How We learn 10% of what we READ. 20% of what we HEAR, 30% of what we SEE 50% of what we SEE and HEAR ‘70% of what is DISCUSSED with OTHERS 80% of what is EXPERIENCED PERSONALLY 95% of what we TEACH TO SOMEONE ELSE William GlasserGAMES AND RHYMES (1st session) 1. INTRODUCTION On the first day of class, the halls buzz with excitement. Teachers get ready to greet their students, anxious to get started, and our young, or not-so-young, learners are nervous, wondering what their teacher's like. Of course, first impressions count, and it's essential to have a first day of class that will set the tone for what the rest of the school year or course will be like. And it will be fun! Here are some ideas for the all-important first day of class: Classroom set up The physical arrangement of your classroom can influence your students’ behavior and learning. The impact of the room arrangement is too important to leave to chance. Plan the classroom learning environment before the beginning of the school year. Your goals for the class must guide your choices. Whether you wish to maximize group interaction with lots of small-group activities or lecture most of the time, the physical arrangement can help or hinder. Students get a pretty good picture of what their year is going to be like from the décor and arrangement of the classroom as they enter for the first time. Getting to know your students The first day of class is a great opportunity to get to know your new students and find out a little more about them Whatever you do on the first day of class, take the time to get to know your students and let them get to know you, Example A, This Is Me This is a very simple worksheet for very young leamers who may not be able to waite. They draw a picture of themselves and several oftheir favorite things. Affer they've completed their worksheets ask them to stand up and show their pictures tothe class. If possible, you may ask them to describe or name some of the things in English,B. This Is Me (for older students) ‘This one is similar to the above worksheet but for students who are already able to read and write in English. You may also ask them to share the information they've written down with the class. The last part. of the worksheet is particularly useful for teachers. it asks students basically how much they like certain activities like singing, coloring, playing games, etc. and it will give you an idea as to what type of learner each may be. leebreakers Never underestimate the importance of activites to break the ice on the first day of class. No matter how ‘ld or how young yaur students are, there is always a litle anxiety about having to speak a language that is not their own. To get the year off o a great start, ry any Icebreaker (songs, rhymes, shor games posters, anecdotes) and yout see your students will be more relaxed and less anxious about learning English Rules/Routines Set forth the classroom rules/routines and discuss your students’ goals for the course. But the most important thing is to lay a solid foundation for what will be a year/course of cooperation and learning Use the first day to inform students what's expected of them. Present students with a creative visual aid that details class rules in a simple, straightforward way. Keep rules posted in a prominent location, easily visible to everyone in the room. Each day, go over the rules as a group. Put it into rhyme or sing-song form to make them easy to memorize Students need structure and routine in order to thrive. They should know what they're supposed to be doing at all times of the day, and should have individual chores and responsibilities to understand the importance of pitching in, working together and being accountable. If they all know what they're supposed to be doing, it's easier to re-direct those who are off task Visual aids Colorful and creative visual aids around the classroom help class time flow efficiently. Post up ABCs, numbers, colors, shapes, types of food, seasons, clocks and other information you want children to review dally. Keeping these ideas visible helps students remember what they're supposed to be thinking about and keep them on taskBring in interactive activities, videos, films, animated stories, cartoons, books or any other material that could encourage them to participate and/or to learn by doing Songs, rhymes and games The benefits of songs, rhymes and games as teaching tools go well beyond just teaching the language. Here are a few reasons to implement them in your lessons from start to finish They create a positive atmosphere. * They help to balance energy levels. * They are very effective in signalling transitions. Students often get confused, and subsequently tune out, during transitions from one activity to another. Using rhymes and songs to signal changes helps students understand what is going on (and helps save the teacher's voice, too!) + They allow everyone to participate. © They allow for quick review. © They are ‘sticky’.2. TEACHING YOUNG LEARNERS The number of teachers of young learners is increasing as children start to learn English at a younger age around the world The term young learners can be used to describe: Pre-school learners Primary school learners and Secondary school or teenage learners Carol Read (2003) proposes some of the optimal conditions for helping young learners to learn: Learning is natural Learning is contextualised and part of a real event Learning is interesting and enjoyable Learning is relevant Learning is social Learning belongs to the child Learning has a purpose for the child Learning builds on things the child knows Learning makes sense to the child The child is challenged appropriately Learning is supported appropriately Learning is part of a coherent whole Learning is multi-sensory The child wants to learn Learning is active and experiential Learning is memorable Learning allows for personal, divergent responses Learning takes account of multiple intelligences The learning atmosphere is relaxed and warm The child has a sense of achievement.Teachers should also keep in mind that, in spite of these optimal conditions, there are always certain problems to face in everyday classes and some solutions available to help them too. (Shelley Vernon, 1995) Learners in general and preschoolers in particular: + Have very short attention spans + Forget things quickly May not be fully confident in their first language + May not be motivated to leam + May be fearful + Develop at very different rates which leads to mixed ability groups + Can be easily overwhelmed + Need to be taught with effective language learning techniques and not just with timefillers to keep them busy. Any of the ideas suggested below could become useful in case of need: + Change your games and activities every 5-10 minutes. + Vary the pace during the lesson, mixing up energetic games with quiet ones. + Repeat, review and revise. Use short games to review vocabulary and phrases you have already taught + Make lessons playful and full of physical movement. Children will find them more enjoyable, be more motivated and remember the language better. + Teach in a relaxed and friendly atmosphere with plenty of encouragement. + Avoid competition with preschool learners. It can be stressful and overwhelm them. Play games where everyone wins, or where you do not single out a winner . Encourage and support young learners. + Use chants, rhymes and songs. These are great for movement and frequent repetition of vocabulary and phrases.Do not focus on reading and writing - leave those for when children are older. Focus on listening and understanding, building vocabulary and the acquisition of short phrases, Concentrate also on speaking practice, starting with single words and short phrases, and gradually moving onto longer sentences and questions. Avoid abstract concepts and focus on conorete items that children understand and relate to. For example, start with familiar topics such as colours, numbers, greetings, animals, fruit, food and drink, families, body parts, shapes, clothing, the weather, days of the week and everyday sentences and phrases. Use please and thank you and be positive. Focus on positive behaviour rather than telling children what not to do. Be prepared - practise telling stories before you go into class and have your picture flashcards and materials ready. Mix up active participation and listening. if the children become restless do something active. Be flexible. If something is not working then change the game or activity. Involve shy children - help them to express themselves. Bring in real objects whenever possible, such as clothes to dress up in, or props for acting out little plays or stories, When you cannot bring in realia use whatever objects are available in your class, and use colourful pictures of real items. Use stories. Stories are a great resource for preschool learners, who will want to hear the same tales told repeatedly. References - Cameron, L (2003). Challenges for ELT from the expansion in teaching children in ELT. Oxford University Press. - Read, C (2003. Is younger better? Modern English Publishing - Read, C (2005) Managing Children Positively. Modern English Publishing.USEFUL DEFINITIONS (we an easnple Yor each. ©!) Alliteration: two or more words starting with the same sound Assonance: repetition of vowel sounds Imagery: use of language to create a vivid image Internal rhyme: placement of rhyming words within « line of poetey Metaphor: where the writer writes about something as if it were really something else Onomatopoeia: when a word sounds like the noise it is describing Personification: language describing human action, motivation and emotion is used but is referring to non-human things Rhyme: words with similar sounds Simile: describes something by comparing it to something else using like or as Syllable: a word or part of a Word that has one separate sound when you say it.