#ylteacher

More than drilling, more than flashcards. Teaching vocabulary to young learners.

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It’s been six months now (and four courses) since we introduced the individual consultations to our YL and VYL course and a lot of good has come out of it already for the course, for the trainees and my blog. This post today will be dedicated to one of the course participants, Valentina, who came to the meeting with one question only, namely: ‘I am bored with teaching vocabulary through flashcards and drilling’. This was when I realised that we never really talked about the variety in that area. Hence this post.

Back to the basics…

…or our gurus. For anyone who is not familiar, I would recommend getting hold of Carol Read’s chapter on teaching vocabulary and grammar and all the basic concepts as well as her post in the series of the ABC of Teaching Children in which she highligts the need for the crystal clear meaning, the context as well as opportunites for memorising and for practice.

Carol also offers a lot of ideas for the classroom (as promised) and if you are looking for more, please have a look at the bilbliography where I have left some more interesting links, for inspiration and from two different areas, the teachers of EFL/ESL and just children learning new words. Many of them are quite recent publications so have a look! There is lots and lots to read.

For that reason, also, this post here will focus not on practice activities but on ways of introducing vocabulary to primary and pre-school students, more than just flashcards.

Electronic flashcards

‘Electronic flashcards’ is an umbrella term for a great variety of resources that can be used in the YL classroom. I will try to include here at least the few basic ones

  • Wordwall (wordwall.net), with all its growing number of templates and options. You need to join the community but the membership is free and it gives you access to everything that any member ever created and made public. You can, for example, get access to the whole library that I have created (Azapart). The ability to create resources is only available to the members with subscription but it is cheap and definitely worth it. My favourite resources here to introduce vocabulary include stencil flashcards, cropped images, simple word cards and flashcards or flashcards with the audio.
  • Simple video flashcards of which there are plenty available on youtube, such as offered by Maple Leaf Learning. There are also such products as EFL Kids Videos that present not only vocabulary but also vocabulary + structures.
  • Videos that not only present the new vocabulary but that also offer an option of a game, for example places in the city from Smile and Learn where you get a presentation and a guessing game, ‘What is it?’ games from Fun Kids English or drawing – guessing games from Games4ESL.

Sounds

This might be a more obvious resource when it comes to some topics, such as animals, pets, farm or jungle but it is definitely a lot more potential here. Sounds can be also used to introduce the vocabulary of transportation, places in the city, instruments, Present Continuous or everyday activities and objects, a day in sounds or even weather.

It needs to be mentioned that these materials were not created as educational materials with a specific aim to match the content of one coursebook or another and they are not used to replace the official published materials. They only help to introduce the topic and the idea in an interesting way, with at least some of the items that we are required to cover according to the curriculum.

Gestures

I am a huge fun of using gestures in the classroom. The gesture is king after all! For a good few years now, whenever we introduce new vocabulary we add gestures to it, to help clarify the meaning but also to give the children one more channel that might help them remember and recall the meaning of these new words. This kind of miming can be upgraded to include a lot more speaking (see: a post here) and the children can be involved and invited to come up with their own gestures for certain phrases and express themselves in that way, too! It is not only for the youngest of the youngest. Once we introduced, even my 8 – 10 A2 year-olds loved working with this form of expression.

Realia

Like in the case of sounds, realia would be something that naturally springs to mind when we talk about teaching school objects, food or classroom vocabulary and, perhaps, if you have any access to any friendly children who are willing to share their collection, perhaps also to teach toys, transport or even animals. The other topics seem to be impossible. Or do they?

I think my realia creativity had a chance to skyrocket during the pandemic while we were all stuck at home and with a very limited access to all those beautiful things that we would normally use. A blessing in disguise?

My solution is relatively un-revolutionary and is based on using symbols, items that we agree stand for our chosen concepts. Here are some examples:

  • rooms in the house: a spoon = the kitchen, a pair of socks = the bedroom, a remote = the living room, a key = the hall, a toothbrush = the bathroom
  • weather: gloves = it is snowing, sunglasses = it is sunny, a cap = it is warm, a kite = it is windy, an umbrella = it is raining, a scarf = it is cold
  • school subjects: a tshirt = PE, a mouse = IT, paints = Art, counting sticks = Maths, dictionary = English, a book = Russian, a magnet (from abroad) = Geography, a paper crown or a photo of a king = History etc
  • party aka characters: a star = a sheriff, a crown = a prince / a princess, a red nose = a clown, a witch’s hat = a witch, a flower = a gardener, a plastic stetoscope = a doctor etc
  • seasons: just lots of things, clothes and accessories which we use in winter, spring, autumn and summer
  • family: accessories that different memebers of the family might have, a car = a brother, a doll – a sister, a newspaper = daddy, wool = grandma etc.
  • body: accessories and objects which we use with different body parts: glasses: a nose and ears and eyes, socks = feet and toes, a spoon = a hand and fingers. The confusion might be even beneficial here because we will be repeating the words a number of times.
  • free time and verbs: different objects and accessories that we use, for example: a pen = to write, a ball = to play, a spoon = to eat etc.

