RSS Feed

Tag Archives: TEYL

The 12 Days of Managing VYL Classes

The 12 Days of Managing VYL Classes

The 12 Days of Christmas Managing VYL:

12 Ways I try to ensure my lessons are the sparkliest thing in my VYL classrooms.

One of the toughest things about teaching little people is that, well, they behave like little people!

 
Not long ago I promised the ‘Teaching Very Young Learners’ Facebook group a Christmas gift. So here it is (albeit a little late). I’m sharing 12 things that have helped me over the years to improve my classroom management.

 
No matter how competent and confident you are with your teaching in general, Very Young Learners are not Adults or Young Learners. And teaching VYL is not the same as teaching other groups. Far from it. And it’s much easier to cope with a 5 yr old (and indeed 2, 3, 4, 6 year old) behaving like a 5 year old when you’re able to anticipate it. Learning a bit about early childhood development will help with both understanding their behaviour and also planning your lessons accordingly. Thus helping to avoid many of the classroom management issues us experienced VYL teachers know all too well. I therefore highly recommend to all those teaching VYL, particularly those new to the age group, taking a teacher development course like the International House IH VYL (Disclosure: I mention this particular course because I work for IHWO), or at least reading books, journals articles, blogs etc on the topic. Lesson planning is so very important for classroom management. All the tips in the world won’t help if the activities and language aren’t age appropriate.

 
But for now what you really want is for me to get on with said tips, right? Getting there.

 
You should know (so that you don’t reach the end disappointed) that this post isn’t a replacement for the above or even a list of classroom implications e.g. ‘They have short attention spans so keep activities short’ (Although I do have other blog posts for that – see links at the bottom of this post). It’s not even a list of activities that work well with this age group, sorry. I don’t have anything flashy, new of fancy to share.  Rather it’s a list of simple things that I have personally found to be effective for me, in my own classrooms.

 
Something else important to note, I called this the 12 days of managing VYL classes because I don’t think super efficient VYL classroom management something you should expect yourself to achieve overnight. Maybe not even in 12 lessons. It’s more realistic to try one thing at a time and slowly build your classroom management techniques with trial and error, tweaking as you go so that your techniques suit both you and your learners. Effective classroom management is a work in progress for all of us. With every new student, class, comes a new challenge, a new way of doing things.

 

WARNING: If you thought the introduction was lengthy. Get ready. Super long blog post ahead! Can you make it to number 12?

ONE

What: I take 5 minutes before the lesson starts to prep both myself and the room
I do my best (although sometimes with other lessons being taught immediately beforehand it’s not perfect) to arrive in plenty of time to set up the classroom and get organised. I don’t just mean moving tables around or taking flashcards out of my bag. I mean taking a moment to look around the classroom and visualise where I will stand for each part of the lesson and where the learners will be. What they will be doing. How they will be reacting. This includes managing my space, thinking about where I will do different things e.g. will I sit with my back to the board for the flashcard games? The back left corner with my back to the window for the story? And also placing the materials I will need for each task within easy reach. I might put my flashcards in a pile on the floor close to where I plan to sit, my story book on a back table or the window sill, some sticky tac on the board ready for a board race etc.
Why: It only takes a moment to lose them to a dried leaf on the bottom of their shoe. To say prevention is better than a cure is an understatement when teaching VYL and the proverb underpins almost every one of the below ideas.

Read the rest of this entry

Kaboom! IH Palermo is da bomb

In case you didn’t already know, Jonny Ingham from IH Palermo has a fantastic blog called Recipes for the EFL classroom.

Jonny recently posted a great guest post from his YL Coordinator, Jenny Holden, on establishing routines in the YL classroom

While I was looking around his blog, I found all sorts of fabulous practical ideas, but got very excited when I came upon this little beauty….

Kaboom!.

There’s nothing I love more than a simple activity that is versatile, and requires no fuss, no photocopying. Just a marker and a whiteboard or flip chart etc and away you go. The possibilities are endless with this one.

Thanks for sharing, Jonny and thanks for your blog.

 

Until next time….

Kylie

Teaching VYL

Teaching VYL

I’ve been busy the last year being a part of the writing team for a new IHWO teacher training course, the IH VYL.

International House Certificate in Teaching Very Young Learners

We piloted the course face to face  in 4 different schools around the world and now it has been released online via the IHWO OTTI (Online Teacher Training Institute).

http://ihworld.com/online-training/course/ih_certificate_in_teaching_very_young_learners

First online course starts 27th September 2014 October 25th!

