Transcript
How to Teach ChildrenHow to Teach Children
Teacher: Sophie WuDate: 2011.12.5
Five CategoriesFive Categories
Intellectual Development
Attention Span
Sensory Input
Affective Factors
Authentic and Meaningful
Language
Intellectual DevelopmentIntellectual Development
Don’t explain grammar using
term like “present progressive”
or “relative clause”
Intellectual DevelopmentIntellectual Development
Rules stated in abstract
term should be avoided
Intellectual DevelopmentIntellectual Development
Some grammatical
concepts can be called to
learners’ attention by
showing them certain
patterns.
Intellectual DevelopmentIntellectual Development
Certain more difficult
concepts or patterns
require more repetition
than adults need.
Attention SpanAttention Span
Activities should be
designed to capture their
immediate interest.
Attention SpanAttention Span
A lesson needs a variety
of activities to keep
interests and attention
alive.
Attention SpanAttention Span
A teacher needs to be
animated, lively, and
enthusiastic about the
subject matter.
(Children need this exaggeration to
keep spirit buoyed and minds alert.)
Attention SpanAttention Span
A sense of humor will go a
long way in keeping
children laughing and
learning.
Attention SpanAttention Span
Children have a lot of
natural curiosity. Make
sure you tap into that
curiosity whenever
possible.
Sensory InputSensory Input
Children need to have all
five senses stimulated.
Sensory InputSensory Input
Pepper your lesson with
physical activities.
Sensory InputSensory Input
Projects and other hands-
on activities go a long way
toward helping children to
internalize language.
(Group work)
Sensory InputSensory Input
Sensory aids help children
to internalize concepts. (The smell of flowers, the touch of plants,
and fruits, the taste of food, videos,
pictures, tapes, music.)
Sensory InputSensory Input
Remember that your own
“nonverbal language” is important
because children will indeed attend
very sensitively to your facial
features, gestures, and body
language.
Affective FactorsAffective Factors
Children are extremely
sensitive, especially to
peers.
*What do others think of me?
*What will so-and-so think when I speak
in English?
Affective FactorsAffective Factors
Children are in many ways
much more fragile than
adults.
Affective FactorsAffective Factors
Help your students to laugh
with each other at various
mistakes that they all make.
Affective FactorsAffective Factors
Be patient and supportive to
build self-esteem yet at the
same time “be firm” in your
expectations of students.
Affective FactorsAffective Factors
Elicit as much oral participation
as possible from students,
especially the quieter ones, to
give them plenty of opportunities
for trying things out.
Authentic, Meaningful Authentic, Meaningful languagelanguage
Children focused on what this
new language can actually be
used for here and now. They are
less willing to put up with
language that doesn’t hold
immediate rewards for them.
Authentic, Meaningful Authentic, Meaningful languagelanguage
Children are good at sensing
language that is not authentic.
(Canned or stilted language
will like be rejected.)
Authentic, Meaningful Authentic, Meaningful languagelanguage
Language needs to be firmly
context embedded.
Authentic, Meaningful Authentic, Meaningful languagelanguage
A whole language approach is
essential.
If a language is broken into many
bits and pieces, students won’t
see the relationship to the whole.
Authentic, Meaningful Authentic, Meaningful languagelanguage
It takes a
very special
person to be
able to teach
children
effectively.
Teaching TeensTeaching Teens
The “Terrible Teens” are an age
of transition, confusion, self-
consciousness, growth, and
changing bodies and minds.
What a challenge for a teacher.
To keep self-esteem high To keep self-esteem high byby
Avoiding
embarrassment of
students at all cost.
To keep self-esteem high To keep self-esteem high byby
Affirming each person’s talents
and strengths
To keep self-esteem high To keep self-esteem high byby
Allowing mistakes and other
errors to be accepted.
To keep self-esteem high To keep self-esteem high byby
De-emphasizing competition
between classmates
To keep self-esteem high To keep self-esteem high byby
Encouraging small-group work
where risks can be taken more
easily by a teen.
WritingWriting
Ask groups to brainstorm other
considerations
ActivityActivity
Reading Writing
Listening Writing
Drawing Listening
Drawing
ActivityActivity
There is a vase on the table.
There are three flowers on the
table.
Activity I Group-work Activity I Group-work ReadingReading
One day, a lion was sleeping on the grass.
A little mouse ran around in the grass looking
for food.
He ran over the lion’s head and down his nose.
The lion woke up with a loud roar and caught
the little mouse.
The mouse cried “I’m so sorry. Please let me
go. Maybe I could help you someday.”
Activity I Group-work Activity I Group-work ReadingReading
Q1: Where was the lion
sleeping?
Q2:What did the mouse cry?
Q3:Why was the little mouse
caught by the lion?
Activity II Group-work Activity II Group-work ReadingReading
What’s your name?
Where are you from?
Where do you live now?
How old are you?
When’s your birthday?
Thanks for your attention
by Sophie
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