Articles, Blog

Shaping the Way We Teach English: Module 12, Younger Learners

October 23, 2019


ONE, TWO, THREE. * ENGLISH IS IMPORTANT * * YES, YES, YES, YES * WHO-O-O-O EXCELLENT, YES. ENGLISH IS
IMPORTANT. GOOD. YOUNGER LEARNERS ARE
FROM 4-10 YEARS OF AGE, AND FROM KINDERGARTEN
THROUGH 5th GRADE. YOUNGER LEARNERS ARE
ACTIVE AND CREATIVE. THEY LEARN THROUGH DOING. THEY ARE SOCIAL,
THEY LIKE TO PLAY, AND THEY HAVE THE ABILITY TO DEVELOP THE RULES
OF LANGUAGE THEMSELVES AS THEY PLAY WITH DIFFERENT
LANGUAGE CONTENT AND INPUT. THEY ALSO HAVE
A SHORT ATTENTION SPAN, AND THEY NEED REPETITION
AND CLEAR DIRECTION. MODULE FOCUS:
INTRODUCTION. THE FOCUS IN MODULE 12 IS
ON TEACHING YOUNGER LEARNERS. IN THE CLASS
YOU SAW AT THE BEGINNING
OF THIS MODULE, THE TEACHER USED A SONG
TO START THE CLASS AND GET LEARNERS TO FOCUS. THIS IS AN EFFECTIVE
MANAGEMENT TECHNIQUE FOR YOUNGER LEARNERS. FOR YOUNGER LEARNERS,
A TEACHER SHOULD ALSO PROVIDE A WARM, FRIENDLY,
AND COMFORTABLE CLASSROOM; CLEAR AND SIMPLE ROUTINES, RULES, DIRECTIONS,
AND TRANSITIONS; A VARIETY OF ACTIVITIES
AND TYPES OF PARTICIPATION WITH MUCH REPETITION; HOLISTIC USE OF LANGUAGE; OPPORTUNITIES
TO PHYSICALLY MOVE AROUND, TO WORK TOGETHER,
AND TO HAVE FUN. VIDEO SEGMENT NUMBER ONE. IN THIS CLASSROOM, LOOK FOR THE
PURPOSE OF THE ACTIVITY, THE TEACHING STEPS
USED BY THE TEACHER, THE AMOUNT OF TIME NEEDED
FOR THE ACTIVITY, AND THE STUDENT RESPONSE. EARLIER
IN THIS CLASS PERIOD, THE TEACHER REVIEWED ALL
THE VOCABULARY USED IN THE SONG AND TAUGHT THE TUNE
TO THE SONG. I AM GOING TO TOUCH
MY PART FIRST, AND THEN YOU
HAVE TO REPEAT. OKAY? HEAD. Class:
( weakly ) HEAD. OKAY, REPEAT
AFTER ME. HEAD. Class:
( firmly ) HEAD. SHOULDERS. SHOULDERS. KNEES.
Class:
KNEES. TOES.
TOES. HEAD.
HEAD. SHOULDERS.
SHOULDERS. KNEES.
KNEES. TOES.
TOES. OKAY. All:
* HEAD, SHOULDERS * * KNEES AND TOES * * KNEES AND TOES * * HEAD, SHOULDER,
KNEES, AND TOES * * KNEES AND TOES * * EYES AND EARS
AND MOUTH AND NOSE * * HEAD, SHOULDER,
KNEES AND TOES * * KNEES AND TOES ** OKAY, FAST! * EYES AND EARS
AND MOUTH AND NOSE * * HEAD, SHOULDER,
KNEES AND TOES * * KNEES AND TOES ** OKAY,
EXCELLENT! OKAY? SO HERE
WE HAVE SOME BODY PARTS, AS YOU CAN SEE. AND HERE YOU
HAVE TO FIND THE DIFFERENT WORDS
OF THE BODY PARTS HERE. YOU HAVE TO MAKE
A CIRCLE WITH A PENCIL
OR WITH A PEN, WHATEVER
YOU WANT, AND…YOU
HAVE…TO CIRCLE… IN THE —
IN THIS, OKAY? CIRCLE
THE WORDS. OKAY? OKAY. WHEN YOU FINISH
FINDING THE WORDS, YOU HAVE TO COLOR
THE PICTURES. OKAY? HAND. [ background classroom noises ] THE PURPOSE OF THIS ACTIVITY
WAS TO TEACH VOCABULARY THROUGH REPETITION
AND PHYSICAL MOVEMENT. THE ACTIVITY
WAS VERY SHORT, BUT INCLUDED A LOT
OF VOCABULARY PRACTICE. STUDENTS WERE ALL