Ziga Ziga ah!

Posted on
Ziga Ziga ah!

This year seems to be year of the project work presentation for me. In January 2014 I gave a short mini-presentation called ‘Bringing Language to Life’ at the IHWO DOS Conference in London. I wrote a ridiculously long blog post about it. Anyway, I was overwhelmed by the positive response so I wrote about project work for my column in the IH Journal and went on to give a full presentation on spicing up project work for YL’s at the 2014 YL Conference in Bristol. As luck (or bad luck in this case) would have it, we were running over, technology failed me, I was full up with a head cold and couldn’t hear myself speak let alone think or put clear sentences together etc etc, yes please do play tiny violins, I was really disappointed in myself. It ended up being a rushed mush of a few potentially good points hidden in the gabble. Well, that’s how I felt about it anyway, so I decided that instead of moping around thinking ‘Ohhh if only blah blah’…I would revamp it and give myself a second shot ready for the Akcent IH Prague Teacher’s Conference.


The Akcent Confernece has now been and gone, and a number of people from both conferences have requested the presentation. So below are the slides (for the IH Prague version) and here are my ‘notes’.ziga ziga ah IHP notes I must point out that when writing my notes I was flicking through the books listed at the end of my slides. I never intended to publish or share my notes. They were intended for my eyes only to read through before I stood up and did my thing, so there is no referencing or citation through the text, or paragraphing, proofreading, full sentences, any of that normal stuff. But you asked for it and I’m feeling generous. Just not generous enough with my time to change them in anyway.

 

Until next time…

 

Bringing Lasagne to Life: A ridiculously long blog post

One of the best things about working for IHWO is their conferences. I have to tell you, be jealous folk, be very jealous, as the IHWO 2014 DOS conference certainly didn’t disappoint. It’s right up there with my favourite conferences of all time. Did I mention Patsy M. Lightbown sat at my lunch table. Twice!! Yes, THE Patsy M. Lightbown! This TEFL geek was in teflygeek heaven, I tell you. Bravo Shaun Wilden and OUP, Bravo!

As promised, (thanks for all your interest), I’ve logged on to the ghost town that is my blog (I promise to make more of an effort in 2014) and here I am, sharing my ‘speed dating’ presentation with you. Enjoy!

What was it?

The title of my mini presentation was ‘Bringing Language to Life’, or as those who’d spent the evening before at the hotel bar called it, ‘Bringing Lasagne to Life’. Either way, I took 3 age groups and 3 problems and presented 3 super easy media projects (so easy that even the biggest of technophobes can manage them, promise!).

Age Group 1photo3 ihdos14

Very Young Learners

Problem

This age group struggle a bit with CAE and FCE given they generally can’t read or write. Parents, however, want some kind of evidence that their child is learning and that their money has been well spent. And so was born the ‘end of year performance’ <sigh>. In my experience end year performance teachers fall somewhere on a scale between SDT and OST. Allow me to elaborate….

Behold, Exhibit A: The super-duper-make-the-rest-of-us-feel-bad teacher. AKA as the SDT. The SDT is an amazing teacher who works hard all year long to get the most language and learning they can happening in their fun filled classroom. The SDT’s students are equally amazing, how could they not be? The SDT spends months meticulously planning a spectacular end of year performance with hours and hours of rehearsals, quite possibly with props and costumes.

And at the other end of the end of year performance spectrum we have the debatably more common, Exhibit B: The oh-shit-is-that-today teacher. AKA as the OST. The OST really doesn’t give a hoot about the end of year performance. They followed the coursebook. Most of the time. Kept the kids alive. What more do you want? Besides, their class love singing ‘Heads, shoulders, knees and toes’. Again. And, if you, their DOS, will be there, what the hell, they may even push out the boat and throw in some actions too.

Many a great YL teacher started an SDT. Slowly though, teyl-land eats away at them and even the most passionate and dedicated will likely have at least one OST experience. Why? Because they know what we all know in the TEYL world: regardless of whether they had an SDT or OST, 90% of the time, (possibly higher) the little darlings stand there staring at the floor. Or, at best, sing ‘heads, shoulders, knees and poo’. Because, let’s face it, that’s hilarious! It’s at that point some of us realise, it wasn’t just for the parents, we could have done with some sort of feedback on our hard work throughout the year too. <insert virtual hugs for all>

A few years back I had a super amazing class of 5 year olds. It was their first year learning English and they were fab. Naturally then, leading up to open door week, I couldn’t wait to see the look of pride on each parent’s face whilst observing their child’s brilliance. I think you can guess where this is going. Did they shine and glow and woo us with their very presence? Of course they didn’t. They mucked about, ignored me, threw things or stood silently and even said loudly and clearly to me in Czech (on more than one occasion throughout the lesson) ‘Nemluvim Anglicky’, I don’t speak English. The parents actually didn’t mind. They gave me a sympathetic look. The kind you might give to Brad Pitt’s character in 12 monkeys. I couldn’t quite believe my 8 little monkeys had let me down. Where did I go wrong?

