Teacher

We don’t need no…enthusiastic teachers. The dangers of enthusiasm

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Do I hear gasps of horror in the audience? Good. That is how I reacted when I said these words out loud, in a conversation with a teacher friend, retelling her some of the ‘recent events’…

Bear with me, dear reader and let’s see if you still gasp at the end of this post. Or maybe I will get you to at least look at the world through my eyes and give me a tiny little nod of agreement…

The ideal teacher?

‘Enthusiastic‘ is this one term that frequently appears on the list of words to describe an ideal teacher. Qin Zhang goes as far as saying that it is ‘generally recognised as one of the most essential and desirable qualities and characteristics of effective teachers‘ as one almost synonymous with energy or passion. What’s more, it is often presented as key to students’ motivation and engagement and, if you look long enough, you can even find advice how to be enthusiastic about what you teach (and in case you need it – use your voice and gestures, never admit that you don’t like your subject or topic or that it is not important). Enthusiasm then – a key factor in teaching.

Or is it?

Reading all these articles made me want to jump up and shout ‘Objection, Your Honour!’

My definition of a teacher, and especially a YL teacher, is slightly different and, surprise surprise, enthusiasm does not feature there as one of the necessary qualities. I put this list together based on years of mentoring and training of teachers who were either novices in general or novice teachers in the early years ESL/ EFL world. I based it on my own experience, the things that worked and the things that didn’t. I read about it, too, of course.

On my list, I have resilience and stamina and a variety of skills, I have resourcefulness and patience, I have creativity, energy and calmness and all three elements mentioned by my gurus such as Sandie Mourao (2018): the level of language, the knowledge of child development and of the appropriate methodology. A YL teacher is also someone who can teacher up or teacher down. But ‘enthusiastic’, well, somehow I didn’t think of including it. Truth be told, only recently did I begin to understand why.

Case studies

To illustrate that, I will use three case studies, from my professional life as a teacher, a trainer, an educational manager in all the contexts, countries and schools where I have worked and, at the same time, in none of them. The stories may have happened but in the way you think, not in the place you can guess and not with the people you know. No identification with actual persons or places is intended or should be inferred.

Case study 1: A senior teacher is asked to prepare a programme for the summer camp session. This senior teacher does not really have a lot of experience in the area and with this age group and, somehow, they do not bother to ask for advice, recommendations or support from more experienced colleagues. They just put it together, as best as they can because they really, really want to and they believe that something’s gotta give.

The programme has more holes than a slab of some Swiss cheese. There are no real ideas, no lesson plans, no support for the teacher or any attention or knowledge of any methodological principles. The only thing that there is – the enthusiasm and the Wow Factor . The camp lags from one day to the other, the teachers are confused and lost and just doing their best. But, because they are dedicated and passionate, they pull it through.

Execution mode: atrocious and unecessarily exhausting.

Aims: met as in: the world did not fall apart.

Case study 2: A teacher orgnises an excursion for her students, to the cafe, to celebrate. It is not a big group of students, there are four adults accompanying the kids, the paperwork is ready. However, the teacher doe not bother to check and to plan the route, there and back, because they are in the city city, not far from the school and the place is reacheable on foot. On the way there and on the way back, the group wanders around, they have to stop a few time to check the google maps, everything takes forever and on the way back, they take yet another shortcut and, to add insult to injury, they are caught in a blizzard.

Execution mode: messy and unnecessarily exhausting.

Aims: met (meaning: the world did not fall apart and there were a lot of lovely photographs)

Case study 3: An adult student stays after a lesson to talk about a relative who would like to work as a teacher. The contacts are exchanged and the potential applicant is advised to get in touch with the recruitment department of the school. She does and only later doe it become obvious that the enthusiastic would-be teacher has not graduated from the university yet, her studies are not even remotely related to education, she has never every taught in any capacity and does not even have any official confirmation of her language level. For all these reasons, naturally, the school does not hire her. However, she is advised to take a language test and consider starting the basic teaching qualification course. The potential applicant does not reply to these in any way and, her relative, the adult student who comes to the following lesson iss obviously disappointed and she tries to plead, with her teacher. ‘But she is so eager to start teaching. She really, really wants to be a teacher of English. It would be a dream come true...’

Execution mode: a great range of mixed feelings.

Aims: not met. I hope this person found her path.

Put the enthusiasm on the back burner!

It is easy to image that all of the directors, all of the managers, all of the parents and all of the trainers would love to see their teachers full of energy, stars in their eyes, joy in their gait, impatient to start doing their favourite thing, teaching! To impart knowledge, to help the kids learn, to help their students grow! That’s absolutely important and I hope that all my teachers, readers, colleagues have a chance to experience it on daily basis, this passion for what you do. I, personally, cannot imagine a life in which you to work without a tiny spark of happiness, just to do something in exchange for the salary. There are lots and lots of things that I do, solely out of pure enthusiasm and there are lots and lots of things that my colleagues and teacher friends do, on daily basis, that are not reimbursed financially.

But.

Enthusiasm cannot be the only resource available to a teacher. If it is and if it is there to cover up and to make up for all the other adjectives (such as organised, supportive, qualified, skilled, realistic, methodologically sane, planned, reasonable and professional), then I would like to make an objection and a strong one, too!

If we were talking about a different profession, nobody would even consider hiring a person to do the job of a doctor, a driver or a hair-dresser if the only thing they had to show for themselves was their enthusiasm or serving a disgusting cake on a pretty plate and claiming a Michelin star or two. It would not be a good idea to organise a festival without checking all of the bits, pieces and options and going for it just because we really, really want to have it.

No because it does not work like that in other areas and we should not have to deal with that in teaching, either.

Personally, I find it very, very tiring, as a teacher, as a trainer and as an educational manager. Mostly, because, in most cases, it translates into mess, confusion, teaching and learning below standard and last minute preparations and fixing problems as we (happily) go along. Perhaps, on my part, it is some kind of professional OCD but I like things to be in order.

This is not a post against enthusiasm and pession. Let’s not take it off the list, let’s just put it on the back burner, please.

Happy teaching!

References

Instructor’s Corner #3: Teaching with Enthusiasm: Engaging Students, Sparking Curiosity, and Jumpstarting Motivation | National Communication Association (natcom.org)

An enthusiastic teacher of English – How I see it now (wordpress.com)

Being an Enthusiastic Teacher – Swansea Academy of Learning and Teaching

What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction – ScienceDirect

Sandie Mourao (2018), Research into the teaching of English as a foreign language in early childhood education and care, In: S.Garton, F.Copeland, The Routledge Handbook of Teaching English to Young Learners, Routledge, p. 429.

The unsung heroes of the YL/ VYL classroom. Volume 2

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I was there first, dear Balenciaga!

This is the second post in the series and the link between them is the painter’s scotch that already futured in the first post but that is still one of my top 5 things in my bag. And here are some more…

The alphabet

We started the academic year with ‘Aa is for apple’ in our handwriting booklets and we spent the first three months on meticulous handwriting exercises. When we got to Zz and we were more or less familiar with the whole set of letters, I would write all of them on the top of the board for the kids to copy. I know that there are a lot of posters available on the market (and my school prints their own, too), but I just didn’t like them as they did not match my set of requirements: big letters, handwriting, font matching what we have been using and some visual representation, too, to help make them a little bit less abstract. With the visuals that we already know instead of some randomness such as ‘N – nest’, ‘Q – quilt’, ‘S – sparrow’, ‘Y – yak’ or even ‘X – xylopohone’ that are either very rare, well beyond the A1 level, not child-friendly or just vile (yes, I am talking about the xylophone that has the randomest pronunciaction of ‘x’ ever).

I made my own. I made two, one for 1A and one for 1B. The only thing necessary was an A1 piece of cardboard, a marker and a set of stickers.

It has spent the second half of the year on the walls of our classrooms and we used it as a reference point in all our writing exercises. The kids used it on their own and I used it, too, to direct them towards the correct letter. ‘Dd is for dog! Look!’. All in all, it helped us made huge progress with our literacy skills. No more than that but so much!

The chalk markers

When I found the Treasure of the Year, I was looking for something else entirely. I was getting ready for the Art classes, White on Black, googling for black drawing paper and white pencils. I found them and the lesson was great (you can read about it here) but what I also found the Solution of the Year and the Teacher’s Love of the Year: the chalk markers.

The thing is for the previous six months I had been forced to use the traditional blackboard and the traditional chalk and I hated every single moment of it, after all my educational like in the Polish state schools, fourteens years as a student and five as a teacher; hatred from the very bottom of my heart, because of the dry hands, because of the chalk dust on your clothes and because of the cloth. And then I found the chalk markers that I had not even known existed!

They are beyond amazing. They last a few weeks, they are just markers and they are quite thin so it is a dream to be writing with them and you can be very accurate and produce intricate letters and drawings. And they erase easily!

The trolley

I spent about three weeks of the academic year being miserable. I had two groups and two classrooms and the whole day was about moving from one to the other, together with everything that I needed in my teaching life: markers, toys, flashcards, cards, stamps, schoolbag, thermos, notebook, my magic wand, glue, craft paper, pencils…Most of the time wasting on it the entire length of the break. Every single time, every single day. The classrooms are door to door but, still, it meant making a few rounds, a few times a day. It’s not that I did not have a place to keep my things in either of these classrooms, I did, but it was still impossible to have two separate sets of cards, two separate sets of puppets, two separate sets of markers for the whole class.

The misery lasted almost a month until I had enough and I looked for solutions. I used to use boxes and baskets in the past, with my preschoolers but these would not work in these new circumstances. This is how I got my trolley, four metal shelves of happiness on wheels. Each shelf has its own theme and I keep there, going from the top: markers, flashcards and storybooks and puppets, cards, packets small scrap paper cards and handmade cards.

It is super easy to move from one classroom to the other or to roll it around the classroom while handing out boxes with markers. It is light so my students can help with it and they love doing it. They actually love to pretend play being flight attendants and giving out things. It made my life much easier.

One more thing! That trolley is getting me one step closer to becoming a Real Babushka!

The cupboards

One thing that I definitely had a chance to find out about myself is that I am thoroughly obsessed with order. It might have something to do with some form of OCD because mess and disorder makes me very unhappy. In the past, I must have lived in some kind of an ignorance but that’s because I was not obliged to share the classroom with another teacher on permanent basis. Until September 2023.

This was when I realised that I am deeply unhappy with the disorder on the table, on the cupbards, on the window sills and on the shelves. This was when I understood that I like my classroom near to empty, without all of these toys, games, books and (omg) candy that children have a full and unrestricted access to, which, of course, has a detrimental impact on the general classroom management. Alas, when you have to share, you just share and try to live to tell the story.

The cupboards made it possible and because there are two that I have got, I can be easy-going with how I organise the shelves and what I put things. In one word, I have room for everything. One full cupboard is filled with books, workbooks and notebooks and the other is my beloved Art cupboard, with all my resources, treasures, aprons and jars. They are all located at the back of the classroom and sometimes, when I teach, I like to glance at one or the other and smile. Peace and quiet, law and order in my resources.

The markers

There are many stationary items in the primary classroom, pencils, pens, crayons, coloured pencils but ‘Nothing compares to you’ is what I would sing to my boxes of markers. I think, perhaps, it might be because of the hours spent in the young learners’ and very young learners’ classroom or, in other words, because of the hours spent with people who are learning to hold a writing tool and people who are learning to use it to write their first words.

On behalf of my students, I prefer them to everything else, because, first of all, they are much easier to handle for an inexperienced hand, much easier to hold, requiring less muscle power to hold and to produce a line, very often much thicker and much lighter than anything else. Not to mention that because of the colours and the excitement of using them, they make the difficult and tiresome task of writing a tiny little bit more appealing and motivating.

We use them throughout the year to colour and, also, in the beginning of the year to write. I cannot really say exactly when we stop and switch to pencils and pens as it varies, from year to year but that is our general procedure.

Happy teaching!

Upside down and inside out. How to dismantle a traditional EFL curriculum and how to spend a year disregarding the CEFR

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(Or an English teacher reflects on the academic year that has just finished.)

This is the third of the posts in the series of the Reflective Teacher that I promised myself to celebrate the end of the school year. Here you can find me reminiscing on the life of an Art teacher. Here you will find the unexpected memoirs of a Maths teacher and here (because they also secretly belong in the series) – a whole set of notes of a teacher trying to introduce law and order in Year 1.

But, first and foremost, I am a teacher of English, working hard to give the students in my classroom the tools, the imagination and the courage to speak a language. And from that point of view, this year has been a very interesting experience for an English teacher, too.

Something old…

Well, there is a lot of that!

I have been teaching English to primary for many, many years now. I know how to do it and I love doing it, really. Vocabulary, grammar, communication skills, functional language, reading, writing, a is for apple (a a apple), learning how to be a student, learning how to be a member of a community, routine, pairwork, all of that, all at once. It makes your head spin, a little bit, of coure, but then, all of a sudden, it all starts coming together and it feels great.

Introducing all the letters of the alphabet, staring our handwriting booklet, phonics stage 1, stage 2, stage 3, the first song, the first test, the first spontaneous production case, the first storybook. I have jumped through all these hoops with many generations of my students and successfully so and this year we have done it together once more.

The only thing that was different was the fact that I had a lot more time in a week and we could set aside a lot more time for practice. And that, apart from English and the ESL classes, my kids were getting a lot more exposure and practice from the History lessons, from Maths, Science, PE, Art and the break times, too. Every little helps!

Something new…

Do you still remember the title of this post? If not, please scroll up to refresh. Why? Because this is the image that I have in my head when I think of English in this academic year, here goes:

a beautifully constructed framework of the CEFR, with all the levels and their detailed descriptions, skills, grammar and vocabulary, in a sequence, neat and tidy, like a set of puzzles forming one beautiful picture, now scattered on the floor, all over the place and it is not even possible to understand what it was that they showed in the first place…

That is exactly what happened this year and that is all due to the context in which I was teaching, namely my bilingual primary school, with a group of students who were in their year 1 of education but according to the curriculum and age, in their year 3 of the BNC. And who, naturally, were a very mixed bunch as regards their L2 language skills. A very mixed bunch indeed.

Because of that we made a decision to adapt the programme and the plan and divide the children into level-appropriate ESL groups so that they all could learn and take their English to another level and, alongside that, we would teach the English and develop the skills according to the BNC. All in all, it has worked well. The kids were tested throughout the year, both as regards the reading and writing skills (milestone tests) and speaking (Cambridge YLE) and they all made progress. Hooray.

However, all of that meant that I had to forget about what the basics, the CEFR. First of all, because, from the very beginning I had pre-A1, A1, A2 and A2+ and everyone in-between sitting in my classroom. Outcomes: forget about using one single set of materials.

Second of all, we were to follow the curriculum of the year 3 of the BNC and even if we made amendments (as we did), this was nothing in any way related to the CEFR, as regards the structures or the vocabulary and we had to at least make an attempt at combining the English curriculum with our ESL curriculum. Outcomes: adapt, adjust and do your job, feeling just a little bit anxious, with the safety blanket gone.

Last but not least, I had my bunch in the classroom and in the school, for many hours a day and it was my task to make the most of it and to give them a chance and the tools to communicate in English as much as possible and that means (or it might mean) not going nicely from one level of CEFR to the other. I have already written about it earlier, in my storytelling campaign posts here, and this year I definitely had a chance to research it more and to gain even more experience.

Some of the things that meant for us:

  • introducing lots and lots of verbs, the everyday verbs (to talk about what we do in the classroom), the story verbs (in order to read and to tell stories), the hobby verbs (to talk about what we like to do)
  • introducing lots and lots of adjectives, to describe emotions and feelings (to talk about ourselves and to talk about the emotions in stories), to describe objects (all the Maths, History, Science lessons because of the comparatives and superlatives used in all of the subjects)
  • introducing structures when we needed them: Present Continuous (to describe what we are doing in the classroom, to manage the kids, to tell stories and to describe pictures), comparatives and superlatives (the BNC)
  • introducing some elements of the word formation (some negative prefixes, gerund, er for jobs) because of the requirements of the BNC
  • introducing the elements of the three basic tenses (the Present Simple, the Past Simple and will) to give the kids a chance to express themselves, to talk about the weekend on Monday and to talk about the things to do on holiday
  • learn a huge pile of words from way beyond our A2 level and not in some topical sets but because we either needed them in our phonics practice and it was ok to learn them because they were all 7-year-old-friendly words (with such treasures as: feather, together, trophy, sloth, gate, cube, arrow, pillow among them) or because we needed them for our English, History or Science lessons.
  • introduce a pile of useful phrases, way beyond our A2 level, through stories, just because we needed them in the everyday. ‘It’s impossible!’, ‘Let’s try!’, ‘You’re too loud!’, ‘Just a little bit more!’, ‘I’ve got an idea!’…

Something borrowed, something blue!

Two things that it led to is that we have actually learnt and we have made huge progress over the year, despite this being the first year of learning English for some of my kids and it meant learning some complicated vocabulary and grammar at the age of seven. The other thing it meant for me only was staying somewhat shell-shocked and puzzled at the fact that I have turned the CEFR upside down and inside out and I lived to tell the story…

I am not sure if, with this post, I really want to promote getting rid of the CEFR. Quite the contrary, I appreciate it being a part of our life, as a teacher and an assessor or an examiner. But it is not the only thing that matters and, sometimes, experimenting and playing with it or just blatantly going around it, that is the best idea EVER! Especially that the CEFR itself is one thing and the way the structures or vocabulary items are included and organised in our coursebooks, that is a completely diferent thing.

It’s been years now since I started to introduce lots of verbs, lots of adjectives and the Present Continuous in my VYL classes. This year was the first one in which I brought some elements of the Past Simple and the future will to my young beginners, just so we could talk about the everyday in a meaningful and natural way. And I am very happy with the results. Hooray to that!

Happy teaching!

P.S. A request!

It is very simple.

I would like to know a tiny little bit more about my readers. There are so many of you, popping in here, again and again, and the numbers of visitors and visits are going up and make my heart sweel with joy. But I realised I don’t know anything about my readers and I would love to know, a tiny little bit more.

Hence the survey.

Miss Anka, the Maths teacher?!

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The picture from our lesson on emotions and my example for ‘proud’.

I am looking at the title of the post and it still looks weird. Out of place. Oxymoronic. Laughter-inducing. Still, after all those nine months in the classroom, I say it out loud (‘I teach Maths’) and I am experiencing another cognitive dissonance. And yet it is all true. I am miss Anka who teaches Maths. Or rather, to be more specific, I am miss Anka who has also taught Maths in this academic year, together with English, ESL, EFL and Art.

But that’s exactly what happened. At the end of August, I got my lesson plan and there it was: year 1 (or year 3 of the British National Curriculum): English and Maths. I decided to just go for it, partially, because it was too late to change things, partially because I was curious and up for a challenge.

Our lesson plan on the board. Upgraded by the kids.

Something old

On the one hand, Maths is something that I had done before as somewhere along the way I got to design and teach a programme based on the BNC, Science and Maths, for KS1 and KS2, for two years and yes, I loved it. That I had started from the absolute zero but reading, research and a tiny bit of enthusiasm and creativity helped me find my feet in the area and learn the ropes.