Song

In a majority (almost certain here) of our coursebooks songs are introduced as a means of practising and revising vocabulary and grammar but this does not have to always be the case, not when we are in charge.

Since I discovered the existance of the amazing Pete the Cat who is rocking in his school shoes, I have not taught the places in the school (and Present Continuous) in a different way. The song is beautiful, fun and very catchy and the video illustrates the idea of both the vocabulary and the tense in such an obvious way that I am not even looking for any alternatives. We start with the song, we enjoy the music, the video and Pete and only later, we move on to flashcards, drilling and all the other practice activities.

Here are some more examples of songs that can be used in the same way

E pronto? E pronto!

Story

Whatever we do with songs, it can be done with a story. A video, a storybook or storycards can be the starting point in a vocabulary lesson. Here are my favourite storybooks to teach vocabulary:

  • ‘Elmer’ by David McKee to teach jungle animals
  • ‘Marvin Gets Angry’ by Joseph Theobald to teach emotions
  • ‘Cat’s Colours’ by Airlie Anderson to each colours
  • ‘A Very Hungry Caterpillar’ by Eric Carle to teach food
  • ‘Zob’ by Julia Donaldson to teach helth problems

To name just a few. Introducing them will give you a ready made context and it will be a pleasure for the kids to get back to the story over a series of lessons and to be more and more involved in reading and retelling the story. That is a brand new level of the sense of achievement and of the meaningful lessons.

Posters

Admittedly, in the past, a few years ago or in the previous editions of the coursebooks, posters were a more frequent quest. They are not as common today although different schools produce their own posters and so do publishing houses, although not necessarily in connection with a particular title. For that reason, I will extend the definition of poster to ‘any large size visual with a variety of elements’ in order to be able to include any silly pictures, clip art creations to be found on google (really!) or the picture wordlists as these absolute beauties available on the CUP website for Starters, Movers and Flyers exam preparation (but not exclusive to these).

I am a huge fan of using visuals in the classroom and I am proud to say that I have come up with a plethora of ideas for language practice. You can find them in two posts: All you need is…a picture. They can be displayed on screens or interactive whiteboards or even printed and laminated.

As regards vocabulary introduction, however, here are some ideas:

  • labelling the items in the picture together with the kids
  • covering some parts of the pictures with the post-it notes, to elicit from kids (It is a city. What can we see here?) and then to uncover the picture step by step while introducing the equivalents of the words the kids provide, in English
  • covering some parts of the picture with the post-it notes, to uncover them step by step while clarifying the meaning of the words and including elements of drilling
  • covering some parts of the picture with the post-it notes, to play ‘What’s missing?’ (although this slowly moves towards controlled practice / drilling)
  • pointing at two objects in the picture and calling out a name for the kids to recognise. Here, the teacher can use hands (Left! Right!) or, if it is too confusing, two markers of different colours (Blue! Red!), a fun exercise for the auditory practice and word recognition.

Coda

All of the activities mentioned above can be used during the practice stage and they are not to replace flashcards and drilling but to supplement or replace them and to introduce a bit of variety and a breath of fresh air, for the students and for the kids.

The choice will depend on the age and level of the students and, naturally, on the specific set of vocabulary.

Happy teaching!

Bibliography

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

Carol Read (2011), ABC of Teaching Children, V is for Vocabulary here.

How to teach vocabulary: 5 fun and easy ideas (2020) from Begin Learning.

17 ways for kids to learn new vocabulary (2020) from Imagination Soup.

Kids and vocabulary (2011?) from British Council, Teaching English.

How to teach vocabulary. Twinkl’s super seven-step guide (2023) from Twinkl.

6 Science-based tips for teaching your kids vocabulary…the fun way (2022) from Maya Smart.

5 fun ideas to make vocabulary jump out of the page for young learners (2021) from CUP.

30 meaningful vocabulary activities for every grade (2023) from We Are Teachers.

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!

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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.

Celebrating 23 000 hits with my favourite posts ever*)

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*) Not any more. It is 25 000 now. OMG.

Well, it is one of my guilty pleasures to open the blog dashboard to have a look how many hits, visitors and visits there have been since the last I check. I do it regularly, of course, sometimes a few times a day, but I write down only the certain hoops, like every thousand of views. Recently, in the last few months the blog has been very active and I have registered a whole thousand of views within two weeks only…

I have just checked the most recent ‘celebration post’ and it turns out that it was written in January this year and I was rejoycing the fact that I crossed the line of 15 000 visits. Which means 8 000 since. Not too bad, I have to say!

It’s been very rewarding to see that the blog has had a growing number of readers and that, perhaps, there is something useful and necessary about what I do in the classroom and at the keyboard.