Solution

An end of year film premiere!

For the final month of the school year, I spent one of the two 45-minute weekly lessons working together with the class on our ‘movie project’.

1. They voted for their favourite book. Hungry Caterpillar! (woohoo! My favourite too).

2. We spent every lesson leading up to the premiere on language work. It was both explicit and integrated. We worked on obvious language points from the book (colours, days of the week, food etc), language for project work and language that came up and was requested by the students. I was pleasantly surprised at just how much language they asked for and used because they really wanted to communicate with me and be involved. In my eyes it was a successful project even without the end product.

3. The kids drew and cut out pictures for the story. I gave them all some blue tack and they decided where the pictures would go on a back drop, as I read out the story.

4. The kids took it in turns to take photos of the backdrops with the pictures tacked on. Between you and me, I had to retake quite a lot of the pictures, but they think they took them, and that’s the main thing. They decided, on their own, that they would say the words ‘ready, picture, go!’ just before taking each picture (which was a cue for the other students to move out the way). How super cute is that?

5. I showed them all the pictures on a slide show and informed them we needed sound. I’d found 5 different ‘garden’ sounds on the internet the night before the lesson which I let them listen to and choose which one they liked. They talked to each other in Czech about what they could hear and asked me how to say different things in English e.g. ‘Cricket’ ‘frog’ ‘wind’ (I always pretend I can’t speak any Czech. Not at all difficult given my current…ermm..abilities) .

6. Using an MP3 player I recorded the students telling the story. The first recording was mayhem as the kids fighting over what was ‘right’ and ‘wrong’ and who said what better, so in the end, we agreed that each student would take it in turns. I wanted motivation to remain super high, so I didn’t do any correction. Plus, I think it’s cute on the final video when you hear one little girl repeatedly say caterpilly and a little boy in the background explain to another little boy (in Czech) that the caterpillar is very hungry.

7. I put the pictures together into a slideshow using picassa (a free photo editing program). I then added the MP3 file of the kids reading the story and changed the speed of the slide transitions so that they matched the recording. I also chose different kinds of transitions e.g. zooming in and out, so that it looked more movie like. Once I was happy with this I added some subtitles, for the parents. This part of the project was done by me, obviously. Trust me though, it was all very easy. Matching the slide transitions to the voice over was time consuming but easy. Probably even easier for someone who actually knows what they are doing 😀

I really wanted to include the kids as much as possible and feel proud of everything they’d had a hand in, and no movie is complete without credits, so I took the kids to the computer room, showed the draft of our movie/slideshow on a big screen using a data projector, and let them choose the fonts for credits. They LOVED seeing their names on the big screen.

Finally, I added photos of the kids actually doing the project at the end of the ‘movie’. I did this in the computer room with the kids watching on the big screen and we discussed what they were doing and the project in general. I asked them what song they wanted for these final photos and they replied ‘apples’. No idea what they wanted. I had the Andrews Sisters ‘Don’t sit under the apple tree’ on my laptop, so I added that. They liked it because it had the word apple in it. Youtube on the other hand didn’t like that bit :/ So I’m not going to breech copyright and include a link to the video here. You’ll have to use your imagination 😀

8. Now that the kids had seen the draft, they were super excited, so we made event posters, invitations and tickets.

9. On the day of the premiere, we set the computer room up with rows of seats and red carpet and of course a big screen. We had ‘paparazzi’ and I invited everyone who was in the staffroom and offices etc at the time. One by one I invited each child to walk in on the red carpet. The crowd clapped and cheered. The paparazzi snapped. I couldn’t stop smiling watching their little faces beam. During the movie the kids couldn’t keep quiet ‘Mum, I took that photo’ ‘Mum, I drew that egg, I wanted to use an Easter egg by Teacher Kylie told me it should be a caterpillar egg’, ‘Mum, it turns into a caterpillar at the end’, ‘shsssshhh, don’t tell her the end, it’s only hungry now’ etc etc. The room was buzzing and it was the cutest thing ever. The kids were talking to their parents in Czech, but, it was obvious to the parents that in English lessons, a LOT happens in English.