On the other hand, I was not sure. I have not got any formal qualifications in that area and I have never done any courses on Maths methodology. Yes, I do know Maths and year 1 (or KS3) Maths is within my brain’s competence BUT. In a way it reminds me of a situation in which a native speaker of any language says ‘Hey! I am going to become a teacher of this language just because I speak it!’ Well, no. Whether we like it or not, methodology matters. Not all the proficient langauge speakers, not all the talented bakers, dancers, farmers and drivers are great teachers of the subject.

And yet I decided to accept the challenge and dive in at the deep end. I ever have to present an alibi, I will use: my experience with the BNC, all my years in the primary classroom and my general creativity. Plus, the overall results, because I did ‘make my kids know Math‘.

When we were practising division

Something new

There were two things that I absolutely loved about teaching Maths this year.

First of all, my kids, all 21 of them were absolute Maths fanatics. I don’t know if kids are like that, in general at the age or whether I was just lucky enough to land two classes full of them but that’s what it was. There were numerous conversations throughout the year along these lines: ‘Miss Anka, what lesson is next? Maths? Hooray!‘ There were often asking about the units that we would cover throughout the year and, quite often, I had no idea regarding the terms they were using because I don’t know them in Russian. When I introduced the topic of multiplication I got a standing ovation in both groups. A standing ovation! That has never happened when I was announcing verb patterns or the Present Perfect…NOT ONCE!

Of course, I am only joking. My kids’ enthusiasm and curiosity and passion for Maths made it all possible and worth it. We went together through numbers, addition, subtraction, multiplication and division, fractions and measuring everything. In English.

Our first fraction lessons

The other thing that I absolutely loved in this academic year was the constant challenge for my methodological brain: looking at the coursebook and the material that I was about to teach and forcing my grey cells to find a path and the best way of presenting, explaining, finding the context, finding the words and the steps.

Naturally, there are plenty of resources available (more of that below) but I found out that I am a creative teacher of Maths, too. I did a lot of reading and a lot of thinking and it paid off.

One of my favourite additions to my toolbox were two invisible students, Petya and Alisa, who helped us help them with their issues with Maths and English, respectively, and my students absolutely loved these lessons.

This whole chapter was also very interesting from the point of view of all of the differences with my ‘core’ subjects, English and Art. These two are all about breaking the mould, getting creative, allowing yourself to go over the top. It is a place in which the pigs can be bigger than humans and they can fly, a place in which you are allowed to think of broccoli ice-cream and a place in which any idea IS a good idea. All of these rules do not apply in Mathematics. 2+2 is 4, forever and ever and forever and always and there no debates are going to change it. This is something that we had to learn, too. That it matters not only that you know the final result but that you know how to get there and that you keep the written record of this journey. That all your symbols are matching the international standards and that they are exactly where they should be. I caught myself talking a lot about ‘what real mathematicians do’ or ‘what real scientists do’ to encourage them to follow suit, too. In one of the lessons, I also started to bring up Albert Einstein, first as a joke, but it did stick and it helped to remind the kids of all the little things that matter. ‘Listen, if Albert Einstein came here and saw THAT (the written record of the mathematical operation), he’d cry. Let’s not make him cry. Please!‘ It worked and they were often joking about it themselves!

The introduction of the bus stop method.

Something borrowed, something blue

Everyone knows twikl.co.uk so I don’t really need to advertise it. Suffice it to say, Twinkl is the teacher’s best friend and I am nothing but grateful for their handouts and presentations.

Jack Hartman’s channel has been very useful, too. Together, we did a lot of Maths gymnastics and we sang all of the song to practise multiplication tables as ‘You don’t need any tricks. You can multiply by 6!’ We have also loved Maths videos from the Secret Garden channel (such as the one about fractions) and Mr R’s Songs for teaching because ‘My favourite thing is measurement’.

Wordwall also has the maths generator template and we have used it a lot in class and at home and I created lots of games with all the other templates, depending on the topic. Here are some examples: a numbers spinner (‘What do you want?’ ‘How many?’ ‘Is it enough?’), a quiz (‘Which one is heavier?’), ordering (From the biggest to the smallest).

We tried to make Maths a hands-on subject. We ran around the room with a measuring tape, we learnt to understand division while working with pasta pieces, we did the litres lesson in the bathroom and we got to understand addition and subtraction with carry-over thanks to Oreo Cookies. Although the audience did object to the fact that there were no REAL cookies in the classroom.

I think I might actually like being a Maths teacher.

Happy teaching!

P.S. A request!

It is very simple.

I would like to know a tiny little bit more about my readers. There are so many of you, popping in here, again and again, and the numbers of visitors and visits are going up and make my heart sweel with joy. But I realised I don’t know anything about my readers and I would love to know, a tiny little bit more.

Hence the survey.

From the life of an Art teacher…

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The dreamcatchers lesson

This is the first of the three posts that I have promised myself as a reward for this academic year to reflect the three main directions in which my professional life took me in this academic year. With my transition into the bilingual primary school as the year 1 (or year 3 of the British National Curriculum), I have become a full-time Art teacher, a full-time Maths teacher and a full-time English teacher. All of these things I have done before and yet, all of them turned out to have some surprises for me and, as a result, all became new chapters, with new discoveries, new knowledge and new skills. Which only proves that there is ALWAYS some room for improvement.

The still life lesson

Something old!

I am not new to teaching Art and teaching English through Art. Even before I moved to Newton, I had been teaching English through Art for two years, with BKC and with the Fun Art Kids at the Moscow Museum of Multimedia Art, both online and offline. Not to mention all of these years when I pestered my young learners and teens and adults with Art in our EFL lessons.

I have already managed to share ideas and experience in an article published in the MET and a session at the YL IH Conference as well as some workshops at my school and lots (and lots and lots) of posts here on this blog. One of the most popular articles was written in November 2021, almost three years ago, and even then I already knew what I was talking about.

However, and I say it with full responsibilty for every word, it was only in September 2023, with the Art Explorers at Newton, that I really became an Art teacher.

Yves Klein and rollers

Something new!

This has been a year full of artistic adventures.

One of the most important things and one of the biggest changes, in comparison with the previous year, is that I am the one completely in charge of the whole programme. I do not have any external artistic curriculum to follow and I am not bound by any linguistic curriculum either. That is a huge responsibility, of course, but it also a source of power because it gives you all the freedom you want and may need. The only limitation is the time, these 45 minutes of a lesson that I need to fit everything in.

In the beginning of the year we had two lessons a week but it wasn’t working well, with a huge span of the age and the actual numbers of kids in the classroom. It was very difficult to run two the activities on two different levels of motor skills and two different level of linguistic skills and to constantly have to find a way of creating something that both my 5-year-olds and my 10-year-olds could do and benefit from. Plus, for the teacher, two different activities a week…it’s not impossible only extremely exhausting. Luckily, we were able to adapt the timetable. The younger group, pre-school and year 1, started to attend on Mondays, the older group, the years 2 – 4, on Wednesdays.

The raised salt pictures lesson and My Favourite Box

Because of that I could teach the same lesson twice (always an advantage, not only because of the lesson planning time) and I was able to adjust the levels of challenge, artistic, linguistic, cognitive, motor, to both levels. And it was a joy to see it work. The younger kids could focus on the vocabulary and grammar practice, the older could be involved in a real debate, in L2.

It was also interesting for me to teach these two same lessons in a different order. Because of the calendar and random holidays along the way, sometimes I started the new lesson in the younger group and then had to adapt it to the older one and the other way round. That was an interesting experience, from the point of view of methodology.

Not to mention the difference in the reception that different artists and techniques got. All (as in: every single one) of my students are amazing but it was interesting to see that, naturally, my older group were more capable in terms of their motor skills and more critical and willing to challenge ideas, because of their language skills. However, my younger kids were definitely more open to all the new things and all the lessons on contemporary art were a proper blast with them.

It is almost ridiculous how much my students have grown, as artists. They have not only had a chance to interact with different artists and to experiment with a great variety of materials and techniques but also got better at manging time and materials. May is a completely different month in terms of the Mess At the End Of an Art Class. And they have become more sophisticated and skilled at expressing themselves through Art. What started as an exercise in recreating the teacher’s model, led to kids observing, managing the technique and just creating their own masterpieces with whatever was at hand on the day. It was fun to watch them get excited at the announcement that the topic of the day was ‘What You Want’, as it was with at least some of the new technique. It was also fun to have them try to convince me to let them interpret the topic and to see them negotiate that. Apart from that, thanks to one OK lesson in February, I got to see how much they have developed and how much they have progress, way beyond just a regular craft activity. They even figured out how we roll in our Art classes (see the plan below).

A lesson plan, by one of my students. 100% accurate

Thanks to my Art classes I also started to create more. On the one hand, it was because I needed to experiment with all the materials, techniques and styles in order to show the children where we were going with things. I did that before. This year, however, I discovered that I really like painting and that it calms me down. I got myself a sketchbook and I started to paint, keeping kind of a visual diary and checking out how I can express how I feel though images. A new thing for me because I am the human of a word (or I have been so far). I don’t show these to anyone, although, I really like some of them. And painting is my new zen.

I love planning my Art classes, combining the language, the artist and the tools. I love coming up with a theme for the month and research Art to find exactly what I need. Naturally, over this year, I have learnt a lot about the artists that I had never heard before. I love introducing these artists and my favourite artists to my students. This year we have had a visit from the biggest and the lesser known, the world Art creators and the Russian artists, the legends and our contemporaries. Andy Warhol, Kasimir Malevich, Shantell Martin, Natalia Goncharova, Ilya Mashkov, Yves Klein, Pablo Picasso, Marisa Dube. We learnt about the alternative techniques, we have worked with a whole wide range of materials, from watercolours, to seeds and everything in between.

I wish I could try to choose my favourite lesson this year. That is simply impossible. Instead I will attempt a top ten, instead, in no specific order.

One of the coolest moment this year was in March when I got to curate a retrospective of our Art Explorers on the walls in our school. I have some works stashed at school, some pieces stashed at home although, the best ones, were already taken home by the proud artists. Still, showing a great selection of them on the walls of the school made me realise how much we have achieved. The kids were also beyond excited to see their pieces displayed. Am I dreaming now of a proper exhibition in a real hall? Of course I am!

The mandala lesson prep

Something borrowed, something blue!

Something borrowed is easy as all my lessons are based on the amazing creations by artists from around the world, from our contemporaries and from the days of yore. It is something that all the kids in the world should be given the access to, in order to learn about the different ways of looking at things and of expressing your emotions, learning how to do something new and becoming more confident about what you have to say. One of the most important lessons that I got to teach them was the one about the artists independence (‘You are the artist. If you call it a sunset, it is the sunset’) and another about the different ways of perceiving the world (‘You are the artist. If you decide that the apples are purple, they are going to be purple’).

My something blue is going to be the next academic year. I am hoping to continue to run the programme and I am already looking forward to all the new artists and all the new techniques. Some of my current students are going to continue with us so I cannot just repeat the programme. And just as well. ‘There is such a lot of world to see’. As the song goes (‘Moon river’).

Our exhibition

Happy teaching!

P.S. A request!

It is very simple.

I would like to know a tiny little bit more about my readers. There are so many of you, popping in here, again and again, and the numbers of visitors and visits are going up and make my heart sweel with joy. But I realised I don’t know anything about my readers and I would love to know, a tiny little bit more.

Hence the survey.

Behind the scenes. The emotional workload of a primary school teacher.

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Our beautiful ‘patchwork’, all 20 pieces together (one was immediately stashed in the bag to be taken home)

Last Thursday

Five lessons on a regular Thursday, English, a double Maths with 1B and a double ESL with 1A, a nice, short day, with the cherry on the cake being the fact that for me it is the last day of the week. Rounding up, in a way.

What did I do at work last Thursday? Here is the list:

  • supported a student and helped him deal with distress related to his inability to deal with a task in a subject that he normally excells at. He got upset, abandoned the task but then he calmed down and he decided to catch up and to finish the task, sacrificing his break and a part of the following lesson but he did complete the task. I told him I was proud of him for not giving up.
  • went through another refusal to deal with the task with another student. We talked about students making decisions and teachers respecting those decisions but also about the fact that if it refers to a test, the teacher will have to grade the test as it is. The student thought about it and decided to take part after all.
  • listened to two students who had a disagreement and helped to deal with anger and tears
  • created opportunities for the students to develop their social skills by sharing resources, waiting for their turn to receive them and to collect them and to learn how to respect the other students’ work, everyone’s right to work in silence and in peace
  • gave the students an opportunity to express themselves through art (see the photo above) and to be proud of their work
  • created opportunities to develop cognitive skills and to see the world through shapes and patterns
  • help to learn to deal with failure during the artistic activity by showing how to solve problems with water, paints, splashes and other artistic disasters
  • cheered on the growth and developement by listening to at least four stories about the milk teeth falling out, shaking, getting lost and found
  • took part in rejoicing the fact that the holidays at the dacha, at the seaside and at gran’s are coming
  • welcomed a child coming back after a long absence (The best entry ever, by the way. No hellos but instead ‘I think I have lost my shoes’) and heard all the stories from the past two weeks.
  • cheered, sympathised and laughed at everything that three Pikachus did over the previous 24 hours
  • gave a chance for the students to lead the lesson
  • witnessed two serious meltdowns that were handled by the children’s personal tutors.
  • taken care of the fast finishers and started a new procedure of ‘I Have Done Everything Book’

A bit much, no? But wait, I haven’t told you yet ANYTHING about the actual learning that we did that day. English and ESL: it was shapes and patterns, in Maths – division using the bus stop method. And it was not even any special day, just a regular Thursday.

Sigh.

The patchwork did it!

I do sigh a lot, actually. I have no idea what it looks like to the outsiders and the passers-by, but, indeed, it is one of the easiest way of letting at least some of the pressure out of the system. Thursday was no different, I was sighing a lot, especially because of the patchwork.

The kids had left already, the classroom was back to normal, I was just organising the finished pictures on the window sill to dry them in the sun and talking to my T.A. I looked at the pictures, the patterns wonderfully chosen, and the colours to match, the paintings looking just amazing separately and together, as a set, too. I thought that they were beautiful and that they are going to make a beautiful photograph and that I am proud of my kids. And then I realised that nobody, looking at the photograph, here on the blog, on the social media or in the parents’ chat, nobody will be able to tell how much effort went into it, how much drama accompanied it and how much it actually took, this photograph. We will file it under ‘pretty’ (where it does belong!) and we will never talk about the emotional cost of this whole adventure, this whole day.

Absolutely the same can be said about any other handout, activity, test, progress made, painting, lesson and sometimes even a sentence. Guess what, dear reader, I have seen it once and I cannot unsee it!

I started to read.

A photo from 10 Incredible Scenes In Pirates Of The Caribbean Movies Fans Still Love (screenrant.com) Clip here. This is how I see myself in the classroom.

The emotional burden of the everday teacher’s life

It turns out that teachers are the professional group among the lowest scorers as regards health and well-being (studies by Johnson et al.). We are in good company, of course, together with ambulance workers, social services, customer services and prison and police officers.

On the one hand, there is a tendency to highlight the levels of stress related to the number of years of experience, drawing attention to the fact that newly qualified teachers are at an especially high risk of falling prey to burnout (Linqvist et al.) which is easy to understand as we all, including the human behind the words here, remember the dread and the stress that came together with taking the first step in a completely uncharted territory of the school on our first official contract.

However, according to the study among the Lithuanian teachers, both primary and other specialists, the levels of stress and the issues with mental or physical health were not related to the years of experiences, the location of the school, the marital status or the length of employment at one school. Still, despite a relatively high motivation to work (‘enthusiasm was above average’) and the low levels of indolence, every third teacher ‘showed signs of of high psychological distress’ and 12% were assessed as being at risk of depression (Emeljanovas et al.).

The reasons? Well, there are many (Stefanou et al.) But, to be honest, I would like to leave all of them behind, apart from one. Away goes the personal well-being and health, motivation and classroom effectiveness. Off the list come also social behaviour, learning and performance or the particular school and how it is functioning. Or the students’ motivation and well-being. In the same vein, those ‘rapid social and technological changes and constant monitoring of society’ (Emeljanovas et al) or the parents’ and students’ expectations which have changed in the 21st century are of no interest to me at the moment.

Not because they are not important, quite the contrary. It is all very interesting and very relevant but there almost seems to be too many factors which have an impact and which the teachers are affected by on daily basis. The number and the volume of the issues might lead to a realisation that it is a hopeless task because, indeed, how can you deal simultaneously with all the requirements of the everyday teaching reality and with the 21st century outside of your window? I won’t.

The Absinthe Drinker, Edouard Manet (1875 / 76) Attention: NOT because of the alcohol in front of her, but because of the emptiness in her heart)))

The lucky ones?

Because, let’s imagine a couple of teachers that are just ‘lucky’, for the lack of a better word. They work in a private institution so their working conditions are better than average. They are experienced so they have already developed an immunity towards the pressure from the system, the regular assessment and the need to develop professionally. Over the years, they have also learnt how to work with paretns and to manage the children in class. They work in a small school, with the helpful admin staff and the kids are in year 1 so there is not so much checking, testing and reporting, although there is some. What is more, these teachers, they teach with and out of passion. They even like their students. All 21 one of them. The children are just a group of kids. They are all amazing, no one suffers from any neglect at home, some of them have some special education needs but it is not anything that cannot be dealt with. These teachers are lucky, the conditions are almost ideal.

Does it mean, then, that these teachers are not affected by the emotional challenges of the everyday life? Of course not! At the end of a Thursday, like the one described above, they look like some of those characters featured in the illustrations I chose for this post. Sitting in the teachers’ room, recovering, as if, gathering the energy to get up and to put the jacket on and to go home. On some days, walking home, thinking of all the other potential professions out there, of becoming a plumber, a librarian, a chef or a pensioner…

That is the reality and, as they say, ‘there is tired and there is teacher tired‘. It is not sadness, it is not depression, it is not burnout, it is not disillusionment, it is not apathy. Only the unbelievable, unmeasurable, undescribable, infinite exhaustion. And not because you have spent the day ploughing the field or hand-digging foundations for a house but because you have spent 5 or 7 academic hours educating, surrounded by tonnes of emotions coming at you from 21 different sources simultaneously and trying to deal with all of them.

tired teacher clipart – Clip Art Library (clipart-library.com)

Please tell me that there is a way out!

Yes, there is and no, there isn’t.

Children are and will be children and dreaming of an ideal lesson, 100% of the time, day in, day out, with everyone listening, following instructions and not getting distracted, not getting into trouble with classmates, and, generally, being ‘little angels’ (or the students that we know from our teachers’ books), that is simply not going to happen. You plan your lesson and then you go into the classroom and life happens.

The good thing is that we learn how to deal with disasters (and ‘disasters’) and with our emotional response to them. The good thing is that, eventually, we get a bit better at it. You can read about it in an earlier post here: The end of the world or Suriviving bad lessons with YL.

The good thing is also that we have lots and lots to look back on, to do the maths and to label the day as ‘good’ and that, frequently, we come home with a joyful ‘Guess what happened at school?’. There are the patchworks that we created and the photos of them that we will share and we will be happy and proud of. And maybe it is the lingering memory of these patchworks that will make us get up the following day and set off to school, one more time, erasing the not-so-good memories of the previous day, in order to try again, to make the children know Math, English or Science and to help them grow and get better and get confident.

The joys and challenges of teaching kids, you know. Which, by the way, and hilariously enough, was the title of one of the first training sessions that I have ever given. The joys and challenges. The patchwork.

tired runner – Clip Art Library (clipart-library.com)

Bibliography

Emeljanovas, A., Sabaliauskas, S., Mežienė, B., Istomina, N. (2023), The relationships between teachers’ emotional health and stress coping, Frontiers in Psychology, Vol. 14, https://doi.org/10.3389/fpsyg.2023.1276431

Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P. & Millet, C. (2005), The experience of work‐related stress across occupation, Journal of Managerial Psychology, Vol. 20 No. 2, pp. 178-187. https://doi.org/10.1108/02683940510579803.

Kariou, A., Koutsimani, P., Montgomery, A. & Lainidi, O. (2021), Emotional Labor and Burnout among Teachers: A Systematic Review, Int. J. Environ. Res. Public Health 2021, 18(23), 12760, https://doi.org/10.3390/ijerph182312760

Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2023). The emotional journey of the beginning teacher: Phases and coping strategies. Research Papers in Education, 38(4), 615–635. https://doi.org/10.1080/02671522.2022.2065518

Stephanou, G. & Oikonomou, A. (2018), Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficay, and Problem-Solving Appraisal as Moderating Mechanism’, Psychology, 9 (4), https://doi.org/10.4236/psych.2018.94053

Happy teaching!

P.S. A request!

It is very simple.

I would like to know a tiny little bit more about my readers. There are so many of you, popping in here, again and again, and the numbers of visitors and visits are going up and make my heart sweel with joy. But I realised I don’t know anything about my readers and I would love to know, a tiny little bit more.

Hence the survey.

Guess what happened at work? Or the things that YL teachers live for.

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A suggestion from a student that we should add a ‘Danny Go!’ song to our lesson, written by my student, in his first year of learning English.

Time to admit it, we are a strange breed!

First of all, our work stories are not really glamorous. There are no celebrities in them, no events that make the news, no interesting places and no brand names. Speaking from experience here, in comparison with the copywriters, marketing experts, nurses and doctors, engineers and accountants in my life who also come back home and share theirs. What teachers bring from school are the tales of behaviour issues, funny quotes, developmental stories, getting things right and getting things wrong.

And then even as teachers…a while ago, I met a friend whom I hadn’t seen for a while and we were catching up on life and work and all things related. I shared my adventures and my recent and relatively short-lived (thank heavens) period of revisiting adult EFL. My friend was at the same time in awe and taken aback. ‘In awe’ happened because this year added a nice few pretty-looking lines to my resume as the weight that would come with the names of international banks and IT companies or with the noble and serious sectors of the high levels, Business or Financial English. ‘Taken aback’ came about as a result of my attitude, a tired ‘Yeah, whatever’ that turned into bored or openly dismissive as the conversation went on. Apparently, I should have been very excited and proud.

It is not that I did not enjoy these lessons or that I did not do a good job or that I was not grateful for the enthusiasm with which my students came to class. I did and very much so (you can read it about here) but that was nothing special, just the everyday.

Take baking, for example. If you bake and if you have been baking for some time, a batch of cookies or a batch of brownie is not a holiday, it is a must. It doesn’t mean that you will eat delicious cookies every single time, things go wrong, of course, but more often than not, if you take out your flour, soda, sugar and chocolate out, you can expect that at the end of the road, there will be good cookies. You have this experience, nothing to celebrate and nothing to write home about.

Same with teaching. After all these years, putting together a good lesson for an exam class or for a C1 group is kind of a must, not a special event. And yes, the respectable clients add a layer of fine veneer to the whole experience or, if we are to go on with the baking metaphor, a layer of icing but that’s it. And, really, students are just students and everyone deserves a good lesson, a top-notch businessman, an bank CEO or a five-year old boy.

That is why there is no special pride or excitement. It is a job well done. Still, it is only a job.

Teaching kids is not only a job.

It is also a job but it is not only that. It cannot be only a job when you are not only teaching your subject, whatever it is, but you are also taking part in bringing up the little human and helping them to understand the world, to learn how to function in it and how to interact with the rest of it that is not you. It cannot be ‘only a job’ when you are surrounded by the stories of these lives, the joys and the dramas and when whatever you are planning to do in class might be affected by everything that happened out of the lesson time and that simply because the little people cannot yet disassociate. It is not only a job when you get to sing and jump to the songs or to get your own hands dirty practising for the art classes.

The things that make me gasp, the things that make me get excited.

  • My kids doing a pair-work activity: it can be a very simple activity, just a ‘guess my flashcard’ game that involves nothing but reciting all the words from the set, until you get the right now. All the exciting elements, like asking a full question, taking notes of the answers or repeating the activity with a new partner, they come later. But to see them work on their own, keeping the conversation going and moving from point A to point B of the activity, this is precious. Introducing it is a process, it does not just happen, it does not happen overnight and introducing it takes time, a few lessons, weeks or months, depending on the child’s age. But it is possible and it is beautiful. When it finally happens, it is yours and can be used forever and ever. Here you can find a post about my experiment and a controlled and conscious way of introducing pairwork with my pre-school group. A successful one, too!
  • My kids creating their own songs and producing the language because of a song: I realised (and not such a long time ago) that I introduce some songs only because they contain a pretty chunk of the language, hoping that soon (or even sooner), these structures will become a part of what we can say. A good example here can be ‘What’s your favourite colour?’ by Super Simple Song. It is my favourite colour song, not because it is the easiest (that would be just ‘I can sing a rainbow‘, because that is, mostly, just a list of the words, ideal for a beginner group) but because it includes a very good question ‘What’s your favourite?’ and a very good answer ‘I like’ which, when mastered, can be used with any topic. I love singing and my kids love singing (not everyone loves the same songs, of course) and I say that right now, six months into the course, singing and creating our songs based on what we have sung already is one of our favourite activities. Right now, we have a habit of creating a song for the month and many version of it and we also love creating our own versions of all the other songs we sing. Here you can find a post from four years ago about un-singing the song. We still do it!
  • My kids beginning to do their task truly independently: What I mean by that is the shift and the huge stepping stone from doing a task, in the coursebook, workbook or any handout, step by step, led by the teacher, not copying the teacher’s answers but taking the exercise or the task in small bites, moving on together as a group of individuals, waiting for everyone to a situation when the teacher sets the task and everyone does it at their own pace and in their own way, choosing for example parts of the exercise that they deal with. It is always a big day for me and it is a sign that kids are becoming more independent learners. The expert is right next to them but they don’t need the support that much. Why? Because their zone of proximal development has expanded a little bit! Hooray!
  • My kids making decisions: I cannot tell you how many times, in this academic year, I have used the phrase: ‘It is your decision’ in response to anything that my students did, said or asked, as regards their English, Maths or Art lessons or any actions in class or during the breaks. I actually started to wonder if they know the phrase or if they can produce it as I always use English and Russian when we talk about it…It is necessary to include opportunities to make decisions but it is also necessary to develop the awareness of the fact that some things belong in the category ‘we do it, I cannot opt out’, such as tests. It is an interesting process and I am getting a lot of joy out of it. And pride.
  • My kids improving their literacy skills: The literacy skills and their development are probably the greatest challenge of the first year of English in primary but at the same time, they are the source of the greatest joy, passion, hype, reward and happiness. Firstly, because it is a long-term process and you can enjoy bits and pieces of it throughout the entire year, every single lesson and in many different variations: blending and segmenting, writing your own name in English, checking out our alphabet poster for reference, shared reading, looking at the materials and reading things themselves, just before they saw them, not because we were actually doing it, applying the phonemic awareness that they already have, choosing to write anything in English, especially when not induced by the lesson and the teacher and so on and so forth…Or, because they are able to, they proceed with the task independently (see point 3).

The life outside of the classroom

You can easily imagine that all these stories would not be enjoyed as much by anyone who is not a teacher. I am visualising me coming back home, meeting friends or getting in touch with my brother and sharing the story from this week:

‘Guess what happened today in class? Sasha wanted us to sing ‘Danny Go!’ in class and he asked to add it to the lesson plan. And he wrote it himself, almost 100% correctly! Look at the photo! (see: above). He only started to learn English with us in September! And now he writes all two words and I only help him letters, he writes them from memory!’

I think it is fair to say that the response would be, most likely, a polite smile or a nod, or, if the people are used to these kind of stories, maybe even a funny meme. Only a fellow YL teacher would appreciate it more. Or the readers on the blog, perhaps. It is all good. These are the stories that I bring from work.

What about you? What are the things that make you happy in the classroom? Please share in the comments!

Happy teaching!

Teacher up, dear teacher!

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This is the second episode in my Made-up Phrasal Verb series which deals with the different aspects of being a teacher who works with kids. The first one is devoted to stepping out of the shoe of a Miss/Mr Serious Teacher in order to become a human in the classroom, who, first and foremost, cares for the child’s well-being and who takes care of the whole child, which sometimes means putting some (or all?) of the methodology principles on the back burner. You can find the post here.

As it often happens, right after I wrote the post I had an opportunity to ‘practise what you preach’. One of my little students got terribly upset about something she didn’t manage to and right after the class ended, she crawled under her desk and, as a result, I spent some quality time on the floor, in my freshly-washed jeans, under the desk, just hanging out and keeping her company in that difficult moment, until she calmed down. All things considered, it was the most useful thing that I did as a teacher last week…Teachering down full time!

But teachering down is the solution for some of the days and for some of the situations. Sometimes, the teacher needs to do the contrary, to be the real teacher and even more than that. Hence this post.

Teacher up!

Like many of teachers, I follow the social media in order to keep my ears to the ground and to find inspiration for teaching. Then, there are activities that my colleagues and teacher friends share and those that my trainees bring to the course, too. Up until a year ago, there was also the monthly intake of the ‘things I saw in the lessons I observed’ but at the moment, I observe less frequently. Nonetheless, there is a steady inflow of ideas or, in other words, lots of food for thought.