The most popular posts so far

In the post mentioned above, you can check the top ten most popular posts in January 2023. Today, this top 10 includes:

My favourite posts…

Here are my top ten favourite posts and why I really like time out of those 246 posts committed so far:

  • Much Ado About Nothing: realistic flashcards vs illustrations in the EFL world: I love it because it started with a not very pleasant conversation on the social media but because what I said was met with derision and mockery, I decided to prove to myself that, indeed, I am right. And a lovely and very interesting research followed.
  • All you need is…a picture! This is a post that was written after an online conference presentation which had my biggest audience so far (almost 700 people) but I really like because it is the post that really reflects what I do in the classroom. I love using pictures and visuals and illustrations and I am happy that I can share my ways of doing that. There is also the part two because the new ideas keep coming!
  • Setting up the routine. A diary, week 1. This is one of the newest post because this one (and the whole series) was created at the start of the current academic year, in September. I started two new groups of primary, of brand new kids, in a brand new context, for them and for me, and I thought that it might be a good idea to keep track of what we do in the classroom during those first weeks. I am hoping that it might come in handy for all the teachers who start in the area and are on the lookout for ideas and solutions but, surprise surprise, it was also an amazing opportunity for me to reflect on the activities and to understand the process even better. I loved writing it so much that I decided to keep this series going, only now the reflection takes places only once a month, at the end of it. If you haven’t read it yet, please check it out! It definitely deserves more hits than the 33 it has got so far.
  • Tell stories! Please do! This is another post that was written with pure love and this time the object of my affection was storytelling and I wrote it for all the teachers who need a little bit of convincing to start using stories in the classroom or to start using them more, not only because of their impact on the students emotional and cognitive development but, mainly, because of the amazing potential for the linguistic development.
  • A balancing act. Non-competitive ESL games for kids. This post started in the teacher training classroom during the YL course this summer. I shared my long-held opinion that our lessons are overflowing with games that are competitive and that there is no appropriate balance of games and activities that promote cooperation and collaboration. And in response to my trainees’ slightly desperate question (‘But how to do it?!’), I did another research and an article came out of it.
  • What an old dog learnt. A YL teacher goes back to the YL classroom. This post came about as a result of one of the adventures (or, rather, ‘adventures’) of my professional life and a real case of making lemonade of the lemons that the world throws at you. One of the things that I learnt in this Lemonade Year was that my classroom is the classroom full of kids and, I suppose, it is amazing that I was given a chance to check and to double check it, to confirm and to confirm it again.
  • A lesson in structures. Notes from the classroom. Here is a post for all the VYL teachers and for anyone who is wondering how much language pre-schoolers are able to produce in the EFL setting. In one word: LOTS. If you are intereted in details, please have a look at the post. These are simply the notes I took about our everyday lesson procedures at the end of the academic year with my level 2 kids. A lot of possible if you want to and if you apply appropriate techniques. Really. I loved writing this post not only because it gave me an opportunity to be really (really) proud of my babies and myself for doing a good job, but also, because only through this reflection and the list, I could really understand the progress made. I have said it here, on this blog, but I will say it again – there is so much happening in the classroom that we simply forget! It is good to take time to look back at your lesson and lessons to remember and to see it in a better light and in a more realistic way.
  • Jerome et al or how the EFL world started to scaffold. This is one of the oldest post, one of the 2020 lockdown posts and one of the first research posts. It is dedicated to one of my professional gurus, Jerome Bruner and the original research done together with Wood and Ross, about the role of tutoring in problem solving (which is the actual title of the article). I do believe that all the YL teachers need to read this one and my post can be the first step to it.
  • How to see a city. From the series: Teaching English to Art. This one is where it all started for me, with teaching English through Art. It involves the following: a long, long time ago, my teenage group, Georgia O’Keeffe, Frida Kalho and New York. If you haven’t used any Art in class, this is a good place to start.
  • And I love absolutely all of the posts in the Crumbs series, the little ideas from the classroom. These are just the activities that I have created or adapted for my classroom and things that worked with my students. I have to admit that I am quite proud of the format of a recipe with the ingredients and the procedures but upgraded with the ‘why we love it’ section. So far, there have been 72 crumbs worth sharing.

A few words from the human behind the words

I love teaching and I love writing and it is a just precious that I can combine these two things here, on the blog and I have been doing it for almost four years now (short of a few months). The funny thing is that I started this post as a way of celebrating another benchmark, 23 000 visits, but, somehow, due to the magic in the world, before I was able to finish it those 23k turned into almost 24k overnight. And, over the next two weeks (as in: 14 days) it became 25 000.