Age Groupphoto4 ihdos14

8-12

Problem

‘What do we use English for?’ They haven’t quite turned ‘sour’ just yet. They are potential teacher pleasers, but they don’t really know why they should bother learning this weird language with funny spelling.

Solution

I did what many YL teachers, including myself, have done before: A class comic.

The example I gave at the conference was my favourite of all time titled ‘Magic Planet’. The main characters, Matej the Wizzard and his pet lion Mr Sock aka The Strongest Lion in The World  lived together, as best friends, in Bradavice castle (google translate it J) on ‘Magic Planet’. Matej and Mr Sock both love aliens, pizza, trains and dinosaurs, naturally, and so like to pass the time by travelling to earth in their spaceship to see different time periods.

The first part of the project involved creating the characters, adjectives to describe them etc and deciding where they live and what they like to do. Then, after each unit in the coursebook we added a new chapter to our comics. The successfully used past simple to talk about dinosaurs and made interesting predictions about the students of the future. The most interesting chapter was when their assistant, Mrs Kylie, got stuck in a train toilet and had to be rescued by Mr Sock…..you’ll see in a moment where I’m going with this…..

We didn’t use any fancy apps or programmes. Students designed their own costumes which they brought to class with them on project days. We drew up some story boards, then went out into the garden and took photos of the students acting out the scenes. (Yes, I did. Yes, I was). These were then posted into a word document and the students then added speech bubbles to each photo. Students were allowed to ask me for vocab (which they did) and encouraged to use spell check and ask each other for proof reading etc. At the end of the year, chapters were collated into a book, leaving students with not only something to take home and be proud of, but a record of the language points and new vocab they’d covered throughout the year.

Age Groupphoto5 ihdos14

Teens

Problem

Err, where do I start? No, seriously. ‘Bored’ doesn’t even cut it, right? How many times can the present perfect be covered, anyway? Anyone who teaches teens know that they know everything, right? so why are we wasting our time revising all this stuff?

Teens always seem to want to escape whatever it is they think you’ve got planned for them. My teens always wanted to do Aussie slang. It’s flattering the first time they ask, and I think they really do enjoy it (more so than other ‘escaping from the coursebook’ activities anyway), but what for? Will they ever need to know or use the expression ‘Fair dinkum, mate. She’ll be right!’?

Solution

An Aussie soap opera. I’ve done this many times and most teens love the idea of learning some Aussie slang and then using it to write an Aussie Soap Opera (I’m looking at you Alf Stewart). What they probably don’t realise is that for me, it’s all about the process. I couldn’t care less what they come up with. I once cried with laughter when  an aptly named protagonist , Bruce, told the guy working at the Bottlo to ‘pash my ass ya flaming galah’. For this particular group, I did explain that a ‘pash’ wasn’t quite the same as a kiss, but largely I let them write whatever they want. My objective is always to get them working collaboratively and speaking in English throughout the project. I do this two ways. I have designated ‘English only’ parts of the project, which of course means a little preparatory language work, and we practice a kind of cooperative learning (correct me if it’s called something else). Within each ‘Production Team’, students have specific jobs e.g. the screenwriter, the manager, the PR person etc. Each student is responsible for making sure their part of the project runs smoothly. Managers make sure each person speaks English, screenwriters make sure everything is recorded in written down, PR people feedback to the teacher etc. It’s fabulous for mixed ability classes. Each student can shine as not only a language learner, but as a person. What I often find is that in the end, the teens really don’t care about recording the soap, they just enjoy the process.

 

Facebooking without facebook

It’s been a while since my last post. I’ve been busy. I’ve been lazy. I’ve been having babies! (no really!), but that’s not what I want to talk about. I have something else to tell you. A confession of sorts…..

My name is Kylie, and I am a facebooker!

I message my friends and family back home in OZ, I message my friends who live only minutes away here in Prague, I post events, I post photos, I look at other people’s photos, I share memes and articles, I post meaningless status updates, I ‘like’ lots of things, I have a wee bit of a George Takei obsession, I DON’T play games (so please don’t send me any more farmville or whateverville requests) and I generally spend far too much time facebooking. I tend to have a facebook tab open whenever I’m online and it’s become a part of my life. I wake up, make coffee, check facebook, check email, shower, check facebook…

I recently read an article (posted on facebook to one the TEFLy groups that I ‘like’) called 100 ways to Use Facebook in your Classroom and another article (on yet another group I ‘like’) titled ‘School Use Facebook Timeline for History Lessons‘. This got me thinking….

