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  • Exploring a new pedagogy: Teaching for Intellectual and Emotional Learning (TIEL) August 31, 2010
    The role of teacher educators is to develop the capacity in pre-service teachers for complex teaching that will prepare them to create and teach in “learning communities [that are] humane, intellectually challenging, and pluralistic” (Darling-Hammond, 1997, p. 33). To establish and maintain such learning communities, however, requires knowledge of intellectu […]
  • Teaching factual writing: purpose and structure August 26, 2010
    David Wray and Maureen Lewis remind us of the need to focus on the teaching of factual texts in primary classrooms. They offer one particular teaching strategy, ‘writing frames’, trialed by teachers in the EXEL (Exeter Extending Literacy) Project, as a useful strategy in assisting young writers learn to write factual texts. Introduction As members [...] […]
  • Who qualifies to monitor an ESP course: a content teacher or a language teacher? August 24, 2010
    As it is known, ESP materials are developed in order to respond to the specific needs of English learners. ESP is a branch of applied linguistics in which investigators attempt to put their fingers on the specific needs of individuals or groups of individuals in English in order to design materials related to their specific [...] […]
  • Defining whole language in a postmodern age August 22, 2010
    Can whole language be ‘defined’ in the true sense of the word? Lorraine Wilson believes that while whole language can never be ‘defined’ in the sense suggested by the word’s Latin root (definire = to finish, finalise), certain core principles and assumptions can be made explicit. In this article she describes how a group of [...] […]
  • Generic practice August 18, 2010
    In this article Jo-Anne Reid postulates the benefits of postmodern thinking in language and literacy education. She encourages literacy educators to think about what we are doing, each and every time, without relying on what we might accept (without thinking) as rules for the genre of teaching. Rather, she says, we should be engaging ourselves [...] […]
  • A guide to the advantages of a TESOL Course August 14, 2010
    TESOL is the condensed form of Teaching English to the Speaker of Other Languages, a globally acknowledged qualification. This course, suggests Manuel Kupka, offers you an insight into the fundamental approaches of instruction and learning in English. After finishing your course you will become a professional educator who can teach English to people who spea […]
  • Beginning reading: phonemic awareness and whole texts August 11, 2010
    By Paul Richardson It may be serendipity, or a function of the news media I sample during the course of each day, but I have increasingly heard it claimed from various sources that Australia is again facing a literacy crisis. Politicians, radio broadcasters and journalists have all claimed that a proportion of children in schools around [...] […]
  • Will an online TEFL course help me find jobs abroad? August 2, 2010
    There’s a lot of debate around online TEFL courses, notes Bruce Haxton. Are they as good as classroom TEFL courses? Do language schools accept them? And will they prepare you for a life of teaching English abroad? The truth is; they have their pros and their cons – just like classroom TEFL courses. For some [...] […]
  • How can speed reading be useful? June 27, 2010
    The second of two articles on speed reading by Adam Harley: Speed reading is an essential skill when you need to read large information quickly. Speed of reading means how many words you read in a minute. Different people have different speed of reading which can be improved by using different techniques and methods. It is [...] […]
  • An introduction to speed reading June 24, 2010
    The first of two articles on speed reading by Adam Harley: Speed reading isn’t too difficult. Try a couple of these tips and techniques, and you can already increase your reading speed. Speed reading is an enhanced form of reading. It uses many of the same methods and ideas, but enhances them to the point where speed [...] […]

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Teaching Young Students

June on the TEFL Times has been set aside for a series of articles from Sharon K Couzens de Hinojosa, the creator and writer for TEFL Tips.

Teaching young children can be challenging just because it’s difficult to get their attention and keep it for an extended period of time. However there are a few things to keep in mind that will make teaching young students easier.

Change Activities Often
If you’re teaching children how to introduce themselves, plan a bunch of shorter activities instead of one long one. Each activity should last about five to fifteen minutes maximum. Young children simply can’t pay attention for a longer period of time and will start fidgeting.

Move Around
TPR, or Total Physical Response, is great for children. Think of Simon Says and Head, Shoulders, Knees and Toes. Children love to be active and move around, so if you can add any movement to your class, kids will love it. Try giving rambunctious children leadership roles. Have them hand out papers, collect game pieces, etc. It will keep them busy, quite and make them feel important. And try games, such as Simon Says, or Do What I say, Not What I Do. in order to get their attention


Games Rule
Forget boring fill in the blank activities. Put those same questions on a game board and children will be mesmerised. Card games work well as well. Try Games Galore and Mark’s English for game ideas and templates.

Group Children Differently
Children lean just as much, if not more, from their peers as they do their teacher. High level students can learn from lower students and vice versa. By changing the grouping, children move around, but more importantly work with different people. They learn group work skills in addition to language skills. When you pair students up, they can sit side-by-side, face-to-face, back-to-back, or even have pairs on opposite sides of the room. Small groups work well around a table or sitting on the floor. Larger groups, or splitting the class in half work well for competition, whole-class games.

Rewards
Rather than punishing students for bad behaviour, try rewarding them for good behaviour. Stickers, stamps, and little gifts are wonderful ways to reward students that behave well. Even praise works wonders. Watch what happens when you compliment one student on sitting properly in his chair, all the others will quickly sit up straight because they want to be praised as well. Or tell the students that at the end of the class, you will give out rewards to the three best behaved children.

Discipline is Key
Discipline can be hard. So try Star Lotto. At the beginning of class, draw three stars on the board. When you want them to be quiet, start counting down from ten, if you reach zero, erase a star. At the end of class, you have a student draw a number. You’ll have to make the number beforehand and should laminate them as well. Numbers need to be from one to six. If a student gets a number that is equal to or less than the stars on the board, then the class gets a sticker on their Star Lotto chart. Once they get a certain number of stickers, they get a prize.

Use signals for silence. Have a signal, such as putting your hands on your head, then clapping three times and then sitting up straight. Students will be able to see you and know that you want them to be quiet even if they can’t hear you.
These are just a few tips, try talking with other teachers as well. By sharing your ideas, both you and your students will enjoy learning more.

Make sure students understand the rules. Demonstrate how to do something with a couple of students in front of the class. That way, if they don’t understand English, they can see what they have to do.

About the author

Sharon K Couzens de Hinojosa is the creator and writer for TEFL Tips, The LA Job List, and The Ultimate Peru List. She enjoys answering people’s questions about TEFLing and Peru.

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