Benefits of Classroom Routines and Activities for Children

What routine:

Is the usual series of things that you do at a particular time. A routine is also the practice of regularly doing thing in a fixed order.

Benefits:

• Classroom gets easily organized.
• Sense of security and control over environment.
• Daily planning.
• Repetition.
• Linguistic short commands.
• Self-control, positive behaviour, social skills.

TPR:

Coordination of speech and action. Commands become more complex as the progresses. Active participation.

Circle Time:

Favours communication. Many routines are developed in this position. Can be used for other purposes. Harrys and Fuqua (children gather on carpet. Start singing song of greeting. Calendar routine. Helper observes weather and arranges poster.

Read, C-wheel:

Context (need natural, real and make sense to the child), connections (To build connections to other areas of learning), coherence (provide carefully linked opportunities for children to acquire language in ways are meaningful and comprehensible and relevant and worthwhile), challenge (Need to develop, thinking skills as well as language skills. Cognition is another), curiosity (stimulate and maintain, children curiosity and make the act of learning interesting), care (children as individuals, supporting and using positive language), community (feel part of a community, communication, collaboration and cooperation), creativity (develop creativity, fantasy and imagination.

Rhymes:

Children love music, memory, vocabulary, creative use of languages. Motivation. Music connected to affective and unconscious factors.

Classification Brewster:

Action song (TPR. happy and you know it- head, shoulders, knees and toes) Tranditional song (convey cultural values) Pop song (we can use anything)

Important tool:

Memory (imaging and method of locations. Rhyming), vocabulary and culture (actively involved. Songs for every theme/occasion. Vocabulary emotions. Festival, holidays. Multisensory experience. Information easier), physical benefits (TPR. Movements helps. Breathing, voice control and exercise muscles. Coordination. Learning enjoyable. Linguistic functions and emotional), pronunciation (children reproduce what they hear. Supra segmental features, stress, pitch and intonation..), benefits for the teacher (common language themes. Games stories, movement, dance. Paper work. Enjoyment and motivation).

CLIL:

Content and Language Integrated Learning.

Vygotsky ZPD:

Zona Proximal Development.

Designing song: 8 features

• Length (appropriate for the children)
• Level (is the song, chant, thyme easy)
• Repetition (remember the language)
• Content (relate to the contents)
• Relevance (related to the students interest and experiences)
• Actions (children remember the words and are fun)
• Context (context helps students understand the song)
• Catchiness (the song easy to remember)

Characteristics and functions of games

Vygotsky (the context of play creates zones of proximal development of the child) Langran and Purcell language game (a tool create a situation in the classroom which provides learners with opportunities for using the target...) Thot 1995 (competitive games, co-operative game) Hadfield 1998 (cooperative games, competitive games and individualistic games) Lengeling and Malarcher 1997 (1st affective area: lowers affective Krashen, encourages creative Tyson, promotes communicate Tyson, motivates Moon, fun Philips. 2nd Cognitive area: reinforces McMallum, reviews McMallum, focuses on grammar Mc. 3rd Class Dynamics area: students centered Crookall, teacher acts only as facilitator Crookall, builds cohesion Cook, fosters whole class participation McMallum, promotes healthy competition McMallum. 4th Adaptability area: easily adjusted for age McMallum, utilizes all four skills McMallum reading, writing, speaking or listening, requires minimum preparation McCallum) Selecting and using games: Lewis and Bedson and Hong: 1 think ahead, 2 games are best set up by demonstration, 3 it’s very important not to play a game for too long, 4 distinguish noise from chaos. Game Types: Bedson and Gordon and Mourado classification, (movements, card, board, dice, drawing, guessing, role-play, singing and chatting, team, word games). Recent innovations: ICT informations and communication technologies. Mercer 2014 to be critically reflective when choosing and app or software and considered possible. Characteristics: active involvement of the children, self-motivation, different situations, children’s high levels of engagement. Storytelling: Barreras (storytelling is an ideal introduction to foreign languages as stories provide a familiar context for the child) Grey in Gonzalez and Querol (literature and culture are interrelated, tool to introduce vocabulary, playfulness, appropriate selection) Goshn (motivation, offers them a sense and a context, learning of the Language, it’s usage, although adapted) Linguistic expressions: personal functions (say their name, age, birth date, esteem, happiness, boredom, anger, refusal) interpersonal (face to face, someone, speak telephone, greeting, congratulations) strategic-referential (instructions or advice, permissions, warn) reference (time of day, season, simple events, things) poetic-imaginative (that rhythm, poetic expressions) metalinguistic (resolutions problems, more examples of classroom). Read 2007 R’s (relationships, rules, routines, rights, responsibilities, respect and rewards). Pronunciation: 1 the existence of a given sound in the latter. 2nd which have the same phonetics features in both language but differ in their Distribution. 3rd Similar sound in two language which differ only slightly in their phonetic features. 4th sound that have the same qualities in both language.