I think it’s a great idea to bring something that our students use every day, like social media, into the classroom, but what if;

Our YLs are under 13? (which means that technically they shouldn’t be on facebook, but probably already are, and let’s face it, they often aren’t as interested in the ‘kiddy’ versions of social media sites)

You don’t have internet access in your classroom?

Technology makes you nervous?

Power cut? Internet down?

Can’t be bothered reading the impressive but somewhat excessive 100?

Well, never fear, I have a list just for you….

5 ways to facebook without facebook

All you need is pen, paper, and a little bit of imagination.

1. Paper profiles
OK…I’ve mentioned this before. But it’s really a goodin. Get YLs to create paper based profiles which can be stuck around the room for other learners to read and comment on. (Click on this campbook link to see the version I use each year for internetless Summer Camp and read more about it here). Each time the page is full, another page is added (leaving the top half visible).

Alternatively, students can create a paper facebook page for a celebrity or fictional character.

2. Get ‘liking’
Put projects, homework, any work up on the wall for other students to ‘like’ and/ or comment on (encouraging and modelling positive comments).

3. Messaging
Again, I’ve mentioned this idea before. Students write each other messages on paper. The teacher acts as the server and hands them to whomever they’re addressed to. All notes must be in English. Message could be anything from social chit chat to peer support e.g. ‘Anna, What’s the answer to question 5?’ You might even want to stipulate certain vocabulary or structures for that day’s messages?

4. Interest groups
In groups (or individually), students create a group interest page (poster) which can be added to through the term, liked, commented on.

5. TEFLville
Create your own Farmville type games. Students can earn money/ points by completing tasks, good behaviour, helping others, doing homework, speaking English in class etc and use this to build farms/ cafes/ intergalactic empires or whatever you think your class might enjoy. Get the class involved in creating the game.

This is only a basic list that I came up with very quickly. The possibilities are endless! and only limited to your imagination. I’d love to hear your ideas for using facebook without facebook?

Interested in reading more about Social Media and ELT? Try this link to a fabulous post shared with me recently on yep, you guessed it, facebook!.

Happy Facebooking!

Until next time….

Czech out the chat with Cesca

My last post was a skype conversation with YL newbie Anne. Keeping  with my theme of nosing around in other peoples YL world

Rats, books and school.

Rats, books and school. Three of Cesca's favourtie things.

, this time I spoke via email with experienced YL teacher, IH CYLT Tutor and Rat (and all round animal) lover Cesca K.

How long have you been teaching Young Learners?

This is my eighth school year – I spent a couple of years in Poland and have been in Prague ever since. I worked with young people as a volunteer in M.I.N.D (a mental health charity in the UK) before going into teaching.

What is your favourite age group to teach? Why?

Although I like teaching VYL, I would say my favourite age group is 8-12. They are young enough to still be keen but old enough to be able to produce some amazingly creative and imaginative work.

You were one of the first people to choose YL for DELTA. What were the biggest challenges for you?

Resources. I found that most YL books were aimed at new teachers and thus I found it hard to find quotes to back up my justifications for what I was doing in the classroom. I also found it hard at times to ‘tick’ all the boxes as far as Cambridge were concerned but my tutors were very supportive and I got there in the end!

Do you have a favourite lesson up your sleeve for emergencies?

Not really – I have a lot of books and games to turn to if it’s a real emergency and I don’t have any planning time.

I know you have a particular interest in getting kids writing. Have you got any tips you can share?

I think the biggest problem in teaching YL writing skills is that they tend to see it as a punishment. Once you make the process fun, even the most reluctant students tend to get into it. I found that using resources designed for primary schools works well – so the students really get the chance to plot out the stories and to find new and exciting language to use (there’s some really helpful stuff on www.primaryresources.co.uk) Sometimes you’ll need to grade the language on the worksheets to make it more accessible to ESL students. I also find that giving students a reason for writing helps – they don’t want to spend hours on something that gets shoved at the back of their folders – offer to publish them in the school magazine or website.

What websites do you like to use with your classes?

I love www.toondoo.com – creating cartoons that can be used to revise pretty much any language point and I use www.eslgamesworld.com as a treat for my classes every couple of months, there are lots of interactive games you can use with the whole class.

Question to all. Do you do writing with your YLs? Do they find it a chore/ punishment? What do you do in class to get them writing? Leave your comments below.

Big thanks to Cesca for letting us see a snippet of her YL world.

Until next time….

%d bloggers like this: