In the previous video (transcript below), I introduced some ideas about the roles of a carer (teachers, elders, parents etc.) in the lives of… Read More »Teaching English to Young Learners: Mental State Language
Language teachers are constantly in need of inspiring new ways to get concepts across. You don’t need to be the most creative person to liven… Read More »Museum Resources for the English Language Teacher
Reflecting on Anger and Classroom Management when teaching English to Young Learners At my age, a lot of memories of being seven-and-a-half have been pruned… Read More »Teaching English to Young Learners: Anger in our Classrooms
Ask any teacher to react to the idea of teaching teens and there will be either a shiver of horror or the exclamation of “bring it on!”. We’re going to find out why teaching teens is a not only a deeply important privilege but how it will also improve your own brain health. We’ll look at the hormonal and neurological changes that take place, and the needs of adolescents, that if met, will make for fantastic relationships and effective learning.
Chances are that at some point in your teaching career, you will teach or will have taught children. I had the classic scenario of starting with adults and slowly but surely being given classes with younger and younger students, until one day I realised that I was almost entirely a young learner teacher. Thing is, I never got any clear guidance in all that time as to how that should have been affecting my teaching. How do children learn? Were there any learning theories I should know about?
500 Activities for the Primary Classroom” is the answer to that perennial question of “What on earth am I going to do with my class tomorrow?” Aimed at teachers of young learners between the ages of 3-12, this is a lively, varied compendium of ideas and classroom activities.
We don’t just consume stories these days, we add to them, we participate in the writing of them through our collaboration on social media. Storytelling is memorable because of it’s use of image and imagery, rhythm and repetition of theme words or sound. But what do we mean when we refer to transmedia?
This new edition, Tell it Again! The New Storytelling Handbook, brings together this accumulated experience as well as recent developments in language teaching, and provides a completely revised and updated methodology section including new guidelines on how to assess pupils’ story-based work, learning to learn, learning about culture and learning technologies. Part 2 offers detailed story notes written by experienced materials writers and practising teachers on ten stories selected from Puffin’s rich list of children’s literature as well as two photocopiable stories.
A book offering Primary School language teachers a new and practical methodology based on the importance, now universally recognised in curricula around the world, of teaching children how to learn. Much like the books we make reference to about teaching higher order thinking skills and “Fat Questions”, we need to support and build awareness of what learning actually is. In many ways, these skills need to be addressed with adults too.