I don’t get it but I am happy)

That means, that somewhere out there, in the US, India, Canada, Russia, Spain, Hong Kong, Japan, Egypt, the UK, Germany, Finland, Israel, Cambodia, Italy, Latvia, Taiwan, Australia, New Zealand, Argentina, Brazil, Kuwait, Poland and Ghana, there are people who decided to click and to read about my classroom life. And I hope that they took something out of it.

Thank you, dear readers!

Happy teaching!

Tea for two! Teacher training courses and individual consultations

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A new idea?

Every time we run a course at our teacher training centre, regardless of how formal or informal it is, we always give out a feedback form and ask our questions how useful they found the course and all its components.

‘We want to know what you think’ is not only a nice marketing phrase that should be a part of the end-of-course email. Neither is it a request for only positive feedback, a puff that will make us, the organisers, feel better. For me, personally, it is an opportunity to check and to confirm that I haven’t gone rusty or complacent as a trainer and that we still offer a good product. At the same time, it is also a way of brainstorming ideas for how we can further improve the course. This is post is going to be about one of the examples how these ideas are put into practice.

A few courses ago (a new, teacher training time expression), one of our trainees mentioned in the feedback form that they would really appreciate an opportunity to talk to trainers individually to ask some of more personal questions. It sounded like a great idea and that is what we did.

Tutorials and consultations

Individual communication between the trainees and the trainers hasl always been a part of our courses. We always chat before or after the sessions, regardless of whether they are run online or offline and many of my trainees keep in touch either via social media or via email. Some of the courses also include tutorials but their format and aim is a little bit different. They are run usually half-way through the course, they are obligatory and their main aim is for the trainees to reflect on their progress on the course and for the trainer to run a preliminary evaluation on the said progress.

We added the consultations as an optional individual meeting with the tutor, 30-minutes long, to be used in the way that the trainee chose, to discuss the issues of the particular interest. We arrange these meetings during the time that the course is run, usually before or after the input session.

Topics that were of the particular interest

  • a variety of questions that came up in the course of the reflection on the particular sessions
  • focused lesson planning
  • lesson planning and classroom management for the online YL
  • working with large groups
  • using L1 in the YL classroom
  • designing a curriculum and planning for a year
  • choosing a coursebook
  • bilingual education
  • problematic students and individual case studies
  • support for the novice YL teachers

What do our course participants say?

  • Love this idea! Yes, I did. Find personal consultation very useful, cause we could discuss our issues and challenging situations.
  • To my mind, the additional session is a perfect option that gives an opportunity to ask a question or discuss something.
  • The 30-min consultation helped me, too. I noted down some great ideas about the cases we discussed.
  • I had a chance to share my difficult students’ cases during our consultation and got useful advice.
  • As for the consultation, I prepared a list of questions and got really valuable answers from Anka. I really appreciate her help and encouragement. I feel much more confident and enthusiastic before starting a new page in my career (working with YL).
  • The additional session felt more personal and I believe I could participate more freely. And without being worried about judgmental eyes (not because anyone would judge me, I am just a bit shy) it was easier to ask questions that I had to ask.
  • It’s great to be able to talk about things where i don’t feel very confident (like bilingual kids) sharing experience is priceless ; it helps reminding myself that we all learn all the time and it’s ok to struggle and try. thanks for the meeting!
  • I could only participate in the 30-min individual session. That was really helpful as it helped me clarify a few questions I had about my teaching.
  • This is a very cool addition. The opportunity to ask questions that arose after the course.

What do I get out of it?

  • An opportunity to really meet my trainers. We talk a lot during the discussions in the breakout rooms and in the common room, before and after the sessions. However, the consultations are an opportunity to take it to another level.
  • It gave me a chance to cater for the needs of all the trainees even better. It is obvious that the more extrovert and confident students take part in the whole class discussions more freely and more frequently and that some trainees prefer to share their views only while in the breakout rooms. By adding the individual consultations to the mix helped me ensure that even the shyest and the least confident teachers will have their chance to talk to the trainer comfortably.
  • It is a fascinating diagnostic tool that helps us adapt and improve our courses because they show the fuller range of topics that might be interesting to teachers that are not always included in the current programme. It is a signal that some areas or aspects need to be incorporated in the existing sessions or that, perhaps, we need to start thinking about revising our courses and adding some new sessions. And, as such, they are just precious.

A bonus track, Tea for Two that lent the title to the post here, with Ella Fitzegrald.

Happy teaching!

Crumbs #72 Teaching design to kids aka some magic with a paper towel and water

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Page 1 and Page 2 of the Rainbow Volcano

Ingredients

  • Paper kitchen towels, cut up into rectangles. It might be a good idea to test and trial, always, but especially here, not all the kitchen towels have the appropriate density. They cannot be too thin or too thick, for the kids to be able to draw with markers and for the water to wet them fast and efficiently enough.
  • Markers. I am using the thick ones but their tip is not to thick. Roller pens might be too thin.
  • Some water. In order to be able to use it in the classroom, we used a big plastic box. Ours is not very deep and it does not have to be. At home kids can use the washbasin, the sink or even the soup plate.

