Very young learners

Five ways of using craft in the pre-primary classroom

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Before the craft.
A set of quilling paper strips

This is the second part of the Craft ABC series. You can find the first part here.

The main activity and the target language practice

This is a craft activity that features in the lesson to provide opportunities for the target langauge practice. As an example I have decided to choose our beloved jellyfish that is the first craft activity that I do with my first-year students, in one of the first weeks of the course. This is the time when we learn and practise colours with flashcards, colourful blocks and realia in general, with simple stories, videos, wordwall games and songs. A craft activity is yet another way of ‘recycling’ the target vocabulary and of giving the students an opportunity to be exposed to it and to use it.

The jellyfish is a super simple craft and even the youngest kids can draw the eyes and the smile on the head (which can be a semi-circle cut out by the teacher or a half of a paper plate) and then to attach the tentacles to the back of it. Kids are really motivated to make their own jellyfish and to drill and call out the colours and to ask for the following one, in a very simple way (‘Blue, please’). As a result, lots and lots of language is produced and everyone leaves the classroom with a creature they made herself. What’s most important, the jellyfish looks good even with the most crooked smile and the most inexpertly glued tentacles. And even if there are only three or four colours used, with the youngest kids.

The follow-up of a story or a song

Craft in this case is an opportunity to reinforce the ideas, concepts, vocabulary and structures introduced in a song or in a story. Or, to put it differently, a story or a song is not introduced only as a starter or a side dish but it becomes the topic for the entire lesson.

The three examples in the photos come from the lessons taught based on the Playway to English 1 by Cambridge University Press. The first one is a flower we made together while retelling the story from unit 7 (The Little Seed which you can also find here) and although we were not able to use all the original story lines, the kids could use the basic ones such as It’s sunny, It’s raining. The little seed is sleeping (at the beginning), The flower is growing (while making the stem) and so on.

The second example is everyone’s favourite Very Hungry Caterpillar which is a storybook we use in year, to accompany either unit 7 (Weather / Spring) or unit 9 (Food). You can find more information on this version of the caterpillar here.

Last, but definitely not least, is a simple craft that was a follow-up of the amazing Super Simple Song called ‘Are you hungry?‘ and it can be used either with the topic of fruit (Playway to English 1, unit 3) as it goes nicely with the theme of the song of monsters sharing fruit with their hungry friends or, in a wider context, with food in general (Playway to English, unit 9). The craft activity becomes the more palpable and 2-D version of a song and it can be used in a mini-role play, sung or spoken, depending on what the kids are ready for.

Props preparation

This type of a craft activity does not have a lot of potential as regards maximising production although the kids are quite likely to use some functional language, the staples of craft (Are you ready? Let’s sit down, Blue, please etc). This type of a craft activity is also quite short, compared with the ones mentioned so far but that is exactly the point. The craft activity is only a prelude. Everything important is to happen later with the finished product used as a tool.

The best example here will be our magic wand. It is simple and easy to make and can be used as a part of a shapes lesson (though, really, there is only one shape involved). The abracadabra TPR activity (Abracadabra, 123, you are…) is a game we play from the very beginning of the course. When the kids are ready to take over, we make a wand for each other and use it in a game and at this point, the kids get to lead the game for real, waving their own, freshly-produced wands and we all mime whatever there is to mime. The langauge is produced and lots of it (Abracadabra, 123, you are…swimming, dancing, flying…OR you are a cat, a happy cat, a hungry dinosaur…) but it is not directly related to the making of the wand.

A part of a Science, Maths or Art lesson

Craft can be also a part of a CLIL lesson or a Maths, Science or Art lesson, depending on whether we are dealing with the EFL or the ESL or bilingual programmes. In this case, the craft activity will create an opportunity for the students to put into practice or to reinforce the real knowledge or skills they have acquired in class, making it more practical, kinesthetic and hands-on.

Below, three examples of such craft activities.

The first one is a Maths lesson in which we were learning about and practising measuring. Apart from working with the rulers and measuring tapes and checking how long our cars, teddy bears, desks, noses and fingers were, the kids also got a simple handout with a section of a certain length and it was their task to measure the strips of paper with rulers, cut of the appropriate piece and glue it underneath.

The second one is one of the lessons devoted to animal habitats which we studied in our Science class. Apart from categorising animals and talking about the habitat, we also did a craft activity in which we created the habitat (here the polar region made of a sheet of blue paper, waves drawn, ice made of cotton pats and the animals glued on). After a series of lessons we had a set of habitats.

The third piece here is one of the activities we made as part of the Kids in the Avangard. In this lesson Paul Klee was our artist of the day and we created our own version of his Cat and Bird.

The non-linguistic aims

Sometimes craft activities have a non-linguistic main aims. Because of their obvious relevance to kids’ lives and the excitement that they generate, they can be used to help kids develop as humans and this can be the reason for their inclusion in a language lesson.

The first activity here is one of my favourite craft activities ever. It can be used in many different thematic lessons but its main advantage is that because, due to its design, it requires a detailed micro-staging and, on the one hand, it can help kids work on their ability to focus and to follow teacher’s instructions in order to be able to turn their circles into cats, dogs, frogs and bees. On the other hand (and it has worked absolutely every single time), it brings an immense sense of achievement and confidence in kids’ own skills since a random circle can become so many things.

The other activity presented here is an example of a festive craft that finds its place in the classroom as part of the seasonal celebrations. Despite the fact that sometimes this vocabulary will be used in class only in a year, when the holiday comes up again, it connects the lesson to the celebrations at home and in kindergarten and it is the easiest way of bringing these festivities into the EFL classroom.

The final activity, our solar system was a wonderful activity that we all enjoyed and one that helped us produce lots and lots of language. However, believe it or not, that was not the reason why we did it. This was our first real whole class project because the kids got an opportunity to work on something together, sharing resources and sharing the space and we produced one huge poster that nobody would be taking home in the end.

Happy teaching!

Craft is…what the VYL world is all about

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Just one of the shots taken in the middle of a working day, before a craft lesson…

Craft has been present in my classroom life for as long as I can remember. Looking back, I can see all the pieces I made with my superstars in Moscow over the last thirteen years, the robots we constructed at the summer camp in Tuscany in 2009, some 3-D houses we made with my Navarran babies in 2008, or the magazines I put together with my cousin, my first student ever, somewhere in 2000…What’s more, craft has been present in my life since my own primary school. I loved the Art lessons, I loved the Craft lessons. I even loved the Technology classes, although craft then involved: weaving a mini rug, building a birdfeeder and making a chair for a doll.

You could say that the foundations for my future career have been built pretty early and that I have had a lot of opportunities to perfect my fine motor skills and to fall in love with craft (truly, madly, deeply). No wonder that I would try to smuggle it into my lessons.

It was only a week ago, actually, while preparing yet another session for a teacher training course, that I saw craft with a fresh pair of eyes and I saw it for what it really is: the VYL world (or the pre-school world) in a nutshell, everything that is beautiful about it, everything that can be enjoyable about it and, inevitably, everything that can go wrong with it, too.

The simple truth is that: kids love craft

Craft lessons and craft activities are these parts of the lesson when kids can do something for real, not the coursebooks, not the handouts or worksheets, not the time when you need to stay focused but the creative, the beautiful, the fun part. And, one more important factor – something that is different every single time!

If you add to it the variety of materials that are included, the variety of techniques and that, more often than not, you end up with a real product, a book, a house, a puppet or a collage, which you have created yourself and which you are allowed to take home, it is not a surprise that kids love it.

‘Ah, we haven’t done anything for such a long time‘ was something that I heard one of my students mumble to herself when she saw me reach out for the coursebook as soon as we sat down at the tables. As a teacher, I was taken aback. Because we did DO things! We sang songs, we read stories, played with flashcards and we did have good lessons. In my student’s eyes, however, all that meant nothing at all, because, indeed, somehow a long time had passed since the previous craft lesson and that, at least for this one student, was the real thing, the something!

If you want to read more on why kids need craft activities, have a look here.

