How To Keep Students On Their Toes

Teaching Young Learners

HOW TO KEEP STUDENTS ON THEIR TOES

Marcia GerheimSheila Moreira

Juliana Pinto

The differences between a school classroom and a CI classroom

territorial attitudes use of L1 learning environment e-board number of students per class

What can I do to improve students’ participation?

Help students to develop positive attitudes torwards learning English

Moon, J. “Children Learning English”

Motivate your students Get students to cooperate, work and bond as a group

The “Pyramid” Chart

Students score pointsand build a classroom pyramid together Students suggest what their prize is going to be Students vote and decide about their prize

What can I do to make students aware of their participation?

Be very clear about what you expect from your students Provide a set of guidelines for working together in an orderly way Make your students aware of their participation by valueing their achievements

Moon, J. “Children Learning English”

Students´ participation in class

Speak English Bring your material Arrive on time Pay attention Participate in a productive manner Respect your classmates and the teacher Do your homework

The stoplights Red star: totally

inadequate behaviour in class

Yellow star: some inadequate behaviour

Green star: excellent behaviour in class

5 green stars= good behaviour diploma

What can I do to improve students`concentration?

Use different resouces Keep a brisk pace Choose short and funny activities, such

as: “Funny Drills”, “Show me”, “Run and Touch”, “What’s missing?”, “The Guessing Game. (for a description go to slide 11)

What can I do when I do not get students’ full attention?

Respect your students’ attention span

Change the activity whenever you feel that you`re losing their attention

Allow students to join in naturally as they become interested in the activity

Thank you!

[email protected]@globo.com

[email protected]

Special thanks to Guilherme Pacheco, Mabel Castro, Teresa carvalho, Valéria França and all the people that helped us along the way.

Description of Games by Sheila Moreira

Funny drills – students repeat vocabulary items after the teacher in many different ways, varying from speaking slowly, fast, loudly, quietly, happily, sadly, “like Mommy Bear”, “like Baby bear” etc. We just need to use our imagination and create other ways of doing it.

Show me – Teacher says a word and a student point to the flashcard.

Run and touch – variation of the previous one adding an element of fun. Students race to touch the vocabulary item asked by the teacher.


“What's missing?” - teacher either asks students to close their eyes or chooses a student to leave the room. One flashcard is hidden and students have to find out which one was taken out.


The guessing game – teacher shows 4 or five flashcards to students, drills a little and put them into an envelope. One card at a time is taken out of the envelope, allowing students to see the back of it. They have 3 chances to guess which one it is. If they miss the teacher gets a point, if they get it right they get a point.


Reference List

. Cant, Amanda & Superfine, Wendy 1997 “Developing Resources for Primary” Richmond Publishing. Lewis, Gordon & Bedson, Gunther. 1999 “Games for Children”. OUP. Moon, J. 2000 “Children Learning English”. MacMillan Heinemann. Shin, Joan Kang. 2008 “Ten Helpful Ideas for Teaching English to Young Learners” English teaching Forum, vol. 4, no. 2. (available from: http://exchanges.state.gov/forum/vols/vol44/no2/p2.htm). Reilly, Vanessa & Ward, Sheila. 2003 “Very Young Learners”. OUP. Williams, M. 1998 “Ten Principles for Teaching English to Young Learners” IATEFL Newsletter, issue 142. (available from: http://www.cambridge.com.mx/site/EXTRAS/articuloMelanie.pdf). Read, Carol “The Challenge of Teaching Children” English Teaching Professional, issue 7. (available from: http://www.etprofessional.com/articles/challenge.pdf). Roth, Genevieve 1998 “Teaching Very Young Children”. Richmond Publishing

How To Keep Students On Their Toes

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