1 The Challenge of Teaching Kids Part 1 Handbook
1 The Challenge of Teaching Kids Part 1 Handbook
Schedule –
Teaching a child could be defined as
“instructing him in a certain area”.
Educating a child, however, is enabling him to
develop mentally, morally, physically
and socially.
1st to 6th grade at Primary
BE FLEXIBLE:
If something is not working, then change the game or
activity.
YOUNG LEARNERS
Have a VERY short attention span.
Will forget things quickly.
Develop at very different rates.
a lot of ideas to keep children’s attention.
real language learning techniques and not just
time fillers to keep the children busy.
to know how to turn games and activities into
language learning opportunities
VISUAL
AUDITORY
INPUT
INPUT
OUTPUT
Way in which we modify language
to make it comprehensible to the child…
like in Mother Tongue/L1
Simplified and repetitive type of speech, with exaggerated
intonation and rhythm,
often used by adults when speaking to babies
SIMPLE
KEEP YOUR LANGUAGE NATURAL
AT KIDS’ LEVEL
Should teachers use MOTHER TONGUE?
WHEN…?
FOR EXAMPLE: for safety reasons
❖Teachers need to expose children to L2 – ENGLISH
almost all the time
- At the beginning of the school year: Revise and recycle what your
students have learnt the previous year.
- At the end of the year: you will have plenty of things to do!!
PAY ATTENTION TO:
Child’s Day, Family’s Day, Green Week at Spring Time,
Open Classes for the family, End-of-the-year show.
The syllabus is your “COURSE PROGRAM”
MONTHLY PLAN
or TOPIC PLAN:
WEEKLY PLAN:
WHY ARE ROUTINES SO IMPORTANT
WITH LITTLE KIDS??
FOR EXAMPLE:
Routines give children a sense of security
- give children a sense of security: they allow kids to feel safe.
- help children develop self-discipline.
- teach kids how to constructively control themselves
EXTRA MATERIAL:
- Have extra material for those who always finish before the others: a child with
nothing to do is a potential source of trouble!!
FREE CHOICE TIME: KEEP A BOX WITH EXTRA MATERIAL with:
Picture Cards
Memory Games to play with
Pictures to color
Simple colorful
books to look at
Easy Puzzles to
solve
TIDYING UP:
- It is very important that children learn to
look after their things and tidy up at the end
of the lesson/day.
- Create a Routine Song for this moment:
Clean up!
Clean up!
Everybody…
Let’s clean up!
Clean up!
Clean up!
Put your things away!
From:www. supersimplelearning.com
✓ It is important to establish what you consider to be “acceptable
& unacceptable behavior” at an early stage.
✓ Children need to know where the boundaries and limits lie and
what will happen if they go beyond them.
WE CAN WE CANNOT
AN ACKNOWLEDGEMENT NOTE:
PEACE EDUCATION FOUNDATION
www.peace-ed.org
Don't loose your voice to get
your students' attention.
Use an ATTENTION GRABBER to help them focus.
Don't speak when children are not listening and ready. Wait.
ESTABLISH A SIGNAL for getting the group's attention
Teacher:
“ONE …
TWO…
THREE…
EYES ON ME!!!”
Students:
“ONE …
TWO…
EYES ON YOU!!!”
"GIVE ME FIVE":
This is a yoga technique used for attention getting.
1) In a loud voice, say "If you can hear my voice, clap once".
2) After that say in a normal voice "If you can hear my voice,
clap twice."
3) In a whisper voice, say "If you can hear my voice, clap three
times".
4) By the third time, you should have everyone's attention.
CIRCLE TIME
is when everyone sits together as a group for an activity.
AT CIRCLE TIME:
Teachers should have a clear plan:
Goodnight! (whisper)
I’m good
I’m great
I’m wonderful!!
I’m tired
I’m hungry
I’m not so good!
From: www.supersimplelearning.com
www.preschoollearningonline.com
www.activityschoolbus.com
HELLO TO EVERYONE
AND HOW ARE YOU TODAY?
WE COME TO OUR CIRCLE TIME
TO LAUGH AND SING AND PLAY.
Make a Circle
Big, big, big…
Small, small, small...
Big, big, big…
Make a Circle
Small, small, small...
Hello, Hello, Hello!
Make a Circle
Round and round,
Round and round,
Round and round
Make a Circle
Round and round,
Hello, Hello, Hello!
Make a Circle
Up, up, up…
Down down,
down…
Up,up, up…
Make a Circle
Down, down,
down…
Now sit down!!
Think about:
Key phrases
Suggestions
Permissions.
Vocabulary being taught.
Use props.
TO CLEAN THE CLASSROOM:
(Tune: Arroz con leche)
“It’s time to clean,
To tidy up…
Put everything in order,
tomorrow we come back!
TO MAKE A LINE:
(Tune: Andar en tren)
“Traveling by train…
It’s the best way,
The driver says…
All aboard the train!”
SNACK TIME: TEA TIME, TEA TIME,
(Tune: A guardar…a guardar)
“Tea-time, tea-time,
It’s time for tea…
Everybody waits,
everybody sits.
Tea-time, tea-time,
It’s time for tea…
A cookie for you,
And a cookie for me…
One…two…three!!
From: www.supersimplelearning.com
Walking, Walking
Walking, Walking
Hop, Hop, Hop…
Hop, Hop, Hop…
Running, Running,
Running…
Running, Running,
Running
Now we stop,
Now we stop!
Tip-toe, Tip-toe,
Tip-toe, Tip-toe,
Jump, Jump, Jump…
Jump, Jump, Jump…
Swimming, Swimming,
Swimming
Swimming, Swimming,
Swimming
Now we’ll sleep
Now, we’ll sleep
TEACHING TIP:
Use Kids’photos to call the roll
1) Place the NAME CARDS on a table.
2) As students enter the classroom each
day they find their own name card
3) They place it in the corresponding
pocket on the chart.
From: www.pre-kpages.com
✓Children love looking at photographs of themselves
✓It helps build self-esteem and a sense of community.
STICK PUPPETS
NECKLACES
• To check how many kids there are in the classroom.
• A rope with hangers at the bottom of the Chalkboard
• Cut outs/ Figurines of children.
• Use a cut-out shape from
cardboard, simulating a
window with curtains to open
and check the weather:
• Place symbols on it:
• SUN : It’s a sunny day
• CLOUD: It’s a cloudy day
• UMBRELLA: It’s a rainy day
LEARNING CENTERS:
✓Block Area,
✓Dramatic Play
✓Book Area
✓Arts & Crafts.
✓ Music & Singing PLAY TIME:
✓ Video & Computers - Outside Play
✓ Story Time. - Inside Play
AS A VISUAL AID YOU CAN USE: YOURSELF
PICTURES PUPPETS
VISUAL AIDS:
- provide a meaningful context for the activity.
- help teachers when assessing child’s progress
Children learning a
Language need
hands-on learning
experiences
with concrete objects.
MANIPULATIVE:
“AS IF PLAY”
SYMBOLIC PLAY “IN PARALEL PLAY”
MIMING SONGS
CHANTS
CHANTS
RHYMES
PUPPETS ACTIVITIES
SIMULATION SIMULATION
ACTIVITIES
ROLE-PLAYS
Start with easy guided activities to gain confidence.
Use
Do…do…do…as I do!
Just do it!
Clap…clap…clap, as I clap!
Just do it!
Just do it!
Walk. Walk, walk, as I
walk!
Just do it!
in Young Learners’ Classroom
Delight in “make-believe”
Play in imaginary worlds.
Can act out a role.
Engage in “pretend activities”.
Dress up.
Become another person.
SHORT
To activate the Language and have fun!
ACTIVITIES SHOULD
ADAPTABLE TO USEBE:
SHORT
FUN EASY TO SET UP
FUN
FOR EXAMPLE:
▪ Clothing
▪ Doll house
USEFUL “PROPS” FOR YOUR
VERY YOUNG LEARNERS’ CLASSROOM:
▪ Clothing
▪ Doll house
▪ Furniture
▪ Dolls
▪ Stuffed animals
▪ Toy telephone
▪ Cash register
▪ Toy money
▪ Table setting
▪ Empty food
containers
PLAY RESTAURANT:
✓ Aprons for the waiters.
✓ Dress shirts for the cooks.
✓ Play food.
PET SHOP:
✓ Stuffed animals.
✓ Cardboard boxes put together to
represent cages.
✓ Containers of pet food.
✓ Pet toys.
✓ Cash register.
✓ Play money.
✓ Books about pets.
AT HOSPITAL:
PLAY BEAUTY SHOP:
✓ Bandages.
✓ An old hair dryer.
✓ Band -aids.
✓ Curling iron.
✓ Masks.
✓ Sponge rollers.
✓ Scrubs.
✓ Large clips.
✓ Cots.
✓ Empty shampoo bottles.
✓ First aid kit,
✓ Pretend make-up.
✓ Stethoscope.
✓ Nail polish.
✓ Dolls.
SHOE STORE:
✓ Variety of used shoes - all sizes.
✓ Cash register.
✓ Play money.
✓ Cardboard boxes to "display" the
shoes.
✓ A chair to sit to try the shoes on.
A: Good morning! Can I help you?
B: Yes, please. I need some apples
A: Here you are.
B: How much is it?
A: Ten pesos.
B: Ok. Thank you.
A: Good Bye!
B: Good Bye!
A: How are you feeling?
B: Oh…I am sick.
A: What’s wrong?
B: I have a stomach ache.
A: Let’s call the doctor!
SONGS & RHYMES:
Provide a rich source of texts
for acting out.
- Be simple to explain.
- Easy to set up and play.
- Easy to carry out.
- Everyone should be able to participate in it.
MAKE A LIST OF BENEFITS WHEN
USING GAMES IN CLASS
FOR EXAMPLE:
For REVISION.
To repeat vocabulary words
BENEFITS WHEN USING GAMES
IN CLASS
They involve a lot of repetition, and repetition is
the mother of the skills.
TEACHING TIP: Put picture cards underneath the sheet and tell a
particular child that when the sheet goes up he or she is to run
underneath. He or she has to run to one picture and name it or
answer a question as he/she runs.
Get your students to stand in a line one beside the other,
facing you.
Turn around to face a wall (“home”) so your back is facing the
children. Stand up at a certain distance.
Call out: “One, two, three, stop!”
In the meantime, the children run towards you, trying to get as
close to you as possible.
When you say “Stop!”, turn quickly around and see if anyone
is moving. If so, ask: “What’s your name?” : I’m Peter. Go back
Peter! (all) and Peter has to go back to the standing line.
Repeat the procedure.
❖One student in the middle calls out one type of fruit and those
who have that card must stand up and rush to change seats.
TEACHING TIP: If you find the children cannot guess the objects, show
them all the objects first, and then, hide them and let the children
feel and name.
Use a big polypropylene cube
to make a colorful dice
to play floor Board Games
PICTURE CARDS can be:
- Drawings,
- Cut-outs from magazines,
- Photos.
CLASSROOM LANGUAGE
FOR CARD GAMES:
A PACK OF CARDS
SHUFFLE THE CARDS
DEAL OUT THE CARDS
TURN OVER THE CARD
PUT THE CARD FACE DOWN/UP
✓ They allow children to associate
pictures with vocabulary lexis in
isolation.
4) Ask the child to pick up the correct Picture Card and hang it to
you.
❖After a while
exchange cards among the children.
Give one to each child while you attach a story
character to each one.
Have the children hold up the appropriate character
when it is mentioned in the story.
They can also use it with letters to form words.
1. Spread the cards out (face up) on the table.
2. Say one vocabulary word aloud at a time.
3. Students, upon hearing the word, must repeat it and slap the
corresponding card.
4. The student who slaps the correct card first, keeps it.
CREATE GAMES TO REINFORCE CONCEPTS THAT YOU ARE TEACHING:
Use them for:
- Small groups.
- Whole class activities.
- On the chalk board.
- On the floor.
CLASSROOM LANGUAGE:
THE BOARD
A SQUARE
A COUNTER
ROLL THE DICE
GO FORWARD TWO SQUARES
GO BACK…
MISS A TURN
IT’ S YOUR TURN
Encourage students to use English as they play.
They should:
- count in English,
- use phrases such as “My/Your turn”.
www.childcareland.com
File Folder Games that you can bring out to work on
individually with the children and assess them!!
Children try to find the
MATCHING PAGES
An excellent way to build visual discrimination and
cognitive skills.
Display and arrange material
in an attractive way.
Material should be placed in clearly labeled containers or on open
shelves so that children can easily make their selection.
NUMBERS
LETTERS
FROM : www.learningstationmusic.com
HANDS UP
WRISTS TOGETHER
A Root Chy Cha-A root Chy Cha
A Root Chy Cha Cha
THUMBS UP
ELBOWS IN
KNEES TOGETHER
BUMS OUT
TONGUE OUT
EYES CLOSED
1) Each group will choose a
resource for a:
• A CARD GAME
• A BOARD GAME
• A MATCHING GAME –
FILE FOLDER GAME
• A FLIP-FLOP GAME A BOARD GAME
A CARD GAME