DOING THE ACTIVITY TOGETHER AND HAVING FUN. AFTERWARDS, STUDENTS
WORKED INDIVIDUALLY ON READING AND WRITING
THE VOCABULARY WORDS AS WELL. VIDEO SEGMENT NUMBER TWO. IN THIS CLASS,
THE TEACHER IS USING A CHANT. LOOK FOR: TODAY WE
ARE GOING TO LEARN ABOUT THREE
NEW WORDS. OKAY? LOOK AT ME. I AM WALKING. WALK…
GO LIKE THIS. WALK. DRINK…DRINK.
DO NOT REPEAT. DO NOT REPEAT. LISTEN…LISTEN. OKAY… AND… EAT. EAT. OKAY. SO WOULD YOU
PLEASE STAND UP. LISTEN…
AND ACT. LISTEN
AND ACT. DOWN
AND UP. Students:
DOWN AND UP. Teacher:
AND WALK, WALK, WALK. Students:
AND WALK, WALK, WALK. Teacher:
DOWN AND UP. Students:
DOWN AND UP. Teacher:
AND WALK, WALK, WALK. Students:
AND WALK, WALK, WALK. Teacher:
OKAY. WE WALK
TO THE LEFT. Students:
WE WALK TO THE LEFT. AND WE WALK
TO THE RIGHT. AND WE WALK
TO THE RIGHT. TURN AROUND. TURN AROUND. Teacher:
AND WALK, WALK, WALK. Students:
AND WALK, WALK, WALK. DOWN AND UP. DOWN AND UP. ( faster )
AND WALK, WALK, WALK. AND WALK,
WALK, WALK. DOWN AND UP.
DOWN AND UP. AND WALK,
WALK, WALK.
AND WALK,
WALK, WALK. WALK
TO THE LEFT.
WALK
TO THE LEFT. NO, NO, NO.
NOT TURN AROUND. SO PICK UP
YOUR GLASS OF WATER. EVERYBODY, PICK UP
YOUR GLASS OF WATER. OKAY. [ laughs ]
OKAY, YOU READY? DOWN AND UP. DOWN AND UP. AND DRINK,
DRINK, DRINK AND DRINK,
DRINK, DRINK. DOWN
AND UP. DOWN
AND UP. AND DRINK,
DRINK, DRINK. AND DRINK,
DRINK, DRINK. PUT YOUR GLASS
ON YOUR DESK. NOW I WILL GIVE
YOU AN ORANGE. ONE FOR ONE. OKAY. [ teacher speaks
unintelligibly ] OH, EVERYBODY
GOT IT. OKAY.
DOWN AND UP. DOWN AND UP. AND EAT,
EAT, EAT.
AND EAT,
EAT, EAT. WE EAT
TO THE LEFT. WE EAT
TO THE LEFT. AND EAT
TO THE RIGHT. AND EAT
TO THE RIGHT. TURN AROUND. TURN AROUND. AND EAT,
EAT, EAT. AND EAT,
EAT, EAT. OKAY, COME BACK
TO YOUR SEAT. THE PURPOSE OF THIS ACTIVITY
WAS TO TEACH THREE NEW VERBS. TEACHER DIRECTIONS
WERE COMMANDS. THEY WERE SIMPLE AND CLEAR,
AND SHE PROVIDED VARIETY IN THE COMMANDS. FIRST, THE TEACHER DID
THE ACTIONS WITH THE STUDENTS, AND THEN SHE TOLD THEM
WHAT TO DO. THE COMMANDS AND ACTIONS
WERE REPEATED MANY TIMES. DOWN AND UP. THIS IS A TECHNIQUE FROM THE TOTAL PHYSICAL
RESPONSE, OR T.P.R., APPROACH. IT IS AN EFFECTIVE METHOD
TO USE WITH YOUNGER LEARNERS. THE NEXT CLASSROOM
IS A KINDERGARTEN. THE TEACHER IS USING
ACTIVITY STATIONS TO INDIVIDUALIZE LEARNING
AND APPEAL TO STUDENT INTEREST. THERE ARE SEVERAL STATIONS USED
FOR DIFFERENT PURPOSES. WATCH THE CHILDREN
USING THE WORK STATIONS THEY HAVE SELECTED. LOOK FOR
DIFFERENT ACTIVITIES, ARRANGEMENT OF THE ROOM
AND USE OF RUGS, HEIGHT ORIENTATION
FOR CHAIRS, TABLES, AND THINGS ON THE WALLS, AND FOR WHAT
THE TEACHER IS DOING. [ children shouting ] LOOK AT THAT. HEY, JESUS. JESUS! JESUS. OKAY. [ grunts ] [ children talking loudly,