Statistically speaking, a lot of brilliance that can be taken into the classroom directly or after some minor adaptation and it is just great! And if you have any doubts, think about the teacher’s life ten or even twenty years ago when googling ‘ideas for a snowman craft for kindergarten was not an option. Nor was raking through your favourite and trusted bloggers’ accounts for insights. Or sharing a story about a horrible day at school to get a few virtual supportive pats on the shoulder. How did we even live back then?

At the same time, the amount of the seemingly educational material out there is just worrying. There are so many ideas that, at a glance, look like something that would work well, that, on closer inspection turn out to be only ‘the Instagram teaching’, high on the WOW factor, and ‘scraping the bottom of the barrel’ low on methodology and appropriacy as regards the child in the classroom.

Looking at these, the trainer’s eyebrow raises and the teacher’s muscles twitch. And a plethora of questions floods the mind of both. Why did you think it was a good idea for a group of preschoolers? What is the aim for that activity and how is it even connected to everything else in the lesson? Is it in any way appropriate? Generative? Safe? Is it in any way methodologically justifiable? Is there anything to it apart from the WOW materials and WOW photographs that you will be able to post on the social media or send to parents?

Entering the classroom full of pre-school or primary school students, we assume many roles. We become in loco parentis, sometimes a mix of a nanny and a baby-sitter, sometimes more of a governess or a nurse, sometimes a coach, sometimes a witch, sometimes an actor. But, despite all that, first and foremost, we enter the classrooms as teachers.

Teachers who have clear aims for the lesson, linguistic, personal and child development aims, teachers who have thought of the lesson as a whole and all of the puzzles in it, teachers who selected activities and materials with a full awareness of the children’s needs and abilities. There is nothing that ‘just happens to be there’ and even if there is some fluff, it is a well-thought-out and justified fluff that also has a clear aim.

It is a happy coincidence that the first post and these ponderings came at the same time as a series of posts from @abc_academia_ (Katerina Balaganskaya) and @ginger_teacher_efl (Evgeniya Kiseleva) and their project ELT Expert Hub, especially the one about the need for the teachers to focus on good quality continual professional development (see the link in the bibliography). This is all came together. Enthusiasm is great, passion is a must-have, great ideas are precious, optimism and energy in a human make the world go round but, first and foremost, in the classroom, we are teachers. And Michael, a teacher friend, kept sharing the ideas he came across.

Examples? Yes, please. Here are three.

When you are reading them, please remember about my background and context: I am a teacher and a teacher trainer, I work with pre-schoolers and primary school children, who come in groups, possibly fifteen at a time and for most of my students, English is a foreign language whereas for some it is becoming their second language. With some students we have only 2 academic hours of class a week, with some of them we have a lot more but it is in response to a more demanding curriculum. None of my students has a bilingual background or a full-time exposure to English at home. The time in class is precious.

Craft (but NOT for craft’s sake!)

If you are looking for reasons why craft should (and must) be included in the lessons for primary and pre-primary students, you have come to the right place. The best place, I could even risk saying. I love craft at home, I love craft in my classroom and I have already spent a considerable part of my life trying to convince teachers to be a little bit more excited about it. You can read about five reasons of using it in the classroom here and why craft is so important in the VYL world here.

BUT.

Regardless of how much kids love craft activities and of how passionate teachers might be about them, not everything is a lesson-friendly idea and not everything is feasible. Even in a lesson with pre-schoolers, the choice has to be made in connection with and following the methodological principles of teaching English. We are teachers and we walk into classrooms to develop linguistic skills, first and foremost. We need a language aim, we need language production, we need staging and the coherence with the rest of the lesson, the rest of unit and the curriculum. It cannot be ‘just something that we will do’, just something to kill the lesson time, to keep the kids occupied and that will make them go ‘WOW’.

As an example I decided to use the ideas from the video that I found on youtube, on the Gathered Makes channel, here. I actually love all of the ideas presented here but not one of them is a craft that would would work in the language classroom. The tissue paper wreath is pretty and it would really look good on the door or on the window but preparing them would take a painfully large portion of the lesson and it does not offer any opportunities for language production, not even as regards the functional language. A huge part of the task is repetitive and involves sticking on the green tissue and a lot of it so the kids would not be required to ask for different colours or different resources. This would, naturally, lead to a lot L1 in the classroom and, potentially, to some unwanted behaviour. You cannot even ‘talk about’ the different elements of the wreath because it is all just green. The finished product cannot be used in any speaking activity either.

Button candy canes are perfect for the fine motor skills development but I would not want to give out pieces of wire to a group of children, even with a teacher assistant and I would need lots and lots of buttons for the whole group. I am afraid, the little fingers would need help and assistance in the final stage, with tying and fitting in the candy canes and that would simply not work. What’s more, no communicative purpose here and that is one more big disadvantage.

Paper plate Christmas trees look so pretty and they require only the basic resources (the little pompons could be replaced with paint or stickers) but, again, the process is too complicated for a group of primary and pre-primary students. I love the trick with the paper clip here, to keep hold the tree in shape until the glue sets (although I would still use a stapler because I have some serious glue trust issues) but even in the video the child needed the adult’s help with the shaping of the tree. Exactly the same thing would happen in the classroom, and that could mean one pair of two adult and skilled hands AND eight or ten pairs of little hands in need. I have already tried a WOW Christmas tree craft and I simply have to say no here.

Lolly stick snowflakes. No, sorry. Glitter does not enter my classroom. It is probably the single resource that I personally hate. No matter how hard you try and how careful you are, it is tricky to use, it is accidents-prone and it stays with you forever, on the tables, on the body, on the clothes, everywhere. Even if you are using the glitter sticks. And that’s on top of all the other reasons, similar to those mentioned above.

Easy paper decorations are, indeed, easy and fun, as a way of transforming a 2-D shape into a 3-D shape. There is a little bit of cutting (5 circles for a child in the group) and I am not against cutting up things in large quantities to prepare for a lesson but I do when this helps me get lots and lots of language from the children in the proces (for example here). Here, this aim would be difficult to meet. I am not sure about the staging here as painting of the 3-D finished product would be just too messy and, potentially, too frustrating as it would involve holding a half-painted piece and getting fingers dirty and destroying what already has been done.

As mentioned above, I do love all the craft activities but the effort made, the potential complications and the potential for language and the kids’ safety and well-being are absolutely crucial to be taken into consideration. The WOW effect or the pretty photos on the social media cannot be the driving force behind the decision that a teacher makes to include or not to include something in the lesson plan.

If you are looking for any ideas how to plan craft lessons, please have a look at this blog (Chapter: Craft) where I share the ideas from the classroom, tried and tested. I would also like to recommend MadFox which is Carol Read’s creation and six word manual to the principles of craft activities in the classroom. You can read more about it 500 Activities for the Primary Classroom.

Games. Because educational fun is important

‘Fun’ is one of the most popular words added to titles in education. ‘Young children learn through play’ is probably one of the first things that you will hear in different courses, workshops and trainings devoted to teaching children. It is true, of course, and it applies not only to languages but to all the other skills. This makes our lives much easier and it helps to get the kids interested and keep them involved in the tasks that, at a glace, might be less exciting or those that might involve some hard work. For that reason, only this week, I have decided to teach subtraction to 100 through colouring dictation, through puzzle and through a bunch of reindeer with a serious problem. That is why we have been developing our reading skills through jigsaw puzzles and through Petya, my new invisible student who needed help with his English and that is why I made up a chant about classroom rules. Yes, in a way I was a marketing specialist and an advertising expert, I wanted to sell my product. I did.

In one line: games are good, we need them.

And here is a game that a teacher played with a group of kids in kindergarten. If we had an observation report with the certain standards to observe and to meet, the observer would certainly be able to tick the box: game. Yes, indeed, the teacher prepared a game for the lesson. And that would be all.

Naturally, that is only a small part of the entire lesson and there is no way of knowing what happened before or after and what the aim for the lesson was. However, judging only by this short video, there are quite a few areas for this teacher to work on. It is very difficult why this particular activity was even included in the lesson and what its aims could possibly be. There are no linguistic aims as the kids only do some counting and they use only one colour (orange), only one student is involved at a time while everyone else is watching and it is impossible to figure out whether there were even any child development aims. To be perfectly honest, none of the children taking part seem to be enjoying it and some are even forced to be in, despite their intentions.

If we had to describe the game for someone who did not watch the video, we would have to say that ‘the teacher brings one of the children into the circle, to blow up a balloon and to let the air out right into the children’s ear while the other children are watching and laughing’ and that really turns the category of the activity from a game into ‘a game’. If I had been the observer and the assessor of this lesson, the comments section on the lesson plan or the obervation report would simply say: ‘Please, don’t do this again‘.

A few years ago, there was this tendency at the YL conferences that I happened to attend. Everyone seemed to be criticising the idea of fun in the classroom and replacing it with some other, more serious, methodology-worthy words such as ‘enjoyment’, ‘motivation’ or ‘pleasure’. Maybe it was a trend, maybe just a coincidence but I did not like it. I am up for fun in the classroom, although, for my own personal use and for this blog, I have coined the term: educational fun, to differentiate it from the carefree merry-making.

There is no denying that this carefree merry-making is very necessary in life but since we are teachers, we are obliged (oh-o, the serious words have entered the building) to ensure that we happens in the lesson is deeply rooted in the methodology and child development knowledge that is not only there ‘because because’. Maybe it is true that ‘girls just wanna have fun’ but teachers want to have fun and they also want to smuggle something more while doing it.

To continue with the advertising metaphor from a few paragraphs above, I did have fun but I also had a real product to offer and to promote: a set of classroom rules, a pile of sums and lots and lots of sentences to read and to improve. My students would have done them anyway, we would have to, basically, but it was easier and more pleasant because we did it through and with fun.

Project. What’s love got to do with it?