The simple truth is: many teachers don’t like craft

  • A craft lesson takes a long time to prepare.
  • It is messy, both during the preparation stage (see the photo above) and during the lesson.
  • The teachers might not have a full access to all the resources necessary, even the simple ones so they end up buying these themselves
  • Classroom management is a bit more tricky in the craft lessons, as there are more elements to manage and the kids might get too excited.
  • If not planned properly, craft lessons can turn into a mayhem, with kids not producing the target language or even not completing the task.
  • Craft activites are not very well taken care of in the mainstream coursebooks and in the teachers books and so there is no resource to learn from.
  • If the craft activity has not been chosen properly and if it is too complex for the students or if it is not planned properly, students might struggle with completing it or they might destroy in and in such a case there might be tears of a child in despair or tears of a disappointed child.

Craft is what the VYL world is about

Teaching pre-schoolers, compared with the other age groups, will require more of your time in the preparation stage and it will be more demanding as regards the class time. It might require you to include the things that teachers, as adults, have no interest in and which they will still include because that is what can be beneficial and effective with students of that age. In the same vein, some things will have to be excluded even if teachers love them, also because of the age of the students, they will simply not work.

There is only one thing to be done…

…and that is: careful planning and Carol Read’s MADFOX (Management, Appropriacy, Design, Flexibility, Outcomes, Excitement) which you can read about in the ‘500 Activities for the Primary Classroom‘. It is a wonderful tool that will help prepare for a craft activity in the EFL or ESL lesson, primary and pre-primary. Actually, this framework will work well with any type of an activity or a set of materials, stories, songs and games.

One of my earlier posts (and my first acronym W.O.R.L.D🙂 might also come in handy while choosing a craft activity for the pre-primary EFL /ESL lesson.

The most important thing to remember everything gets better with time. The lesson planning become easier and less time-consuming. The kids know the teacher, the lesson format and their peers better and that is an important factor contributing to the success of the activities and, last but not least, if you decide to reuse a particular type of a craft activity for the second or third time, the students will also be able to deal with it better as they will have done it before.

There is hope))

This post is only the first part of the Craft ABC series. You can find the second part here. Don’t forget to also have a look at all the posts in the craft section on this blog.

Happy teaching!

When the magic happens…

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The magic of Louisiana

Let me tell you first what this post is NOT about:

It is not a post about any specific activity, resource or solution for the classroom.

It is not a report of a classroom research task or an experiment.

It is not a compendium of useful links. Or stories from a trainer’s life.

Not today. Today I want to write about the classroom magic and, in all honesty, I doubt anyone can find it of any use. Really. This is solely for my writer’s and teacher’s well-being.

The magic of Lousiana

When the magic happens OR When kids become communicators in L2

Maximising production is definitely a professional obsession.

Although a) it is probably better to call it ‘my professional interest’ and b) you have probably noticed, if you have been reading my posts (It not, you can find the chapter here). This is what I have on my mind while planning my lessons. This is what I think about while looking at the coursebooks, illustrations, stories and games. ‘How do I get my kids to speak?’

The magic of Louisiana

If you are a teacher of young children, you are a bit like a gardener.

There is a lot of digging, a lot of watering, some weeding, and, above all, lots and lots (and lots) of waiting before you get a chance to even hope about any real fruit or flowers. Or any real communication, in our case. Which does not mean that it is boring or uneventful! Quite the contrary!

It is a wonderful journey, filled with treasured moments, from the very first steps into the classroom and any signals that we have exchanged ideas and understood each other. Cautiously walking in, on day 1, a bit uncertain but also very curious what this new auntie (that’s what I have been referred to, in Russian, in Spanish and in Portugues) has to offer. Pointing at the right flashcards, nodding in lieu of a yes, lining up because the teacher asked for it, picking out for the red crayon in a colouring dication or replying ‘Hello’ to your ‘Hello’ Drilling and reciting all the colours and so is confidently shouting out ‘Cat!’ to correct the teacher when she shows you a picture of a cat but, somehow, she says ‘It’s a dog!’ (though with this special elfin smile and a spark in her eye)… All of this is priceless, amazing, magical. And necessary.

The magic of Louisiana

Then comes the plateu.

Yes, a language learning plateu. In case of the primary or the pre-primary language learners it has got nothing to do with reaching the intermediate level (quite often the level associated with the concept of plateau), quite the contrary, but, it does happen with the little kids, too (and yes, this is just the idea that I got right now and decided to use it in this post).

So, taking the level aside, what do I (very subjectively) see as the language learning plateu in early L2 learning?

  • kids feel confident in the classroom, with its routines and traditions, the teacher, the coursebook, the lesson and the course framework
  • kids feel comfortable with their peers and the bunch of kids starts resembling a group and a team
  • kids are curious and easily learn new words (aka single words) and they can reproduce them on teacher’s request, the action – reaction, teacher – student or teacher – students goes very smoothly
  • kids produce some simple sentences, depending on the curriculum and the programme
  • kids know and produce some phrases related to the repeated activities during the lesson

The first two points here are not directly related to the actual language production but due to the age of children, they are of the utmost importance and for that reason they have found their place here. This is the point in the course when the age-related characteristics stop being an issue and teacher and children can focus more on the language learning itself.

Finally, the learning happens, we move from unit to unit to unit. We go from unit 1 (colours), to unit 2 (school), to unit 3 (fruit), from level 1 to level 2, the kids are growing, the kids know more, they are under control. The kids are happy and the teacher is happy. The only thing missing is ‘They lived happily ever after’…

Don’t get me wrong. I am not UN-happy with the classes going beautifully well. I am not picking at the seams here. This is the state that we, as teachers, dream about. However, this is also the dangrous plateau because we may want to stay there forever. And we should not. Not moving forward equals staying in the same place equals regression. Things going well is a signal that the time has come to do something new, look for new challenges or think of ways of extending the Zone of Proximal Development.

In the very specific context of maximising language production in the VYL world it might mean helping the kids move from ‘the action – reaction’, ‘teacher – student’ and ‘teacher – students’, one word or one sentence production to the next level: a discourse (or a mini-discourse), student – student, student – teacher and spontaneous production aka I say things when I have things to say (and ‘Not because my teacher, the adult asked me’).

The magic of Louisiana

The most beautiful day is when the magic happens

There is no way of getting ready for this day, marking it in your calendar and making it your aim. It is when, all of a sudden, it happens – kids say things outside of the framework that you have prepared for the day, outside of the pattern they ‘should‘ be using according to the book. Or when they try to say things that are, clearly, out of their range (yet) but which they need to say. Sometimes it is fully expressed in L1, sometimes partially.

Examples? Yes, sure! Let’s go.

Case study #1

One of my 6 y.o. students, still in pre-school, about to go to school in a few week but have have been using the primary level books since January. She has always been a very active child and an eager students but recently, over the past few weeks, she has just skyrocketed. The magic happened!

We are studying online, she is in her natural habitat, at home where she communicates in Russian. However, during the lesson time, she started to use more English while talking to her brothers. Sometimes, it is fully in English, for example calling him from another room, to join us in a game (‘We are playing! Come!’), sometimes it is a mix of Russian and English (‘Sasha, go, do your thing!’). Sometimes, the baby brother wanders in, during our lesson and he also gets his portion of English, because I welcome him in English and his sisters babbles to him in English, too. Sometimes. We are in our little English bubble while in class and she is really making an effort to communicate in the target language then. Although, not only then, actually! I know it from her mum, that she sometimes plays with her teddies and that some English happens, then, too! Some of them must be English-speaking teddies.

I also noticed that when we play together with the older brother, she really listens to what he is saying and she picks out the useful words and then tries to use them, like, in the same lessons the phrase ‘everyday’ or ‘every day’ and, almost immediately, enjoying the variations such as ‘every minute’ and ‘every second’…

This ‘magic’ goes beyond the immersion in the context and the language creativity and experimentation. My student also started to attempt to maximise the amount of language produced.

Last week we started to practice Present Simple (Do you go swimming?) as a follow-up on the simple ‘Do you like?’ which we have known for quite some time and we were interviewing each other, not as ourselves but as the chosen characters. The main aim was to practise ‘Do you do something?’ and I did not even plan to insist on using ‘at the weekend’ or any other day of the week, leaving it for later. However, in class, my student just started to speak and it was a wonderful experience for me to see how far she would go. First, she’d say ‘do you’, then pause, choose the verb, pause again, choose the object, pause again, choose the preposition of place, pause again and, finally, add the day of the week…

Do you draw on your homework every day? Do you dance in your classes on Fridays? Do you sleep in the school?

