TESOL Spain: Young Learners Part 3

This is my final post on the Young Learners talks I attended at TESOL Spain last weekend. The first two talks by Carol Read and Nina Lauder were very informative and given by experienced speakers. Both Carol and Nina are professional educational consultants whose jobs include giving training sessions and presentations about their areas of expertise. The two sessions I am going to talk about today were by classroom teachers, who wanted to share their ideas. I am going to provide an outline of their talks and say how useful (or not) their ideas were for my own teaching context.
The first session was entitled Writing Instructions - Where? How? Where Does It Fit In? by Elizabeth Forster and Richard Stenhouse, from the British Council Primary School in Madrid. Elizabeth talked about reading (following) instructions with lower primary learners and Richard with upper-primary.

By atibens on flickr

One of the main points was how difficult it can be to give effective instructions. We experienced this for ourselves, trying to make a "snapdragon" by following Richard's oral instructions, and most of us failed miserably! We then had to work in pairs where one of us would give instructions to make a paper aeroplane and the other would follow. This didn't work for me as neither my partner nor I could remember how to make one! These two tasks did illustrate very well the complexity of giving clear instructions, whether oral or written, and I think this is something we need to pay more attention to in our classroom language. Demonstration is also equally as important as the instructions themselves. Elizabeth explained why it can be useful to practise writing instructions with children and how this ought to be done. Some relevant real life situations include: Making things for festivals such as Halloween and Christmas, playing a game and recipes. She also showed us an example of the instructions she had given her class for how to make a jack o' lantern. She had written the instructions onto large pieces of card and had used these as reading prompts (even with non-readers who would pick up some of the key words), doing activities such as sequencing, run and touch the instruction card etc.

Richard then talked about how to gradually make the instructions more complex by using different connectives, imperative verbs and by evaluating the instructions of their peers.

Overall Feedback: Although both presenters highlighted some important points and gave us practical ideas, I'm not sure this was enough to warrant a whole session on writing instructions. This talk may have been more useful for primary school teachers in a CLIL or bilingual setting.

The final session I attended on Young Learners was the last talk before Herbert Puchta's Closing Plenary. This was called Classroom Management for Primary by Helena Kennedy. I decided to go to this talk because it is always useful to find out how other teachers successfully manage their classes of young learners and pick up new ideas.

Helena teaches both extra-curricular and curricular primary children at the Hyland Language Centre in Madrid. Her session was relevant for all teachers of primary-aged learners. The talk focussed on how to maintain control in the classroom. Some important aspects she mentioned were:

• Coming up with a fixed routine
• Obeying responsibilities (learners)
• Not only work but also play
• Tell the learners how well they are doing
• Reprimand when necessary
• Give an overall behaviour mark
• Leave the last class in the past.

What can happen in the classroom if you're not careful! Photo by Aislinn Ritchie on flickr

Lots of practical ideas were demonstrated and I will now outline some of these:

• Name cards - these could be used to make a seating plan before the students arrive; to choose classroom monitors; to keep a check on behaviour.

Helena showed us her system of having a sun, a cloud and a storm on the board and under which she would stick the children's name cards, depending on how well they were behaving.
She also gave each child a card at the end of the lesson, with from 1 to 5 stars coloured in, which showed their overall behaviour in that class/day.

• Use positive comments and stamps on the children's work to motivate them
• Smile!
• Allow those who have performed/behaved best to leave the class first
• Give postive comments to their parents

She also showed us a few flashcard games to maintain interest and focus such as:

• Odd one out - learners decide which flashcard is different
• Remember and re-order - Learners close their eyes and say what has changed 
• Password - show a flashcard and the children have to say its name before they can sit down
• Run and touch - one or more students go out of the room and they have to find the hidden flashcards
• Through the keyhole - stick a keyhole template in front of a flashcard and learners have to guess

I have to say that none of these games were new to me, although it is nice to be refreshed sometimes and I do recognise that it can be very difficult to come up with original ideas!

The main problem my friend Leahn and I had with this talk was a difference of opinion on the use of praise and punishment with the presenter. I don't want to go into details as I think Leahn is going to write a blogpost of her own on this subject.

Overall Feedback: A varied talk on different aspects of managing young learners, providing a variety of techniques. I don't agree with everthing that was said, but I value the usefulness of having plenty of tricks up your sleeve!

