning. Be a guide not a guard! Focus on student production time of spoken/written language

Slide 16: 

Personalization!

It’s all about them! : 

It’s all about them! We learn when we link what is “new” with what “we know and are”. Make a personal connection for the students to all instruction. Focus on themes / content about their lives and world. Language is “need” powered and there is no greater need than to be aware of ourselves.

Slide 18: 

Puzzlement!

Keep them guessing! : 

Keep them guessing! Make your lessons so that the students have a goal and are anticipating some part of it. We learn through our curiosity and great teachers create this “potential” and surprise / itch, within their lessons. We learn when our attention is “held”. Try to hold your students’

Slide 20: 

A Great Lesson Students Content Classroom Teachers Other Delivery There’s A LOT to a lesson

Some Functional Ideas : 

Some Functional Ideas

Signaling : 

Signaling Use an auditory means of signaling. Make it two parts. FREEZE! All students are expected to stop whatever they are doing. Calm Down. A lighter sound, it means relax, settle, focus.

Some Functional Ideas : 

Some Functional Ideas

Signaling 2 – Timeout! : 

Signaling 2 – Timeout! Set aside a quiet area where you can send disruptive students. Provide a few books or manipulatives. Signal them to come back to the class when appropriate. When using L1, use a time out signal. It allows for clear separation between the languages and better learning.

Some Functional Ideas : 

Some Functional Ideas

Yellow Card / Red Card : 

Yellow Card / Red Card All students understand this communicative reference. Yellow card is a warning. Red card is the time out area. Make sure to make eye contact directly with the student and hold that eye contact.

Some Functional Ideas : 

Some Functional Ideas

Use a microphone! : 

Use a microphone! A sound system improves student learning! Use a CD player with an external jack. A microphone: -- saves your voice -- allows students to hear more clearly -- focuses attention and helps with classroom management.

Some Functional Ideas : 

Some Functional Ideas

Drink Often! : 

Drink Often! Your voice is precious. Drink often in small amounts. Voice loss is the number one cause of working hour loss in the teaching profession! It can also be chronic and debilitating.

Some Functional Ideas : 

Some Functional Ideas

Use your student’s names! : 

Use your student’s names! Using a student’s name when calling on them has been shown to improve learning! Make a seating chart and keep it on your desk so you can refer to students. Play games at the beginning of the year to learn your student’s names. Create “flags” of student names and keep them on your desk. Draw from this to select students during class.

Some Functional Ideas : 

Some Functional Ideas

Use the classroom space! : 

Use the classroom space! Don’t instruct continually from the front of the class. Your classroom is a playing field, use the length and breadth of it and SCORE! Student learning is enhanced when the teacher uses the full classroom. Get close to your students. Kneel down when speaking to them.

Some Functional Ideas : 

Some Functional Ideas

Echo - keep language communicative : 

Echo - keep language communicative Language is a two way street. It takes two to tango. Language is not teacher question / student response! Train your students to question back or reply back to all questions. T > What do you like to do on the weekend? S> I like playing video games. What do you like to do? T> I like to watch movies.

Some Functional Ideas : 

Some Functional Ideas

By mistakes we learn : 

By mistakes we learn Students need to be encouraged to be risk takers with language. Mistakes are a sign of learning. Try not to correct students explicitly (just repeat back the mistake in a correct form) Don’t correct too often. Only if the error is continual and long term.

Some Functional Ideas : 

Some Functional Ideas

Sandbox Learning! : 

Sandbox Learning! Turn your lesson plan upside down and focus first on the production part of the lesson (the most important). Take an inductive, discovery approach so that the students are unconsciously learning the laws/flow of language. Task based learning is a first step in this regard.

Practical “To Dos” : 

Practical “To Dos” Make comments in your teaching log! Keep a teaching portfolio. Peer evaluation – get your staff onboard Get feedback from students. Record yourself! + Action Research! Social Network! + Teaching Talk! Ask yourself at the end of the day –“How could I have done this better?

Communicative Teaching Ideas : 

Communicative Teaching Ideas HolyCOW!

Guessing Games / Language gaps : 

Guessing Games / Language gaps They engage curiosity. They create fun, controlled (safe) practice They repeat language and instill vocabulary

FLASHCARD FISH : 

FLASHCARD FISH DID YOU BUY ______S

Liar! Liar! Pants on Fire! : 

Liar! Liar! Pants on Fire! I Wish I had an espresso machine. I Wish I could play the accordion. I Wish I were more muscular.

Unit “Blank” Dialogues : 

Unit “Blank” Dialogues A) How was your weekend ______? B) It was __________! A) What did you do? Did you _______? B) _____ I did(n’t). I _____________. How about you? What ___________? A) I __________________! It was _____________.

Surveys : 

Surveys Have 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

MUSIC and a Microphone : 

MUSIC and a Microphone Music is the element on which meaning is built. A microphone lifts off the “affective filter” Music is cool and motivational.

{1.} HE’S GOT THE WHOLE WORLD : 

{1.} HE’S GOT THE WHOLE WORLD {2.} IN HIS HANDS {TOGETHER} HE’S GOT THE WHOLE WORLD IN HIS HANDS. {1.} HE’S GOT _________ AND_________. {2.} IN HIS HANDS {TOGETHER} HE’S GOT THE WHOLE WORLD IN HIS HANDS.

A Good Story! : 

A Good Story!

Slide 58: 

Pg. 45

Bookmaking : 

Bookmaking 5 4 8 1 Bookmaking 3 6 7 2 Front Back

Pictures as Prompts : 

Pictures as Prompts Pictures scaffold learning Today’s learners are “imageators”

Mingling – Group Work : 

Mingling – Group Work Language is a social construct Mingle – Teach questions!

SELF STUDY - Motivation : 

SELF STUDY - Motivation Student empowerment Make materials available

ddeubel@gmail.comhttp://setiteachers.ning.com : 

ddeubel@gmail.comhttp://setiteachers.ning.com “one teaches, two learn.”