Here is one more example of the educational path to hell that is paved with very good intentions and the social media teaching that has nothing to do with real classroom methodology but that is extremely photogenic and has ‘WOW’ written all over it. I give you: a CLIL / STEM project devoted to the moon phases.

This is a real example of an activity that one of my teacher friends, Michael, was asked to do with his group and that he happily shared with me, having his own human-adult-fatherly reservations about it. As with the craft activities above, I have nothing against the activity per se but taking it into a classroom full of kids is something that I fail to imagine.

Food allergies aside and the fact that some parents might simply not approve of teachers dishing out sugar portions in class (as, presumably such issues would be dealt with beforehand), there are a few other things that might turn this seemingly amazing and wonderfully appealing project into a complete disaster.

  • somebody needs to buy Oreos and in a situation when a school struggles with providing scissors, glue, paper, plasticine and markers, asking for Oreos is just not worth it and might simply not happen. Purchasing them by the teacher is out of the question.
  • separating the cookies into two even halves, without breaking them and with the cream staying politely on only one of the sides is…well, I don’t know. It’s been years since I played this way and not with Oreos but with my delicious local equivalent and I just don’t remember. Anyway, we separated them for fun. Our main aim was consumption and we would devour them regardless of how much cream there was on either side. At best, no one can guarantee that all the Oreos for all the kids will comply.
  • shaping the cream into the required shape to reflect the phases of the moon is not easy either and it does require something close to surgical precision. And a tool of some sorts (a popsicle stick).
  • you are allowed to eat the final product and, hopefully, there is time to talk about the changes and to admire the work done but, ideally, there has to be a lot more Oreos than the number of students x 4 Oreos. Otherwise, we are going to be the cruel people to have the kids work on the cookies, touching them, smelling them but without eating them for a long time and it is a guarantee that not all the kids will be able to stay strong. In the lesson that my friend was asked to teach, the cookies did not last and the model was never made. Either the kids were too hungry or the smell of the cookies too strong, they could not resist. The resources were eaten before the completion of the project. And, to be perfectly honest, I do get it. As an adult, I would struggle myself and I would be tempted to nibble. Or to do a full-on Cookie Monster.

Perhaps it is a fun project to do and a great way of learning about the phases of the moon. For me as a teacher and as a trainer, there are simply too many ‘but’s’ that make it simply not worth the effort. Especially, that there are plenty of other, less high-maintenance and less high-risk and more methodology- and teacher-friendly replacements that can be done with paper, paints, plasticine or ping-pong balls, craft activities and projects that would be more beneficial for the kids.

Coda

We are teachers. We think about the activities that we bring to class.

We are teachers. We respect the parents who trust us with their children and who pay for our teaching skills and the educational process that we provide.

We are teachers. We walk into the classroom with clear lesson aims, linguistic, child development and personal aims, too.

We are teachers. We want to have fun but not for fun’s sake.

We are teachers. First and foremost, we are teachers.

Happy teaching!

Bibliography

Carol Read, 500 Activities for the Primary Classroom, 2007, Macmillan Education

ELT Expert Hub, Evgeniya Kiseleva and Ekaterina Balaganskaya, Teachers’ CPD. https://t.me/eltexperthub

Teacher down, dear teacher!

by
The Bosphorus

This post starts in the classroom (Surprise, Surprise!) and they are generated by me but only in connection with what I do in the classroom and how my audience reacts to it. This is everything, aside from the thoughts of the experienced teachers, aside from what we find in the coursebooks, aside from what we learn about in different workshops and lectures. How the kids react to what happens in the lesson…

And since most of my professional life is spent in the presence of the very young one, the reaction and the feedback is immediate, without the intermediary help of the admin, parents or educational supervisors or trainers. If the lesson is good, you know it. If the lesson is bad, you will know straight away. If you can read the signs and reading there must be a special part of the brain devoted to looking out and reading these signs, while teaching, learning, monitoring, supervising and growing goes on happening.

Hence this post.

Teaching the whole child

This is definitely one of the key words in the EFL / ESL methodology, which teachers, trainers, bloggers, authors are more than eager to recite, together with the ZPD, scaffolding, short attention span and many more. ‘Teaching the whole child‘ will also be on that list.

In order to understand what might be hiding under this term, it is necessary to have a look at the list of the key development areas outlined by Sandie Mourao and Gail Ellis: personal, social, emotional development, communication, language and literacy, problem soling, reasoning, numeracy, knowledge and understanding of the world, physical development and creative development. These are naturally the areas, typical for the early years child development, first and foremost age-related and not specific for any particular context, L1 education or the EFL/ESL education. But, especially, because of that, they need to be included in both and in teaching of any subjects to the early years children, be it their L1, a foreign language, Maths, Art or judo.

Carol Read can also be a point of reference. She has quoted her C-Wheel in quite a few sources and apart from the overlap with the areas mentioned above, she also included a few others that would help to better understand the idea behind the whole child. These are: care, community as well as context and connections (i.e. family and school), coherence and challenge as well as the cultural context. The most important factor, the child, is in the centre of the wheel.

But the quote that really made an impression on me comes from a post I found on Teaching Channel where, on top of some practical solutions for implementing the approach, I have also found this way of explaining what it means to be teaching the whole child: ‘by being responsive to children’s understandings, interests, and abilities, allowing them to deepen their natural curiosity and their eagerness to want to discover and learn more’.

It deeply resonates with me because of the conviction that I have held for a long time (and which I have tried to brainwash my trainees with over the years) that the most important thing that a primary or pre-primary school teacher can do is to sit on the carpet with the kids, literally and figuratively speaking, too, in order to change the perspective and to try to see the world from their point of view. This change of the point of view is absolutely crucial when it comes to classroom and behaviour management, staging, lesson planning, craft, literacy skills development and many many more.

‘That is very well but what is your point here?‘ you might be wondering.

It seems that, sometimes, regardless of our good will, professionalism and even experience (yes, I know what I am talking about), we, the teachers tend to allow our methodological principles take precedence over the child in the classroom and choosing between ‘what I need to do today‘ and ‘what the room needs‘, being the professionals that we are, we choose the standards and the rules, not the audience, not the child. It is all well-intentioned and well-meant, of course, but it might not mean that it is also the best decision as regards the said audience.

In this post today I would like to call the teachers to teacher down a little bit! Remember about the standards, methodological, institutional, cultural and what not, but to put them on the back burner and to focus more on the six-year-old beloved crowd insead.

Below, the three areas and some classroom stories from yours truly.

Storytelling

A story first. It was a lesson with my adorable monsters, in our fifth or sixth year together and it was a story lesson. I got everything ready, the audio, the text, the words to be pre-taught, the comprehension task, a game and, most importantly, a while-reading task. I wanted to be very clever and, since the story had a repetitive element and it was perfect for prediction. I wanted to have us read and listen to it but with pauses, with the kids discussing every stage (‘What happened?’ and ‘What will happen next?’). I thought it was a brilliant idea and, perhaps, it really was. However, once we started to go through the story, after two ‘episodes’, one of my students, one of the more confident ones, looked at me and said: ‘Anka, can we just listen to the story?‘

And I don’t know what it was, the tone of voice or how effectively she used intonation to convey meaning, carefully stressing ‘listen’ in the whole phrase, or maybe it was the faces of the rest of the class showing a mix of dedication but this simple human fatigue that made me realise that I overdid it.

I took a story, a great story, that we would be interested in listening to or reading, something humanly exciting and fun and I turned it into an exercise, a learning activity, a task, at the same time, and totally unwillingly, making it dull and tiring, simply because of the context – our classroom. That made me gasp in shock.

Naturally, we read to learn, to extend our vocabulary and to practise grammar and to develop the reading comprehension skills and all the other skills, too. However, a story is still a story and it deserves to be enjoyed, in a human way, even if we are in an A1 classroom full of kids, at least to some extent, at least in a balance with all the very teacherful activities with a clear learning focus.

In the classroom that can be done through: including a variety of stories, coursebook stories, YL exam stories and storybooks, traditional stories and videos, including elements of reading for pleasure, a school or class library, just listening to a story for fun before any reading comprehension tasks are introduced, giving the students an opportunity to express their views about the story and accepting different opinions, also those negative ones, basically anything that we might do with a story in our real L1-life.

‘My students don’t like to sing!’

It is one of the most common comments that my trainees make and one of the most common questions they ask right afterwards and that is: ‘Should we make them if they don’t? How?’

Well, the short version according to Murao and Ellis is 8 reasons to bring songs into the classroom. Carol Read mentions a few more in her book. In an earlier post here, written based on the materials I found in different sources, there are 60 reasons, for the kids and for the adults. There are so many of them that we have enough justification to change the famous song’s title into ‘The classrooms are alive with the sound of music!’ Or, at least, they should be!

But, with all that in mind, or, almost against all that, what we do with a song in our L1 life, as adults or kids, is to simply listen to it and to enjoy the fact that it is on. Sometimes we dance to it, sometimes we might sing some lines, sometimes not. As people, we are not expected to know all the lyrics, to like all the songs and to sing along every single time. We definitely do not listen to complete some comprehension tasks or to focus on a particular structure or an idiom. There is a danger, then, that by imposing all of these on our students we will be destroying the organic character of this resource.

Again, it would be a good idea to remember the need to teacher down songs in the classroom a little bit. Accepting that not all the students will love all the songs equally and that not all the students will want to sing all the songs every single time seems to be the first step here, although that does not mean that songs will disappear from the coursebooks, curriculums and lesson plans. In the everyday teaching, it might mean simply starting with ‘Let’s just listen to the song!’ before we get down to the vocabulary, grammar, lyrics and all the follow-up activities and asking the kids whether they like the songs or not. Getting the students involved in the song selection is another important way of teachering down here and either focusing on those that they actually really do like and including their suggestions in the lessons, too.