Procedures

  • This was one of the three experiments I planned for our Science lesson devoted to water.
  • Apart from everything else that we did on the day (which you can read about in an earlier post here), this part of the experiment was called the Surprise Experiment. We started with looking at the materials which I demonstrated and we watched a short but very informative video from the Messy Little Monster that I found on youtube.
  • While in our lab (aka the dining room), I showed the kids the box filled with water and, together, we looked at the pictures I prepared and tried to guess what we might see once they land in the water. These included: Hello – kids! (the visible part – the part that appeared while in the water), a simple sun – a smiling, yellow sun, my name is – miss Anka, you are – fantastic.
  • Then we were dropping cards into the water one by one and checking the full picture.
  • Afterwards we went back into the classroom and started to create our own pictures. I showed the kids two cards and drew one picture with everyone looking, as a model. It was absolutely important that they understand that page 1 is only a part of the picture and that page 2 is going to be more detailed. While we were working on the pictures, we developed a few useful techniques: checking the design against the light, drawing with the picture on the window pane, tracing the lines twice or three times (on page 1) to ensure that they seep through onto the page 2, to facilitate making sure that the pictures match. I was also showing the kids’ ideas to the room as soon as I spotted something interesting, for example the use of the words, the use of the colours or the elements.
  • We established in the beginning that in class we are only going to watch a few examples and create our own, to take home and to surprise the parents.
  • After the lesson, I sent a message to the parents in the messenger to tell them about the surprise coming from school and how they can use it, where they can pour water etc.

Why we like it

  • Apart from the fact that this activity was a great puzzle piece in the lesson and on the Blue / Water day, I loved the fact how it worked.
  • The activity itself is very simple and requires only the minimal resources.
  • All the kids, our preschoolers and primary students, could create it, with varying degrees of detail and complexity. It worked very well with a mixed ability group. Although, of course, I can be further adapted with the teacher starting the activity i.e. drawing circles on both pages or other shapes to which the kids could only add the detail on page 2.
  • It gave everyone an opportunity to design something and I was really impressed that they got the idea of how this simple toy works and what is required to make it. To be honest, I was truly impressed with the kids took to it and how creative they became in the process. The first designs were very simple, a circle that turns into a smiley and so on but, as the time went on, their creativity was simply snowballing and more and more amazing ideas started to pop up, also because everyone was observing everyone else and sharing ideas. The mountain that turns into a volcano (in the photo), a girl that turns into a princess, cards to say hello to mum, dad, grandma, the house that gets all its details…It was amazing and I am just sorry I did not take more photos. And I did not take more photos because I was busy cutting up more and more pieces of the paper towels. I planned to give everyone three bits for three mini-projects but I underestimated my kids, their creativity and the speed with which they started to draw.
  • I was also very happy with my being clever and announcing that all the kids’ experiments will be carried out at home only. Doing it in class could become very messy, especially with the big groups because the pictures need to be taken out of the water as the colours start to run, they get the water dirty. Taking the pictures out means that there are wet balls of paper around…I decided that the kids would enjoy it a lot more at home, especially that they could also take pleasure in showing off what they have learnt at school.
  • The langauge production was a bit limited but, to be fair, for us, it was spread throughout the day. We talked about the pictures while they were being designed and there was a lot of focus on instruction and the functional langauge. There was also some opportunity for the language of prediction / guessing and I would definitely like to explore it more in the future.
  • This experiment can be a part of a lesson on the colour blue, on the topic of water or perhaps also in a lesson on conditional and the langauge of prediction with the older kids. It can be also a very simple craft activity with all age groups.

Happy teaching!

Paul Klee, the cat, the bird and the accidental stained glass. Teaching English through Art

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All the stained glass pictures on the window

The language

I have decided that November will be the month of animals, apparently, for no apparent reason whatsover, just because because. This week was our first lesson and we only focused on introducing and revising the vocabulary using the wordwall cards and playing a great animal sounds quiz that I found on youtube. This is my favourite because it has some less obvious animal sounds and it offers three options, with the visuals and the written words on the screen. It makes it quite challenging, even for the adults who play it the first time but it also offers some support so the kids can learn the new language from the game. There is also a feedback aka the answer, a short video with the animal making the same sound. We have played it with a few groups and it has always been fun.

NY Moma klee cat and bird – Cat and Bird – Wikipedia

The artist

Our artist of the day was Paul Klee and his Cat and Bird, but, somehow, although I have taught this lesson before and I had all the materials ready, this time round, we did not spend any time on talking about the original picture. I was planning on describing different birds and describing different cats using photographs and then on revising the shapes in the paintings which would be a nice connection between the Month of Shapes (October) and the Month of Animals (November)…But it just didn’t happen. We started a bit later (autumn camp and a general mayhem in the school) and I was really preoccupied with the logistics of the technique. However, now that all our cats are on display, I am going to use this idea in the following lesson.