banging ] …VICTORIA… VIC…VIC…
VICKY. VICKY!
COME ON. YEAH, BUT I
HAVE CYNTHIA. YOU HAVE
VICKY. [ talking indistingishably ] OKAY. [ both singing ] IT’S TIME
FOR CLEANUP. READY…
( singsongy )
CLEAN UP. [ children talking loudly ] [ banging, laughing ] [ water splashing ] ONLY CLEANING
MONITORS ARE UP. FIVE…
FOUR… THREE… WHO’S SITTING
ON THE CARPET? CRISSCROSS
APPLESAUCE. TWO… AND ONE. JESSICA,
YOU NEED TO SIT. THANK YOU,
ALEXIS KLINE. THANK YOU,
TOO, JOSE. IN THIS CLASS THERE WERE
MANY DIFFERENT RESOURCES COLLECTED ON SHELVES
AND IN BINS AT EACH OF THE SIX
DIFFERENT STATIONS, SO CHILDREN COULD CHOOSE THEIR
OWN ACTIVITY AT THAT STATION. RUGS WERE USED TO BORDER
STATIONS AND TO SIT ON. TABLES WERE GROUPED TOGETHER. EVERYTHING WAS ORIENTED
TO THE CHILDREN’S HEIGHT, INCLUDING THE CHAIRS,
TABLES, RESOURCES, AND THINGS POSTED
ON WALLS. THE TEACHER WAS USING
THE TIME TO WORK WITH EACH CHILD
INDIVIDUALLY. THE CHILDREN WERE DIRECTING
THEIR OWN ACTIVITIES AND CLEANING UP THEIR
WORK STATIONS AFTERWARDS. CHILDREN LEARN
WHEN THEY ARE ACTIVE, INTERESTED, AND ENGAGED. THE FOCUS IN MODULE 12
HAS BEEN ON YOUNGER LEARNERS. SOME IMPORTANT POINTS
IN TEACHING YOUNGER LEARNERS ARE A WARM, FRIENDLY,
AND COMFORTABLE CLASSROOM; CLEAR AND SIMPLE ROUTINES, RULES, DIRECTIONS,
AND TRANSITIONS; A VARIETY OF ACTIVITIES
AND TYPES OF PARTICIPATION WITH MUCH REPETITION; HOLISTIC USE
OF LANGUAGE; OPPORTUNITIES TO PHYSICALLY
MOVE AROUND, TO WORK TOGETHER, AND TO HAVE FUN. IN THE FINAL SONG, NOTICE
ANOTHER TECHNIQUE: THE USE OF GESTURES
WITH THE SONG. NOTICE ALSO HOW THE TEACHER
KEEPS HER GESTURES SMALL AS A MODEL
FOR THE CHILDREN. [ guitar and singing starts ] SEE THE MANUAL FOR READINGS
AND MORE INFORMATION ON THIS AND OTHER TOPICS
ABOUT YOUNGER LEARNERS. [ recorded song plays
in background ] * WE ALL LAUGH
IN THE SAME LANGUAGE * * WE ALL LOVE
TO LEARN AND PLAY * * OUR HEARTS BEAT
IN THE SAME RHYTHM * * ROUND THE WORLD
WE’RE ALL THE SAME * * WE ALL CRY
WHEN WE FEEL SORROW * * WE ALL LOVE
OUR FAMILY * * WE ALL PRAY
FOR A BETTER TOMORROW * * ROUND THE WORLD,
YOU AND ME * [ instrumental interlude ] * WE ALL LAUGH
IN THE SAME LANGUAGE * * OUR HEARTS BEAT
IN THE SAME RHYTHM * Recording:
* ( chanted )…Portuguese,
Chinese, Vietnamese * * WE ALL CRY
WHEN WE FEEL SORROW * * Algerian, Syrian,
Lithuanian, Rumanian * * WE ALL PRAY
FOR A BETTER TOMORROW * * Bantu, Hebrew,
Cree, Aborigine * * WE ALL LAUGH
IN THE SAME LANGUAGE * * Alsation, Croatian,
Russian, Prussian * * OUR HEARTS BEAT
IN THE SAME RHYTHM * * Hopi, Cherokee,
Navajo, Seminole * * WE ALL LAUGH
IN THE SAME LANGUAGE * * American, Canadian,
Mexican, Arcadian * [ clapping in rhythm ] OKAY.

No Comments

Leave a Reply