I could not keep up with her in my note-taking, because there was so much language and, yes, because I was laughing out loud. Not only because her sentences were great but also because I realised that, this time round, I managed to notice, to seize the moment, in a way.

The magic of Louisiana

How to make sure that the magic does happen?

  • Let the kids lead the activities (‘Who’s the teacher?’)
  • Start introducing pair-work as soon as the kids might be ready
  • If possible, include free play slot in your lessons
  • Show curiosity, ask questions, even if they seem to be above the kids’ current langauge level
  • Model
  • Work with the emergent vocabulary but for that it is necessary to be able to speak or at least to understand the kids’ L1 and to provide the word they want to use, even though it is not a part of the wordlist for the level and to keep bringing it back
  • Be clever and welcoming when it comes to kids’ way of using L1 in class. Apart from the teacher showing respect for it (please, please, please avoid saying ‘DON’T speak L1’ or ‘NO L1’), there is a way of working it. Not all L1 appears because kids don’t want to speak English. Using L1 is one of the communication strategies and it can be a signal for the teacher as to what the kids want to talk about and what they need the vocabulary and structures for.
  • Be clever and welcoming when it comes to kids’ way of dealing with code-switching (aka ‘mixing’ L1 and L2). This is one of the communication strategies and it is the a step towards and an attempt at L2-only communication
  • Create the English language environment and provide the exposure with songs, books, games and stories.
  • Think of extending this exposure and taking English out of the classroom (aka get the parents, the grandparents, sisters and brothers on board!)
  • Continue reading this blog for more ideas:)

And wait. Stretch out and wait. Like in a song by The Smiths…The magic is bound to happen, eventually.

Happy teaching!

The magic of Louisiana

DIY peer observations aka Where to find videos to observe VYL teachers in action

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During our teacher training courses, I try to invite teachers to my classroom, for an observation. However, even in the online / offline / hybrid era it is not always possible. For that reason, to balance the theoretical and the practical we watch a lot of videoed lessons. Over the years, the teacher training department at my school has managed to compile a whole library of those, for different age groups and levels and now we have a lovely resource to use in our training sessions and workshops. I do recommend setting up this kind of a library at your school!

However, while making these videos, we received the parents’ permission for the internal use. The videos are not on youtube and we cannot make them public. For that reason I can never share any of them with my trainees or readers. Instead, I decided to put together a list of those youtube clips that we often use in our sessions hoping that you find them useful, too.

A few tips from a trainer

  • Choose a focus for the observation: classroom management, behaviour, staging, storytellings, songs, chants, literacy…
  • Think of yourself as an observer, look for the strong points and the areas to improve. There is always something!
  • Be a kind observer! Remember that no matter what you are watching, the teacher WAS on tenterhooks because the lesson was filmed and that the whole filming adventure might have affected the teacher’s and the kids’ behaviour.
  • More than anything else, please remember that whatever was filmed, it is only a part of a lesson and we have no chance of finding out what happened before and after.
  • Think about your particular context (your institution, your group, your classroom, your country and your culture), would this activity and this approach work? Why? Why not? Can it be adapted?
  • If possible, watch the video again, after some time has passed or after you have had a chance to use some of the activities or approaches in practice. Are your impressions the same?
  • If possible, watch it with some other teachers, too! It is fun to find out what others think about it and sometimes we learn more from people that we disagree with!
  • I have tried to include a variety of contexts and countries of origin.

Now the videos

  1. Wow English with Steve (from Steve and Maggie), with a big group in a kindergarten in Prague. I am guessing it is the first lesson and the first meeting with the kids.
  2. TPR with Herbert Puchta and Helbling English and Revision of words with Herbert Puchta, for those of you who want to see the author in the classroom:-)
  3. English clothing song for kids from the Magic Crayons, as an example of a simple and genious (and presumably home-made) clothing song
  4. ESL Story for Kids ‘The Very Hungry Caterpillar’ from Scott Reeve, because this very (very) short clips wonderfully shows what can be done with a storybook used in the EFL/ESL context
  5. Kindergarten Teaching in China from Michael Roxas and almost 30 minutes of a lesson
  6. Teaching ESL in China from Teacher Jeus ESL, a big group of 5-6 y.o. and 25 minutes of a lesson
  7. The first lesson with 3 y.o. from a kindergarten in Poland from Piotr Wilk, this one is an interesting example because of the ratio of L1 and L2 (TL in English, all the explanations and ‘Why’s’ in Polish)
  8. A lesson with 5 – 6 y.o. from a kindergarten in Poland with an introduction in Polish, but the rest of the lesson is in English, the actual lesson 4’30 – 30’14. Apart from that, the video includes the introduction (in Polish, no subtitles unfortunately) aka the lesson overview and the follow-up, with a discussion on the changes that were introduced in the lesson which is supposed to serve only as a starting point.
  9. A lesson with 4-5 y.o. from Alena Fedan (Dniepropetrovsk, Ukraine), some L1 but lots and lots of production in L2)
  10. A lesson from a kindergarten in kindergarten #278 in Moscow, Russia, 20 minutes and a selection of activities.
  11. A lesson from kindergarten Rozvite, in Samara, Russia, the first class with the older pre-schoolers
  12. We learn English with teacher Sandra from Valencia, only 5 minutes but with very young kids, in the classroom and in the yard.
  13. Class routine with pre-school from Baranain, Navarra, 8 minutes, but a lovely start of the lesson and some literacy activities
  14. A lesson of English with pre-school with Graziela Leonardo (Pirai, Rio de Janeiro, Brasil), 8 min, the start of the lesson and the introduction of a new set of vocabulary and a simple whole class project
  15. A lesson of English with pre-school from teacher Lara from Recreio dos Bandeirantes, Rio de Janeiro, Brasil

If there are any other videos that you know of and which you could share, please leave the link in the comments below!

Happy teaching!

What an old dog learnt… A YL teacher goes back into the adult classroom

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Me and one of my best friends, Roman B. No old dogs in this photo. Only the amazing ones (The photo: courtesy of Yulia. The doggo: courtesy of Jill)

Back to the future

It just happened: a dedicated YL teacher (and a teacher who spent the last ten years doing her best to stay away from teaching adults (minus the trainees!) all of a sudden found herself in the classroom with some serious corportate clinets and their Business English, General English, English for Finance and Banking, A2 – C1. Full time.

It has to be said out loud: that was not a direction that this teacher dreamed of or the developement that the teacher planned or solicited but, at the same time, there is absolutely no need to wring hands or shed tears over such a giggle of the Fate. After all, the teacher is an experienced one, with an oh-dear number of years in the classroom (and different types of classrooms, everywhere) so the teacher will be just fine. After all, teaching is teachings, the students are great, the fun is being had. All the details are here just to set the context.

The old dog aka the adult classroom through a YL teacher

This particular started with a most random thing. I don’t even remember what we were doing and with whom, but, suddenly, I caught myself thinking ‘Blin, even my kids can do THAT‘. There was no anger in it or desperation, only curiosity and bemusement. I started to analyse the details and bits and pieces of this THAT and the reasons for that. It started with a sigh but it got interesting very quickly.

Here is a new post and an attempt at looking at the adult EFL learners through the eyes spoilt by her young students.

One. Inhibitions

This is something that is almost non-existant in the YL classroom. Minus all these cases in which the kid have had a negative first experience with English, at school, with the tutors or parents or when they are naturally introvert and shy and they simply need more time to settle in the group and to feel comfortable enough to talk. Most commonly, the kids enter the room, eyes wide-open, ready to discover and to enjoy the world of the English language.

Then, there are adults, a completely different picture. Naturally, there are quite a few factors that can contribute such as a lower level, a long break in learning or using the language, some negative previous learning experience or studying in one group with colleagues from the same company or being a low-level speaker of English when you are already a top manager.

The result? Silence in the classroom.

I guess that is the silence that is the time they need to think about their answer, to choose the words, to gather the courage to let them out and, naturally, they get it. They do have the right to the freedom of silence. For me, the teacher, it is also an interesting exercise in patience. I realised that I have been spoilt with hands shooting up into the air and the opinions voiced almost instantly. Here, I am getting used to breathing more and waiting for the students to be ready.

I am beginning to think that building up the students’ confidence suddenly gets the priority among the lesson and the course aims as regards the adult learners of English. Everything else, the vocabulary, the structures and the skills development will follow. Hopefully.

Two. Teacher-oriented communication

On the one hand, the YL classes are definitely more teacher-centred than the adult classes. That is, to some extent, fully justified. Students, especially the younger ones, are in need of the teacher and the adult as the lesson leader. But only to some extent. I strongly believe that this should be one of the main aims of the course to create the conditions in which the students will be learning to interact with the teacher BUT also giving them a chance to learn to interact with each other. After all, whatever happens in the classroom is only a warm-up, only the preparation, only the training before the real life interaction. In which, most likely, the teacher is not going to take part. For that reason, the students should be given the tools and opportunities to talk to each other, to lead the activities, to take part in pair-work. There is no need to wait with it until they turn ten or fifteen. Some elements of that can be introduced even much earlier and pair-work is feasible in pre-school.

Somehow, it is not a given with the older students. Adults, either because they are more inhibited or because they see it as a sign of respect towards the teacher, they hold back, they wait, for the teacher to call their name out or for the teacher to at least signal that it is their turn to speak. I have realised that sometimes I have to specifically highlight that I am stepping out of the conversation, that the students, in pairs or as a whole group, have to take responsiblity for the interaction and that I will not be encouraging, keeping it up and, of course, leading it. We have been studying together for about three months now and I can already see some improvement in that area. Hooray to that!

Three. Communication strategies

Communication strategies is one of my true professional passions and that is why it was chosen for my first research within the MA programme. Inspired by Haenni Hoti, Heinzman and Mueller (2003) (or, rather ‘taken aback by the comments of’) that claimed that young learners use a very limited range of communication strategies, basically limiting those to translation and code-switching (aka using a combination of L1 and L2), based on the gut feeling from the classroom, I decided to check it out. And, to prove them wrong. Hopefully.

Although my research was a very small scale and low-key and by a beginner researcher, I found out enough evidence to get me even more interested in the topic. My little students proved to be already effective communicators who work hard and who have a good range of different techniques to get the message across such as all-purpose words, approximation, direct appeal for help, indirect appeal for help, self-repair, other-repair and mime. The range was much wider. Translation and code-switching were used, too, and they were the most frequent ones, however, they were not the only ones.

Then, there are the adults and guess what, these adults, ‘Come as you are’, before I get to work on them, they know only one communication strategy and that is ‘translation’. falling back into their L1, straightaway, whenever something is unclear, unknown and uncertain. I am not even sure why it is assumed that the learners (let alone the young ones) will use these strategies of their accord. I haven’t researched that properly, yet, but perhaps it has got nothing to do with the age of the student or, rather, not only with the age of the student, and more with the learning experience and the opportunities to be acquainted with and to develop these strategies.

The adult students (my adult students) struggled in that area and if they didn’t know, they would immediately switch to L1 and they would expect an answer. Working around that by delaying the translation, encouraging them to try something else or, also, providing both, the L2 only and the translation was quite a challenge and I know that some of them were surprised that I don’t just provide the required service aka translation, that I am trying something else. They had it written all over the face. I can’t say my job is done here, far from it but we are working on it. And it is a bit better now.

Four. Sharing ideas

Teacher beliefs are a slippery topic and most of the time we don’t even think about them. It was only last year (and somewhere by the end of it) when I realised why I am a teacher and what I want from my lessons.

Everything happened thanks to one Sasha who joined our group and who, despite the eight months spent with the rest of the team, in a very welcoming and friendly environment, despite the fact that she got on with everyone, Sasha still would keep quiet in class unless I asked her a question and unless I called out her name. I had never even thought about it and only then did I understand that I want to create such an atmosphere in the lesson in which my students feel free to talk because they have something to share with the rest of the group, not because they have to, not because the teacher made them, not because the teacher asked the question or because the teacher is testing them. They talk because they have something to say. And I want them to feel that they can. This is something that we have been working on from the very beginning.

It was one more thing that was ‘not so obvious’ for my adult students. They stalled. They do, still, sometimes. Again, it might be due to a whole range of factors, the natural shyness, the lack of confidence, the level of English, the relations in the workplace, if they come from the same company, or even the natural politeness. It is not a given that everyone will be speaking during the lesson time because speaking and developing the communicative skills is the reason why we come to class.

Five. All ideas are good ideas.

That is a sad fact: adulthood and reality kills creativity and imagination. Long gone are the days of fairy tales and fantasy travels with Frodo or magical battles with Harry. Well, in most cases. For that reason, if the question is about playing football and the student does not play football, the rest, dramatically, is silence…With kids silence never ever happens, and that is especially amazing, because, more often than not, we do things that have nothing or very little to do with the real life. All these menus for the monster cafe, all these school trips around the world, or to the moon or, our life as pirates…Silence is a rare event. Thank heavens.

This post is not to be read as a huge, one thousand word, complaint about my adult students. It is certainly not. I am doing a good job, I like them and we are making progress. I am just positively amazed that with my young learners, we have done SO MUCH (and to be honest, so much we have done by accident, unwillingly, joyfully, just for laughs) to enable the kids and to ensure that they are effective communicators.

I would like to think that my kids are not in danger of being scared to scared, inhibited, with a strong affective factor. This ship has sailed.

This line, so frequently used in my kids classes, started to appear in my adult classes.

See this is basically what happens when you send a YL teacher into the adult classroom. There is a lot of dedication, professionalism and lots of good lessons are happening. But the teacher has a one track mind and everything is somehow YL-related:-)

Bibliography

A. Haenni Hoti, S. Heinzmann and S. Mueller (2003), I can help you? Assessing speaking skills and interaction strategies of young learners, In: M. Nikolov (ed), The Age Factor and and Early Language Learning, De Grutyer.

Happy teaching!

How do you know that you are ‘an experienced teacher’?

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Based on real events.

This week’s story

I am on the move, resembling Snufkin from the Moomins now more than ever. It did so happen that this week I was asked to teach a demo lesson. While on the move.

Here are the details, just to give you a full picture

  • The lesson was supposed to last 30 minutes
  • The kids were 5 years old
  • There were eighteen kids in the group
  • I had not seen the kids before
  • I did not know the level of the group
  • Since I was on the move, I had no resources of any kind, no flashcards, no ball, no dice, no magic wand.
  • What is more, there was no flashcards at the school and I was not aware of any options related to the access to any electronic resources. I had to assume that there were none.
  • My laptop with its screen was just not good enough for such a big group.
  • Buying any new resources was absolutely out of the question
  • I could not consider any written work or craft for the same reason, no photocopying and getting enough markers and so on.
  • My performance was supposed to be evaluated. Of course.

There is a happy ending to this story…

…is probably the next thing that I should say while telling this story.

Desperation came first. And how else? I had a lesson to teach, a lesson that I wanted to teach but no tools to do it, no tools whatsoever. None. I could not use anything that I had ready and, because of my crazy timetable, I could not really set aside any time to produce the flashcards or to wander about a new city to look for resources… So, it started with desperation and anger and the foulest of mood followed. And then I just gave up.

Not on the lesson as such, although, of course that was an option, too. I could have just called and, in an attempt to be a reasonable adult and a professional, I could have called it all off (‘My apologies, that is all just plain impossible, I will have to say no.’) and forgotten about the whole business.

However, either because I do rejoice the unreasonable or because I did enjoy the idea of a challenge, I decided to go on with it. As soon as I ‘gave up‘ (on the resources, on the safety blanket of the experience so far, on the idea of a traditional lesson), I calmed down and things got interesting.

The first thing I did was to make a list of all the available resources or rather ‘resources’ aka junk, stuff, things that could be used in class and to come up with a topic, an aim and a set of activities that would match them.

