Teaching Young Learners: Routines, Rewards, and Lesson Planning
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PREGUNTAS:
WHAT IS THE PURPOSE OF ROUTINE IN YOUNG LEARNER CLASSES?
Young children respond well to this environment, which they quickly learn and come to expect. Lining up outside the door, taking their jackets off, opening their folders, and putting other distractions away all form part of this routine and help to settle the class and get it off to a good start. If copying words from the board when the teacher asks them to do it is the routine, it will be done almost automatically when the instruction is given. Children don't really like surprises when it means a change to the way they usually do things, and they are quick to tell the teacher when this happens.HOW IMPORTANT IS REWARDING CHILDREN AND HOW DO YOU DO IT?
Young children are very competitive and like to be praised and rewarded. Unlike adults, they are not used to working in pairs or groups and are very me-focused. Teachers can exploit this by awarding points or stars, not just for language but for good behavior, paying attention, participating, helping the teacher, helping other students. This all helps to make everyone feel that they have something to offer. Be careful to vary your language when giving praise, and try to use the students' names as often as possible. If you only say 'fantastic,' it can lose its currency.HOW DO YOU MAKE ACTIVITIES MEMORABLE?
Keep activities simple and build on them over a number of lessons. Children respond well to visuals and especially color. The more they are involved in doing things, the more likely they will remember and benefit from the activity. Young children learn quickly, but they tend to forget quickly too, so we need to provide lots of opportunities for recycling and using the language in different contexts. They will happily repeat something over and over again if they enjoy doing it, and this allows us to increase the degree of difficulty or input new language into an already familiar story or game.HOW IMPORTANT IS IT THAT ALL THE CHILDREN ARE ON TASK DOING WHAT THEY ARE SUPPOSED TO BE DOING?
Many teachers are overly concerned with keeping everybody active, hopefully doing exactly what they are supposed to be doing at the same time. But this is unrealistic, and having one student who is not on task doesn't constitute a problem until they become disruptive. Children's moods can change from lesson to lesson or even from activity to activity. Teachers should try to help slower children keep up but shouldn't be worried if they need longer to complete a task or seem a bit distant. Get the others started and try to do what you can for those who may have lost concentration or are simply having an off day. This is particularly true for very young learners.HOW COULD LESSON PLANNING WRITING HELP IN THE TEACHING AND LEARNING PROCESS?
Writing the lesson plan allows the teacher to have control of the class and to feel comfortable and secure during the class in order to improve the children's learning process.HOW COULD LESSON PLANNING WRITING HELP IN IMPROVING/DEVELOPING YOURSELF AS A TEACHER?
It improves your organization. Through experience, you gain confidence.WHY WOULD YOU WRITE A LESSON PLAN APART FROM WRITING AS AN ASSIGNMENT?
I would write a lesson plan to prepare my classes as a future English teacher. For our own improvement as teachers.IN YOUR LESSON PLAN, WHAT WILL YOU WRITE ABOUT? WHAT DO YOU CONSIDER IMPORTANT TO REFLECT?
It is important to write about the age, the purposes, the methodology, activities, the time that activities will last...LESSON PLANNING.
CONTENT-WHAT TO TEACH:
- Age
- Time
- Number of children
- Objectives (What you want pupils to achieve by the end of the lesson)
- Language skills (abilities related to the four main language skills: listening, speaking, reading, and writing, e.g., reading for detail, guessing from context, identifying the correct spelling...)
- Functions (How sentences are used in particular communicative situations)
- Vocabulary (The known and new words pupils will use in the lesson)
- Language structures (language patterns pupils will read or listen to)
- New language
- Resources
- Attitudes
LESSON PROCEDURES:
- Teachers' activity
- Pupils' activity
- Notes
- Time (of each activity)