Tag: Teaching English to Young Learners

teaching with the characteristics of teens eltcampus
Why Everyone Should Teach Teens and Feel Lucky to Do So

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.

how children learn, learning theories and children
How do children learn? Ideas we need to know for teaching young learners

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?

Make a thought shower on your wall of thoughts in droplets
Young Learners and Activities for the Classroom

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.

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Transmedia Storytelling and Convergence

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?

Listen and Point Young Learners
The Power of Storytelling in Language Learning

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.

dragon boat II
Teaching Learning to Young Learners

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.

charlie chaplin the kid 1921
Using Video and Film in English Language Learning

Following on from Jamies talks and videos, a book version of his approach to using short videos in the classroom

The Learner Centred Classroom
Getting the Buggers to Behave, by Sue Cowley

“This book gives you advice on behaviour management that is easily accessible and equally easy to apply. This book provides plenty of information on the basic of behaviour management, lots of tips and ideas for managing the physical aspects of the classroom environment. The ideas and advice given are based on common sense observations and strategies that have worked for me.”

fat thinking and higher order thinking skills
Teaching Young Learners to Think

Coetzer (IHJournal June 2017) calls them “chubby questions”. Questions that get people, and importantly our learners, drilling down deep for answers. If you’re aware of HOTS and LOTS, you’ll know they refer to “Higher Order Thinking Skills” and “Lower Order Thinking Skills”. We want learners to move beyond LOTS, that include activities like memorising, applying and answering short Yes/No answers into the challenges of HOTS: investigation, interpretation, analysis, manipulation, critique and creation.