The list included:

  • my magic trousers (red genie trousers with purple elephants, a sovenir from Portland, Maine)
  • my toy hen, Angelina, who travels everywhere with me anyway
  • and a set of random objects which I have gathered around Ola’s flatt (a shell, a towel, a straw hat, a storybook, in Polish) and my rucksack with a water bottle and a few coins.
  • the Invisibles and Intangible: the experience, the charisma, the presence

The thoughts accompanying me in the taxi, in the morning were of the following kind: ‘It’s either an amazing challenge or an attempt at the professional self-destruction’. I would want to say that I was nervous or anxious because it was really difficult to predict the outcomes here, it could really go one way (aka the success) or the other (aka a complete disaster).

But I was calm. So calm, in fact, that I started to suspect myself of having given up on the entire project and of sabotaging it subconsciously by not preparing meticulously.

While in the taxi, I was on life support from my best friend and in response to my list of resources, I got a comment along the lines of ‘The magic trousers and Angelina? That is a killer combo!‘

I arrived at the kindergarten running…

…almost late. I washed my hands, I kicked off the trainers and there I was, on the carpet, with a bunch of kids, left to my own devices and to my random resources. It turned out that the killer combo is just that. We had a great lesson.

I decided to go for the topic of the beach and things we do there, to introduce a few verbs and chunks in the Present Continous and to be able to use them in a game of the actual going to the beach and playing on the beach, to focus on TPR and movement and to avoid any handouts or paper altogether. The language was presented through realia since the five-year-old kids are ready to make a connection between two coins and ‘I am eating ice-cream’ or between a towel and ‘I am swimming’. I carry all my songs and chants, real and made-up in my brain and I do not hesitate to use them and it was great to have Angelina and have her help me keep the lesson in shape.

We had fun, we ‘went to the beach’ and we produced the language. The lesson aims were definitely met. I would also like to say that I love the fact that now I can say that my most fun job interview (because that’s what it was) involved me lying on the carpet with a bunch of kids. We were sunbathing, after all…

If anyone wants to look at the lesson notes, you can find them here.

To be perfectly honest, I am aware that apart from the Invisible and the Intangible that were obviously there, I was lucky: the kids were old enough and I could at least hope that they would be behaving more like students in the context of the classroom. Plus, the novelty value did work to my advantage, this crazy lady, in colourful pants, coming in, talking for herself and the hen, laughing a lot, that is enough to keep the kids interested for thirty minutes. I also had the safety blanket of the impossibility of the set-up, the reasonable trainer would always be able to say ‘What did you expect? That would never work’…

Only it did.

Conclusion: How do I know that I am ‘an experienced teacher’?

I know it because, when faced with an impossible challenge, I do not panic and I am able to get over the initial and the unavoidable discomfort, I can focus on planning, without bending over backwards but rather taking stock of what is available and making do, in order to meet my aims and keep the standards where I want them.

I know it because, when the conditions are favourable, I am willing to experiment and to go for it, in order to push myself, on the one hand, and in order to push the boundaries a little bit, if only possible.

What about you?

Somewhere through this post I realised that this conclusion is a very personal and a very subjective one. What is more, the answer to this question will be changing because I myself would have answered it differently a week or two ago. I caught myself thinking that I am unbelievably curious about what my fellow teachers think. I decided to ask and this is how this post got really interesting.

It quickly turned out that there are as many approaches as many people and the answer to this question is and will be very subjective, personal and precious. It can be measured in the number of years worked but only in the eyes of our employers or according to the labour law of your country and it has got nothing or very little to do with what we think of our own skills and abilities.

Here are some of the ways in which you can get the bagde of honour. You can call yourself ‘an experienced teacher’ because…

  • ‘when the lesson plan works’, not necessarily beacuse the lessons have to go plan but because it can be taken as evidence that we understand the group and their needs and because we can prepare activities for this particular group of kids
  • you can teach a good lesson even when you do not really have enough time to plan. It is not because being experienced gives you a green light to take the preparation lightly but because when it is really necessary, you can get by with the Invisibles and the Intangibles and still do a good job. You can handle it even with zero prep whatsoever in case of a last minute cover or some class details confusion.
  • you are observed by a senior teacher and you get a great feedback
  • you are observed by a peer and you get a great feedback
  • when your students start using the new vocabulary and grammar in class, especially when it is not in the tasks directly related to this grammar point and without the teacher’s reminders to use these
  • when your students get great results in the external exams or in their regular classes or in any context that could be labelled as ‘outside of the classroom’, especially, as Maegan said, because the fun in the EFL classroom translated and transferred into progress in a more traditional approach in the school
  • ‘not sure about that’ was also one of the answers that I got. Perhaps this is something to work on, perhaps not. I will just leave it here.

While chatting about with Maegan we also bumped into the idea that this feeling of ‘I got this’ is not a long-lasting one and perhaps it should not even be. On the one hand, because, at least partially, it is based on the external factors. On the other hand, due to the fact that we live in the moment, in every single lesson and every single activitiy, focusing on that is a lot more interesting than the constant feeling of pride and confidence. I am also thinking that perhaps this is how we protect ourselves from feeling complacent. Perhaps.

If you have something to add, any comment, question, story, please, pretty please, add it in the comments section below! I will keep asking and researching)

Happy teaching!

Big thanks to my contributors: Irina, Michael, Vita, Maegan, Anastasia, Nina, Aleksandra.

A lesson, in structures. Notes from the classroom

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The academic year has just finished.

We had our final lesson, we learned and we had a little online party, with snacks and dances. The final reports and the diplomas have all been sent out and it was only a few days later that, during a walk, I caught myself thinking that we have had a very good year in the classroom and I am really happy with what my kids have learned and how they have progressed.

I am here basically taking notes of where we got by the end of the year, not to forget how many structures and how much language can be squeezed in a lesson. Obviously, that is not everything and there is always room for improvement. Obviously, adaptations have to be considered for the younger, the older, the smaller or the bigger groups, the longer or the shorter classes…

Here is my group: 6 kids, (mostly) in their second year of learning English, 4, 4, 5, 5, 6 and 6 years old, for 60 minutes once a week (or 45 minutes when online), amazing parents included.

Here is my lesson, in structures…

Getting in

  • Hello, how are you? (I’m ok)
  • Where are you sitting? (A blue table and a pink stool (while putting the books down and while sitting down)
  • What have you got today? (I’ve got a spider (in the online classroom, showing us what they have brought or what is lying around)
  • Are you eating or drinking? (I’m eating. I’m drinking (online)
  • What are you eating / drinking? (I am eating cherries. I am drinking water (online, they bring snacks to the lesson)
  • Do you like bananas? (Yes, I do (an activity we played while walking into the classroom, they used to do it in pairs, the one entering and the one right behind them in line, with the flashcards they picked from the pile)
  • How many students have we got today? (Six. One boy and five girls. One teacher (before the hello song. Sometimes we also add: Who is not here?)
  • Where is Sasha? (Sasha is not here. She is ill) Here, it was the students who started to ask about the missing kids and for that reason we introduced the question. The kids were asking, the teacher was answering).
  • Who is it? (It is Sasha. It is Misha) This was something that we did only in the classroom and it was our reaction to kids coming late. Even in the classroom we could hear the main door bell (or answer phone) ring and we started to play the game trying to guess who might be coming through the door next. It was especially fun when a few kids were being late and, of course, we could play it only on some days:-)
  • Did you do your homework? (Yes. (online: we check the homework together, taking turns, classroom: there is more 1-1 interaction as we check the homework as the kids are walking in)

Hello circle

  • How do you feel today? (I am very happy, a little angry and very, very sleepy (online: we use the presentation, I am arranging the icons for each child, classroom: we use our faces flashcards, at this point we have about 12 in active use. Btw, at this point the kids are asking these questions to each other)
  • What’s the weather like today? (It is sunny (online: the presentation, classroom: we look outside of the window)
  • Who is wearing a t-shirt? (Not me / I am. I am wearing a blue t-shirt (online: presentation, classroom: flashcards)