Here are our watercolour cats from 2021

The art

I have used this painting in class but previously we went for simple watercolour and the cats turned out beautiful, too. This was the main aim and the main preoccupation of this lesson because we were to try and to experiment with a completely new technique. I have been on the lookout for new things yesterday and that is how I found out about the melted crayons. My main source was the post on the Artful Parent (which is one of my favourite creative directories) although I adapted it to the needs of our bigger group with a slightly different objectives.

I used the same technique for preparing the crayons, the grater worked just fine (and then all the tiny, unusuable crayons stubs went home to be recycled and melted into brand new crayons, the link to the instructions can be found here) but instead of plates or muffin cups I decided to use sheets of baking parchments. Once I had enough shavings, I simply folded each colour separately and it worked very well during the lesson itself. The kids were passing different little packets to each other, opening them, taking the colour they needed and passing them on.

Preparing the picture was super simple, it is easy to find the Klee’s painting as a colouring page and to make copies. We were sitting at a large table (aka all the small desks huddled together) and each child had a large sheet of the baking parchement and a copy of the picture on it, in my attempt to contain the mess.

We started with colouring in the smallest shapes (the diamonds in the eyes, the heart nose and the bird). Afterwards, everyone was just picking up the shavings in pinches and putting them on the picture. I also gave out paintbrushes which we used as brooms to sweep the shavings off the lines and unnecessary places. The packets with colours were travelling around the table.

As soon as someone was ready, I showed them how to cover the picture with a sheet of baking parchment (we had to use the one that was under the picture but, ideally, I would have had another one for each child, to keep the tables even cleaner) and I walked around with my iron, ironing one picture after another. The kids peeled off the baking parchment right away and put the pictures away for drying and cooling down. I think, overall, we got better results with covering the picture with the baking parchment the matte side down but there is some room for experiments there.

In the following day, I framed all the pictures in simple frames made from the coloured paper and I put them up in the window. I used all the pictures, those that we intended to be pretty and also the baking parchment prints which turned out to be interesting, too!

It needs to be mentioned that I did not intend these as stained glass, despite the fact that this is how I found them. I only wanted a new and interesting technique but the thin layer of crayons really looks beautiful on the window so this is how I decided to display them in the end.

Overall, I think that it is better to be economical with the shavings. First of all, the pictures seem to be more interesting and, what is more, too much shaving creates a thick layer that might crack while drying and it is also quite likely to stick to the parchment more. I still recycled those (as stained glass pictures and for the second ironing round) and I love how they look but, initially, some kids were a bit disappointed with the outcome.

When I am using the technique again, I will definitely start with drawings, either done by the kids or photocopied, just for the framwork. Unless, of course, we decide to create some melting crayons Jackson Pollock…I would also love to try following that up with the drawings or a simple collage…

The Making of…

P.S. Here are my new cool, chunky crayons from the recycled crayons stubs and the leftover shavings…

Happy teaching!

Crumbs # 69 A heart, a heart! I can see a heart! A slightly different approach to Art in English

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This was our final October Art Explorers lesson. I was preparing for using Paul Klee’s The Bird and the Cat because the painting does include two hearts as well as other shapes, a perfect final lesson. However, in the middle of the preparations and my trying squeeze everything in one academic hour, I decided to go easy on all of us, myself and the kids. I changed the concept entirely and chose to focus on the technique, for the first time ever in my Art Teacher history.

Ingredients

  • A pile of cards, A5, enough for everyone to try a few techniques.
  • Pencils, crayons, watercolours, salt, tissues, hand sanitizer, a paper clip.
  • For the older learners: a heart as a symbol in brands.
  • Videos for the teacher to learn about different watercolour techniques. I have taken my ideas from these: here, here, here and here. Thank you)))

Procedures

  • First of all, I watched all the videos to learn about different techniques and to choose those that will be feasible in the classroom with my kids. The next step was creating my own hearts, a whole set, with different techqniues before the lesson time, in order to be able to show the students the final product. I kept to the same colour for the kids to be able to see the different effect and the impact on the texture and not to be distracted by the colours.
  • We started the lesson in our usual way, with the hello song, taking the roll call, singing the song about the shapes and looking for the shapes around us. With the older students we also did the heart in brands quiz.
  • Afterwards, we looked at all the techniques to try in all my samples. While we were doing it, I was also demonstrating the most important tools ie the cloth, the plastic, the salt, the paper clip (for scratching).
  • Then we just started to create. All the kids would take the cards, draw the heart and then try the new technique. We would look at the final product, talk about it a bit and move on to the following technique.

Why we like it?