‘We have so many things to do today!’ or about the lesson plan

This time the story took place in my Playway 1 lesson, at the end of the year, somewhere in the food unit. Those who have used the book might remember the listening activity in which students have to listen to a boy, one of the charcacters from the coursebook, who talks about his likes and dislikes and mark these accordingly in the picture. One of my students, Sasha, a 6 y.o. boy, didn’t deal with the task very well. ‘I like pears’, would the character say and my Sasha would say: ‘I don’t like pears’ and then, to my horror, he would cross the heart in the book, instead of colouring it in. Every single time Sasha did not agree with the character in the recording, he would loudly comment and then mark the answers according to his preferences.

I was watching him thinking the following thoughts: Oh, Lord, he is not following instructions, he does not understand what to do, he will not pass any of the exams and, in general, I failed as a teacher. None of which is true. I am happy that, despite the way I felt in the lesson, I reacted as a true educator, I went for the child’s well-being and I did not insist on the ‘correct’ answers. Thinking of the lesson afterwards, I was laughing out loud at my professional silliness. My little student told me, in English, what he thought of certain food items, he clearly understood what he listened to and he reacted to the content. The problem was not me or the child but the activity itself that assumed that the little people are able to disentach themselves from the activity and to de=personalised the content in order to complete a task. This made me look in a completely different way at the YL coursebooks content and it has been a turning point for me.

This same approach can be applied to any lesson plan. We go to school not to teach the lesson plans or the coursebooks but to teach the kids, the particular kids in our classrooms. Not everything that the great authors at the famous publishing houses thought of for the particular lesson, unit, activity will be appropriate for Masha, Katya, Sasha, Tomek, Agnieszka, Juan and Pierre that are entering our classrooms. Not everything that we have prepared for the lesson might not be the best idea on a Monday morning after a long break etc.

In the everyday life teachering down might mean:

  • evaluating the coursebook material carefully as regards its relevance for the particular group of kids and appropriate adaptation and adjustments as regards the content, the cultural context, the emotional context, the personalisation or the lack of, etc
  • adapting the lesson plan on the go, depending on how the students are feeling on the day. Pushing the day agenda at all cost will not be effective and might result in frustration.
  • putting yourself in the kids’ shoes while preparing the activities for the lesson and trying to answer this simple question: Why would they want to do it?, apart from the obvious, the fact that a person in the position of authority, older and taller than them, someone that knows their parents and is also able to assess them is bringing this to class and tells them to do it. Is there anything in the exercise, activity, story, listening, song that they would want to do anyway? And if it is not there, can we add it?
  • while things are not going to plan, looking at the situation through the kids’ eyes to better understand what is going on in order to deal with it more effectively.
  • involving the kids in the decision making process about the lesson, as regards the songs to sing, the games to play, the stories to read or even the order of the activities (when possible), to share the responsibility for the learning but also to find out more about the audience and their preferences.

Coda or what this post is NOT about

I wouldn’t want anyone to think that I am calling for a complete abandonment of all the methodological principles, present-practice-production, good teaching standards. Far from it. ‘Organic’ is a nice word to use to describe a lesson and a teaching approach as long as it is not synonymous with ‘I didn’t bother with planning the lesson, we’ll just go for it!’

It is an invitation to keeping your eyes open and to not forgetting that our students are very young and that the age will be very often the most important factor behind their behaviour and attitude. On the one hand. On the other hand, they are people, too and that we can act as people, too, instead of being teachers 24 / 7.

What do you think? Share your thoughts in the comments!

And make sure you come back for more because the second part of this mini-series is coming up! ‘Teacher down!’ is ready now. The post about the need to teacher up is already being written!

Happy teaching!

Bibliography

Sandie Murao and Gail Ellis (2020) Teaching English to Pre-primary Children, Delta, page 10 – 11.

Carol Read (2007), 500 Activities for the Primary Classroom, Macmillan, p. 7.

More than a grade! Teaching the whole child from the Teaching Channel.

How to use songs in the English language classroom from the British Council.

The end of the world or Surviving the bad lessons with YL

by
A folding surprise by Kolya (Renamed as: Teachers in September)

This post, like many many others, starts in the classroom when yours truly spends countless hours every week. Some of those hours are happy hours, some are very much not. Sometimes, no matter how passionate and dedicated you are as a teacher, no matter how much time you have dedicated to preparing amazing lessons, resources and activities, it is just not coming together and it does feel like it is the absolute end of the world. But, definitely, it is not. But it feels like it.

In the sessions devoted to classroom and management behaviour, there is this one activity that we do: ‘Look at the picture of the classroom. What is wrong with it?’ My trainees usually have lots of great ideas but where I am trying to get them is the fact that, beautiful as it is, this photo, a real class and a real lesson does not really look like that 100% of the time. So google, with all its amazing visuals, this time helps us create unrealistic expectations regarding our professional life.

Pre K Peoria IL | Reliable Childcare for Peoria IL Children (palschools.com)

I am not saying that it does not happen, that kids never get fully interested and involved in the task or that the teacher never has the full attention of the group. They do and when it does, it is the best thing ever, cloud number 9 and the top of the world. But, to be perfectly honest, a day like this one in the Kindergarten Cop, this is also a part of the teacher’s life.

Those bad days are perhaps more likely to happen when you are less experienced and somewhere at the start of your teaching career but (and I am sorry to be saying that), no matter how many years you have been teaching for, bad days can still happen. Although, indeed, as experienced teachers, we are more prepared for them and better equipped to deal with them, on the spot and in the long run. That is why, in this post, I decided to share how I resuscitate myself and get myself back on my feet from having crumbled into pieces after a bad day at school.

Prevention first

Apart from lesson planning and keeping your resources organised, it is very important to remember that a teacher needs to be alive and feeling well in order to remain happy, smiling and passionate about the lesson and in order to be able to give a good lesson. That means that a teacher needs to eat and drink, breakfast and lunch and snacks, and, a teacher must find time for her / his own breaks.

I know very well how easy it is to skip breakfast, lunch or the mid-lesson snacks (or, even more impotantly, the mid-lesson toilet runs) because, well, because things just happen. Kids lose things, kids need help, kids have a bad day and a meltdown and a teacher, more often than not, just brushes off her/ his needs and does whatever is necessary to help the kid. It’s just in the blood.

Then there are the unplanned meetings with the headmaster, the admin, the parents and sometimes it is possible to put them on hold or to reschedule them and sometimes it is not. Again, the break (whatever its purpose) gets cancelled or cut short. The teacher goes on teaching without food, coffee, water or worse and, naturally, that has an impact on the level of tiredness and / or stress and on the lesson.

When the bad day has already happened…take time out.

Most of the time this will be a very short time out slot, a few minutes in the teachers’ room, or even in your classroom, looking out of the window, wasting time, listening to your favourite song, or, if you are really lucky and the breaks are long enough to allow for that, you will be able to get out of the school to pick up a coffee somewhere round the corner or simply to take a walk, somewhere in a slightly different environment.

This will help to see the world from a different perspective and, naturally, to regain the peace and quiet for the teacher.

Talk to your teaching buddies

As soon as the opportunity arises, chat to your teaching buddies. It doesn’t matter if they themselves had a good day and will be able to act as the source of the energy or if they had an equally disastrous day and there will be there for you to compare the levels of the educational catastrophy. The most important thing is that this will be a chance to talk to someone who fully understands how horrible it feels to have to walk home after a bad day at school and who can offer an ear if not a real solution, although the latter is also an option, too, because the school life is full of fiascos, tragedies and all kinds of situations and, quite likely, your friends have it already happened to them and might be able to tell you about how they sorted it out. In any case, listening to their stories will help to understand that you are not on your own and that’s a lot!

Talk to your VIP, whoever they are

For me, personally, equally important is talking to my Very Important People, not only because that is what they are, but, also, because they have absolutely nothing to do with education, teaching English and teaching children.

Getting valuable advice or even having someone to talk to, in order to relate all the horrors of the day is not the main aim of these conversations. On the contrary, these help me get a completely different perspective and go back to basics, to everything else in life that matters an that is as far as possible from the young learners EFL/ ESL. Just to check that the world outside of it still exists and that it is doing great.

I love my job and I cannot imagine not teaching kids but, on some days, I need to forget about children, parents, child development, methodology and everything related to it, specifically in order to recover and to recharge my batteries, physiological and psychological.

Get a hug (real, virtual or metaphorical)

Well, yes, just that! The hug can be real, the hug can be virtual as not everyone huggable might be available physically but it can also be any way of pampering yourself and doing somethinggood for your body. A nice meal, a pint of beer, a quiet evening, an evening with your favourite music, a piece of chocolate, a walk with a dog, a bunch of flowers, a cup of coffee, a sports game, a round of your favourite computer game, exercising, a combination of a few of those or all of them together. Whatever it is that makes you feel good and that brings a smile to your face.

For example, I am a real public transport supporter but, on those really difficult days, I like to take a taxi home and being in the backseat, driven home, with my favourite city in the world blinking on the other side of the window, it really does calm me down.

Sleep on it

Or, in other words, not being too harsh on yourself and taking time to reflect and to see the whole day and everything that happened from a different angle and from a distance.

The world looks a bit different after a proper night’s sleep and only then it is possible to reflect on the day, to connect the dots and to understand better the reason behind the kids’ behaviour or the explanation why the activities fell flat on their face. Finally, this distance will also help to see the good things that also happened because they always do, although, admittedly, they are easily overshadowed by the disasters.

Try again!

Last but not least, there is always tomorrow, another lesson and another day to have another go and see what happens. With young learners especially, the first time we play a new game or try a new activity, in a new format and with a new set of rules, the very first attempt is just a reconnaissance, for the teacher, for the resources and for the kids. It is almost bound to be a failure and it is a big mistake not to give it another shot.

Happy teaching!