Revision

  • What’s your favourite colour / pet / fruit? (I like green / cats / bananas (online: presentation, classroom: flashcards)
  • How is your mum? (My mum is happy (online: wordwall spinner, classroom: flashcards or dice, we usually do three family members)
  • What’s my secret? Look at me (It’s a car! It’s a train (used for the revision of pretty much any vocabulary, with the teacher and then the students miming their chosen word and the other kids guessing)
  • What’s my secret? It is big, it is loud, it is fast, it is red (It’s a rocket (used for description riddles, online: we use symbols on the chart to remember what to talk about or the discourse clock, offline: we use flascards. The aim here is to encourage the kids to make riddles, too, but with this particular group we haven’t got to the stage of the SS-led game)
  • Cat, how do you get to school? (I go to school by train (online: we use miro, the kids are producing the language, I am moving the images, the cat is actually getting on thet train, classroom: we use flascards, the kids put the animals on the transport)
  • I can see two cats. Yes or not? (No, I can see three cats (we use one picture, the teacher is producing, the kids are listening and correcting)
  • I can see a black cat. (I can see an orange cat (here we use two different pictures and we are looking for differences, the teacher describes picture A, the kids, in turns, describe picture B)

Songs and movement

  • Which song do you want to sing, Baby Shark or Old McDonald’s? (Let’s sing Baby Shark (while choosing the song, when we could choose)
  • Are you sitting or are you standing? (I am sitting. I am standing (while choosing what we want to do during the song)
  • Do you like the song? (I like it, I don’t like it (to ask after a new song is introduced. It is another activity in which the structure can be used but it is also good to find out if they like the song or not)
  • What’s your favourite shark / farm animal? (I like mummy shark (a short personalisation activity after a song)
  • Mummy shark is green. Yes or no? (No, mummy shark is pink (and more follow-up task, that can be used with pretty much any song)
  • Is it easy or difficult? (It’s easy. It’s difficult (another idea for a follow-up after a song, it works best with the more active songs such as Move, I am normally the one that struggles with some of the actions and the kids adore them)
  • Abracadabra, 123, you are a cat (Kids don’t really respond here, their only task is to mime a cat. However, the main aim here is to let the kids lead the game as soon as it is possible and once they do, they start producing a lot of language. The other variations include: You are a happy cat. You are a big happy cat. You are dancing. You are a cat and you are dancing)
  • Anka in the circle. Katya in the circle. Who’s next? (Sasha in the circle (classroom: we are getting up and making a circle before starting the first song. There is a follow-up: Let’s make a small circle. Let’s make a big circle.

Focused task

  • Are you ready? (Yes, I am) or I’m ready (I’m ready) (as we are sitting down in the classroom or as we are settling down in the online classroom)
  • I’ve got my book (I’ve got my book) (again, in the online or the offline classroom as we are getting ready for the task. We use it for the handouts in the online lessons, too. In the classroom, I would ask one of the kids to help hand these out. They would be saying: ‘One of Katya. One for Sasha’ and so on while giving them out. Only afterwards we would go ‘I’ve got my paper’)
  • You need one colour / three colours. What colour do you want? (Blue, please) while we were getting ready for the task, applicable in the offline classroom)
  • I’m taking blue (or, when appropriate: My car is blue) (I’m taking green. My car is green) We use these in the online lessons or in those lessons when the kids are given their whole set of markers or crayons to use. Sometimes we use ‘I’m taking’ when we only connect the dots, draw lines etc. When it is used for colouring, I prefer the describe the final product as it seems to be more natural in that case)
  • I’ve finished (I’ve finished) when the task or a part of the task is completed)
  • Close your books. Put the markers in the box.
  • There are also many specific task or specific craft-related verbs and instructions but it is impossible to add them all here.

Storytelling

  • Which story are we going to read, this one or this one? (This one) This is applicable only when we have two stories to choose from
  • Who is it? What is he doing? Is he big or small? Is he happy? Is he at home? (It’s a boy. He is sitting. He is big. He is sad. He is in the park) We talk about the character of the book, usually looking at the cover page. However, sometimes (like in case of Barry and the Scary Monster) it is much better to use one of the inside illustrations as the cover page reveals too much, you can see the monster and I like to keep him a surprise until a bit later in the game)
  • Do you like the story? (I like it / I don’t like it) This is the question we always ask at the end of the story)
  • Are you happy? How do you feel now? (I am happy) This one is also a follow-up question and it gives the kids a chance to express their emotions at the end of the story. Sometimes I use it during the story. It might be a good idea to pause and to gauge the audience to check and to ensure that the kids are not getting scared (re: Barry and the monster) or too sad (re: the little mouse in Playway 1. This is a topic that would perhaps deserve its own post, dealing with emotions in storytelling lessons, but when the character is getting too upset, I comfort him (It’s ok, mouse, don’t cry) or I suggest that the kids can close their eyes or look away)
  • What’s your favourite fish? (I like this one. I like the blue fish) one of the simpler follow-up activities)

Goodbye

  • Let’s sit down: we have homework, goodbye song and stickers (while we are getting ready for finishing the lesson. By the end of the year I am only counting on my fingers and the kids are enlisting what is left to do. I only need to correct the order, sometimes.)
  • I’ve got my homework (I’ve got my homework) only applicable in the offlince classroom when the homework is not in the book).
  • How many stickers are we getting today? Are you taking a sticker? We have got farm, sea animals and space. Which one do you want? (Three stickers. Yes, please. No, thank you. Farm, please) This is only applicable in the classroom. With my online pre-school groups we haven’t started giving out the online stickers and, although we shifted online half-way through the year when the kids were already used to stickers, they did not mind, they did not ask for stickers. I did not want to introduce the online stickers because we had too many new things at this point due to switching online. I did not want to add up to that.

Notes

  • Interaction: in most cases, kids answer in a messy choir manner (I am giggling because I have just come up with that term) and that is: they respond to the question in their own time, to produce the language, more or less at the same time. I am keeping an eye and sometimes I have to call out those that missed the moment and did not produce. We have been studying together for two years so by now this type of interaction has become a routine. There are also situations, especially with the new structures or in case of a very important message (well, you know:-) when I call them out one by one. However, since there are six of them it cannot be every single time. There are also questions and structures that the kids lead and they choose one of the other kids to answer.
  • L2 and L1: most children, most of the time reply in the way that is the preschool teacher’s dream: in a full sentence and in English. However, kids are kids and they are beginner learners so of course that would not happen in 100% of cases. Sometimes they use single words (because kids do) and sometimes they thrown in three other sentences to tell me why their mum is happy today and that is just the way it is. I am doing my best to promote English only in the classroom but my kids are 4 or 5 and it does not happen overnight. But it does happen eventually.
  • Activities: I do not use every single activity in every lesson but I do like to repeat them in order to ensure that the basic structures feature more or less regularly
  • Outcomes, before and after: This is our regular lesson in level 2 which is the middle level. As regards my level 1 students – they have been exposed to some of these structures from the very beginning and, for example, in December, after only four months of studying, they already had about ten adjectives to describe emotions at their disposal whereas all the other structures were introduced gradually and, as can be expected, the main aim for some of them was only the exposure. As regards level 3, we managed to expand the range of these structures, make them natural and get to the point when the kids would be using them spontaneously.

Happy teaching!

Crumbs #35: Interaction patterns: a messy choir

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Ingredients

  • Any drilling activity, any Q&A game, practice or drill, any Finish the sentence activity
  • Online or offline
  • Resources as usual: wordwall games, flashcards, posters, puppets, miro

Procedures

  • I will describe the procedures for one of the games that we played in the messy choir manner with the use of the wordwall flashcards. It was done with a group of level 3 pre-schoolers and we used it to supplement Playway 3 (Puchta, Gerngross, CUP) materials.
  • The kids were sitting on the carpet looking at the screen. The teacher showed the cards and asked ‘Are you scared of lions?’ and the kids would answer ‘I’m scared’ or ‘I’m not scared’. They would behave precisely like a messy choir – kind of doing the same thing but totally (and purposefully) out of sync. The main aim here is not harmony or timing but production.
  • The teacher was participating, too, to model and to encourage production.
  • Later on, in the following lessons, the individual students were asked to lead the game and ask the questions. Everyone was answering.
  • The key element here is the slow (but not too slow) pace, without rushing through, giving the kids the ample time to make a decision, to be ready to speak and to be heard.
  • The teacher sometimes had to pause and ask the individual students ‘And you, Sasha?’, but it was more necessary during the introductory stages of the whole approach, to signal to the kids that, despite that being a whole class activity, the teacher is listening and paying attention and curious what everyone has to say.