TESOL Spain: Young Learners Part 1

Small Explorers - from Morgue File

In the first of this series of posts I plan to write about the TESOL Spain 2011 convention, I will first be looking at the talks I attended about Young Learners. Those of you who regularly read this blog will have discovered that teaching children has become one of my passions over the last two or three years and where better to start than with something I am always striving to do better?

Often, when I go to conferences, I tend to go for any session related to young learners, but this time I decided that a healthy mix would be more valuable. I attended four sessions where the focus was on our younger learners and in this post I will summarise some of the key points that were made in the first session, as well as my own reflections on what was said.

The four sessions were the following:

Exploring the Real World in the English Classroom by Nina Lauder
Picture Books and Cross-curricular Themes by Carol Read
Writing Instructions - Where? How? Where Does It Fit In? by Elizabeth Forster and Richard Stenhouse
Classroom Management for Primary by Helena Kennedy

Exploring the Real World in the English Classroom by Nina Lauder
Nina gave an informative and enjoyable talk about how to incorporate different aspects of a child's world into our classes. Suitable for both a CLIL context and a more traditional language learning setting, her presentation provided lots of practical ideas to take away and use in the classroom. The talk began by looking at reasons why we should be trying to bring the real world into our lessons: It can be motivating and fun; it makes English real and meaningful; it helps the children learn values such as respect and tolerance.

Practical Activities:

• Have children bring in a photo, an object, a song to show and tell
• Bring realia into the classroom e.g. if you are looking at food, bring in real or plastic food, have tasting sessions etc
• Riddles: Choose an animal (or a word from the lexical set that is being studied) and write a set of clues about it. One by one, give the children a clue and ask them to think of what it could be. They could discuss this in pairs or put their hands up to answer.
• Guessing Games: Show the children pictures of the words they have been learning. The children ask each other questions to determine which word was chosen.
• Stamp or Clap: Like a guessing game, the teacher (or pupil) chooses a word (in this case an animal) and asks questions about it. If the answer is "yes", the children should clap. If the answer is "no". they should stamp their feet. A fun way of getting children to listen carefully and respond.
• KWL: This stands for KNOW/ WANT TO KNOW/ LEARNT. Draw a table with three columns and write KWL at the top, one in each column. The children write down things they know about the subject and things they would like to know. When the children have learnt more about the subject (e.g from reading a text or doing a project) they fill in the last column.
• Poster Grids: With any poster or large picture, divide it into cells with co-ordinates. The children then ask each other what they can see in a cell of their choice.

Nina also talked about doing experiments and using estimates, code-breaking and using charts; bringing Science and Maths into the classroom.

One of my favourite ideas from this talk was the idea of explorers. OUP have a series called Explorers and Nina showed us her cardboard friends from the series that she takes everywhere with her. She takes photos of herself and the explorer in different places and then brings them into class to use as a springboard for discussion. I love this idea because it really brings the real world into the classroom. Your little "friend" does not necessarily have to be an explorer - it could be any classroom pet or puppet that you choose, but I particularly thought that the idea of an explorer would appeal to children of all ages, both boys and girls, and that it lends itself well to work on the environment, geography, history and so on. After all, what an explorer does is go out and explore new places.

Overall Feedback: A very positive session with lots of practical ideas and the reasons behind the theory.

Next up:  Picture Books and Cross-curricular Themes by Carol Read

TESOL Spain Annual Convention - Changes and Challenges: Expanding Horizons in ELT

This weekend I have been at the annual TESOL Spain conference. I had a great time, met lots of lovely, interesting people, heard some inspirational talks and learnt about some new practical activities to try out in the classroom. When I go to a conference like this one, I try to attend a healthy mix of plenaries, keynotes and practical workshops, and I think I managed to do so this time. Almost all of the sessions I attended were well worth seeing or participating in and I have taken something positive away from all of them.

Over the next few days, I will be posting on some of the talks I enjoyed. I'm going to look at the handouts and the notes I took at each session and split them up into categories before I start posting what I learnt here.

Just to whet your appetite, you can expect to hear about talks by Herbert Puchta, Paul Braddock, Karenne Sylvester, Nicky Hockly, Hugh Dellar, Jamie Keddie, Carol Read and Nina Lauder (in no particular order!)