  • It was a lesson like one big experiment, in which we were moving, from one stage to the other, with a lot of curiosity and excitement.
  • This time we have done the following: salt on the finished picture, salty water as the base, scratching the surface with a paperclip, drawing the patterns with wax crayons and painting over, finishing the picture with a cloth, splattered paint, the broken brush (aka printing with a split brush). I also had the plastic bag for the final touches and the alcohol prepared (aka the hand sanitizer) but we did not have time to use it in the end.
  • I have to admit, it was not the most productive lesson that I have ever taught but it was an wonderful opportunity for all of us to do something different.
  • I was very happy to see how the kids were allowing themselves to try something else, something new. At first, they were just following my instructions closely, using the same tools and the same techniques and then they were leaving all that behind and taking one more step further, with a particular technique or with a mixture of different techniques. At this point, we were all looking with curiosity at the outcomes. It was a very beautiful moment.
  • If this is an option, I would like to recommend looking at the final product on the following day (or in the following lesson). The drying time really does make an impact and the creative lesson might be followed up by gallery walk, expressing opinion and choosing the most interesting heart and technique.
  • This activity would be a perfect Valentine’s Day celebration in Art Explorers and I was almost sorry that I used it in October. I might be coming back, actually, with more techqniues!

Happy teaching!

Setting up the routine. Two months into the course

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Starting the lesson

This stage of the lesson is almost exactly the same as it was in September. The only real difference is the fact that we take the roll call, we talk about how we feel and we share what we have got today, on our tables and in our bags and only later we sing the hello song to make sure that the song is really this unifying element after which a proper lesson starts.

How do you feel today?

We haven’t added any new emotions as such but our beautiful cards are on display in our classroom, in both of them, and children refer to them when they reply to the question at the strat of the lesson. But it doesn’t mean that we don’t have anything new at all. We have been working with the phrases that we have but the kids became very creative with them and these have been my favourite replies: ‘I miss my phone’, ‘I want to sleep’, ‘I miss my bed’, ‘I miss my puppy (at some point confused with ‘papi’ aka dad) and I miss my daddy’.

Songs

In the recent weeks the greatest hit was everything related to Broccoli Ice-cream. We have been doing food and ‘do you like?’ and the song quickly became a hit, especially that it has four different versions and we could beautifully extend it over a month. It has become a part of the routine itself with looking at all the foods in the beginning of the video, attempts at predicting the combinations and then singing, of course, followed by our own game played with paper flashcards or a wordwall spinner. Naturally, we have already played this game in the dinining room, in the playground and in the hallway, during the break, with our own made-up versions.

The other great songs have been all the songs from the Dance Freeze series that we started in September. They work amazingly well for our brain breaks and I am hoping that all of the verbs will stay with us, too.

The other new songs are also our two new hello songs, Every day I go to school and Hello, nice to see you, and we use one or the other, in different lessons, depending on what we feel like.

After I have found a song about what plants need to grow, I believe that there is a song for absolutely everything!

Rules and classroom language

The system is go. This is how I could describe the rules in our life at this point. We didn’t need to add any more rules, since the end of September, which, of course, doesn’t mean that there will be no new rules in the future. These rules that we have, we have been using to remind the kids how to behave and how to survive the lesson.

That is not to say that all days, every day are smooth and that everyone is a little angel. It is not the case. We have had a few situations in which I had to put the lesson on hold and spend some lesson time on a serious conversation about how we should behave and why. And how we should not behave, too. It is still only the second month of their school life in year 1 and they are still at the stage of figuring out how to be.

Rewards chart and Time

This element of our routine has not changed at all. I am keeping track of kids’ behaviour and we still put up the lesson time (and the number for the clock) on the board, too.

Story

We have had such a good run with all the stories! My storybook library is basically just round the corner so I can just just pick up our next adventure just walking to the teacher’s room or the office.

Over this last month, I have been experimenting with different stories, some of them my real favourites, and I have been also experimenting with different follow-up activities, too.

‘Marvin Gets Mad‘ was a nice follow-up to our lessons on body parts, emotions and Present Continous. The follow-up task was devoted to reading and Present Continous about all the sheep and what they are doing.

‘The Crocodile Who Didn’t Like Water‘ was a blast. This was the story that not only read and listened to but that we also managed to retell, with very simple phrases.

‘Barry and the Fish With Fingers’ was an opportunity to practise ‘I can’ and it was also the first time we took notes about reading, such as a set of simple sentences about the character and the story as well as our opinion about it.

Socialising

In terms of socialasing, we have done the following:

  • kids have been nominating themselves ‘Who’s next?’
  • I have been a little bit more flexible regarding the seating arrangements for some of the activities, allowing friends to sit together and to work together
  • we have done a few projects in which the kids were working individually but sharing the resources such as the cards (on the board) or the stickers, learning how to take turns, how to share, how to wait. I was really proud of the children because it all went well.
  • we have had a lot of activities in which one student was leading the game, especially our riddles
  • we have also played lots of phonics games, as a whole group, individually and in teams
  • kids are also taking turns to give out and to collect materials and resources
  • it is also our everyday feature that when I am writing the lesson plan on the board, there are always some suggestions from the room, most of the time regarding the favourite games or songs, sometimes also regarding the surprises (which, most of the time is synonymous with ‘Can we have some stickers, please?’)