Why we like it

  • It is especially useful with the pre-school or primary classes, especially those bigger ones. It can be a nice alternative to choral drilling (which can become boring if used constantly) and to 1-1 exchanges (which have to be limited in larger groups as they will be taking a lot of the lesson time and they might have negative implications for classroom management as kids get bored waiting for their turn and they start looking for something to do)
  • It does take some time for the kids and for the teacher to get used to. The kids take time to realised that despite the fact that they speak all at once everyone will be heard and acknowledge and that it is not necessary to shout or speak loudly or that, indeed, they are allowed to take their time to answer. The teacher needs time to slow it down, too, to wait for everyone to produce the language, to call out those who might not have answered or wait for those who are taking their time. Like with anything, the task requires staging and scaffolding and time.
  • The shy students still get ‘the protection’ of the group. They are not in the spotlight but at the same time they are not left to their own devices.
  • It resembles a natural conversation.
  • It might lead to extended production ie in the activity described above some kids will only say ‘I’m scared’ or ‘I am not scared’, some others (and when ready) might want to expand that and provide a rationale ie ‘I like snakes. They are beautiful’.
  • I think the main benefit of this approach is that it contributes to the general atmosphere that I want to have in my classroom and that is: we talk when we have something to say, not only when the teacher asks a question.

Happy teaching!

Teaching grammar in pre-school?

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This article was (and is) a double joy.

First of all, it got published in the Modern English Teacher in May 2022.

Apart from that, there are also these two videos that I would like to share with you

  • My MET Contributor Interview which you can find here
  • And the Pavillon ELT Vlog with Damien aka his take on my ideas which you can find here

Enjoy!

Happy teaching!

My adorable monsters. About the long-term work with a group

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This post, like many others, starts in the classroom…

The thought falls on my head out of nowhere.

We are playing the game with the first conditional. There are only four of them, on the day, in-between the holidays, so we don’t even bother to go into the breakout rooms, we are playing together. It is not even a real game, either. Someone starts a sentence, someone else, called out, thinks of an ending, action – reaction, a situation – consequences. And they are just producing. Coming up with great ideas, some of the sentences just down to earth and realistic, some of them, as we call them, ‘creative’, just for laughs. And so we laugh out loud. A trainer in me suddenly realises that the lesson plan (if there had been a formal lesson plan) should include not only the traditional elements, like the staging and ‘the teacher will’ and ‘the students will’. The trainer in me realised that it might be worth considering to include a laughing fit and the necessary calming down part in the timing, in the assumptions and the potential problems and solutions…We laugh a lot with my kids.

Unavoidably, I realise, I get those constant flashbacks, those mini-trips into the past and I am looking at my students, today already 10 and 9 (or 8 and 7, still, some of them) and I remember how we walked into the classroom together, for the first time, me on my toes, all eyes, all ears, and them cautiously taking every step and every action. I do remember how we learned to say ‘Hello’ for the first time with some of them and how we first said that we don’t like broccoli ice-cream (except for Nadia, my little rebel). How I used to need lots of miming and scaffolding and modelling, with every single activity and how they’d start with single words, then move to phrases and to sentences.

And I, who was present, 99% of the time, over those seven years, I cannot believe my own eyes and my own ears now, how they throw the language at me, storytelling, or using the Present Perfect in free speech. Or the first conditional.

What does it mean for a teacher to continue for an extended period of time? What does it mean for the business? How does the methodology change? Does it change at all? What do the parents think? And, last but not least, perhaps it would be better to change the teacher once in a while?

This post will be very personal. This post will be very emotional. But I would like to look at it from the other points of view, too, thinking like a trainer, thinking like a methodology expert and, also, inevitably, thinking like a teacher and like a human, too.

In order to make it a bit more objective and more like a research, I asked my teacher friends for help. This post was written with the help, support and contributions from my amazing colleagues: Ekaterina Balaganskaya, Nadezhda Bukina, Marina Borisova and Tatiana Kistanova. Thank you!!!

Are you still up for such an adventure? Follow me.

Over to…a teacher trainer

  • You know your students very well, in every aspect, including the interests, their motivation, the family situation, the strengths, the areas that need improvement, the interaction patterns that they favour, their best friends in and outside of the group, their favourite activities and games, their role in the group. This helps a lot with lesson planning, shaping up and choosing the activities and, later on, in class, with managing the activities, the lesson time and the interaction patterns.
  • Giving instructions is much easier, after a while. The students know you very well, too, that they are almost able to read your mind and to react to any, even those less formal hints and clues. Quite likely before you give them.
  • You need to be creative because after a while, your students might get bored with the activities you usually use. This might not sound like something positive because it means that you are at risk of running out of anything that you normally keep up your sleeve in terms of games, classroom management techniques or ways of checking homework, for example, but I would like to see it a more positive light. Working with a long-term group can be a wonderful catalyst for your creativity and, as a result, there are more new games, classroom management techniques and ways of checking homework!!!
  • It is perfectly natural that with any new group, a teacher strives to build up the comfort zone in order to ensure the conditions for the effective teaching and learning. However, once that comfort zone is created (and after a few years with a group it is likely to be a very stable comfort zone, a very cozy and safe ZPD, hello Leo Vygotsky), the teacher can start dreaming of venturing out and trying out new things on a much more advanced level. Not only a new game to practise vocabulary but a new approach that you may have heard about such as introducing a new approach to storytelling after you have found out about PEPELT, setting up journals with your students, just because you read that one research article or just taking your lifelong passion for teaching English through another level. Or, actually, you might even want to start a blog at one point. An experimenter is, I believe, one of the most important teacher roles!
  • Teaching long-term, you are moving on, together with your students and that means changing and adapting the approaches and techqniues to match them to needs of the kids who are growing up. With time, kids are becoming more mature and more capable of producing the language and dealing with more and more complex tasks. They say that a rolling stone gathers no moss and the same can be said about teachers who are growing and developing with their students. Sure, some of that can be achieved within one year, but there is definitely a lot more potential for the changes and the evolutions if the learning process takes a bit longer than just one season.
  • My colleagues also mentioned the impact on the learning process and the very shaping of the curriculum as it was adapted to the particular needs of the students. Instead of just following the book (or the curriculum whichever form it came in), as might be the case with a less involved teacher (although, of course, I am not implying that working with a group for a season only equals lower quality service), with a longer term group a teacher is able to introduce a circular / spiral curriculum, introduced to the world by Bruner and to me be Ekaterina, with the teacher returning and revising the crucial elements of the language, regardless of what the coursebook or the pacing schedule says. For example, working on the past simple (served in manageable chunks) from the beginning of the year instead of waiting until April when that topic appears in the book. This was Ekaterina’s example and I realised that we have been doing the same with my kids, simply because I wanted us to have the language (or some bites of it) for us to be able to talk about the weekend and the holidays and the day at school. Tatiana also mentioned it as one of the key benefits as knowing the group helps the teacher set the pace that will be most appropriate for this particular bunch of children.
  • Over to… a manager
  • Students staying for a few years are basically your returning customers, your loyal customers and your dream come true. As they would be in any other area. They come back, month after month and year after year and they make the world go round, basically.
  • What’s more, these students are also likely to bring in other students, their friends, brothers, sisters, cousins or even parents, to join your groups or the other groups at the school. Since there has been a positive experience in the family, so to speak, these are also likely to stay.
  • The fact that you have worked out the patterns and the procedures of managing the finances, the group, the assessment or the festivities, will mean that these will be easier to implement.
  • This will be a huge advantage, should there be any changes to adapt to, even those unexpected and unplanned, as in case of the pandemic. Perhaps that was not the case in all the countries and with all the groups and students but, in my experience, many of those that went online, smoothly, were the long-term students and groups and they basically trusted their teacher to transfer online or, later on, to study in the hybrid classroom.
  • That also means that a strong bond and trust will be built and the parents will be more likely to accept any changes or even any complications such as the need to move online, the need to change the timetable, the need to make up for the class or to run the lesson online, or even, to have a cover class.
  • Staying with ‘the old’ teacher might also be easier for the parents which was a very important point made by Ekaterina. Parents are busy, they might not be able to devote a huge amount of time to looking for a new teacher, a new school or a new group and they might also worry that their child would not fit in the new set-up. Some parents fear that due to the previous negative experience, either with the school, the group or even the teacher’s professional competence. Staying is easier.

Over to… a teacher

  • The first one to mention here will be the enormous sense of achievement that a teacher can get from working with a group for an extended period of time and the opportunity to observe and to assess the same students, not only from September to May, from the beginning to the end of the level but over the years, from pre-A to A2 or even further.
  • Teaching a group over any longer period of time provides the teacher with plenty of opporunities and a lot of data for formative assessment, as pointed out by Ekaterina. It will apply to all the language skills as well as vocabulary and grammar, accuracy and fluency. Let’s take the past simple as an example. There will be the series of lessons devoted to the topic, a series of lessons per level or coursebook even, and the students might do well in these lessons. However, it will be up to the teacher to track whether and how accurately the students use it to describe the past events in free speech, recalling the events of the day at school or retelling a story. The aims of these two activities are not the freer grammar practice per se but, for example, settling in and checking understanding after a reading skills development stage. It might (and it will!) take a considerable period of time for the students to finally assimilate the structure and to start using it freely and correctly. I have also noticed in my teaching that with time I tend to prioritise formative assessment over summative assessment but this is a new discovery and I need some time to think about it before I write about. A new post? Who knows)
  • Creating a positive atmosphe in the classroom, creating the environment that will be beneficial for learning, learning about your students and their needs is something that we, as teachers, do regardless, but there is something special in the connection that you build with a group over the years. You accompany them in their lives outside of the classroom, all the good marks and bad marks, all the competitions, holidays and birthdays. You get to meet their parents, grandparents, brothers and sisters and all the pets. You take part in the important family events, such as the births of baby brothers and sisters or even those more traumatic events like an illness or a death of a family member and, whether you want it or not, you bond. To an outsider it might sound strange but there must be a reason why so many teachers refer to their students as ‘my children‘ or, sometimes, when in a non-teaching environment, ‘my educational children’.
  • Then, there is the pride in all their achievements and progress that they are making. Going back and reminiscing about all the milestones, all the firsts is a truly wonderful journey for a teacher to take: the first lesson ever, the first time we made full sentences, the first time we started to create in English, the first letters scribbled, the first story we did and the first time they asked to be allowed to take over the story reading, the first test, the first real grammar lesson, the first ‘OMG, I cannot stop them from chattering away‘ day or every time they took an exam, Starters, Movers, Flyers, KET, PET, FCE or, finally, also, CAE.

Over to…a human

‘If you meet with the same people twice a week for 8 – 10 years, you can’t help loving them‘ (Marina)

‘It’s a joy to see them grow, to see the progress and the results. Develop relationships and see them enter a new age group‘ (Nadezhda)

‘The best thing about it was that I knew them and they knew me, the rapport was strong‘ (Tatiana)

‘When I was moving a country, they were devastated. Luckily, we could continue our lessons online‘ (Ekaterina)

  • The group is a community. Ekaterina mentioned that the kids in the group she has been teaching for seven years became friends outside the group and that they all meet offline when that is possible, even go out for pizza or to a museum. Even when those outside events are not possible, the group can celebrate together either because they get a Christmas-themed lesson or because they all bring snack and have a little party at the end of the lesson. Even if it is an online lesson.
  • It is interesting that the personal preferences work both ways and that the resistance to change the teacher might come from the students, too, as you will see in the stories for teachers that I share in the paragraph below and that, as Marina highlighted, the fact that some students stay with you (and, of course, not all of them will) is based also on their personal preferences and attachement to the teacher. Staying for longer may be seen as a result not some intertia, the inability or laziness to find a new teacher, but, simply, a conscious decision on the part of the parents and the students.
  • Or on the part of the teacher, too. As pointed out by Tatiana, it might be related to the teacher’s own personality, if the long-term connections are important for them, as humans. Or, it might be the impact of the context in which they are working as the changes, imposed or not, are more likely to take place in different educational institutions whereas the teachers who work freelance would probably be in favour of keeping the students, unless, of course, it is impossible due to any external circumstances.
  • As for me, personally, well, I love what I do. Yes, there are sometimes duties, tasks or even groups that I am not entirely wildly excited about but, overall, I enter the classroom, online or offline, with joy and looking forward to the lesson. And one of the reasons for that are my students and, especially, my educational children aka my adorable monsters. It is thanks to them that I have blossomed as a creator, as a teacher and as a trainer. It is thanks to them that I was able to cope with the strains of the lockdown and it is thanks to them that ‘I am still standing‘, as Elton John might put it, when the world is what it is right now.
  • At the beginning of the pandemic, when we were about to transition online and change our EFL lives forever, I remember how I felt about the big unknown and how, pretty quickly, it became apparent, that no matter what (really, no matter what) we are what we are, a small (and a bit loud) community and that we had had enough experience of each other worked out and accumulated and that we can take it elsewhere. I remember one morning, just before the lessons were about to start (the first real lesson, not the free online trial and getting to know each other with zoom) how I felt the panic creep over. But I also remember the thought: ‘Hold on, they are my kids. That’s is. We will just do it, under slightly different circumstances‘. And, guess what? We did.

A change would do you good? The other side of the coin

Because, of course, there is one! Changing the teacher might be beneficial! On the one hand, as Nadezhda mentioned, the teachers themselves might feel the impact of the long-term interaction, some form of material fatigue, and in such a case a change is more than welcome. In such cases a change of a teacher might be the solution. A new teacher means new methods, new approaches, a different sense of humour…

Sometimes this ‘tiredness’ and the call for a change may come from the fact that students are growing and transitioning into another age group and the students might welcome a more official confirmation or recognition of that process. Perhaps, the change of a teacher might do the job here. If, for example, it is Mr Alexander is the teenage groups’ teacher then him taking over the group from taught so far by Miss Carolina is going to be some form of a rite of passage.

However, it needs to be mentioned, it is not as straightforward as it might seem. First and foremost, the students may not want to change the teacher at all and, in such cases, it is enough to tweak the format or the routine a bit. Then it might be that the outside circumstances change and they sort the problem out. Ekaterina shared her story of one of her groups with whom she started to consider the possible change of a teacher as the kids’ growing up and changing into teenagers resulted in some discipline issues and, as a result, the lessons not being as effective as they previously had been. However, here, the problem sorted itself out – due to the pandemic the class was transferred online and it turned out that the physical separatation (or the space and the own territory that the students gained) was the only thing that the group needed. They still continue with Ekaterina as their teacher.

This brought my own group to mind. The kids were still in pre-school, year 3, when we were asked to give our cosy kiddies classroom to a younger group. We moved and the most surprising thing was that it turned out to be an important stepping stone for the students. ‘We are real students now!’, they kept repeating and back then I was just listening to them and giggling inside that the big desks and big chairs can make anyone so excited. Today, when I look back at it, it seems to be this perfect moment in the life of a group when a change was needed. And it did take place, although, yes, without changing the teacher.

The most important thing to consider here is how the students can benefit from the new circumstances. Marina brought it up, too and, Ekaterina gave a perfect example from the British schools. In the schools her children attend, there is an obligatory change of a teacher every year, with Miss Elena only teaching the 4th-grades, Mr Peter only working with the 6th graders and so on. The system was introduced in the school to ensure fairness. This way, all the children get a change to work with all the teachers throughout their school life and the is no chance that, due to some ‘preferences’, class 4A only gets ‘the best teachers’. Not to mention that this must contribute a lot to bonding and building of the community as little Pasha will know all the teachers personally and all the teachers, after a while, will have had Pasha in their classrooms.

The end is the beginning is the end…

The most interesting thing is that, from among the teachers who waved back at me and wanted to chat about the long-term teaching of a group, there was nobody who would be a strong proponent of the Change the Teacher Every Year approach. Can it be considered a sign? I have no idea but, if, by any chance, there is anyone among my readers who has had an experience with it, please, pretty please, get in touch, I would love to talk to you!

Happy teaching!