Creativity

Our creative projects in October were related to Halloween as my school decided to celebrate. Apart from decorating countless pumpkin, bringing spiders and coming to school in fancy dress (a few days before the actual Halloween), we have

  • used the Halloween theme in our Serious Maths Classes, with Halloween Maths Stories, Halloween Puzzles and colouring pictures
  • we created our monsters posters to practise body parts
  • we had a great Stickers in the Park project
  • we had a drawing dictation mini-project in our ESL classes, too
  • we had a lot of fun in the miming-drama activities in the ESL classes

Teacher

As a teacher I have been working on including the electronic journal in my daily school routine, especially as regards finding the time to fill it in effectively and as regards taking notes in real time to remember what to put in later on.

I had to step down as the Science teacher because my workload was just impossible to handle. I am sorry because I liked teaching Science but the kids have a great teacher now and I have a few hours to deal with the admin tasks so hooray to that.

I am very proud of all the kids because they are making progress in English and Maths and they are better and better at being students. I hope they are ready for all the new developments. The light term has come to an end and beginning November we are going to start using the coursebooks and notebooks, getting homework and we will start dealing with slightly more serious material. We’ll see how it goes. I am keeping my fingers crossed for all of them!

I will be back with more notes at the end of November!

Happy teaching!

Crumbs #68 Stickers in the park. A great lesson out of (almost) nothing

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Ingredients

  • A colouring picture ‘in the park’. Any will do but I used this particular one because it contained enough detail. Sadly, I cannot find the reference for it.
  • A set of stickers. I used animals because that is exactly what I had in my leftover box but it could be anything. We were not aiming at creating a very realistic picture, as you can see in the example.

Procedures

  • We introduced and practised the vocabulary featured in the picture. We used the wordwall for that (this one). We drilled the words, we read them, talked about the things we like and don’t like. I also decided to introduce the gestures for each of the words because I wanted to activate this part of my kids’ imagination as our following game involved miming and guessing. One of the children was sitting with their back to the screen, the group were supposed to mime something together for the student to guess. Naturally, we took turns to sit on the big chair. I was invited to particiapate, too!
  • We continued practising using the prepositions: with a song, with the YES/NO game and with out toys.
  • We sat at our tables, each with a copy of the picture and did a quick run through the picture to familiarize ourselves with all the elements (‘Can you see…?’).
  • Every child got a sheet of stickers that I had leftover from other activities, animals from different habitats that I just cut up into pieces, to match the number of children in the group.
  • The idea of the game is very simple: the leader directs the group where to put the sticker i.e. ‘Take one sticker and put it on the bench’ (in the tree, under the tree etc). Everyone listens, the teacher monitors and checks.
  • The sheets of stickers are passed on in the circle (‘New stickers, please!’) and the game continues.
  • The game is led by the teacher for the first few rounds but then the students are asked to take over and to dictate when the stickers as put.
  • The game goes on for as long as it is necessary.

Why we like it?

  • It was, eventually, a very student-centred and productive activity and we used a lot of the target language (prepositions) and in the format of the Starters YLE Speaking.
  • We had a lot of fun. It started quietly and very realistically, with animals on the grass and in the trees, but, as was to be expected, it didn’t last once someone decided to put something on the girl, on the sun, in the air etc. We laughed a lot and kids were very eager to show their pictures and to announce what they put and where.
  • Although our main aim were the prepositions, we also revised (and introduced in some cases) the names of the animals as the stickers had all the habitats and I thought it was a nice opportunity to at least try to extend our vocabulary.
  • The activity is very easy to prepare and any set of stickers can be used.
  • I was really proud of how my kids worked well as a team. Everyone played by the rules, they did not take more than one sticker, they passed on the sheets without delay, they looked at and praised their friends’ pictures.
  • I was wondering whether it can be adapted to any types of vocabulary and what I have come up with so far are the following: a picture with a few people or characters and a set of stickers to practise ‘has got’ (‘Choose something for the princess’, ‘The princess has got a cat’) or a picture with characters and practising ‘likes / doesn’t like’ (‘Choose something for the princess’, ‘The princess likes / doesn’t like apples’). I also used the similar ‘recycled stickers’ for a guessing game with older students with the places in the city. The kids had five stickers which they had to put somewhere around the city. They kept the picture secret because the speaking task was about describing the places for their partners to guess. This version could also be adapted to the picture of a house or perhaps even to the map of the world to practise the names of the countries.
  • In the picture above, you can see one of the examples, created by my student.

Happy teaching!